Unit-9教案-Confessions-of-a-Miducat ed-Man
Unit 9 Confessions of a Miducated Man
Teaching Aims:
Students will be able to:
1) Knowledge and Skills
铁凝小说Develop reading skills-understand the main idea，structure of the text，and the skills of reading for specific information-scanning; all but, not that…but that, ri to, wipe out, instruct sb. in, act on, respond to, etc.
2) Culture
Learn about relationship and globalization and education; tribalism, regionalism, racism; cultural differences and similarities; common concerns and issues of human being
3) Emotion
Be well aware of the similarities and differences in all kinds of cultures;
Have a critical view of the ideas pod by the author towards “mis-educated”Warming-up Questions: --Understanding of the title
1. What is a confession?
-----It’s a formal statement that you’ve done sth. wrong or illegal;
It’s a private statement to a priest about the bad things you’ve done;
2. What’s the difference between being Miducated and Uneducated?
社区居住证明范本
-----A miducated person is one who has received formal education but is educated in a wrong way. An uneducated person is one who has received no formal school education.
3. How do you predict the topic of the essay?
4. How would you relate the issue of this essay to that of Another School Year—What For? and The Green Banana?
About the Author—Norman Cousins (1915-1990)
Some of his life history possibly related to the essay
•Born in New Jery, educated in and graduated from Columbia University Teachers College;
•Editor of Saturday Review for 35 yrs;
•Lifelong concerns include world peace, world governance, justice, human freedom, health, etc.; Proponent of world federalism and world government;
What is world federalism?
•World Federalism means having democratically accountable political institutions to deal with issues at the most appropriate level, according to the principle of subsidiary.
In the book, Cousins expanded his arguments for world federalism and for a world no longer bad on the supremacy of nationalism and other superficial differences as follows:
“The new education must be less concerned with sophistication than compassion. It must recognize
the hazards of tribalism. It must teach man the most difficult lesson of all—to look at someone anywhere in the world and be able to e
2
the image of himlf. The old emphasis upon superficial differences that parate peoples must give way to education for citizenship in the human community. ”
Cf. Para. 7
And he continued,年夜饭的历史
“With such an education and with such lf-understanding, it is possible that some nation or people may come forward with the vital inspiration that men need no less than food. Leadership on this higher level does not require mountains of gold or thundering propaganda. It is concerned with human destiny. Human destiny is the issue. People will respond.”
Cf. Para. 11
文杏
He concluded the book with:
“War is an invention of the human mind. The human mind can invent peace with justice.”
Background information:
1.Globalization and education (全球化与教育)
Generally speaking, globalization is the rapid increa in cross-border economic, social, and technological exchange. It is also defined as a process leading to greater interdependence and mutual awareness among economic, political and social units in the world. According to Ronau, globalization can be described as the emergence of altered global structures and driven by
a skill revolution, an organization explosion, and a continuous flow of ideas,
money, goods, and people that is rendering long-standing territorial boundaries increasingly obsolete and fostering an extensive decentralization of authority.
Education systems can also be en as the core of the globalization process. At prent, governments are trying to compete on the global markets by placing the focus of policy on education to produce the “human capital”
牡丹好养吗most appealing to global competition. Rinne(瑞尼) emphasized that educational policy has become an ever more important part than economic, trade, labor and social policy in western countries.
Genre: Argumentation
The author’s view:
1) To prepare onelf for this new world, we must all be re-educated becau so far the education we’ve received only tells us the differences among peoples, which are superficial, one-sided, and misleading. Education about differences may be uful for tourists, but it is uless if we really want to understand other people.
2) A proper education should tell us that there are more similarities than differences among peoples. The differences are insignificant whereas the similarities are esntial and fundamental. The similarities mean that we have the same needs, face the same problems and pos the same potentialities to solve the problems. We can be equal members of the international community and learn to live happily together with mutual respect.
3) Over-emphasis on differences can easily lead to racism, colonialism, and imperialism---all tribalism in its varied forms.
3
Critical View:
Para 4 “…that the principal significance of such differences was that they were largely without significance”.
---Proper understanding of the differences is extremely important too. Without this, mutual respect is impossible. Differences don’t divide us. It is the wrong attitude toward our differences that turn us into bitter enemies.
4) People can learn not only to accept, but also to treasure diversities. They can gradually realize that people can be different but equal. They can learn from each other and benefit from the differences. Without the differences, there would be no point of international communication.
aabc的词语有哪些Critical view: Mis-educated--→Half-educated
Structure Analysis:
Part I (paras.1-4) In what way was I miducated?
The education I received concentrated on differences and ignored similarities.
Part II (paras.5-7) Why was this education inadequate?
An education in differences cannot meet the needs of the age we are living in.
Part III (paras.8-10) What kind of education do we need?
We need an education with emphasis on the common needs of humanity.
Part IV (para. 11) What will this new education possibly bring about?
A nation may come forward to play a leading role in humanity’s efforts to solve its problems.
Text Analysis
➢What marks the differences between the world in 1850 and the world now?
➢Why is “Asia and Africa” the best place to apply the test?
➢What does the author’s education teach him? Give examples.
➢Why does he say that his education “protected me against surpri”?
➢What does the education fail to teach him? Do you agree with him?
Part I (1-4) In what way was I miducated?
Para 2 Question:
1) What kind of test does the author suggest?
2)Why is “Asia and Africa” the best place to apply the test?
Language Focus
1.Distinguish between “enough, sufficient, adequate.”
adequate 表示足够的程度比enough, sufficient低，表示“刚够，刚好（only just enough）”。温饱问题（the problem of adequate food and clothing）
•He was not tall ________ to carry a rifle. (enough)
长智齿疼•We lacked__________ funds to finish the project. ( sufficient)
•I don’t think she is __________ as the team leader. (adequate)
Para. 3
1. Not that…----ud before a ntence or phra to express the opposite of what follows.
< We’ve been happy together for half a century—not that we never quarreled.
I stopped and picked you up—not that I was not afraid.
4
She did not buy the coat—not that she did not like it. She just felt that it
was too expensive.
2. Anthropology----the science that deals with the origins, physical and cultural development, biological characteristics, and social customs and beliefs of humankind.
3. Paraphrasing: In short, my education protected me against surpri.
In a word, the education I had had taught me enough about the differences among people so that I wouldn’t feel surprid at what I saw, no matter how different they might be.
Para.4
1.Question: How do you understand the ntence
为了孩子们1) But what my education failed to do was to teach me that the principal significance of such differences was that they were largely without significance.
-----The education I had did not teach me to e the fact that the main meaning of recognizing such differences was that they were not meaningful in a great measure (if compared with the meaning of understanding the similarities).
2) The differences were all but wiped out by the similarities.
---The differences became so insignificant compared with the similarities that they were almost completely pushed aside and forgotten.
3) My education had by-pasd the similarities.
---- The education I had had (did not teach me/)avoided dealing with the similarities among peoples.
4) And the simplest reality of all was that….
--- Today the world is divided into nations that force the world to become parate parts. But no single nation is more important than the whole community, and differences in their religious faiths, political or national loyalties, or their cultures should not be allowed to blind us to the basic things they all share.
2. Parallelism----“greater than…”
3. all but…
-----almost completely
< Their screams all but drowned out the music.
I all but got attacked by the two timber wolves when Maheegun came to my rescue.
We all but lost the game.
4.wipe out : Half the population was wiped out by plague.
< The heat has wiped me out. (informal, to make sb. feel extremely tired/exhausted)
Compare:
< The price will wipe the smile off his face.
In a few years this species could be wiped off the face of the earth.
Part II Why was this education inadequate?
Para. 5
1. How do you understand the ntence “… but to stop there was like clearing the ground without any idea of what was to be built on it.” ?
5
