2006年考研英語翻譯試題

　　Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckbergen told part of the story when he observed that it is the intellectuals who have rejected America. But they have done that. They have grown dissatisfied with the role of intellectual. It is they, not America, who have become anti-intellectual.

　　連載：2010年考研英語翻譯核心詞組學習

　　First, the object of our study pleads for definition. What is an intellectual? (46) I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in Socratic(蘇格拉底) way about moral problems. He explores such problem consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained. (47) His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a matter as possible the course of reasoning which led him to his decision.

　　This definition excludes many individuals usually referred to as intellectuals—the average scientist for one. (48) I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in everyday performance of his routine duties—he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. (49) But his primary task is not to think about the moral code, which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his walking life he will take his code for granted, as the businessman takes his ethics.

　　The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living. (50) They may teach very well, and more than earn their salaries, but most of them make little or no independent reflections on human problems which involve moral judgment. This description even fits the majority eminent scholars. Being learned in some branch of human knowledge is one thing; living in “public and industrious thoughts,” as Emerson would say, is something else.

　　2006年考研英語翻譯核心詞組學習筆記

　　define…as… 把…定義為

　　elect…as 把…當作

　　be analogous to… 與…類似;與…相似

　　contribute to… 有助于

　　be charged with…承擔…;負責…

　　dedicate…to…把…獻給…;把…用于…

　　make reflections on…對…進行思考

　　rules of conduct 行為準則

　　moral code 道德標準

　　moral judgments 道德判斷

　　not…any but=noting but

　　more than 不只是

　　全文參考翻譯

　　美國的知識分子被他們的所在社會拒絕并不認為是社會組成的一部分，這一情況屬實么?我將暗示一下這不是真實的情況。當父親Bruckbergen觀察發現正是知識分子自己拒絕了美國，他揭露了一部分真相。但是，他們所做的不僅限于此。他們逐漸對知識分子的角色感到不滿。正是他們自身，而不是美國，變為了反知識分子。

　　首先，我們的研究目標是來力求一個定義。什么是知識分子?(46)我把知識分子定義為這樣的個體：他用蘇格拉底的方式思考道德問題，并以此作為其生命中的主要職責與樂趣。他首先提出實際問題，然后提出道德層面上的問題，最后提出看起來和他所獲得的實際和道德信息相符合的行動建議。通過這一系列行為來清晰明了真實地探究此類問題。(47)知識分子的作用與法官的作用類似，后者必須承擔用盡可能明顯的方式來揭示讓他做出決定的推理過程的責任。

　　該定義排除了多個通常被稱為知識分子的個體――對于個人而言是普通的科學家。(48)我之所以把普通科學家排除在外，是因為雖然他的成就有助于解決道德問題，但是他只是觸及了這些問題的事實方面。和其他人類一樣，即使在日常例行職責的表現中也會遇到道德問題――人們并不會要求他可以烹飪實驗，加工事實或醫治報告。(49)但是普通科學家的主要任務并非是思考約束其行為的道德準則，這正如人們不期望商人致力于探究商業行為規范。在其大部分的人生中，他將認同他的行為準則，正如商人認同商人的道德規范。

　　該定義同樣排除了多數教師，盡管事實上，教育是許多知識分子用來謀生的傳統方法。(50)教師可能擅長教書，而且不僅僅專注于賺錢，但是大部分教師對涉及人類道德判斷的問題很少或沒有進行獨立的思考。大部分著名學者甚至都符合這一描述。在人類知識的某一分支是專家是一回事;而生活在如愛默生過去常提到的“公共而勤勉的想法”之中又是另外一回事。

　　附：1996年考研英語翻譯真題核心詞組學習筆記

　　be results of 由于…

　　social needs 社會需求

　　to some extent 在一定程度上

　　come to the conclusion 得出結論

　　make demand of 對…提出要求

　　scientific establishment 科研機構

　　in detail 詳細地

　　a certain amount of 一定數量的

　　not related to… 與…沒有關系

　　immediate goals 當前目標

　　be unable to do 不能夠…

　　in principle 原則上;基本上;一般而言

　　deal with 應付;解決;處理

　　new forms of thought 新的思維方式

　　as well as 和

　　new subjects for thought 新的思維對象/內容

　　in the past 過去

　　give rise to sth 導致;引起;使…產生