Knowledge and Wisdom
论知识与智慧
Most people would agree that, although our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom.
我们的时代在知识方面远远超过过去所有时代，在智慧方面却没有得到相应的增加，这是大多数人都会同意的看法。
But agreement ceases as soon as we attempt to define “wisdom” and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it.
但一旦我试图定义“智慧”并思考增进它的方法，人们就会有不同意见了。我想问的问题首先是何为智慧，其次是传授智慧的方法。
There are, I think, several factors that contribute to wisdom. Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight.
我想，构成智慧有几种要素，其中须置于首位的是比例感：将问题的所有重要因素都考虑进去并掂量每个因素应有的分量的能力。
This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians. Suppose, for example, that you are engaged in research in scientific medicine.
鉴于各类技术员所需的专门知识的范围和复杂程度，这种能力变得比过去更难具备。比如，假设你从事医科。
The work is difficult and is likely to absorb the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions may have outside the field of medicine.
这份工作本身很难做，可能会耗费你的全部智能。你没有时间去考虑你的发现或发明可能带来的医学领域以外的影响。
You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa.
你成功了（我们假设），正如现代医学所做到的：婴儿死亡率不仅在欧美而且在亚非也大大降低了。
This has the entirely unintended result of making the food supply inadequate and lowering the standard of life in the most populous parts of the world. To take an even more spectacular example, which is in everybody's mind at the present time:
但完全非你所愿的结果产生了：在世界人口最为稠密的地区，食物供应匮乏，生活水平下降。再举一个甚至更为引人注目的例子，当前人们都在关注此事：
You study the composition of the atom from a disinterested desire for knowledge, and incidentally place in the hands of powerful lunatics the means of destroying the human race.
你渴望探求知识，不带功利性地去研究原子结构，却意外地将摧毁人类的手段置于狂人手中。
In such ways the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.
因此，知识如果不与智慧同在，对知识的追求就能变得有危害性；就全方位来看，追求知识的专家们并不一定具备智慧。
扩展资料：
《表达英语综合教程4》是2009年高等教育出版社出版的图书。该书以最新《高等学校英语专业英语教学大纲》为指导原则，运用国际第二语言习得理论的新成果，充分体现“以人为本”的思想，突出英语专业的特色和优势，注重培养英语专业学生的语言、认知、逻辑等能力。
本套教材为英语专业本科1-2年级基础阶段编写.核心理念是关注英语表达能力的培养。将思考、听力、口语、阅读、写作、翻译融为一体，综合提高英语表达能力。