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红DeltaTest4综合写作Summarize the points made in the lecture, explaining how they contradict points made in the reading.作文范文+答案解析

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Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words.
Summarize the points made in the lecture, explaining how they contradict points made in the reading.
题目原文:
The philosophy of realism promotes the idea of a universe that we can observe scientifically and understand objectively. The central idea of realism is that reality, knowledge, and facts are independent of the human mind. The real objects of the universe—stones, trees, animals—exist whether or not there is a human mind to know them.
Realists believe that anything that exists can be measured scientifically. Philosopher and mathematician Bertrand Russell believed that reason, logic, and the methods of science could be used to build a precise philosophy of reality. Russell felt that the universe is characterized by patterns that can be analyzed scientifically and verified mathematically. He believed that only science could claim to be real knowledge. According to Russell, we can get two types of data on reality: hard data and soft data. Hard data are the facts of the situation, facts that can withstand measurement and analysis. Soft data are such things as beliefs, passions, and emotions, which we can neither prove nor deny with certainty. Russell based his philosophy more on hard data that can be proven and less on soft data that are more difficult to prove. He argued that we should not believe something is real if it is based on soft data. Something is real only if hard data exist to support it.
Russell hoped that by using the methods of science, we could begin to solve large human problems such as poverty. He believed in knowledge and education as the keys to a better world. According to Russell, if we applied realist philosophy and scientific methods to education, we would achieve excellence in education, and ultimately we could eliminate problems such as poverty and create an ideal society.
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The philosophy of realism praises reason and logic, but ignores passion, emotion, and feeling. Critics of realism argue that if we want to really understand human beings in the world, we have to consider the total—the whole of human experience. But with all its emphasis on facts and reason and scientific methods, the philosophy of realism ignores the total human.

An important belief of realism is that anything that exists can be measured scientifically. But is that true? Can we measure our passions and feelings scientifically? Can the methods of science really solve big human problems like poverty? Critics of realism say no, because the underlying psychological causes of poverty are very complex and cannot be reduced to mathematics.

Bertrand Russell thought we could use the methods of science to achieve excellence in education. However, Russell also believed that students had to be measured against some objective, “real” criteria. Because of this view, students are compared to fixed standards, such as national examinations. So realism has led to an educational system that’s based on standardized tests, like college entrance examinations and national tests for teachers. Many of our leaders praise the testing movement as “scientific” and “fact-based”—that is, based on realist philosophy. But critics of realism like to point out that the effects on students are negative. Standardized tests dehumanize people because they don’t respect passion, emotion, and feeling, which are important parts of the total person.

Today, the realist ideal of our technological society shows little respect for the unity of knowledge. Think about how scientists often work on one small part of a large project without understanding the whole. Someone who works only on one small part may not understand how the whole project affects humanity, and this might be dangerous to humanity. For example, it’s possible for scientists to work on a project that is antihuman, against life ... a project like biological weapons. They might work on one small part of a weapon system without even knowing it.

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