首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Theories of History Ⅰ. How much we know about history? A. Written records exist for only a fraction of man’s time B. The acc
Theories of History Ⅰ. How much we know about history? A. Written records exist for only a fraction of man’s time B. The acc
admin
2012-03-23
27
问题
Theories of History
Ⅰ. How much we know about history?
A. Written records exist for only a fraction of man’s time
B. The accuracy of these records is often【1】, and details in them often needs improvement.
Ⅱ. Reconstruction of history before writingA. being difficult because of the【2】of history to usB. the most that we can do is: use【3】and the knowledge of the habits of animals.
Ⅲ. Theories about historyA. Objective: to【4】the beginning and deduce the end of man’s story. B. One theory believes that man continually【5】
—【6】must be more intelligent and civilized than his ancestors.
—Human race will evolve into a race of【7】
C. The second theory holds the man’s history is like a【8】of development.
—Modern man is not the most superior.
—Modem man may be inferior to members of【9】
D. The third theory: Human societies repeat a cycle of stages, but overall progress is【10】in the long historical perspectiy.
Good morning, class. Today’s lecture is mainly concerned with some theories of history.
How much of man’s history do we know? We really know very little. Written records exist for only a fraction of what we suppose to have been man’s time as a unique species. Furthermore, [1]the accuracy of these records is often suspected, and the scope and selection of significant detail in them often needs improvement.
It is worse when we try to reconstruct man’s history before the development of writing, and this is unfortunate because [2]the history of the greatest discoveries, such as fire, the wheel and the sail, as well as the history of the early development of human society are lost to us. [3]The most that we can do is to use traces, deduction, speculation and the knowledge we have of the habits of those animals which have elementary social order to help us make a partial reconstruction. This is hardly a satisfactory substitute for precise information.
With our knowledge of human history, which is only fragmentary at best, it is therefore nearly [4]impossible to reconstruct the beginning and to deduce the end of the story of man. Thus, there have developed many schools of thought on the subject, each of which attempts to give coherence to the human past by fitting it into the framework of a theory of history.
Now, [5]let’s take a look at one of these theories, it is assumed that man continually progress. He has evolved from a lower to a higher form of being, and he continues to evolve. This evolution takes place both in terms of his potentials and his abilities to actualize these potentials. If one holds this theory, one feels that [6]modern man must be more intelligent and civilized today than his ancestors, as well as physically and morally superior to them. One further assumes that this progress will continue into an ever more glorious future. Here deduction often ends and dreams of utopia begin, for it seems that most of us find [7]it hard to think of the human race developing into a race of angels. All in all, as theory of history, the above view has had many eminent supporters.
It might be well to mention here a variation on this theory that used to be popular, namely the idea that man rose from a low condition to a Golden Age at some time in the remote past, and that things have gone straight downhill ever since. Many eminent men have found a sort of gloomy comfort in this idea, but science has now opened up possibilities for the future which make this theory less defendable. Perhaps for this reason the theory has little modern support.
A second theory of history is held by those men who see man’s history as something quite different from a simple progression from a lower to a higher state. [8]They see it as a cycle of stages of development, which are predictable in their broad outlines and main features. As surely as a civilization rises and comes into being, so also must it decline and fall. The chief pattern one sees in history is the rise and fall of civilization. Man, according to this theory, is warlike in one stage of his history and humane in another. This is not due to individual human beings or to general progress, but rather to determining socioeconomic patterns that are not, as yet, understood. To holders of this theory, modern man is not looked upon as the most superior social being yet produced. He is simply the typical product of the current stage in the cycle of our civilization. In fact, [9]he may actually be inferior to members of past civilizations. It all depends upon what stage of civilization we happen to be living in. Indeed, it has been said that the average modern literate city dweller is comparatively more ignorant of his era’s fund of knowledge than other literate city dwellers of the past. While the staggering fired of knowledge in our technologically advanced world is undoubtedly greater than that of any past civilization, it is probably true
that the average modern man, relying on such repetitive forms of entertainment as television and working in a narrowly specialized job, knows a great deal less sheer information about his world than did earlier people.
In a third theory of history, the two above theories are to some degree reconciled. According to this theory, which is often termed the spiral view of history, [10]human societies do repeat a cycle of stages, but overall progress is observable in the long historical perspective. Civilizations do rise and fall, as the advocates of the second theory maintain, but the new civilization which replaces the first, usually by conquest, contains superior qualities which enable it to rise to a higher stage of development until it declines and is replaced by yet a third civilization.
The above theories interpret history in term of the overall progress of mankind in general without respect to differentiation within the social order. It is also possible to view human history in terms of the Interaction of socioeconomic groups. Human history, according to this theory, is most clearly interpreted as the disappearance of class struggle. Most people who hold this theory assume a resolution of the struggle through the disappearance of class differences, although it would be just as correct to assume that the struggle could continue unresolved. Those who assume that the struggle can eventually be resolved hold that history has a goal and that progress can be measured in terms of how quickly mankind is reaching that goal.
选项
答案
Modern man
解析
这一题讲述第一种观点的内容。录音提到“现代人比其祖先更具智慧且更加文明”,可知答案为Modem man。
转载请注明原文地址:https://jikaoti.com/ti/GbjYFFFM
0
专业英语八级
相关试题推荐
RainmakingScientificrainmakingwasstartedbyVincentJ.Schaeferaftertheyearof【1】.Alucky【2】broughthimtosuccess.
Angeredbyanexcisetaximposedonwhiskeyin1791bythefederalgovernment,farmersinthewesterncountiesofPennsylvaniae
APassagetoIndiawaswrittenby______.
FrancisBaconisbestknownforhis______whichgreatlyinfluencedthedevelopmentofthisliteraryform______.
LanguageFamiliesAllofthelanguageswithinalanguagefamilyare【1】andallofthemhaveasimilarhistory.Let’stakeabr
LanguageFamiliesAllofthelanguageswithinalanguagefamilyare【1】andallofthemhaveasimilarhistory.Let’stakeabr
IsmailKadare,whowasrewardedtheManBooker【M1】______internationalprizeforliteraturethisyear,isthefirst
ItappearsentirelyappropriatethattheUnitedStateswouldconsiderrestorationofmoreformaldiplomaticties.
泊珍到偏远小镇的育幼院把生在那里养到1岁的孩子接回来。但泊珍看他第一眼,仿似一声雷劈头而来。令她晕头胀脑,这1岁的孩子脸型长得如此熟悉,她心里的第一道声音是,不能带回去!痛苦纠聚心中,眉心发烫发热,胸口郁闷难展,胃里一股气冲喉而上。院长说这孩子发
随机试题
下列组织中,不发生纤维素样坏死的是
A悬垂腹B跨耻征为阴性C常以枕后位入盆D出现持续性枕横位E第二产程停滞中骨盆平面狭窄的临床表现
起重机载物行走时,荷载不得超过额定荷载的70%,重物离地面不得超过()mm,并应拴好拉绳,缓慢行驶。
根据适当过度学习原则,如果一个学生学10遍刚好记住一个英语单词,那么他需要学习________遍学习效果会更佳。
Haveyoueveraskedyourselfwhychildrengotoschool?Youwillprobably【C1】______theygotolearnlanguages,geography,histo
在布置会场时,职务或地位最高者应安排在主席台第一排的()。
圆珠笔(签字笔、中性笔)是我们很熟悉的书写工具。在设计制造时,笔芯内的油墨量与金属笔嘴的寿命存在科学的对应关系,且笔芯上端通常都留有一小孔。关于这些设计的说法不正确的是()。
1929年12月下旬,红四军党的第九次代表大会在福建上杭县古田村召开,会议总结了红军创立以来的经验,通过了著名的古田会议决议。决议的中心思想是
Whatisyourresponsibilitywhenyou,asaschoolprincipal,gettheteacher’sreport?
A、Rightnow.B、Thisweek.C、Nextweek.D、Twoweekslater.C根据对话中女士的回答,可直接判断出交实验报告的时间为一周以后(aweeklater),即下个星期。因此,C项是正确答案。
最新回复
(
0
)