Unit 6 Knowledge and WisdomUnit 6 Knowledge and WisdomBertrand RussellBertrand Russell

Teaching ObjectivesTeaching Objectives

By the end of this unit, you are supposed to

understand the main idea, structure of the text and Russell’s writing style

master the key language points and grammatical structures in the text

be able to discuss the philosophical concept of wisdom

learn about Russell the philosopher and writer

By the end of this unit, you are supposed to

understand the main idea, structure of the text and Russell’s writing style

master the key language points and grammatical structures in the text

be able to discuss the philosophical concept of wisdom

learn about Russell the philosopher and writer

Teaching ProcedureTeaching Procedure

1. Pre-reading Questions 15’2. Text I. Knowledge and Wisdom

Text Comprehension 10’ Main idea of the passage Structure analysis

Text Analysis 120’ Survey on Wisdom

3. Text II. How to Become a Man of Genius 15’

4. Exercises 60’ 5. Revision 10’

1. Pre-reading Questions 15’2. Text I. Knowledge and Wisdom

Text Comprehension 10’ Main idea of the passage Structure analysis

Text Analysis 120’ Survey on Wisdom

3. Text II. How to Become a Man of Genius 15’

4. Exercises 60’ 5. Revision 10’

Pre-reading QuestionsPre-reading Questions

1. Who is Russell? What do you know about him?

2. What kind of people are considered wise? Cite some examples.

1. Who is Russell? What do you know about him?

2. What kind of people are considered wise? Cite some examples.

Bertrand Russell (1872-1970)

Bertrand Russell (1872-1970)

Philosopher, mathematician, logician, the Nobel Laureate in

Literature (1950)A proponent of nuclear disarmament and outspoken critic

of American War in VietnamAn atheist: Is There a God?

(Russell’s teapot)

Philosopher, mathematician, logician, the Nobel Laureate in

Literature (1950)A proponent of nuclear disarmament and outspoken critic

of American War in VietnamAn atheist: Is There a God?

(Russell’s teapot)

The Main Idea The Main Idea

According to Russell, which one(s) of the following items constitute(s) wisdom?A. Comprehensiveness mixed with a sens

e of proportionB. Open-mindednessC. UnderstandingD. Impartiality

A.B.C.D

According to Russell, which one(s) of the following items constitute(s) wisdom?A. Comprehensiveness mixed with a sens

e of proportionB. Open-mindednessC. UnderstandingD. Impartiality

A.B.C.D

Structure AnalysisStructure Analysis

Work out the outline of this text with your partners

1. Thesis: ____________________________.2. Key word: _________________________.3. Coherence device: __________________ . Key word: ________________________ .4. Coherence device: ___________________ . Key word: ________________________ .5. Coherence device: ___________________ . Key word: ________________________ .

Work out the outline of this text with your partners

1. Thesis: ____________________________.2. Key word: _________________________.3. Coherence device: __________________ . Key word: ________________________ .4. Coherence device: ___________________ . Key word: ________________________ .5. Coherence device: ___________________ . Key word: ________________________ .

Several factors contribute to wisdomproportion

Awareness of the ends of human life

However, also

Not only…but also

Not explicitly expressed: understanding

No obvious one

impartiality

Text I Knowledge and Wisdom

Text I Knowledge and Wisdom

1 Most people would agree that, although our age far _______ (greater in amount) all previous ages in knowledge, there has been no _________ (closely related) increase in wisdom. But agreement ceases as soon as we attempt to define `wisdom' and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it.

1 Most people would agree that, although our age far _______ (greater in amount) all previous ages in knowledge, there has been no _________ (closely related) increase in wisdom. But agreement ceases as soon as we attempt to define `wisdom' and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it.

surpasses

correlative

Para 1Para 1

Compare your opening with his. Analyze the strong and weak points of both versions.

Compare your opening with his. Analyze the strong and weak points of both versions.

Russell’s

My opening

       

Language pointsLanguage points

1. no correlative increase: The increase in knowledge does not r

esult in that of wisdom directly.2. agreement ceases: there are various opinions//

1. no correlative increase: The increase in knowledge does not r

esult in that of wisdom directly.2. agreement ceases: there are various opinions//

2 There are, I think, several factors that ____________ (help cause sth) wisdom. 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. This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians.

2 There are, I think, several factors that ____________ (help cause sth) wisdom. 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. This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians.

 

 

contribute to

Suppose, for example, that you are engaged in research in scientific medicine. The work is difficult and is likely to _______ (occupy) the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions may have outside the field of medicine.

Suppose, for example, that you are engaged in research in scientific medicine. The work is difficult and is likely to _______ (occupy) the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions may have outside the field of medicine.

absorb

You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. This has the entirely _______ (unplanned) result of making the food supply inadequate and lowering the standard of life in the most _________ (densely populated) parts of the world.

You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. This has the entirely _______ (unplanned) result of making the food supply inadequate and lowering the standard of life in the most _________ (densely populated) parts of the world.

unintended

populous

To take an even more __________ (striking) example, which is in everybody's mind at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally place in the hands of powerful lunatics the means of destroying the human race.

To take an even more __________ (striking) example, which is in everybody's mind at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally place in the hands of powerful lunatics the means of destroying the human race.

spectacular

In such ways the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.

In such ways the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.

Paragraph DevelopmentParagraph Development

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: A: _____________________________.B: _____________________________.How does he connect these 2

examples?

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: A: _____________________________.B: _____________________________.How does he connect these 2

examples?

A sense of proportion

Giving examples

Scientific medicine researcher

Atom research

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

Paraphrase: The ability to consider all the significa

nt factors in a problem and to analyze their importance respectively.

2. Disinterested vs. uninterested: Fair, objective; not interested//

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

Paraphrase: The ability to consider all the significa

nt factors in a problem and to analyze their importance respectively.

2. Disinterested vs. uninterested: Fair, objective; not interested//

3. wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.

Paraphrase: When specialists pursuit knowledge, t

hey do not necessarily have wisdom, which is defined as comprehensive vision. //

3. wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.

Paraphrase: When specialists pursuit knowledge, t

hey do not necessarily have wisdom, which is defined as comprehensive vision. //

3 Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many ________ (famous and admired; renowned) historians have done more harm than good because they viewed facts through the distorting medium of their own passions.

3 Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many ________ (famous and admired; renowned) historians have done more harm than good because they viewed facts through the distorting medium of their own passions.

eminent

Hegel had a philosophy of history which did not suffer from any lack of comprehensiveness, since it started from the earliest times and continued into an indefinite future. But the chief lesson of history which he sought to _______ (fix a belief by repeating) was that from the year 400AD down to his own time Germany had been the most important nation and the standard-bearer of progress in the world.

Hegel had a philosophy of history which did not suffer from any lack of comprehensiveness, since it started from the earliest times and continued into an indefinite future. But the chief lesson of history which he sought to _______ (fix a belief by repeating) was that from the year 400AD down to his own time Germany had been the most important nation and the standard-bearer of progress in the world.

inculcate

Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack what I call wisdom.

Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack what I call wisdom.

Paragraph DevelopmentParagraph Development

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: _____________________________.What is his attitude towards Hegel? Negative; wide knowledge but

narrow feelings

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: _____________________________.What is his attitude towards Hegel? Negative; wide knowledge but

narrow feelings

A certain awareness of the ends of life

By giving examples (historians)

Hegel

1. The ends of human life: ends, usu. pl., the result you want to achieve. The ultimate goal of human life

2. the distorting medium of their own passions: distort, v., to change to untrue or inaccurate. Their passions are the media.

3. the standard-bearer: a person or organization that leads a group of people. Who is the standard-bearer among the countries nowadays?//

1. The ends of human life: ends, usu. pl., the result you want to achieve. The ultimate goal of human life

2. the distorting medium of their own passions: distort, v., to change to untrue or inaccurate. Their passions are the media.

3. the standard-bearer: a person or organization that leads a group of people. Who is the standard-bearer among the countries nowadays?//

4. stretch, v. extend, broaden5. It is by no means uncommon to find

men…: litotes/understatement It is common to find men…//

4. stretch, v. extend, broaden5. It is by no means uncommon to find

men…: litotes/understatement It is common to find men…//

4 It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in _________ (liberation) from personal prejudice. 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.

4 It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in _________ (liberation) from personal prejudice. 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.

emancipation

Many men in past ages devoted their lives to a search for the philosopher's stone and the elixir of life. No doubt, if they could have found them, they would have _______ (given) great benefits upon mankind, but as it was their lives were wasted.

Many men in past ages devoted their lives to a search for the philosopher's stone and the elixir of life. No doubt, if they could have found them, they would have _______ (given) great benefits upon mankind, but as it was their lives were wasted.

conferred

To descend to less heroic matters, consider the case of two men, Mr A and Mr B, who hate each other and, through mutual hatred, bring each other to destruction. Suppose you go to the Mr A and say, 'Why do you hate Mr B?' He will no doubt give you an ________ (horrifying) list of Mr B's _______ (moral faults), partly true, partly false.

To descend to less heroic matters, consider the case of two men, Mr A and Mr B, who hate each other and, through mutual hatred, bring each other to destruction. Suppose you go to the Mr A and say, 'Why do you hate Mr B?' He will no doubt give you an ________ (horrifying) list of Mr B's _______ (moral faults), partly true, partly false.

appallingvices

And now suppose you go to Mr B. He will give you an exactly similar list of Mr A's vices with an equal admixture of truth and falsehood. Suppose you now come back to Mr A and say, 'You will be surprised too learn that Mr B says the same things about you as you say about him', and you go to Mr B and make a similar speech.

And now suppose you go to Mr B. He will give you an exactly similar list of Mr A's vices with an equal admixture of truth and falsehood. Suppose you now come back to Mr A and say, 'You will be surprised too learn that Mr B says the same things about you as you say about him', and you go to Mr B and make a similar speech.

The first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the other's injustice. But perhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has only the normal share of human wickedness, and that their enmity is harmful to both. If you can do this, you will have instilled some fragment of wisdom.

The first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the other's injustice. But perhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has only the normal share of human wickedness, and that their enmity is harmful to both. If you can do this, you will have instilled some fragment of wisdom.

Paragraph DevelopmentParagraph Development

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: A: _____________________________.B: _____________________________.How does he connect these 2

examples?

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a point?Russell’s choice: A: _____________________________.B: _____________________________.How does he connect these 2

examples?

Private life: choice of ends and emancipation

By giving examples

Philosopher’s stone and elixirMr. A & Mr. B

1.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.

Paraphrase: attainable: be able to achieve inherently: in nature It would be unwise to pursue a goal th

at is bound to fail though it might be noble to do so.//

1.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.

Paraphrase: attainable: be able to achieve inherently: in nature It would be unwise to pursue a goal th

at is bound to fail though it might be noble to do so.//

2. No doubt: certainly3. they would have conferred great ben

efits upon mankind, but as it was their lives were wasted.

Paraphrase: They would have given great benefits to the human race, but in reality their lives were wasted.

4. instill: to introduce gradually, to pour in//

2. No doubt: certainly3. they would have conferred great ben

efits upon mankind, but as it was their lives were wasted.

Paraphrase: They would have given great benefits to the human race, but in reality their lives were wasted.

4. instill: to introduce gradually, to pour in//

5 I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ourselves.

5 I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ourselves.

An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his _______ (the limit of one’s ideas, knowledge or experience) widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, he achieves growing wisdom.

An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his _______ (the limit of one’s ideas, knowledge or experience) widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, he achieves growing wisdom.

horizon

This is of course a matter of degree. No one can view the world with complete ___________ (judging situation with fairness); and if anyone could, he would hardly be able to remain alive.

This is of course a matter of degree. No one can view the world with complete ___________ (judging situation with fairness); and if anyone could, he would hardly be able to remain alive.

impartiality

But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom.

(The discussion on wisdom improvement has been left out)

But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom.

(The discussion on wisdom improvement has been left out)

Paragraph DevelopmentParagraph Development

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a

point?Russell’s choice: _____________________________. _____________________________.

Topic: _________________________.How does R develop his point? _______________________________.How would you develop such a

point?Russell’s choice: _____________________________. _____________________________.

emancipation

By giving examples

An infantApproach to impartiality

1. I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

Paraphrase: I think the key to wisdom is to free one

self from the control and limitation of one’s own physical and emotional world, and to go beyond the immediate environment.//

1. I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

Paraphrase: I think the key to wisdom is to free one

self from the control and limitation of one’s own physical and emotional world, and to go beyond the immediate environment.//

2. the egoism of our senses: centring on our own senses

3. are bound up with: are connected with4. in proportion: a relationship between

quantities such that if one varies then another varies in a manner dependent on the first; correspondingly"We do not always find visible happiness i

n proportion to visible virtue“//

2. the egoism of our senses: centring on our own senses

3. are bound up with: are connected with4. in proportion: a relationship between

quantities such that if one varies then another varies in a manner dependent on the first; correspondingly"We do not always find visible happiness i

n proportion to visible virtue“//

Writing StyleWriting Style

1. Logical structure2. Persuasive examples3. Consice language

1. Logical structure2. Persuasive examples3. Consice language

Street SurveyStreet SurveyWork with your partners. Design a ques

tionnaire on WISDOM. Investigate in the street to find out if th

ere is any diference in the definion of wisdom of various groups of people (e.g., men and women, intellecutuals and physical workers, children and senior citizens). Ask interviewees to give you some examples.

Write a report and share with the class.

Work with your partners. Design a questionnaire on WISDOM.

Investigate in the street to find out if there is any diference in the definion of wisdom of various groups of people (e.g., men and women, intellecutuals and physical workers, children and senior citizens). Ask interviewees to give you some examples.

Write a report and share with the class.

RevisionRevision

1. Main text2. Language points Correlative, cease, contribute, propor

tion, populous, spectacular, eminent, inculcate, prejudice, empancipation, conferred, appalling, vices, horizon, impartiality

1. Main text2. Language points Correlative, cease, contribute, propor

tion, populous, spectacular, eminent, inculcate, prejudice, empancipation, conferred, appalling, vices, horizon, impartiality

Thank you! Thank you!