补漏在线阅读2单元课文Mortimer

2021年1月20日发(作者：anew)
Born December 28, 1902 in New York
莫蒂默
1902
年
12
月
28
日生于纽约市移
City to immigrants Ignatz and
民家庭。
他的父母纳兹和克拉丽莎
.
阿德
Clarissa Adler, a jewelry salesman,
勒分别是珠宝推销员和学校的老师。
年轻
and a schoolteacher, respectively,
的莫蒂默
14
岁时就高中辍学。

他在纽约
young Mortimer was a high school
太阳报担任秘书工作

，负责复印。他希
drop-out
at
age
14.
He
went
to
work
望成为一名记者。

他开始在哥伦比亚大
as
a
copy
boy
and
secretary
at
the
New
学读夜校，学习如何写好文章。

York Sun newspaper where he hoped to
become a journalist.
He began
taking night classes at Columbia
University
to
learn
how
to
write
well.
At Columbia he read the
在哥伦比亚，他阅读了英国哲学家约翰
.
autobiography of the English
斯图亚特
.
密尔的自传。

密尔三岁时会读
philosopher John Stuart Mill.
希腊文，
5
岁时已读希腊式的柏拉图对
Adler
was
impressed
to
read
that
Mill
话，
这给阿德勒留下了深刻印象，
而那时
could read Greek at the age of 3 and
阿德勒甚至不知道柏拉图是谁。

因此，
had read the dialogues of Plato in
15
岁时，阿德勒买了柏拉图系列书籍，
Greek at the age of 5, yet Adler did
从此终身爱上了哲学以及西方思想传统。

not even know who Plato was.
So at
阿德勒留在了哥伦比亚大学，
并获得了奖
15 Adler bought a set of Plato and
学金。

他享誉古典界，尤其是哲学界，
began a lifelong love of philosophy
并被授予了哥伦比亚大学哲学博士学位，
and the Western intellectual
尽管他没有学士学位。

约翰
.
默里
.
库迪
tradition.
Adler stayed on at
在他书中评述道，
阿德勒是
“美国唯一一
Columbia and received a scholarship.
个没有学士学位和硕士学位的哲学博士，
His reputation in the
他甚至没有高中文凭。”

60
年后，哥伦
classics--- particularly in
比亚态度转变，于
1983
年的毕业典礼上
philosophy--- became so great that he
授予他学士学位，
阿德勒高兴地出席了毕
was
awarded
a
doctorate
in
philosophy
业典礼。


by Columbia even though he had no
bachelor's degree.
John Murray
Cuddihy wrote in a book review that
Adler was
with
no
B.A.,
no
M.A.,
not
even
a
high
school diploma.
Columbia later
relented
and
awarded
him
a
bachelor's
degree
sixty
years
later,
in
1983,
in
a graduation ceremony Adler joyfully
attended.

Adler became a teacher of
阿德勒成为哥伦比亚大学的心理学老师，
psychology
at
Columbia,
but
found
his
却发现他的主要兴趣是对名著进行讨论，
interest was mainly in leading
即古典著作。

他是“整体荣誉班”的学
discussions in the great books ---the
生，
教授这个班的是伊丽莎白时代文学老
classics.
He was a student in the
师兼作家的约翰
.
厄斯金教授。

厄斯金让
General Honor's class initiated by
他的学生每周读一本书，为期两年。

数
Professor John Erskine, an
年后，在罗伯特
.
赫钦斯的课程描述中，
Elizabethan literature teacher and
阿德勒用
“伟大的著作”
来描述他的课程
author.
Erskine had his students
和书籍。

这个名字被卡住了
,
一般是指专
read one book a week over a two-year
门研究从古典到现代的西方古典学。

period.
A few years later, in
1901
年在伯克利分校，就有一个早期的
describing the course to Robert
由查尔斯
M.
盖利提出的“名著”课程，
Hutchins, Adler used the phrase
但却由阿德勒
（与赫钦斯）
让这句名言流

books
course
to
describe
both
行开来。

the course and the books.
The name
stuck, and is commonly used to refer
to courses that are devoted
exclusively
to
the
study
of
the
great
classics of the West, from the
classical to the modern.
There had
been an earlier
given
by
Charles
M.
Gayley
in
1901
at
Berkeley, but it was Adler (and
Hutchins)
who
popularized
the
phrase.
At
Columbia
Adler
was
influenced
by
在哥伦比亚，阿德勒受到厄斯金和约翰
.
Erskine and John Dewey, the
杜威的影响，
杜威教授实用主义哲学，
但
pragmatist philosopher who taught
尤其给他最大影响的还是那些巨著本身。

there, but most especially by the
总之，
通过他的阅读，
阿德勒的老师们成
great books themselves.
In short,
为了古典作家。

比起任何一位在世的老
through
his
reading,
Adler's
teachers
师们，
阿德勒受亚里士多德和阿奎那的影
became the authors of the classics.
响更大，
阿德勒成了绝对的和普遍的真理
Thus
influenced
more
by
the
thought
和价值的信奉者，
所以他反对杜威的科学
of Aristotle and Aquinas than by any
方法是所有思想的卓越基础这一观点。

living teacher, Adler became a
阿德勒写道，
杜威的实用主义导致道德和
believer in absolute and universal
智力的混乱，这种结果在学校蔓延。

truths and values, and so came to
fight against Dewey's view that the
scientific method is the preeminent
foundation for all thought.
Adler
wrote
that
Dewey's
pragmatism
results
in moral and intellectual chaos,
which
was
spreading
into
the
schools.
His earliest work---Dialectic
他的最早的著作（
1927
）
---
辩证法
---
(1927)---was
a
summation
of
the
great
是西方文明伟大的哲学和宗教思想的总
philosophical and religious ideas of
结。

这一巨著的作者有关这些观点的对
Western
civilization.
The
dialogue
话帮助他整合了他的发现。

阿德勒随后
of the authors of the great books
评论道：
在这一著作中，
他把哲学混淆成
concerning these ideas then helped
辩证，
以致有关哲学观点的讨论，
缺少结
him integrate his discoveries.
论，
对于他来说，
这些讨论就是哲学本身
Adler
later
remarked
that
in
this
work
（他写道，
他的哲学仅是
“可能范围内的
he confused philosophy with
理论思考，
而不是试图陈述有关现实世界
dialectic, so that discussion about
中的事实。
”
）
，
他随后改正了这一错误。

philosophical ideas, short of any
conclusions, was for him philosophy
itself
(he
made
philosophy,
he
wrote,
merely
in the realm of the possible, rather
than
an
attempt
to
state
truths
about
the
actual
world.
an
error
he
later
corrected.
Adler
enlarged
Erskine's
basic
idea
阿德勒扩展了厄斯金的把阅读多样的领
of bringing together various fields
域综合起来的基本观点，
阿德勒把其观点
for reading, into a broader view
带入一个包括科学，
文学，
宗教，
历史更
including the sciences, literature,
宽广的范围
(
所有的知识领域
)
，成为一
religion, history--- all fields of
个伟大的教育经验。

他和其他人在所有
knowledge---into one great
的人类知识的领域中仔细地挑选了名著，
educational experience.
He and
得出了一个完整的阅读和研讨的总课程。

others thoughtfully selected the
这些课程越来越多地被划分成截然不同
great books in all areas of human
的、
看似不相关的专业知识领域，
然后通
knowledge
that
were
already
connected
过一门课程被整合成一个整体，
即名著项
into a great dialogue (by means of
目。

阿德勒写道：“一门课程本身就是
references, quotations, or
一所大学，
即，
一种开放的教育的整体或
refutations among them), yielding a
当然是开放教育的核心。

不仅仅是我们
complete reading and discussion
阅读的书籍，
也有一些讨论，
即，
有关重
curriculum.
What had become more
要主题的高度平民化的对话及精神世界
and more compartmentalized into
的探询。”

distinct and seemingly unrelated
fields of specialized knowledge, was
integrated into a whole, by one
course/curriculum---the great books
program.
Adler
wrote
of
this,

one course was a college in
itself--- the whole of a liberal
education
or
certainly
the
core
of
it.
Not just the books
we
read, but the
discussions---highly civil
conversations
about
important
themes
and in a spirit of inquiry.
Adler thus became the great
在教育上，
阿德勒因此成为一个伟大的综
synthesist in education, bringing
合者，
他把西方天才们的看似很多松散的
what
had
seemed
many
loose
threads
of
线索综合起来成为一条清晰的思路。

就
Western genius together into one
这条思路可能指引人们通向哪里或是在
rope.
Yet by withholding his
哪儿终止而言，他并没有讲出自己的思
conclusions
as
to
where
the
rope
might
路，而是让他的学生做出他们自己的结
lead, or end, he invited students to
论，
要得出结论，
他们只能依次研究并讨
form their own conclusions, which
论每条线索。

和苏格拉底一样，他想让
they could only do by studying and
他的学生们自己得出结论，
基于他们共同
discussing each thread in turn.
从名著中挑选出的文章做辩证讨论。

通
Like Socrates, he wanted students to
过使用辩证法，
对于他的学生们，
阿德勒
draw out conclusions themselves, in
的目标是让学生们理解他们自己的结论，
dialectical
discussion
based
on
their
而不仅仅是记住老师的结论。

阿德勒写
concurrent readings of selections
道：“我们会很快忘记我们记住的东西，
from the great books.
Through the
但是我们永远不会忘记通过理解记忆的
use
of
the
dialectic
his
goal
was
for
东西。

一种推论是阿德勒公开反对学校
students to understand their own
的测试狂热，
这样做只是把学生记忆的东
conclusions---
not
merely
to
memorize
西
（通常是填鸭式的方式）
通过测验来衡
his.
Adler wrote that what we
量，然后他们很快会忘记。”

memorize
we
can
soon
forget,
but
what
we understand we never forget.
One
corollary is that Adler decried the
testing mania of our schools, which
measure
what
students
memorize
(often
in cramming sessions), disgorge onto
tests, and then soon forget.
Adler's talent for
阿德勒对于多学科的组织和整合天赋在
multi-disciplinary organization and
他随后的职业生涯中起了很大的作用，
使
synthesis marked a large part of his
得他成为众多套书的主编的自然人选。

subsequent career, and made him the
他发明的西方 大观念
10
，
即对名著中
102
natural choice to be editor of
个伟大思想所做的主题索引，
体现了他的
numerous sets of books.
The
技能。

他真的能消化掉比他所理解的更
Syntopicon 10, which he invented, a
多的东西，他认为这需要花费一年的时
topical index to the 102 Great Ideas
间。

而这最终需要一个
30
个编索引的人
preeminent in the Great Books,
及
60
个文员组成的团队花费十年的时间
pressed his skills.
He really bit
来完成，
并要花费
100
万美元，
这在当时
off
more
than
he
could
chew
in
the
one
看来是一个天文数字。

当然，要不是因
year he thought it would take to
为
Adler
超强的分析技能的话，
这是不可
complete.
It finally took a staff
想象的。

of
thirty
indexers
and
sixty
clerical
helpers
ten
years
to
complete,
at
the
then-astronomical
cost
of
one
million