1 . Philosophers have a bad reputation for expressing themselves in a dry and boring way. The ideals for most philosophical writing are precision, clarity, and the sort of conceptual analysis that leaves no hair un-split.
There is nothing wrong with clarity, precision, and the like — but this isn’t the only way to do philosophy. Outside academic journals, abstract philosophical ideas are often expressed through literature, cinema, and song. There’s nothing that grabs attention like a good story, and there are some great philosophical stories that delight and engage, rather than putting the reader to sleep.
One of the great things about this is that, unlike formal philosophy, which tries to be very clear, stories don’t wear their meanings on their sleeve — they require interpretation, and often express conflicting ideas for the reader to wrestle with.
Consider what philosophers call the metaphysics (形而上学) of race — an area of philosophy that explorers the question of whether or not race is real. There are three main positions that you can take on these questions. You might think that a person’s race is written in their genes (a position known as “biological realism”). Or you might think of race as socially real, like days of the week or currencies (“social constructionism”). Finally, you might think that races are unreal — that they’re more like leprechauns (一种魔法精灵) than they are like Thursdays or dollars (“anti-realism”).
A great example of a story with social constructionist taking on race is George Schuyler’s novel Black No More. In the book, a Black scientist named Crookman invents a procedure that makes Black people visually indistinguishable from Whites. Thousands of African Americans flock to Crookman’s Black No More clinics and pay him their hard-earned cash to undergo the procedure. White racists can no longer distinguish those people who are “really” White from those who merely appear to be White. In a final episode, Crookman discovers that new Whites are actually a whiter shade of pale than those who were born that way, which kicks off a trend of sunbathing to darken one’s skin-darkening it so as to look more While.
Philosophically rich stories like this bring more technical works to life. They are stories to think with.
1. What does the author think of philosophical stories?| A．The meaning behind is very obvious. |
| B．They am extremely precise and formal. |
| C．They often cause conflicts among readers. |
| D．They are engaging and inspire critical thinking. |
| A．Social constructionism. | B．Anti-realism. |
| C．Biological realism. | D．Literary realism. |
| A．Racial issues caused by skin colors. |
| B．A society view on race and self-image. |
| C．Black people accepted by the white society. |
| D．The origin of sun bathing among white people. |
| A．Stories Made Easy | B．Stories to Think with |
| C．Positions in Philosophy | D．Nature of Philosophical Writing |
2 . In the late 1970s, archaeologists (考古学家) uncovered the remains of a woman and a young dog, her hand resting on the puppy’s chest in a 12,000-year-old village.
The find is some of the earliest evidence of the bond between humans and dogs. But even after years of study researchers are divided on how this bond began. Did it arise over thousands of years, as early dogs became tamer (驯服的) and more accustomed to human behaviors? Or was this fire already burning in the ancestors of dogs: the gray wolf?
Christina Hansen Wheat, a behavioral ecologist at Stockholm University, and workmates hand-raised 10 gray wolves from the time they were 10 days old. When the animals were 23 weeks old, a caregiver led them one at a time into a mostly empty room. Over the course of several minutes, the caregiver exited and entered the room, sometimes leaving the wolf alone, sometimes leaving it with a complete stranger. The team repeated the experiment with 12 23-week-old Alaskan huskies (哈士奇), which they’d raised similarly since puppyhood.
For the most part, the scientists saw few differences between the wolves and the dogs. When their caregiver entered the room, both species scored 4.6 on a five-point scale of “greeting behavior”—a desire to be around the human. When the stranger entered, dog greeting behavior dropped to 4.2 and wolf to 3.5, on average, suggesting both animals made a distinction between the person they knew and the one they didn’t. It’s this distinction that the team counts as a sign of attachment.
In addition, dogs barely paced—a sign of stress—during the test, while wolves paced at least part of the time. However, the wolves stopped pacing almost entirely when a stranger left the room and their caretaker returned. Hansen Wheat says that’s never been seen before in wolves. It could be a sign, she says, that the animals view the humans who raised them as a “social buffer”.
For her, that’s the most interesting part of the study. “If this is true, this sort of attachment is not what separates dogs from wolves,” she says. In other words, it didn’t have to be bred into them by humans, but could have been the seed we selected for, and then strengthened over thousands of years.
1. What’s the purpose of Hansen Wheat’s experiment?| A．To find out what makes gray wolves and dogs different. |
| B．To explain the reasons why humans raised dogs from ancient times. |
| C．To argue gray wolves after being tamed are easier to keep than dogs. |
| D．To prove whether gray wolves can make doglike attachment to people. |
| A．Researchers began to raise gray wolves from their birth. |
| B．Researchers used equal numbers of gray wolves and dogs. |
| C．Gray wolves felt more stressful than dogs when a stranger came. |
| D．“Greeting behavior” of the two animals was significantly different. |
| A．A reminder of feeding. | B．A sign of social attachment. |
| C．A source of comfort and support. | D．A warning of stopping pace. |
| A．Dogs are more attached to humans than gray wolves. |
| B．It is the attachment to humans that sets gray wolves apart from dogs. |
| C．The attachment between dogs and humans is the result of being tamed. |
| D．The attachment to humans plays a role in the choice of dogs or gray wolves. |
3 . For decades, India’s time zone has been a hotly debated issue. Back in 1884 when time zones were officially established, two time zones were used — Bombay Time and Calcutta Time. Indian Standard Time (IST) was introduced in 1906, but Calcutta Time and Bombay Time continued to be maintained after
India’s independence in 1947, until 1948 and 1955 respectively. The current single time zone, though a legacy of British rule, is often viewed as a symbol of unity. Yet, not everyone thinks it is a good idea. India stretches 3,000 km from east to west, spanning roughly 30 degrees longitude. This corresponds to a two-hour difference in mean solar time, based on the position of the sun in the sky. Thus, the sun rises nearly two hours earlier in the east than in India’s far west. In Northeastern states, sunrise can be as early as 4 a.m. in summer and sunset by 4 p.m. in winter, much earlier than the official working hours. This results in great loss of daylight hours and more consumption of electricity, and often reduced productivity.
Meanwhile, recent studies point out that the current system leads to a serious problem in education for some students. Nationwide, the school day starts at roughly the same time; thus, children go to bed later and have reduced sleep in west India, where the sun sets later. Such sunset-induced sleep deprivation is more pronounced among the poor, mostly due to their noisy environment and lack of sleep-inducing facilities like window shades or indoor beds. On average, an hour’s delay in sunset time reduces children’s sleep by 30 minutes, and an hour’s delay in annual average sunset time reduces education by about 0.8 years. As a result, children living in locations with later sunsets are less likely to complete primary and middle school education.
Despite various requests and proposals for multiple time zones, the government is keen to retain the current system. Reasons provided include prevention of confusion and safety issues regarding railway and flight operations.
1. Which of the following illustrates the Indian time zone system since 1955?A． | B． |
C． | D． |
| A．Noisy. | B．Distant. | C．Flexible. | D．Outstanding. |
| A．The number of traffic accidents can be reduced. |
| B．Children may have better-quality sleep and education. |
| C．India may have more energy resources to generate electricity. |
| D．The country may rid itself of the impact of British colonization. |
| A．7 p.m. | B．6 p.m. | C．5 p.m. | D．4 p.m. |
4 . HANDSTITCHED WORLDS: THE CARTOGRAPHY OF QUILTS
Quilts (床罩) are a narrative art; with themes that are political, spiritual, communal, or commemorative, they are infused with history and memory, mapping out intimate stories and legacies through a handcrafted language of design. Handstitched Worlds: The Cartography of Quilts is an invitation to read quilts as maps, tracing the paths of individual histories that illuminate larger historic events and cultural trends.
Spanning the nineteenth to twenty-first centuries, this insightful and engaging exhibition brings together 18 quilts from the collection of the American Folk Art Museum, New York, representing a range of materials, motifs, and techniques from traditional early-American quilts to more contemporary sculptural assemblages. The quilts in Handstitched Worlds show us how this too-often overlooked medium balances creativity with tradition, individuality with collective zeitgeist. Like a road map, these unique works offer a path to a deeper understanding of the American cultural fabric.
Number of Works:18 quilts
Organized by: American Folk Art Museum, New York
Approximate size:175-200 linear feet
Security: Moderate security
Participation Fee: Please inquire
Shipping: IA&A makes all arrangements; exhibitors pay outgoing shipping costs within the contiguous U.S.
Booking Period:12 weeks
Tour: June 2021—August2024
Contact: TravelingExhibitions@ArtsandArtists.org
Leigh Yawkey Woodson Art Museum, Wausau, WI
June 12, 2021—August 29, 2021
Washington State Historical Society, Tacoma, WA
September 17, 2021—January 23, 2022
Utah Museum of Fine Arts, Salt Lake City, UT
February 19, 2022—May 14, 2022
Fort Wayne Muesum of Art, Fort Wayne, IN
June 18, 2022—September 11, 2022
AVAILABLE
October 2022—January 2023
Dane G. Hansen Memorial Museum, Logan, KS
February 17,2023—May 14, 2023
AVAILABLE
June 2023—December 2023
Lauren Rogers Museum of Art, Laurel, MS
January 30, 2024—April 21, 2024
AVAILABLE
May 2024—August 2024
All tour dates can be customized to meet your scheduling needs. Please contact Traveling Exhibitions @ Artsand Artists.org for more information.
1. What is the purpose of the exhibition of Handstitched Worlds: The Cartography of Quilts?| A．To promote creativity and individuality thorough the engaging exhibition. |
| B．To provide an opportunity for visitors to learn to make quilts stitch by stitch. |
| C．To give visitors an insight into the history and culture of America in specific periods. |
| D．To enrich the understanding of the American culture by a tour visit to museums across America. |
| A．The exhibition is free both for the exhibitors and for the visitors. |
| B．Exhibitors that are interested can choose whatever dates they want. |
| C．The artistic and historic value of handstitched quilts used to be neglected. |
| D．Exhibitors that are interested can book the exhibition 12 weeks in advance. |
| A．exhibitors | B．visitors | C．artists | D．historians |
5 . Some documents have been making the rounds lately — where people who work various positions in different industries share how much they’re paid.
Bravo! It’s about time we blew up that old belief that salaries have to stay secret. This is not just a matter of curiosity. Having information about salaries can help narrow the gender wage gap, which has barely changed for more than a decade. Recently released date from the US Census Bureau shows that, on average, women working full time still are paid only 82 cents for every dollar paid to a man. And the gap is even wider for many women of color: Black women make 62 cents, and Latinas just 54 cents. What’s more, the pay gap even extends into her retirement. Because she earned less and therefore paid less to the social security system, she receives less in social security benefits.
Having greater access to salary information is helping to speed things up. A new research report by the American Association of University Women shows that the wage gap tends to be smaller in job sectors where pay transparency (透明) is a must. For example, among federal government workers, there’s just a 13 percent pay difference between men and women, and in state government, the gap is about 17 percent. But in private, for-profit companies, where salaries are generally kept under wraps, the gender wage gap jumps to 29 percent.
Fortunately, salary information is increasingly available on some websites. Certain companies and many human resources departments are pushing ahead with this practice. Of course, it’s going to take more than salary transparency to equalize earnings between women and men. But sharing salaries can and must be part of the solution. The more information women have about how jobs are valued — and what different people earn — the better they will understand their value in the labor market and be able to push for the pay they deserve.
1. Why are the figures mentioned in paragraph 2?| A．To reveal the severity of gender wage gap. |
| B．To confirm the previous belief about salaries. |
| C．To satisfy readers’ curiosity about others’ salaries. |
| D．To appeal to readers to share their salary information. |
| A．The inequality between men and women. |
| B．The need to keep salary information a secret. |
| C．The advantage of working for the government. |
| D．The benefit of making salary information public. |
| A．Critical. | B．Favourable. |
| C．Unclean | D．Negative. |
| A．Why It Pays to Share How Much You Make |
| B．Where Salary Information Difference Lies |
| C．What It Takes to Realize Gender Equality |
| D．How Woman’s Value Improves at Work. |
6 . Koko the gorilla knew over 1,000 signs based on American Sign Language, and used them to do everything from asking for food to joking around. Her trainer and long-term companion, Penny Patterson, thought Koko went further still, signing in novel ways and showing complex emotions. According to Ms Patterson, when a cat that Koko loved was killed in an accident, Koko signed: “Cat, cry, have-sorry, Koko-love.” When Koko died last month, some of her obituaries (讣告) mourned the gorilla who had “mastered American sign language.”
Then came the backlash, from linguists and experts in sign languages. Sign languages have complex grammars, equivalent to spoken tongues in expressiveness. Koko’s ability, it was pointed out, fell well short of a fluent human signer. Moreover, Ms Patterson was her interpreter, a role that invited the question of how much she was inferring what Koko “must have meant,” and explaining away random signs. It was hard to be sure: Ms Patterson preferred speaking to journalists over sharing her video and raw data about Koko with fellow researchers.
There is no doubt that animals communicate. Animals from one region can share sounds that differ from groups in another, leading researchers to talk of animal “dialects.” Then there are the remarkable achievements of Koko and her primate predecessors, including a chimp delightfully named Nim Chimpsky. Yet there is an important distinction between communication and language. Take the misleading term “body language.” It is sometimes claimed that words convey just 7% of meaning, and that body language and tone of voice do the rest. This wildly overstretches an old study which found that most emotional messaging — as opposed to the propositional kind — comes from tone and body language, especially when a neutral word such as “maybe” was used. But try conveying a fact like “It will rain on Tuesday” with your eyebrows, and the difference becomes clear. Language allows for clear statements, questions and commands.
Nim Chimpsky’s near-namesake, Noam Chomsky, has argued that people have a kind of “universal grammar”, and that all humankind’s languages are mere variations on a theme. Mr Chomsky has changed his mind repeatedly on what constitutes the core of human language, but one obvious candidate is syntax — rules, not just words, which allow the construction of a huge variety of meaningful utterances (所说的话). This capacity may even be infinite. Any statement in English, for example, can be made longer by adding “He said that …” at the beginning. This property is called recursion: a simple statement (“It’s cold”) is embedded in a more complicated one (“He said that it’s cold”). Human syntax also allows for hypotheticals (“If she hadn’t arrived …”), talking precisely about events distant from the present, and so much more.
That gorillas lack syntax should not blind humans to their magnificence. But the fact that Koko could communicate should not mislead observers into thinking she possessed language.
1. Which statement about KOKO the gorilla is true?| A．Koko’s ability was similar to a fluent human signer. |
| B．Koko could ask for food using sign language. |
| C．Koko was able to show complex feelings using sign language. |
| D．Koko was killed in an accident. |
| A．approval | B．bias | C．opposition | D．evidence |
| A．Koko was not as expressive as a human signer |
| B．Koko seldom needed an interpreter |
| C．Koko was able to communicate with journalists |
| D．Koko failed to speak several animal “dialects” |
| A．Humans can express past events using language while apes cannot. |
| B．Tone and body language play a dominant role in human communication. |
| C．Words enable humans to convey clear meanings. |
| D．Gorillas are still magnificent in terms of their ability to communicate. |
| A．Nim Chimpsky and Noam Chomsky — Who Has the Upper Hand? |
| B．Syntax — What Separates Humans and Apes. |
| C．Koko the Gorilla — A Magnificent Communicator. |
| D．Great Apes — Language and Communication Are Not the Same Thing. |
7 . On a dark night, 11-year-old Joe was playing hide-and-seek with his friends in the backyard when he thought he saw Magellan—a huge housecat. However, when the cat suddenly jumped on his head, Joe found it turned out a young cougar. He backed away from the animal, then turned and ran inside the house.
Cougar encounters like this one are becoming increasingly common in the U.S. Most people assume that’s because cougar populations are growing, or because the big cats are coming into closer contact with the expanding web of human suburbs. But Professor Robert Wielgus at Washington State University argues that poorly designed hunting policies might be causing an increase in cougar-human conflicts.
Wielgus’s research teams have been fitting the big cats with radio collars and monitoring their movements. They find that the cougar population is actually declining rapidly and almost no male cougars are over four years of age. And a study shows that the heavily hunted area has five times as many cougar complaints as the lightly hunted area—even though the density of cougars is about the same in both areas.
Wielgus suspects that hunting policies, which allow older males to be killed to keep cougar populations in check, were the culprit and teenage cougars in the heavily hunted area may be responsible for most of the trouble. To test his theory, he adds two more groups of cougars to the tracking program—one in a heavily hunted area and another in a comparable but lightly hunted area. He concludes that heavy hunting indeed almost wipes out older males and the population structure in the heavily hunted area shifts toward younger animals.
With these findings, Wielgus believes without adults to keep them under control, the disorderly teens are more likely to come into conflict with humans, farm animals and pets.
Wielgus’s ideas don’t sit well with everyone. “Hunting definitely does cause lots of teenage males to flow in, but I don’t yet see solid proof that they are more likely to cause trouble than older cats,” says the University of Montana’s Robinson. “In many cases, the new arrivals have been squeezed out of remote wilderness habitat and forced into areas where they are more likely to encounter humans. I think humans are primarily responsible for all the interaction you see. We’re moving into these areas where cougars and deer are,” according to Alldredge, a researcher at the Colorado Division of Wildlife.
We may not understand what makes 18-year-old males more likely than 48-year-old men to do dangerous things, Wielgus says, but we know that the world would be a different place, if teenagers were in charge.
1. The passage begins with a story to ________.| A．lead into the topic | B．describe an incident |
| C．show the author’s attitude | D．warn of the dangers of cougars |
| A．effect | B．evidence | C．cause | D．target |
| A．Alldredge agrees hunting results in the arrival of lots of teens. |
| B．Robinson doubts whether age is a key factor in human-cougar conflicts. |
| C．Alldredge believes killing older males may cause a bigger threat. |
| D．Robinson holds humans are to blame for the fall of older males. |
| A．Driving teenage cougars back into their natural habitat. |
| B．Getting people to move out of the areas where cougars are. |
| C．Forbidding children to play in the backyard by themselves. |
| D．Changing hunting policies to ensure a healthy cougar population. |
8 . Road trip stories are basically wild adventures of self-discovery. But the book Me (Moth) carves out a path through ancestry (祖先), pains and art.
Moth is a dancer with a loving, supportive family - until a terrible car accident takes them all away. Now she doesn't dance any more and lives with her sad aunt, wearing borrowed clothes and living on what feels like borrowed time, because not even the wisdom and Hoodoo (扶都教) passed down to her by her grandfather can bring back her family or ease her pain. Her survivor's guilt is so strong that she makes herself almost invisible.
Until the new boy at school, Sani, notices her. He sings when he thinks no one is listening and he sees Moth like no one else does. The two young people decide on a road trip across the country and hope to make some sense of their life on the way.
Novels in poetic language can sometimes feel awkward, but the book, Me (Moth) spills effortlessly across the page, becoming the song that Moth and Sani write together on their journey. It's all in Moth's voice, and her words dance, giving the reader a real sense of how she can move her body if she isn't afraid to. The language is sometimes so beautiful and terrible that it catches me off guard.
During their trip to the South, Moth and Sani stop to pay respect to the spirits of those who came before them, and to think about their strengths as well as the pains that they've suffered. As they do so, their own strengths and pains are connected with the ones that came before.
1. What can we learn from the underlined part in paragraph
| A．She is sad with her aunt. |
| B．She wears borrowed clothes. |
| C．She doesn't have time to dance. |
| D．She feels guilty of surviving alone. |
| A．Painful. | B．Joyful. | C．Rewarding. | D．Challenging. |
| A．A biography. | B．A book review. |
| C．A love story. | D．A travel journal. |
9 . University educators largely think highly of the wonders of teaching through technology, but skeptics question whether something is lost when professors and lectures rely too heavily on electronic media or when interaction with students takes place remotely — in cyberspace rather than the real space of the classroom. Hans Ulrich Gumbrecht, the Professor of Literature at Stanford University, is one such skeptic. “I think this enthusiastic and sometimes childish and blind pushing toward the more technology the better, the more websites the better teacher, and so forth, is very dangerous — is, indeed, suicidal,” he indicates.
However, Gumbrecht warns that there are few, if any, studies either supporting or rejecting the hypothesis that traditional ways of teaching are superior to teaching via the Internet. He says that he could point only to his “intuition that real classroom presence should be maintained,” and emphasizes the need for educators to examine critically where technology serves a useful pedagogical (教学法的) function and where it does not.
Yet, Gumbrecht allows that, for courses in which knowledge transmission is the sole purpose, electronic media probably can do the job well enough. Indeed, given the 20th century’s knowledge explosion and the increasing costs of higher education, using technology as opposed to real-life teachers for the transmission of information is probably inevitable, he admits. In any case, knowledge transmission should not be the core function of the university, he maintains, noting that universities should be places where people confront open questions, places for “intellectual complexity” and “riskful thinking”.
“We are not about finding or transmitting solutions; we are not about recipes; we are not about making intellectual life easy. Confrontation with complexity is what expands your mind. It is something like intellectual gymnastics. And this is what makes you a suitable member of the society.”
Moreover, discussions in the physical presence of others can lead to the intellectual innovation. “There’s a qualitative change, and you don’t know how it happens. Discussions in the physical presence have the capacity of being the catalyst (催化剂) for such intellectual breakthroughs. The possibility of in-classroom teaching — of letting something happen which cannot happen if you teach by the transmission of information — is a strength.”
1. Which of the following is the best title to this passage?| A．Cyberspace Interaction |
| B．The Core Function of the University |
| C．Information Transmission Cannot Help You Survive |
| D．Electronic Teaching Arouses Uncertainty |
| A．Professors should be keen on teaching technique innovation. |
| B．Technologies applied to classrooms strengthen creative thinking. |
| C．Traditional pedagogical function has its place in classroom. |
| D．The core function of the university is to focus on knowledge transmitting. |
| A．transmitting knowledge is the only purpose of the course |
| B．there’s too much knowledge to put across to the students |
| C．the cost of college education increases greatly |
| D．open questions without possible answers are encouraged |
| A．lead to greatly improved intellectual abilities |
| B．lead to easier and stronger transmission of information |
| C．produce certain energy for intellectual breakthroughs |
| D．produce qualitative change in teacher-students relationships |
10 . Albert Einstein’s 1915 masterpiece “The Foundation of the General Theory of Relativity” is the first and still the best introduction to the subject, and I recommend it as such to students. But it probably wouldn’t be publishable in a scientific journal today.
Why not? After all, it would pass with flying colours the tests of correctness and significance. And while popular belief holds that the paper was incomprehensible to its first readers, in fact many papers in theoretical physics are much more difficult.
As the physicist Richard Feynman wrote, “There was a time when the newspapers said that only 12 men understood the theory of relativity. I do believe there might have been a time when only one man did, because he was the only guy who caught on, before he wrote his paper. But after people read the paper a lot understood the theory of relativity in some way or other, certainly more than 12.”
No, the problem is its style. It starts with a leisurely philosophical discussion of space and time and then continues with an exposition of known mathematics. Those two sections, which would be considered extraneous today, take up half the paper. Worse, there are zero citations of previous scientists’ work, nor are there any graphics. Those features might make a paper not even get past the first editors.
A similar process of professionalization has transformed other parts of the scientific landscape. Requests for research time at major observatories or national laboratories are more rigidly structured. And anything involving work with human subjects, or putting instruments in space, involves piles of paperwork.
We see it also in the Regeneron Science Talent Search, the Nobel Prize of high school science competitions. In the early decades of its 78-year history, the winning projects were usually the sort of clever but naive, amateurish efforts one might expect of talented beginners working on their own. Today, polished work coming out of internships(实习) at established laboratories is the norm.
These professionalizing tendencies are a natural consequence of the explosive growth of modern science. Standardization and system make it easier to manage the rapid flow of papers, applications and people. But there are serious downsides. A lot of unproductive effort goes into jumping through bureaucratic hoops(繁文缛节), and outsiders face entry barriers at every turn.
Of course, Einstein would have found his way to meeting modern standards and publishing his results. Its scientific core wouldn’t have changed, but the paper might not be the same taste to read.
1. According to Richard Feynman, Einstein’s 1915 paper ________.| A．was a classic in theoretical physics |
| B．turned out to be comprehensible |
| C．needed further improvement |
| D．attracted few professionals |
| A．Unrealistic. | B．Irrelevant. |
| C．Unattractive. | D．Imprecise. |
| A．The application of research findings. |
| B．The principle of scientific research. |
| C．The selection of young talents. |
| D．The evaluation of laboratories. |
| A．What makes Einstein great? |
| B．Will science be professionalized? |
| C．Could Einstein get published today? |
| D．How will modern science make advances? |
