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西方思想经典 版权信息
- ISBN：9787544606554
- 条形码：9787544606554 ; 978-7-5446-0655-4
- 装帧：一般胶版纸
- 册数：暂无
- 重量：暂无
- 所属分类：>>
西方思想经典 本书特色
西方人文思潮是西方文明数千年发展的积累，是西方文化的精华。学习西方思想文化典籍，可以拓宽英语专业本科生在西方文化、科学、哲学、美学等人文、社会、自然科学领域里的知识，加深对欧美文化的了解，增加对欧美人文脉络的总体把握，也是英语专业其他专业课程的高度凝练：通过用英语表述西方文化传统和中华文化精髓，在更高层次上加强“听说读写译”英语语言基本功，提高跨文化交际的能力。 “西方思想经典”从古希腊罗马一直讲到二十世纪，旨在使英语专业的本科生打下初步的西学基础，以便能够深入地了解西方文化。
西方思想经典 内容简介
《西方思想经典》为系列教材之一。本书从古希腊罗马一直讲到二十世纪，旨在使英语专业的本科生打下初步的西学基础，以便能够深入地了解西方文化。西方人文思潮是西方文明数千年发展的积累，是西方文化的精华。学习西方思想文化典籍，可以拓宽英语专业本科生在西方文化、科学、哲学、美学等人文、社会、自然科学领域的知识，加深对欧美文化的了解，增加对欧美人文脉络的整体把握，也是英语专业其他专业课程的高度凝练：通过英语表述西方和中华文化精髓，在更高层次上加强“听说读写译”英语语言基本功，提高跨文化交际能力。在介绍西方思想的同时提供相应的中国人文背景是本教材的一大特色：连接古今，打通中西，帮助学生在跨时代、跨语境、跨文化、跨知识领域的环境下领会与把握中西文化的精髓，中西对比，融会贯通，提高在国际环境下使用双语在较高层次进行文化沟通、思想交流的能力。
西方思想经典 目录
Unit 1 The Christian BibleGenesisExodusGospel According to MatthewActs of the ApostlesCompare with China1. Chinese Creation Stories2. 汉译《圣经》之考察
Supplementary Reading1. Is Religion Just Organized Supe tition？ Is Supe tition Always Religious？
2. How Is Science Different from Religion？
3. Why [ Am Not a ChristianQuestio for DiscussionUnit 2 Greek &； Roman Sages （1）Socrates： The ApologyPlato： The Republic
Compare with China1. Axial Age2. 苏格拉底与孔子的盐说方式比较
Supplementary Reading雅典凭什么判苏格拉底死刑
Questio for DiscussionUnit 3 Greek &； Roman sages （2）Aristotle： The PoliticsCicero： On the LawsCompare with ChinaGreat Learning and The MeanSupplementary ReadingMarcus Tullius Cicero QuotesQuestio for DiscussionUnit 4 Medieval Christian Church Fathe St. Augustine： The EnchiridionThomas Aquinas： Summa Contra GentilesCompare with ChinaNeo-Confucianism and Later Confucian PhilosophySupplementary Reading1. Common Characteristics of Scholasticism2. St. Thomas AquinasQuestio for DiscussionUnit 5 Renaissance Adventure Christopher Columbus： Journal and LetterNicolo Machiavelli： The PrinceCompare with ChinaThe Rise and Fall of 15th Century Chinese SeapowerSupplementary Reading1. No Chee for Columbus2. Co ervatives Hail for ColumbusQuestio for DiscussionUnit 6 Religious ReformationDesiderius Erasmus： A Pilgrimage for Religion's SakeMartin Luther： An Open Letter to the Christian NobilityJohn Calvin： I titutes of the Christian ReligionCompare with ChinaWang Yangming and Matteo Ricci's Progression to ChinaSupplementary Readingxcerpts of the 95 ThesesQuestio for DiscussionUnit 7 Modern Scientific Thinking （1）Francis Bacon： Novum OrganumRene Descartes： Discou e on MethodCompare with ChinaMatteo Ricci： The Art of PrintingSupplementary ReadingCalculating Machines in China and Europe in the 17th Century -- TheWestern ViewQuestio for DiscussionUnit 8 Modern Scientific Thinking（2）Galileo Galilei： Letter to the Grand Duchess ChristinaIsaac Newton： The Mathematical Principles of Natural PhilosophyOpticsCompare with ChinaDevelopment of Science in Ancient ChinaSupplementary ReadingCritical ThinkingQuestio for DiscussionUnit 9 Modern Political ScienceThomas Hobbes： LeviathanJohn Locke： Of Civil Government
Compare with China1. Confucianism and Human Dignity： Toward a Balanced View of Rights and Duty2. Locke Talking about China and the ChineseSupplementary Reading1. Political Controve ies in the 17th Century England2. Charles I： Speech Before Execution （January 30，1649）Questio for DiscussionUnit 10 Classical LiberalismAdam Smith： An Inquiry into the Nature and Causes of the Wealthof Natio John Stuart Mill： On LibertyCompare with China1. Western Images of China2. Qianlong Meets Macartney： Collision of Two World ViewsSupplementary Reading1. The Declaration of Independence2. United Natio Unive al Declaration of Human Rights （1948）Questio for DiscussionUnit 11 Anti-LiberalismJean-Jacques Rousseau： A Discou e on the Moral Effects of theArts and SciencesFriedrich Nietzsche： The Will to PowerCompare with ChinaFrom Western Liberalism to Asian CommUnitarianismSupplementary Reading1. Edmund Burke： Reflectio on the Revolution in France2. Declaration of the Rights of Man and of the CitizenQuestio for DiscussionUnit 12 EvolutionistsThomas Malthus： An Essay on the Principle of PopulationCharles Darwin： The Origin of Species （1859）Charles Darwin： The Descent of ManCompare with ChinaThe Warning Voice of Social Darwinism in Early 20th Century ChinaSupplementary Reading1. Autobiography of Charles Darwin2. Piltdown Man ForgeryQuestio for DiscussionUnit 13 Socialism and Communism，
Karl Marx and Friedrich Engels： Manifesto of the Communist PartyEduard Ber tein： Evolutionary SocialismCompare with China1. Karl Marx on China2. 《共产党宣言》在中国的早期翻译、出版和传播
Supplementary Reading1. Study Guide for The Communist Manifesto
2. V. I. Lenin： Marxism and RevisionismQuestio for DiscussionUnit 14 Early 20th Century： Man &； SocietySigmund Freud： An Outline of PsychoanalysisJohn Dewey： Liberalism and Social ActionCompare with ChinaJohn Dewey as a Learner in ChinaSupplementary Reading1. Freud on the Couch2. Early Education in ChinaQuestio for DiscussionUnit 15 Science &； ReligionBertrand Russell： A Free Man's Wo hip
Alfred North Whitehead： Science and the Modern World （1925）Compare with ChinaBertrand Russell： Chinese and Western Civilization ContrastedSupplementary ReadingAlfred North Whitehead on EducationQuestio for DiscussionUnit 16 Man &； Woman： Modern ExistenceJean-Paul Sartre： ExistentialismSimone de Beauvoir： The Second Sex
Compare with ChinaThe Fi t Glimpses of ChinaSupplementary Reading1. Existentialism2. Virginia Woolf： A Room of One's OwnQuestio for Discussion
展开全部
西方思想经典 节选
nbsp; 序
随着改革开放的日趋深入，社会各界对外语人才的需求持续增长，我国英语专业的招
生规模逐年扩大，教学质量不断提高。英语专业本科生教育的改革、学科建设及教材的出
版亦取得了巨大的成绩，先后出版了一系列在全国有影响的精品教材。2l世纪的到来对英
语人才的培养提出了更高的标准，同时也为学科建设和教材编写提出了新的要求。随着中
国加入世界贸易组织，社会需要的不是仅仅懂英语的毕业生，而是思维科学、心理健康、知
识面广博、综合能力强，并能熟练运用英语的高素质的专门人才。由于中学新的课程标准
的颁布，中学生英语水平逐年提升，英语专业本科生入学时的基础和综合素质也相应提高。
此外，大学英语(公外)教育的迅猛发展，学生英语能力的提高，也为英语专业学生的培
养提出了严峻的挑战和更新更高的要求。这就规定了2 l世纪的英语教学不是单纯的英语培
训，而是英语教育，是以英语为主体，全面培养高素质的复合型人才。教材的编写和出版
也应顺随这种潮流。
为了迎接时代的挑战，作为我国*大的外语教材和图书出版基地之一的上海外语教育
出版社(外教社)理应成为外语教材出版的领头羊。在充分调研的基础上，外教社及时抓
住机遇，于新世纪之初约请了全国25所主要外语院校和教育部重点综合大学英语院系的50
多位英语教育家，在上海召开了“全国高等院校英语专业本科生系列教材编写委员会会
议”。代表们一致认同了编写面向新世纪教材的必要性、可行性和紧迫性，并对编写思想、
教材构建、编写程序等提出了建议和要求。而后，外教社又多次召开全国和上海地区的专
家、学者会议，撰写编写大纲、确定教材类别、选定教材项目、讨论审核样稿。经过一年
多的努力，终于迎来了**批书稿。
这套系列教材共分语言知识和语言技能、语言学与文学、语言与文化、人文科学、测
试与教学法等几个板块，总数将超过150余种，可以说几乎涵盖了当前我国高校英语专业
所开设的全部课程。编写内容深入浅出，反映了各个学科领域的*新研究成果；编写体例
采用国家*新有关标准，力求科学、严谨，满足各门课程的具体要求；编写思想上，除了
帮助学生打下扎实的语言基本功外，还着力培养学生分析问题、解决问题的能力，提高学
生的人文、科学素养，培养健康向上的人生观，使学生真正成为我国21世纪所需要的外语
专门人才。
本套教材编写委员会由我国英语界的知名人士组成，其中多数是在各个领域颇有建树
的专家，不少是高等学校外语专业教学指导委员会的委员。教材作者均由编写委员会的专
家在仔细审阅样稿后商定，有的是从数名候选人中遴选，总体上代表了中国英语教育的发
<节选内容>=展方向和水平。
鉴于该套教材编写理念新颖、特色明显、体系宏大、作者权威，国家教育部已经将其
列入了“十一五”重点教材规划项目。我们相信，继“高等院校英语语言文学专业研究生
系列教材”之后，外教社该套教材的编写和出版，不仅会满足21世纪英语人才的培养需要，
其前瞻性、先进性和创新性也将为外语乃至其他学科教材的编写开辟一条新的思路，拓展
一片新的视野。
戴炜栋
上海外国语大学校长
前 言
南京大学外国语学院英语系自2000年起在英语专业高年级开设必修课“西方思想经
典”和“中国思想经典”，两课入选“江苏省优秀课程群”。
中国思想经典”的授课内容是源远流长的以儒家(含儒、道、墨、法、佛等各家)为
代表的中国传统文化，包括二十世纪新儒学和现当代西方儒学研究。该课的宗旨就是让英
语专业的学生能够熟练流利地用英语表述中国文化与思想经典。
西方思想经典’’则是本教材的内容，从古希腊罗马一直讲到二十世纪，旨在使英语专
、业的本科生打下初步的西学基础，以便能够深入地了解西方文化。
西方人文思潮是西方文明数千年发展的积累，是西方文化的精华。学习西方思想文化
典籍，可以拓宽英语专业本科生在西方文化、科学、哲学、美学等人文、社会、自然科学
领域里的知识，加深对欧美文化的了解，增加对欧美人文脉络的总体把握，也是英语’专业
其他专业课程的高度凝练：通过用英语表述西方文化传统和中华文化精髓，在更高层次上
加强“听说读写译”英语语言基本功，提高跨文化交际的能力。
西方思想原著的文字比较艰涩，内容比较生疏，这些文字和思想常常博大精深，涉及
到人类知识的多个方面。要和这些思想形成交流和对话，需要学习者有较好的知识结构，具
备一定的知识储备，还需要逐步提高理解和领悟能力，养成良好的归纳总结和逻辑分析的
习惯。通过本课程的学习，这些素质可以得到进一步的加强。
英语专业学生对西方人文思潮比较生疏，加上阅读量比较大，语言比较艰涩，阅读起
来会有费时费力的感觉，尤其在*初的几个星期。
下面的一些建议或许对学习本教材有帮助：
端正态度：具备阅读西方思想经典的能力是英语专业的专业特征之一，英语专业的l司
学对此要有足够的认识，树立起充分的信心；
讲究方法：精读和泛读相结合。善于抓住文章的中心论点，对部分段落和词句要反复
研读，仔细思考，和作者产生思想互动；其他的部分只需了解大意，没有必要过分依赖字
典(本教材提供了尽可能多的注释，以帮助理解，提高阅读速度)；
提高效率：阅读量大，时间有限，要注意提高阅读效率，提高时间段的信息获取量和
接受量，注意不断加以改进和提高；
抓住关键：善于抓住关键词句，发言和写作时加以论述，忌讳泛泛而谈；
动手动脑：利用图书馆和网络，消化吸收阅读的文字，养成写作的习惯，产生自己的
思想。阅读时做少量的读书笔记，记下书中重要的观点、自己的想法、遇到的问题；
善于交流：学习中遇到的困难、产生的想法，要不失时机地向老师和同学提出，课堂
上积极发言，参与讨论，争取不断有所收获。
在介绍西方思想的同时，本教材提供相应的中国人文背景，这也是本教材的主要特色：
连接古今，打通中西，帮助学生在跨时代、跨语境、跨文化、跨知识领域的环境下领会与
把握中西文化的精髓，中西对比，融会贯通，在这个基础上了解知识的形成过程，进行批
判性思考，提高在国际化环境下使用双语在较高层次进行文化沟通、思想交流的能力。有
如钱钟书先生在《管锥编》“前言”中所说：研习中西，贵在“打通”，从这个意义上来说，
“打通”仍然是研习外国语言文化的*高境界。
1935年时的中央大学外国文学系的培养目标，就是“研究各国文学及其民族思想之表
现，以激发独立进展之精神，并培养为中国民族宣达意志之人才”。清华“国学”研究院的
四大导师(王国维、梁启超、陈寅恪、赵元任)皆谙熟国史，精通外文，采用“中西并举、
贯穿融会、为我所用”的治学方法，“复以本民族命运为重，孜孜寻求中国兴衰之原因”。陈
寅恪先生的“中体西用资循诱”，吴宓先生的“择善而从，比较出新”，钱钟书先生的中西
“打通”，这些对外国思想文化的认识，其立意之高，境界之高，目标之高，依然值得我们
借鉴。
本教材是南京大学英语系数年教学经验的积累，在编写过程中得到很多同行的指点与
同学的帮助。杨金才教授在使用本教材中提出很多宝贵建议，任裕海副教授在审读时做了
重要的批改和更正，博士生孙希佳、张宇做了认真细致的校读，使用本教材的七年里本科
生们做了很多精彩的课堂报告与演示，其中的部分内容已经体现在本教材中。上海外语教
育出版社谢宇女士和本教材的责任编辑钱明丹在教材编写过程中提出了诸多宝贵意见和建
议。在此谨对以上人员表示衷心的感谢。由于教材内容涉及西方人文传统的方方面面，编
者受知识和能力的局限，理解上和语言表述中难免会有错误或不恰当之处，请专家和读者
提出宝贵意见。
编者
2007年9月
UNIT 1 0
Classical Liberalism
Quote from either Adam Smith or John Stuart Mill and comment.
Discuss what you believe to be the most important idea of the two people.
How is the concept "freedom" variously expressed in the two men7
What You Will learn in This
Some more knowledge about the Age of Reason;
Important sections from two last Enlightenment thinkers: Smith and Mill; and
Western Images of China.
Learn t0 pP0nounCe
Adam Smith／sml0／亚当-斯密
authorltarianism／．3：'Oon'teorlonizm／独裁做法
Bastille／ 巴士底狱
cosmopo litan／ 世界性的
Denis Diderot／ 狄德罗
despotism／ 专制统治
Edmund Burke 柏克
Jean-Jacques Rousseau 卢梭
John Stuart Mill 密尔
mercanttilism／’m3lkontail]zm／重商主义
monopoly／mo'nopolI／专营，垄断
Suffrage／ 选举权，参政权
V0ltaire／ 伏尔泰
Modern political science, or the systematic study of and reflection upon politics, paved the way for
classical liberalism, "attitude, philosophy, or movement that has as its basic concern the develop-
ment of personal freedom and social progress." Classical liberalism differs from the contemporary
concept of democracy in that the past liberals often tended to view with suspicion the idea of "mass
participation in politics." Therefore, when liberalism eventually became identified with "movements
to change the social order through the further extension of democracy," this change is usually con-
ceived of as gradual, flexible, and adaptive, rather than as bloody and fundamental as the French
Revolution. Diversified as they are, classical liberals are generally marked by an argument for political,
economic, and social reform: they opposed feudal restraints that prevent individuals from any change
of social status, barriers such as censorship that limit free expression of opinion, and arbitrary power
exercised over the individual by the state. In international affairs, they opposed the domination by
military considerations and the exploitation of native colonial people, and argued instead for a cos-
mopolitan policy of international cooperation. In economics, liberals have attacked monopolies and
mercantilist state policies that subject the economy to state control. In religion, liberals have fought
against church interference in the affairs of the state and 'attempts by religious pressure groups to
influence public opinion. Although the tendency to resist and rebel in classical liberalism, or the
"negative liberalism," found its critical parallel in the mid-19th-century "positive liberalism," one that
stressed the constructive social activity of the state and advocating state action in the interests of the
individual, and although governmental interference in many cases proves to be necessary and
beneficial in the present day situation, the suspicion of "authoritarianism" keeps the intellectual
vitality of classical liberalism, thanks to the ideas generated by the 18th and early 19th century
liberals.
Adam Smith: An Inquiry into the Nature and
Causes of the Wealth of Nations
Adam Smith (1723- 1790), British philosopher and economist, "father of
modern economics" whose The Wealth of Nations was the first serious study
on the nature of capital and the historical development of industry and com-
merce among European nations. Smith was born in Kirkcaldy, Scotland. At 14
he went to the University of Glasgow and later with a fellowship to Oxford. From
1748 to 1751, he gave lectures on rhetoric and belles-lettres in Edinburgh,
before being appointed professor of logic in 1751 at 27 and then professor of
moral philosophy in 1752 at the University of Glasgow. His first major work, Theory of Moral Sentiments
(1759), systematized his ethical teachings. In 1763 he resigned to be tutor to Henry Scott, 3rd duke of
Buccleuch, whom he accompanied on an 18-month tour of France and Switzerland, where he met
many leading Continental philosophers such as Voltaire, Turgot, Quesnay, and started writing The
Wealth of Nations. smith worked in London until 1767 when he was elected a fellow of the Royal
Society. His intellectual circle included Edmund Burke, Samuel Johnson, Edward Gibbon, and per-
haps Benjamin Franklin. From 1766 to 1776 he lived in Kirkcaldy preparing The Wealth of Nations
(1776, the year for the birth of economics as a separate discipline, known as "English School of
Classical Political Economy"). The treatise embodies a penetrating analysis of the processes whereby
economic wealth is produced and distributed. The central thesis of the book is that capital is best
employed for the production and distribution of wealth under conditions of governmental noninterference,
or laissez-faire, and free trade. To explain this concept, Smith proclaimed the principle of the "invisible
hand": every individual in pursuing his or her own good is led to achieve the best good for all. Individuals
become socialized, market-oriented, class-bound. Therefore any interference with free competition by
government is almost certain to be injurious. By the time The Wealth of Nations was published, Jefferson
was signing the US Declaration of Independence, and the Industrial Revolution saw new techniques in
iron production and invention of steam engine. Smith tried and succeeded in providing a comprehen-
sive philosophical account for this spirit of the age.
Book IV, Chapter Ii
Of Restraints upon the Importation
from Foreign Countries of Such Goods
As Can Be Produced at Home
By restraining, either by high duties or by absolute prohibitions, the importation of such
goods from foreign countries as can be produced at home, the monopoly of the home market is
more or less secured to the domestic industry employed in producing them. Thus the prohibition
of importing either live cattle or salt provisions from foreign countries secures to the graziers2 of
Great Britain the monopoly of the home market for butcher's meat. The high duties upon the
importation of corn, which in times of moderate plenty amount to a prohibition, give a like3
advantage to the growers of that commodity. The prohibition of the importation of foreign woollens
is equally favourable to the woollen manufacturers. The silk manufacture, though altogether
employed upon foreign materials, has lately obtained the same advantage. The linen4 manufacture
has not yet obtained it, but is making great strides towards it. Many other sorts of manufacturers
have, in the same manner, obtained in Great Britain, either altogether or very nearly, a monopoly
