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1、词汇(无) 完型(网络上找到的原文,试题没有这么长,压缩了。划线部分为虫友考后忆起的待选空及答案) In the last post, we discussed why fabrication and falsification are harmful to scientific knowledge-building. The short version is that if youre trying to build a body of reliable knowledge about the world, making stuff up (rather than, say, making
2、careful observations of that world and reporting those observations accurately) tends not to get you closer to that goal. Along with fabrication and falsification, plagiarism is widely recognized as a high crime against the project of science, but the explanations for why its harmful generally make
3、it look like a different kind of crime than fabrication and falsification. For example, Donald E. Buzzelli (1999) writes: Plagiarism is an instance of robbing a scientific worker of the credit for his or her work, not a matter of corrupting the record. (p. 278) Kenneth D, Pimple (2002) writes: One i
4、deal of science, identified by Robert Merton as disinterestedness, holds that what matters is the finding, not who makes the finding. Under this norm, scientists do not judge each others work by reference to the race, religion, gender, prestige, or any other incidental characteristic of the research
5、er; the work is judged by the work, not the worker. No harm would be done to the Theory of Relativity if we discovered Einstein had plagiarized it Plagiarism is an offense against the community of scientists, rather than against science itself. Who makes a particular finding will not matter to scien
6、ce in one hundred years, but today it matters deeply to the community of scientists. Plagiarism is a way of stealing credit, of gaining credit where credit is not due, and credit, typically in the form of authorship, is the coin of the realm in science. An offense against scientists qua scientists i
7、s an offense against science, and in its way plagiarism is as deep an offense against scientists as falsification and fabrication are offenses against science. (p. 196) Pimple is claiming that plagiarism is not an offense that undermines(zqc2849) the knowledge-building project of science per se. Rat
8、her, the crime is in depriving other scientists of the reward they are due for participating in this knowledge-building project. In other words, Pimple says that plagiarism is problematic not because it is dishonest, but rather because it is unfair. While I think Pimple is right to identify an addit
9、ional component of responsible conduct of science besides honesty, namely, a certain kind of fairness to ones fellow scientists, I also think this analysis of plagiarism misses an important way(whj19890715) in which misrepresenting the source of words, ideas, methods, or results can undermine the kn
10、owledge-building project of science. On the surface, plagiarism, while potentially nasty to the person whose report is being stolen, might seem not to undermine the scientific communitys evaluation(zqc2849) of the phenomena. We are still, after all, bringing together and comparing a number of differ
11、ent observation reports to determine the stable features of our experience of the phenomenon. But this comparison often involves a dialogue as well. As part of the knowledge-building project, from the earliest planning of their experiments to well after results are published, scientists are engaged
12、in asking and answering questions about the details of the experience and of the conditions under which the phenomenon was observed. Misrepresenting someone elses honest observation report as ones own strips the report of accurate information for such a dialogue. Its hard to answer questions about t
13、he little, seemingly insignificant experimental details of an experiment you didnt actually do, or to refine a description of an experience someone else had. Moreover, such a misrepresentation further undermines the process of building more objective knowledge by failing to contribute the actual ins
14、ight of the scientist whoappears to be contributing his own view but is actually contributing someone elses. And while it may appear that a significant number of scientists are marshaling their resources to understand a particular phenomenon, if some of those scientists are plagiarists, there are fe
15、wer scientists actually grappling with the problem than it would appear. In such circumstances, we know less than we think we do. Given the intersubjective route to objective knowledge, failing to really weigh in to the dialogue may end up leaving certain of the subjective biases of others in place
16、in the collective knowledge that results. Objective knowledge is produced when the scientific communitys members work with each other to screen out subjective biases. This means the sort of honesty required for good science goes beyond the accurate reporting of what has been observed and under what
17、conditions. Because each individual re port is shaped by the individuals perspective, objective scientific knowledge also depends on honesty about the individual agency actually involved in making the observations. Thus, plagiarism, which often strikes scientists as less of a threat to scienti fic k
18、nowledge (and more of an instance of being a jerk), may pose just as much of a threat to the project of producing objective scientific knowledge as outright fabrication. What Im arguing here is that plagiarism is a species of dishonesty that can un dermine the knowledge-building project of science i
19、n a direct way. Even if what has been lifted by the plagiarist is accurate from the point of view of the person who actually collected or analyzed the data or drew conclusions from it, separating this contribution from its true author means it doesnt function the same way in the ongoing scientific d
20、ialogue. In the next post, well continue our discussion of the duties of scientists by looking at what the positive duties of scientists might be, and by examining the sources of these duties. 阅读: Passage One(无) Passage Two Passage Five 同2009.3 (Passage One Passage Four) 六选五: 第一篇(无) 第二篇(同2014.3六选五Pa
21、ssage One) 翻译: Our best college students are very good at being critical. In fact being smart, for many, means being critical. (1) Having strong critical skills shows that you will not be easily fooled. It is a sign of sophistication, especially when coupled with an acknowledgment of ones own “privi
22、lege.” The combination of resistance to influence and deflection of responsibility by confessing to ones advantages is a sure sign of ones ability to negotiate the politics of learning on campus. But this ability will not take you very far beyond the university. Taking things apart, or taking people
23、 down, can provide the satisfactions of cynicism. But this is thin gruel. The skill at unmasking error, or simple intellectual one-upmanship, is not totally without value, but we should be wary of creating a class of self-satisfied debunkers or, to use a currently fas hionable word on campus, people
24、 who like to trouble ideas.(2) In overdeveloping the capacity to show how texts, institutions or people fail to accomplish what they set out to do, we may be depriving students of the chance to learn as much as possible from what they study. In campus cultures where being smart means being a critica
25、l unmasker, students may become too good at showing how things cant possibly make sense.(3) They may close themselves off from their potential to find or create meaning and direction from the books, music and experiments they encounter in the classroom. (4) Once outside the university, these student
26、s may try to score points by displaying the critical prowess for which they were rewarded in school, but those points often come at their own expense. As debunkers, they contribute to a cultural climate that has little tolerance for finding or making meaning a culture whose intellectuals and cultura
27、l commentators get liked by showing that somebody else just cant be believed. But this cynicism is no achievement. Liberal education in America has long been characterized by the intertwining of two traditions: of critical inquiry in pursuit of truth and exuberant performance in pursuit of excellenc
28、e. (5)In the last half-century, though, emphasis on inquiry has become dominant, and it has often been reduced to the ability to expose error and undermine belief. The inquirer has taken the guise of the sophisticated (often ironic) spectator, rather than the messy participant in continuing experiments or even the reverent beholder of great cultural achievements. 作文: 大意:常言道“富不过三代”,你怎么看? 7