The philosopher is said to be a s______ man. He closed himself indoors and rarely had visitors.

A.women had limited expectations for themselves

B.women were educated to have limited expectations

C.it was the society that had to be blamed for women’s inferiority

D.it was parents’ responsibility to educate and bring up girls

Passage Three

To a philosopher, wisdom is not the same as knowledge. Facts may be known in enormous numbers without the knower of them loving wisdom. Indeed, the person who possesses encyclopedic (学识渊博的) information may actually have a genuine contempt (轻视) for those who love and seek wisdom. The philosopher is not content with a mere knowledge of facts. He desires to combine and evaluate facts, and to examine beneath the obvious to the deeper orderliness behind the immediately given facts. Insight into the hidden depths of reality, perspective (洞察) on human life and nature in their entirety, in the words of Plato, to be a spectator of time and existence--these are the philosopher's objectives. Too great an interest in the small details of science, may, and often does, obscure these basic objectives.

Philosophers assume that the love of wisdom is a natural gift of the human being. Potentially every man is a philosopher because in the depths of his being there is an intense longing to penetrate to the meaning of the mysteries of existence. The inner deep longing expresses itself in various ways prior to any actual study of philosophy as a technical branch of human culture. Consequently every human being in so far as he has ever been or is a lover of wisdom has, to that extent, a philosophy of life.

41. The title below that best expresses the idea of this passage is ______.

A. The Potential Philosopher

B. The Philosophy of Plato

C. The Philosopher Versus the Scientist

D. The Philosopher Defined

根据下列材料，请回答题

Scotland：A Land of Wisdom

In the l740s，the famous French philosopher Voltaire said“We look to Scotland for all our ideas of civilization．’’That’S not a bad advertisement for any country when it comes to attracting people to search for a first-class education．

According to the American author Arthur Herman，the Scots invented the modern world it self．He argues that Scottish thinkers and intellectuals worked out many of the most important ideas on which modern life depends——everything from the scientific method to market economics．Their ideas did not just spread among intellectuals，but to those people in business，government and the sciences who actually shaped the Western world．

It all started during the period that historians call the Scottish Enlightenment（启蒙运动），which is usually seen as taking place between the years l 740 and l 800．Before that，philosophy was mainly concerned with religion．For the thinkers of the Scottish Enlightenment，the proper study of humanity was mankind itself．

Their reasoning was practical．For the philosopher David Hume，humanity was the fight subject for philosophy because we can examine human behavior. and SO find real evidence of how people think and feel．And from that we can make judgments about the societies we live in and make

concrete suggestions about how they can be improved，for universal benefit．

Hume’s enquiry into the nature of knowledge laid the foundations for the scientific method the pursuit of truth through experiment．His friend and fellow resident of Edinburgh，Adam Smith，famously applied the study of mankind to the ways in which mankind does business．Trade，he argued，was a form. of information．In pursuing our own interests through trading in markets，we all come to benefit each Other．

Smith’s idea has dominated modern views of economics．It also has wide applications．He was one of the philosophers to point out that nations can become rich，free and powerful through peace，trade and invention．

Although the Scottish Enlightenment ended a long time ago，the ideas which evolved at that time still underpin（构成……的基础）our theories of human exchange and enquiry．It also exists in Scotland itself in an educational tradition that combines academic excellence with orientation（方向）．

Scotland is the right place to receive a first．class education． 查看材料

A.Right

B.Wrong

C.Not mentioned

philosopher in this country in the field of the moral status of non-rational animals", says Bob Bryan, former chairman of the N.C. State Philosophy and Religion Department. Regan has lectured from Stockholm to Melbourne about the importance of recognizing animals as part of the evolving field of ethics. His books, The Case for Animal Rights and In Defense of Animal Rights, are widely acknowledged as having cemented the roots of the modem animal-rights movement in academia.

To be sure, vegetarianism dates back to Plato and Plutarch. And in America, the first cruelty busts happened in the late 19th century in New York. But society viewed animals largely as properties, until Regan and a handful of other philosophers pushed animal-rights issues into the academic mainstream. Indeed, this academic focus has dramatically altered how Americans approach the ethics of husbandry, some observers say. Once-radical ideas have been firmly woven into society.

Regan envisions a type of "bill of rights" for animals, including the abandonment of pet ownership, elimination of a meat-based diet, and new standards for biomedical research on animals. Essentially, he wants to establish a new kind of solidarity with animals, and stop animal husbandry altogether. "In addition to the visible achievements and changes, there's been what I might call an invisible revolution taking place, and that revolution is the seriousness with which the issue of animal rights is taken in the academy and in higher education," Regan says.

But with Regan planning to retire in December, a growing number of farmers, doctors, and others are questioning the sustainability of his ideas. Increasingly, Americans who feel their rights have become secondary to animals' rights are speaking out against a wave of arson attacks on farmers and pies thrown in the faces of researchers. Radical groups, with sometimes-violent tactics, have been accused of scaring farmers away from speaking up for traditional agrarian values. Indeed, tensions are only rising between animal-rights activists and groups that have traditionally used the land with an eye toward animals' overall welfare, not their "right" to be happy or to live long lives.

The controversy around Regan is heightened by the fact that he's no pacifist. He says he believes it's OK to break the law for a greater purpose. He calls it the "greater-evil doctrine", the idea that there's moral hierarchy to crime. "I think that you can win in court, and that's what I tell people," Regan says. "I don't believe that you should run and hide." The shift in the level of respect has been "seismic", he says. "Contrary to what a lot of people think, there really has been a recognition that there are some things that human beings should not be permitted to do to animals. Where the human heart has grown is in the recognition of what is to be prohibited."

Regan is called the intellectual leader of the animal-rights movement because

A．he is a philosopher in the field of animal-rights protection.

B．he helps to make animal-rights movement an academic subject.

C．he has written many books on how to protect animal rights.

D．he proves that animal societies have their moral standards as human societies do.

, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.

The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.

This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroёs. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroёs maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.

As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.

第31题：With the Scholastics, the search for new knowledge _____.

［A］ stopped completely

［B］ slowed down

［C］ advanced rapidly

［D］ awaked gradually

A.at

B.in

C.for

D.since

The author most probably is a ______.

A) teacher

B) psychologist

C) philosopher

D) doctor Text 2

_.

A.professor

B.journalist

C.philosopher

D.A actor