In defense of disorder

1. In defense of disorder

2. Lead-in questions for discussion • What do you expect most from universities? Are those expectations met in your university life?

3. Commencement • Commence: begin, start • commencement: a) beginning • b) ceremony at which degrees are conferred学位授予典礼 • Famous commencement speech: • J.K. Rowling 2008 Harvard commencement speech: The Fringe Benefits of Failure • Steve Jobs 2005 Stanford commencement speech: How to live before you die

4. Georgetown University • Georgetown University , established in 1789, Georgetown is the nation’s oldest Catholic university and one of the world’s leading academic and research institutions. Located in Washington DC, Georgetown University is most famous for the study of Politics & Policy and International Affairs.

5. contention: • contending; quarrelling or disputing; argument used in contending 争论；论点 • e.g. This is no time for contention. 这可不是争论的时候。 • My contention is that... 我的论点是...

6. Shoe thrown at China's premier during Cambridge speech • During his speech at a Cambridge University auditorium, Wen Jiabaowas • interrupted by a man in the audience. He blew a whistle and began • shouting at the Chinese premier. • Many in the audience were upset and told the man to get out. • But instead the man threw his shoe, which landed far from Wen Jiabao • on the floor. • Undisturbed by the incident, Wen Jiabao went on. • On its website, the chancellor of Cambridge University released • a statement regretting the man's behavior saying the university is • a place for considerate argument and debate, not for shoe-throwing.

7. The Chancellor • In most Commonwealth nations, the Chancellor is usually a titular (ceremonial figurehead) non-resident head of the university. • held by a distinguished individual. • serve as chairman of the governing body • preside at major ceremonies • Prince Philip, Duke of Edinburgh has served as • Chancellor of the Universities of Cambridge, • Edinburgh and Wales. • http://www.hku.hk

8. condone: • v. overlook or forgive (an offence) 宽恕；原谅 • v. (of an act) atone for; make up for 补偿，弥补 • e.g. good qualities that condone his many shortcomings 可以弥补缺点的优点

9. Virgil • (October 15, 70 BC – September 21, 19 BC) a classical Roman poet, best known for three major works — the Eclogues《牧歌》 The Georgics 《农事诗》 The Aeneid 《埃涅阿斯记》 Virgil came to be regarded as one of Rome's greatest poets. His Aeneid can be considered a national epic of Rome and has been extremely popular from its publication to the present day.

10. plato • (428/427 BC – 348/347 BC), a Classical Greek philosopher, mathematician, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science.

11. Burke • (12 January 1729 – 9 July 1797) an Irish statesman, author, orator, political theorist, and philosopher who, after relocating to England, served for many years in the House of Commons of Great Britain. He is mainly remembered for his support of the cause of the American Revolutionaries, and for his later opposition to the French Revolution. Burke was praised by both conservatives and liberals in the nineteenth century. Since the twentieth century, he has generally been viewed as the philosophical founder of modern conservatism, as well as a representative of classical liberalism.

12. “Great works and young minds are ‘fire and powder which as they kiss consume’”. • Great works ignite the sparkles in young students’ minds and will produce incredible energy. In this sense, great works and young minds “consume”.

13. “The chaos of living in a 20-year-old body translates… authority”. • The age of 20 is the right age for young people to have lots of confusion and doubt, so as to constantly explore the truth and challenge the authority.

14. Discussion question para 5 • Let me not live… to be the snuff • Of younger spirits, whose apprehensive senses • All but new things disdain; whose judgments are • Mere fathers of their garments; whose constancies • Expire before their fashions. • - Shakespeare All’s Well That Ends Well

15. “Let me not live … to be the snuff of younger spirits”? What does “snuff” suggest metaphorically? • “Snuff” suggests that the young spirits disdain their teachers so much that teachers are the substance that students want to snuff out. So the faculty will cry out that they would no longer live a life that is completely disdained by their students, suggesting that they are not satisfied with the students’ looking down upon their endeavors in cultivating the young.

16. “To learn and to teach are beautiful things, but at their intense best, like laughter or pain, they distort” • To learn and to teach are great, but when extreme order is exerted, they will be distorted and lost its essential meaning and beauty, just like laughter or pain, when go to extreme, distorting people. • The sentence implies that it is not necessary to pursue extreme order in teaching and learning.

17. Sonnet 18 • Shall I compare thee to a summer's day? • Thou art more lovely and more temperate: • Rough winds do shake the darling buds of May, • And summer's lease hath all too short a date: • Sometime too hot the eye of heaven shines, • And often is his gold complexion dimmed; • And every fair from fair sometime declines, • By chance ,or nature's changing course, untrimm'd; • But thy eternal summer shall not fade • Nor lose possession of that fair thou owest; • Nor shall Death brag thou wander'st in his shade, • When in eternal lines to time thou growest: • So long as men can breathe, or eyes can see, • So long lives this, and this gives life to thee. • 第二人称动词单数+st/+est单三单词 th/s

18. 每一个涉足崭新领域的学者，都会觉得他仿佛被抛出了自己的星球，进入了一个孤独而混乱的轨道，那里充斥着猜测、假设和疑问。

19. Healy contends metaphorically that presidents and deans confuse “the ground they walk with the windy heights where the young learn and grow”. How would you distinguish the former from the latter? • “The ground they walk” refers to the field or scope of power that presidents and deans are entitled to execute and administrate, while “the windy heights where the young learn and grow” should be the field of knowledge that the young should acquire after heated discussions with their peers and teachers. The discussions can be conducted so intensely that directions to a certain conclusions are always changing, making the field seemingly full of changing “wind”. In a word, “windy heights” is a field of educational nature where presidents and deans should not use their power.

20. 校长和院长管辖分配大学的七种资源（人员，空间、财政、书籍、设备、处所和声誉），但是如果他们把权力范围扩张到学生学习成长的风云变幻的学术高地的话，那么他们就太愚蠢了。校长和院长管辖分配大学的七种资源（人员，空间、财政、书籍、设备、处所和声誉），但是如果他们把权力范围扩张到学生学习成长的风云变幻的学术高地的话，那么他们就太愚蠢了。

21. That vision doesn’t work where premises or conclusions go untried or where a false neatness if forcibly laid on. • “Whitehead’s vision of the university as a smithy will be undermined, if hypotheses and conclusions stand without being tested, and a wrong order is imposed on the process of learning where students are not allowed to question, disagree and challenge their professors and the authorities.

22. “Because we are open in our process and open in our places, we are deliberately vulnerable to ill-aimed force, which can at times attack our own freedom.” • Because we are open in teaching and learning and we have an open environment, we are sure to be an easy target to ill-intentioned force, which can violate our freedom (of speech, thought…). Mario Savio, Free Speech Movement University of California, BerkeleyDecember 2, 1964

23. 因为我们的教与学是开放的，我们的环境也是开放的，我们因此势必暴露于不怀好意的势力面前，这样的势力有时会侵扰我们的自由。因为我们的教与学是开放的，我们的环境也是开放的，我们因此势必暴露于不怀好意的势力面前，这样的势力有时会侵扰我们的自由。

24. Absolution (from consequence, punishment) : the condition of being formally forgiven • remission of • remission of punishment 免除刑罚 • remission of debt 免除债务 • exemption from (a certain duty) • exemption from property tax

25. About our ears • 身旁，近旁 • 崩溃，（计划、希望）破产、落空，亦作around one's ears • e.g. Their hope came crashing about their ears. 他们的希望彻底落空了。

26. A second gift is an absolution from consequence should those ideas crash down about our ears. • Another advantage of a university is that one will be pardoned for what he has done if his theories fail or sound totally nonsense to others.

27. “Our strong defense, on halcyon as on stormy days, is a discipline as old as man’s mind” • The most powerful argument we have is a branch of knowledge which is as old as human mind (the branch of knowledge on how to educate people ). This argument remains strong both in peaceful , calm days and in stormy days when we are caught up in controversy. • In the following part , the author continue to discuss that in educating young mind errors and mistakes are allowed. Correction should come through slowing rubbing of mind on mind instead of force.

28. 无论风平浪静还是骤雨疾风，我们最强有力的辩护是和人类思想一样悠久的一门学问（也即是如何把人教育成才的学问）。无论风平浪静还是骤雨疾风，我们最强有力的辩护是和人类思想一样悠久的一门学问（也即是如何把人教育成才的学问）。

29. crowd control • n. activity of controlling a crowd esp. by force • My ex -boss says his job was "less management , more crowd control ". • 我的前老板说他的工作“维持秩序而非管理”。

30. Hold … at bay • Prevent it from further development控制，牵制 • e.g. The patient has to control the amount of sugar he eats in order to hold diabetes at bay. • The soldiers succeeded in holding the enemy at bay.

31. “The prison of his days” here refers back to the “chaos of living ”of young people (Para. 4) who are at the right age to have lots of confusion and doubt. Therefore, the “prison” here is a “prison of confusion and doubt”. With all these confusion and doubt, young people feel they are not a free person.

32. What is the point of Healy’s argument—is Healy saying that anarchy is desirable? • Saying that anarchy “is part of our nature”, Healy doesn’t imply that anarchy is desirable, but it is inevitable. In Healy’s view, this is a phenomenon decided by the nature of education, and facing this fact, universities should accept students’ disruption rather than disapprove and try to change their disruptive acts because universities, like parents, cares and loves their students.

33. Evaluate the text • The whole passage _ the passage is a unified whole _ the passage has a natural flow of thought and transition _ the passage is well-structured _ the author ‘s point of view is objective and fair