Unit six

Unit six

Knowledge and Wisdom

1. Text one

2. Text two

3. Oral activity

4. Exercises

content

Text one• Pre-reading questions

• Background information

• Vocabulary

• Structure analysis

• Comprehension questions• • Language points of Text I

Text I Knowledge and Wisdom

• Pre-reading questions

1. What kind of people is considered wise? Cite some examples.

2. And what are the elements that constitute wisdom?

3. How can you become wise? Do you think what you are doing in college contributes to wisdom?

Background information (1)

• About the text and the author

• Bertrand Russell (1872—1970), British philosopher and mathematician, was one of the outstanding figures of 20th century British philosophy, and was especially important for his work in mathematical logic and notable for his support humanitarian causes. His major works include Principia Mathematica, 3 vols. (1910—1913), written with A.N. Whitehead, and A History of Western Philosophy (1945).


• Russell was twice imprisoned for activities associated with advocacy of pacifism(1918), and with the anti-nuclear movement (1961).

• He was awarded the Nobel Prize for Literature in 1950.


• Proverbs on Wisdom

• 1. To know wisdom and instruction; to perceive the words of understanding.

• 要使人晓得智慧和训诲 , 分辨通达的言语。

• 2. Wisdom is not like money to be tied up and hidden. (Akan Proverb)

• 智能不像金钱，不能捆起来藏着。


• 3. Wisdom is more to be envied than riches.

• 知识可羡，胜于财富。• 4. Wisdom comes form extensive observa

tion and broad knowledge.

• 聪明来自于见多识广 .

• 5. Wisdom in the mind is better than money in the hand. 胸中有知识，胜于手中有钱。


• 6.Doubt is the key of knowledge. 怀疑是知识之钥。

• 7. If you want knowledge,you must toil for it. 若要求知识，须从勤苦得。

• 8.A little knowledge is a dangerous thing. 浅学误人。

• 9. Learn wisdom by the follies of others. 从旁人的愚行中学到聪明。

• 10. Wisdom is to the mind what health is to the body. 知识之于精神，一如健康之于肉体。

Structure analysis of the text (1)

• The text is neatly structured, with the first paragraph introducing the topic and the other paragraphs elaborating on it. Each of the four paragraphs discusses one factor that contributes to wisdom.

Structure analysis of the text (2)• Paragraph 2: Of these I should put first a sense of

proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight.

• Paragraph 3: There must be, also, a certain awareness of the ends of human life.

• Paragraph 4: It is needed in the choice of ends to be pursued and in emancipation from personal prejudice.

• Paragraph 5: I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

Structure analysis of the text (3)

• Factors that constitute wisdom:

• 1.comprehensiveness mixed with a sense of proportion;

• 2.a full awareness of the goals of human life;

• 3.understanding;

• 4.impartiality

Comprehension questions (1)

• 1. What message does the writer try to convey with the example of technicians?

• Key: Refer to Paragraph 2. The writer tries to tell us knowledge itself cannot save the world. Knowledge without wisdom will not benefit the world an din some cases will even pose a serious threat to humanity. So a wise person has to have a comprehensive view.


• 2. How can wisdom help one in his/her pursuit of a life-long career?

• Key: Refer to Paragraph 4. Wisdom can help one in his choice of a life-long pursuit. When one has to make a major career decision, he has to consider whether it is possible to achieve what he aims at. If it is too high to be achieved, he should learn to give it up and turn to an attainable goal.


• 3.What, according to Russell, is the essence of wisdom? And how can one acquire the very essence?

• Key: Refer to Paragraph 5. According to Russell, the essence of wisdom lies in impartiality, the ability to defy the physical world. Russell believes the process of growing wise is that of tearing oneself away from the physical and emotional worlds and moving into a higher stage, the spiritual world.

Vocabulary(1)

• 1. correlative: adj. having or showing a relation to something else.– E.g. Democracy is correlative with centralism. 民

主是对集中而言的。• vt/i correlate:

– E.g. We should correlate the theory with practice.

• [C] correlation – E.g.The article explains the correlation between cl

imate and vegetation

Vocabulary(2)

• 2. cease: vt/i: to come to an end– e.g. He never ceased from his activities as a propa

gandist.– cease fire– Gradually their talk ceased.– 他们终于由于缺乏资金而停工了。– At last they ceased working for lack of capital.

• [U] pause– E.g. We worked without cease to get the productio

n finished on time.

Vocabulary(3)• 3. promote: vt.1) To help the process of something; t

o encourage or support.– E.g. The teacher’s encouragement promotes the students’ l

ove of learning.

• 2)Do you have any idea how to promote the sales of this product?

• To attempt to sell or popularize by advertising or publicity

• 3) Our teacher has been promoted to headmaster.• To raise to a more important or responsible job or ran

k.• [U] promotion adj. promotive

Vocabulary(4)

• 4. contribute to: to help to cause or bring about– e.g. Poor food contributed to her illness.

– Her singing will contribute greatly to the success of the party.

• 5. proportion: the correct relation in size, degree, etc. between one thing and another or between the parts of a whole.– E.g. This door is narrow in proportion to its height.

– A large proportion of the students were sick last week.

in proportion to

– We do not always find visible happiness in proportion to visible virtue”(Samuel Johnson)

Vocabulary(5)

• 6. due: proper, adequate– e.g. They will surely meet with due punishment.– Due care must be taken while one is driving.– 我们有充分的理由给予他们荣誉– We have due cause to honor them.

• 7. populous:densely populated– E.g. America now becomes the third biggest popul

ous country.

• -ous: characterize by; of the nature other examples: mountainous, poisonous

Vocabulary(6)• 8. spectacular: adj.strikingly large and obvious

– E.g. This is a spectacular achievement in science

• [C] Something that is spectacular– E.g. The Great Wall is a spectacular in the world.

• [U] spectacularity.

• -ar: of the kind specified

• other example: molecular, scholar

• 9. atom: the smallest part of an element that can exist chemically.

• substance—molecule—atom—proton/electron

Vocabulary(7)• 10. lunatic: 1) [C] a person who is mad, foolish,

or wild.– E.g. He must be a lunatic to drive his car so fast.

• 2) adj. insane or wildly foolish.– E.g. This is a lunatic decision.

• 11. eminent: (of a person) famous and respected – e.g. He is eminent for his learning.– Even the most eminent doctors could not cure him.

• eminence: – [U] A position of great distinction or superiority– [C] A person of high station or great achievements.

Vocabulary(8)• 12. inculcate: (to fix (ideas and principles, etc.

) in the mind of (somebody)– e.g. It's important to inculcate these ideas in the

minds of the young people.– Parents inculcate the young with a sense of duty.

• [U] inculcation• 13. emancipation:[U] the action or state of

setting or being free from political, moral, intellectual or social restrictions.– E.g.He was devoted to the emancipation of all

mankind

• Vt. emancipate

Vocabulary(9)• 14. prejudice: 1) [U] an unfair and often unfavorable

feeling or opinion not based on reason or enough knowledge.(against)– A judge must be free from prejudice.

– 法官不应存有偏见。• 2) [U] injury caused to a person by the preconceived,

unfavorable conviction of another or others.(to)– E.g. I will do nothing to the prejudice of my friend in this

matter.

– 必须明确 , 这次让步对本委员会今后的决定不产生任何影响。

– It must be understood that this concession is made without prejudice to any future decision of the committee.

Vocabulary(10)• 15. elixir: an imaginary substance with which

medieval scientists hoped to make people live for ever.

• 16. confer:1) vt. to give or grant (an honor, etc.)– e.g. The queen conferred knighthoods on several di

stinguished men.– The honor was conferred on him just after the war.

• 2) vi. To meet in order to consult or compare views.– E.g.工程师和技术员们还在讨论此次意外事故。– The engineers are still conferring with technicians

on the unexpected accident.

Vocabulary(11)• 17. appalling: adj. Horrifying, shocking

– e.g. The starving natives is in appalling conditions

– 这场可怕的战争何时结束 ?

– When will this appalling war end?

• Vt. appall: horrify, shock– E.g. The public were appalled when they heard the preside

nt had been murdered.

• 18. vice:[C] a moral fault or weakness in somebody’s character.– E.g.说谎和残暴均是不道德的行为。– Lying and cruelty are vices.

• Adj. vicious: e.g. a vicious companion

Vocabulary(12)• 19. admixture: a thing added, especially as a

minor ingredient.

• Vt/i: admix: to mix; blend.

• 20.egoism:[U] the state of mind in which one is always thinking about oneself and what is best for oneself.

• antonym: altruism:Unselfish concern for the welfare of others; selflessness.

Vocabulary(13)

• 21. horizon: 1)the limit of a person’s knowledge, experience, interest, etc.– E.g. 科学使我们大开新的眼界。– Science gives us a new horizon.

• 2) The apparent intersection of the earth and sky as seen by an observer.

• E.g. I could see a ship on the horizon.

Vocabulary(14)

• 22. impartiality: the condition of treating all rivals or disputants equally– e.g. Certain ministers are pressing for new rules

on broadcasting impartiality.– Political impartiality is strengthened.

• adj. impartial: unprejudiced

• antonym: partial: favoring one person or side over another or others; biased or prejudiced:– E.g. I'm very partial to sweet foods.– a decision that was partial to the manager.

Language points of Text I (1-1)• 1. What view is commonly accepted in term

s of knowledge and wisdom?

• Key: Most people believe that knowledge is not equal to wisdom as history has suggested that the acquisition of knowledge does not necessarily lead to the increase of wisdom.

• 2. Is there a definition of wisdom?

• Key: no

Language points of Text I (1-2)

• 3. Has the writer stated the purpose of the writing?

• Key: Yes. The writer has made it clear that he would like to discuss what contributes to wisdom and how to teach wisdom.

• 4. surpass: to do or be better than– e.g. The student was surpassing himself in math

ematics.– Tom surpassed all expectations.

• sur-: over, above, beyond. Other examples: surcharge, surrealism.


• 5.means: a method that enables a purpose to be fulfilled– e.g. He was prepared to use any means to get what

he wanted.– The quickest means of travel is by plane.

• Note: It is a plural noun, but is usually treated as singular.


• 1. Has it become more and more difficult for scientists and technicians to obtain a sense proportion of the things they study nowadays?

• 2. What does “sense of proportion” mean?

• 3. what message does the writer try to convey with the example of technicians?

• 4.Why is comprehensiveness an important factor that constitutes wisdom?


• 1. Has it become more and more difficult for scientists and technicians to obtain a sense proportion of the things they study nowadays?

• Key: yes.• 2. What does “sense of proportion” mean?• Key: the ability to take account of all the important

factors in a problem and to attach to each its due weight. In other words, it refers to the ability to consider and judge correctly what factors are of more importance and what are of less importance. In the article, “comprehensiveness” is also used to refer to this ability.


• 3.what message does the writer try to convey with the example of technicians?

• Key: Refer to Paragraph 2. The writer tries to tell us knowledge itself cannot save the world. Knowledge without wisdom will not benefit the world and in some cases will even pose a serious threat to humanity. So a wise person has to have a comprehensive view.


• 4.Why is comprehensiveness an important factor that constitutes wisdom?– Key: as human knowledge becomes more and

more extensive and specialized, one who is engrossed in the study of his specific field may fail to foresee the outcome of the knowledge he is pursuing. This may do harm rather than good to mankind, since the outcome may be a disaster to the society. To be wise, one should also have the full comprehension of what the knowledge will bring about while he is working hard in his special field.


• 5. put first: take sth. as top priority.

• 6. take account of: to take into consideration; to consider a specified thing along with other factors before reaching a decision or taking action.– e.g. In judging the progress he has made, we

must take account of the fact that he has been working in great difficulties for several months.

• 7. attach due weight to: to give proper importance to


• 8. extent: The range, or distance over which a thing extends

• to the extent: to the degree– E.g. Education cannot decide the extent of one's

knowledge.– 我在某种程度上同意你。– I agree with you to a certain extent.

• 9. complexity: The quality or condition of being complicated.– E.g. 错综复杂的公路图把我搞糊涂了。– The complexity of the road map puzzled me.


• 10. require sth. of sb. : – E.g. 我们做了要求我们所做的一切。– We did all that was required of us.

• 11. absorb: 1) To occupy the full attention, interest, or time of; engross– E.g. The writer was absorbed in his writing

– 2) The teacher ask us to absorb the full meaning of the text.

• understand– 3) We will not absorb these charges. We cannot afford it.

• To take over (a cost or costs).


• 12. intellectual & intelligent P76

• An intelligent person is somebody with a quick and clever mind.

• An intellectual person is somebody who is well-educated and interested in subjects that need long periods of study.

• So a small child, or even a dog can be intelligent but cannot be called intellectual.

• Intelligent and intellectual are both adjective, but intellectual can also be a noun.


• 13. unintended: unplanned

• 14.composition: [C] 1) A short essay, especially one written as an academic exercise.

• 2) The combining of distinct parts or elements to form a whole.– E.g. I have no idea who decided the composition o

f the committee?

• Vt. compose: To make up – E.g. Water is composed of hydrogen and oxygen.


• 15. disinterested & uninterested P76

• The adjective interested can mean: 1) desiring to learn or know– E.g. I’m very interested in local history.

• 2) having an involvement in sth.– E.g. The lawyer invited the interested parties to

discuss the problem.

• Uninterested relates to sense 1), and disinterested sense 2).


• 16. be in the hands of: be controlled or be dealt with.– E.g. The defendant's fate is in the hands of the jury. – Dinner is in the hands of the chef.

• 17.comprehensive: So large in scope or content as to include much

• 18. vision: Unusual competence in discernment or perception; intelligent foresight


• 19. in the pursuit of:– E.g. throughout his life, he was in the pursuit of the

truth/love.

• pursuit: n. the action of following somebody or something– e.g. The police car raced through the streets in

pursuit of another car.– He devoted every spare moment to the pursuit of

his passion.

• pursue: vt. To try to achieve– e.g. She is ruthless in pursuing her objectives.– It was wrong not to have pursued peace.


• 1. Should Historians be impartial and avoid being affected by their sentiment?

• 2. constitute: – E.g. England, Wales, Scotland, and Northern

Ireland constitute / compose / make up the United kingdom.

– The United Kingdom consists of Great Britain and Northern Ireland.

• [C]constitution

• 3. end: goal– E.g. He gained the end by all means.

Language points of Text I (3-2)• 4. Many eminent historians have done more

harm than good ... What many eminent historians have done is more damaging than helpful

• 5. distort: vt. To give a false or misleading account of; misrepresent.– E.g. That newspaper accounts of international

affairs are sometimes distorted.

• [C/U] distortion• 6. medium: pl. media. An agency by which

something is accomplished, conveyed, or transferred.


• 7. Hegel: German philosopher who proposed that truth is reached by a continuing dialectic.

Language points of Text I (3-4)• 8. 400 AD: from that year, Teutons invaded and

conquered the Europe.• 9. standard-bearer: [C] a leading figure in a cause or

movement• 10.by no means & by all means:• You can say by all means to tell somebody that you

are very willing to allow them to do something or that you are in favor of a suggestion.

• You use expressions such as by no means, not by any means, and by no manner of means to emphasize that something is not true.


• 1. What can wisdom help one in his pursuit of a life-long career?

• Key: Wisdom can help one in his choice of a life-long pursuit. When one has to make a major career decision, he has to consider whether it is possible to achieve what he aims at. If it is too high to be achieved, he should learn to give it up and turn to an attainable goal.


• 2. Even an end which it would be noble to pursue if it were attainable may be pursued unwisely if it is inherently impossible of achievement.

• It would be unwise to pursue a goal that is bound to fail though it might be noble to do so.

• attainable : capable of being achieved• inherent: existing as an essential constituent or char

acteristic; intrinsic• "... which it would be noble to pursue if it were attai

nable" is the relative clause modifying "an end. " The first "it" in the relative clause is an anticipatory word functioning as the formal subject while the second a pronoun referring to " an end.


• 3. search for: to look carefully in order to find something– e.g. She searched through her purse for the

keys.– The computer program is able to search text

for spelling mistakes.

• 4. philosopher’s stone: P73 note 4


• 5. as it was: in reality; in the actual situation• Compare "as it was" with "as it were. " "As it was" i

s the past tense form of "as it is," which refers to what an actual situation is. Similar expressions include: as it stands, as it turns out, as it happens.

• e.g. I thought things would get better, but as it is, they are getting worse.

• I've got enough on my plate as it is.• as it were: as one might say; in a sort of way• "Were" here is a subjunctive form.• e.g. He was my second self, as it were.• He became, as it were, a man without a country.


• 6. descend:1) come or go down.– E.g. He descended from the top of the mounta

in.

• 2) To come from an ancestor or ancestry– E.g. a tradition descending from ancient days.

• 3) To proceed or progress downward, as in rank, or scale(disapprovingly)

• [U] descent


• 7. What does “convincing each that the other has only the normal share of human wickedness” suggest?

• Key: it suggests that all human are wicked to some extent.

• 8. enmity:deep-seated, often mutual hatred.– E.g. He felt enmity towards his sister.


• 9. instill: To introduce by gradual, persistent efforts; implant– E.g. Morality may be instilled into their minds.– It is part of a teacher's job to instill self-

confidence into his/her students.

• [U] instilment


• 1.What, according to Russell, is the essence of wisdom? And how can one acquire the very essence?

• Key: Refer to Paragraph 5. According to Russell, the essence of wisdom lies in impartiality, the ability to defy the physical world. Russell believes the process of growing wise is that of tearing oneself away from the physical and emotional worlds and moving into a higher stage, the spiritual world.


• 2. The essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

• The basic and important part of wisdom is to free oneself from the confinement of the physical world and emotional world and look beyond.

• 3. be bound up with: be involved in, dependent on, connected with– e.g. The survival of these creatures is intimately bound up

with the health of the ocean.

– Dominant and submissive behavior is closely bound up with childhood experiences.


• 4. impersonal: 1) showing no emotion or indifferent:– e.g. Her impersonal manner offended me.

• 2) having no personal reference or connection:– an impersonal remark. 客观的评价

• 5. unaffected & disaffected P76

• unaffected: not influenced, harmed or interrupted in any way.

• disaffected: no longer supporting or being satisfied with an organization, ruler, etc.


• 6. in proportion: accordingly

• 7. What does “This is of course a matter of degree.” mean?

• The writer suggests that people cannot avoid being partial. The difference between a man and an unwise man is the former has a lesser degree of partiality. As one becomes more impartial, his wisdom grows.


• 8. Continual & continuous P76

• continual describes separate actions(often annoying actions you do not like) which are repeated over a period of time.

• Continuous describes things and events that go on without a break.

Chinese Version of Text II如何成为一个天才

如果我的青年读者中有人想成为当代理论骨干 ,我希望他们能避免我年轻时因为缺少好的建议而犯下的几个错误。当年，我要对一个问题形成观点时，一般先要研究它，从不同的角度推敲，最终得出一个中肯的结论。现在我发现这种办法是行不通的。一个天才无须研究，便无所不知，他的观点是武断的，他的说服力建立在言辞修饰上，而不是建立在讲理上。有偏见是很有必要的，这样有利于表现感情的强度，而感情的强度往往被视为有力。诉诸偏见和激情是很有必要的，不过人们对这种叫法已经感到难堪，开始以某种新的不好说出的道德为名来做同样的事。也许应该嘲弄那些需要证据达到结论的迂腐和书生气。总而言之，应该新瓶装旧酒。

成为天才的办法并不陌生，在我们的祖父时代已经被卡莱尔实践过了，在我们的父辈时代被尼采实践过了，到了我们这一代也已经被劳伦斯实践过了。劳伦斯的热爱者们认为劳伦斯道出了有关男女关系的所有的崭新的智慧，实际上他不过是重新宣扬和野蛮人联系在一起的男性统治论。按照他的哲学，女性的存在就是为劳累一天而归的伟大男性提供一块又软又滑的温柔乡。而现代社会对女性的希冀却不仅限于此。他为了旧的和黑暗的东西擦洗这个世界，他热爱墨西哥阿芝特克人式的残忍。正在学习的青年们自然能够快乐阅读并且四处实践野蛮人那一套，只要文明社会的惯例允许。

成为天才最关键的一点还有掌握批评的艺术。你的批评一定要使读者认为你在批评他人而不是他自己，这样他就会为你那高贵的讽刺所折服，如果他看出你在批评他本人，他就会认为你是一没有教养的偏激狂。卡莱尔说，英国有 2000 万人，大部分都是傻逼。每个人读到这里都会认为自己是一个例外，并因此喜欢这个论断。你绝对不能批评某一特定的阶级，比如有具体收入，具体地域的一类人，或是迷信某一具体信条的信徒。如果你这样做，有的读者就会反应过来你是在骂他。你最好批评那些情感迟钝的人，那些需要慢慢剖析才能反应过来的人，因为我们都知道有这样的人，因此我们要满怀同情观看你对时代病症有力的诊断。

不要理会事实和理性，完全生活于由你自己的奇思妙想的激情所构建的世界中，并全心全意坚定信念狠抓落实，你将成为你时代中的一个圣人。

Comprehension questions of Text II (1)

• 1.How do you interpret the statement, “It is necessary to be one-sided, since this facilitates the vehemence that is considered a proof of strength” (P1)

• Key: The sentence means one should be biased so as to be passionate, and passion is a proof of his strength. Russell here mocks this belief of Lawrence’s implicitly.


• 2. In the second paragraph, Russell seems to warn the youth against something. What is the warning?

• Key: In the second paragraph, Russell warns the youth against Lawrence’s influence that saw women as passive and physical, and that encouraged men to behave in a primitive and dominant way.


• 3.What is Russell’s opinion about some people’s technique of criticism?

• Key: Refer to paragraph 3. Russell despises those writers that were slippery, those that did not specify their targets clearly.


• 4.What is the major conflict between Russell’s and Lawrence’s philosophies as is exemplified by the text?

• Key: Russell stands for the rational and intellectual side while Lawrence for the emotional, physical side. Russell despises Lawrence for his primitive man’s understanding of the relationship between men and women and his reliance on passion and desire for emancipation. And Lawrence criticizes the cold and impotent nature of rationality. Each of them is just the opposite of the other.

Exercises

• 1. synonym: P76

• 2.Word transformation: P76

• 3. Paraphrase: P76-77

• 4. Usage of “it”: P77

• 5. Comparative degree: P77

• 6. Tag question” P78

• 7. translation: P78

• 8. Writing practice

Exercises (1)

Translation exercises

• 1. 结果超出了他们的预料。• 1. The result surpasses their expectations.

• 2. 我们应该考虑这个项目的费用。• 2. We should take account of the cost of the pr

oject.

• 3. 好天气是这次远征科学考察成功的原因之一。

• 3. The fair weather contributed to the success of the scientific expedition.

Exercises (1)

• 4. 巴西足球明星罗纳尔多在 2002 年世界杯足球赛中射进好几个精彩的球。

• 4. Ronaldo, one of the football stars from Brazil, scored several spectacular goals in 2002

• UFA World Cup.• 5. 罗伯特 · 弗罗斯特由于对诗歌的杰出贡献

而被美国许多大学授予名誉学位。• 5. Many honorary degrees from different colleges an

d universities in America were conferred• upon Robert Frost for his remarkable contributions to

poetry.

Exercises (1)

• 6. 摆脱坏习惯需要耐心和毅力。• 6. Patience and perseverance are required in e

mancipation from bad habits.

• 7. 他们努力将这些新观念灌输到学生的头脑中去。

• 7. They tried to instill such new ideas into students' minds.

• 8. 你对员工进行评估时应该做到公正。• 8. You should demonstrate impartiality in you

r assessment of the employees.

Exercises (2)• Fill in the blank in each sentence with a word taken

from the box in the proper form.

appall distort populous attainableeminent pursue cease enmityspectacular constitute impartial surpass

Exercises (2)

• 1. He said that Japan would continue to _________ the policies laid down at the London summit.

• 2.The hostilities had _________ and normal life was resumed.

• 3. It is unrealistic to believe that perfection is /an __________ goal.

• 4. There has been a historic ________ between Protestants and Catholics.

pursue

ceased

attainable

enmity

Exercises (2)

• 5.Indonesia is reported to be the fifth most ___________ country in the world.

• 6. His time for the 100 meters __________ the previous world record by one hundredth of a second .

• 7. The minister cannot be _________ in the way a judge would be.

• 8. The number of casualties was _________ high in both wars.

populous

surpassed

impartial

appallingly

Writing practice (1)

Write a composition on the following topic of at least 150 words .

Book Knowledge vs. Experience

writing• Book Knowledge vs. Experience

Knowledge can be acquired from many sources. These include books, teachers and practical experience, and each has its own advantages. The knowledge we gain from books and formal education enables us to learn about things that we have no opportunity to experience in daily life. We can study all the places in the world and learn from people we will never meet in our lifetime, just by reading about them in books. We can also develop our analytical skills and learn how to view and interpret the world around us in different ways. Furthermore, we can learn from the past by reading books. In this way, we won’t repeat the mistakes of others and can build on their achievements.

• Practical experience, on the other hand, can give us more useful knowledge. It is said that one learns best by doing, and I believe that this is true, whether one is successful or not. In fact, I think making mistakes is the best way to learn. Moreover, if one wants to make new advances, it is necessary to act. Innovations do not come about through reading but through experimentation. Finally, one can apply the skills and insights gained through the study of books to practical experience, making an already meaningful experience more meaningful. However, unless it is applied to real experiences, book knowledge remains theoretical and, in the end, is useless. That is why I believe that knowledge gained from practical experience is more important than that acquired from books.

Unit six

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Transcript of Unit six