揽瓜阁阅读做题小分队 第144天 阿诺德文化与其反对声音

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Matthew Arnold, through his Culture and Anarchy (1869), placed the word “culture” at the center of debates about the goals of intellectual life and humanistic society. Arnold’s definition of culture as “the pursuit of perfection by getting to know the best which has been thought and said” helped define the Western world’s liberal arts curriculum over the next century. Although three forms of dissent from his views have had considerable impact of their own, each one misunderstands Arnold.

The first protested Arnold’s designation of “anarchy” as culture’s enemy, viewing this dichotomy simply as a struggle between a privileged power structure and radical challenges to it. Yet, Arnold himself was plagued in his soul by the blind arrogance of the world’s reactionary powers. Another form of opposition saw Arnold’s culture as a perverse perpetuation of literary learning in a world where science had become the new arch from which any new order of thinking must develop. At the center of the “two cultures” debate were the goals of the formal educational curriculum, the principal vehicle through which Arnoldian culture operates. But Arnold himself had viewed culture as enacting its life in a much more broadly conceived set of institutions. Today, Arnoldian culture is sustained, if indirectly, by a third form of dissent, multiculturalism, which seeks to deflate the imperious authority that “high culture” exercises over curriculum while promoting the idea that we must learn what is representative because we have overemphasized what is exceptional. Yet, multiculturalism actually affirms Arnold by returning us to a tension inherent in the idea of culture. The social critics, defenders of science, and multiculturalists wrongly insist that Arnold’s culture is simply a device for ordering us about. Instead, it is designed to register the gathering of ideological clouds on the horizon. Perfection mattered to Arnold only as the background against which we could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard melodies.

1. The author of the passage is primarily concerned with
(A) arguing against those who have opposed Arnold’s ideas.
(B) describing Arnold’s conception of culture.
(C) explaining why Arnold considered the pursuit of perfection to be the essence of culture.
(D) tracing Arnold’s influence on the liberal arts educational curriculum.
(E) examining the different views of culture that have emerged since the mid-eighteenth century.

2. It can be inferred from the passage that the two-cultures debate
(A) emerged as a reaction to the multiculturalist movement.
(B) developed after 1869.
(C) influenced Arnold’s thinking about culture.
(D) was carried on by American as well as European scientists.
(E) led to two competing educational systems.

3. In criticizing Arnold’s dissenters, the author employs all of the following methods EXCEPT:
(A) Pointing out the paradoxical nature of an argument against Arnoldian culture
(B) Presenting evidence that conflicts with a claim made by Arnold’s dissenters
(C) Asserting that a claim made by the dissenters is an oversimplification
(D) Drawing an analogy between one of the dissenters’ claims and another insupportable theory
(E) Suggesting that the focus of one of the dissenters’ arguments is too narrow

4. It can be inferred from the information in the passage that Arnoldian culture is perpetuated today by
(A) the two-cultures debate.
(B) postmodernists.
(C) imperious elitists.
(D) existentialists.
(E) social critics.

参考答案：

ABDC

svwma

AE-B
C-D
C

Erebuslee

p1 提出A对文化的定义+有三种反对的意见
p2 分别介绍三种反对意见+作者对其的反驳+第三种反对意见使A的观念延续

1 A
2 B
3 D
4 E

梦校offer和全奖

介绍阿诺德关于“文化的定义”——观点1：三种反对生意虽然有影响但是误解了阿诺德本意——原因1：误认为“无政府”是文化的敌人——原因2误认为“文化是文学研究的退步”——原因3“误认为文化在教育中提倡专横霸权，强调小众文化”——观点2：3种误解都认为阿诺德用文化控制大家，但是“文化知识客观记录现有意识形态”
作者态度或意图
通过分析反对者的声音让读者了解阿诺德文化概念的意义和作用。
反思
-对原文中的时间一直有一些忽略，在有关历史人物/事件介绍或者理论梳理的文章中时间很重要，正确答案可能关于某个时间前后，然后错误答案用原文的细节出贝壳游戏答案。比如第2题，正确答案明显是利用时间玩文字游戏——问题中的“two-culture debates”很明显是基于第二种科学家的反对声音——反对是针对针对阿尔诺的文化——所以肯定要在阿尔诺“文化”定义产生（1869）之后才有可能引起争辩.整个题就等于问阿尔诺的文化定义是多久产生的。误选E的原因是感觉科学家赞同的正规课程和阿尔诺文化定义主张正规课程不一样，所以自己脑补了“competing”，但是原文从来没有提到两者竞争，只说了debate的核心是什么，这个核心也是阿尔诺提出文化运行的重要载体。这种自己脑补的事情发生很多了，比如看到前后出现两个不同的观点，就下意识认为前后观点互相反对，又比如这里的competing。下次做题看到这种表示反对关系的用词一定要慎重。
-第三题这种高度浓缩题很难的原因是，答案和原文内容相比完全面目全非（答案过度浓缩），我认为做这种题的根本还是掌握改写原则——同意替换，直接从原文寻找对应答案内容的同意替换部分，直接从答案内容对应原文内容太难了。比如，A选项“Pointing out the paradoxical nature of an argument against Arnoldian culture”这里的paradoxical对应原文中的“yet...affirms”，文章再说反对阿尔诺德的观点，这里突然说反对观点其实也肯定，那不就是矛盾；C选项中的oversimplification直接对应原文第二段的“simply as”；E选项是原文答案“But Arnold himself had viewed culture as enacting its life in a much more broadly conceived set of institutions. ”的取非。从内容很难是因为做题的时候我不能理解B答案“Presenting evidence that conflicts with a claim made by Arnold’s dissenters”用证据展示了反对者观点的矛盾。最后理解了：第二个反对观点认为文化概念是文学研究的倒行逆施（违背时代潮流），后面说现在的潮流是science。结果作者摆出证明：two-culture debate争论的核心是“教育课程设立的目标——这个核心就是文化运行的主要载体——证明文化概念一点也不落伍”。
-第四题可以用排除法最简答，当时误选了存在主义是把长难句“which seeks to deflate the imperious authority that “high
culture” exercises over curriculum /while promoting the idea that we must learn what is representative/ because we have overemphasized what is exceptional. ”认错了exceptional，以为是除开的意思，直接联系不除开就是存在，所以应该是存在。但是这个长难句断句应该是（第三种反对主义）削弱了（高等文化在课程上的）专横霸权，在提倡（我们必须学习那些有代表性的东西因为我们过度强调小众的知识）的想法的时候。这里high culture就是特权主义。

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Arnold -culture, misunderstand Arnold
具体是哪三点 然后反驳
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ABDE

bethann

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