研究生英语综合教程-翻译转义unit1-4-7-9-10(13)

When the Nobel laureate[ n. 获奖者 ]John Nash developed the mathematical concepts

underlying[ v. 成为…的基础 ] non- cooperative game theory8 as a graduate student at

Princeton,

当诺贝尔奖获得者约翰·纳什在普林斯顿大学读研究生时推动了构成“非合作博弈论”基础的数学概念的发展时

he could not foresee that those concepts would be used today to analyze election strategies and the causes of war and to make predictions about how people will act. 他可能根本不会想到这些概念会在今天被用于分析选举策略、战争起因及预测人的行为表现等方面。 When Professor of Molecular Biology Eric Wieschaus' set out as a young scientist to identify genes that pattern the body plan of the fruit fly embryo[ n. 胚胎 ],

当还是年轻科学家的分子生物学教授埃里克·维绍斯着手识别决定果蝇胚胎身体结构模式的基因时 he could not know that he would identify genes that play a central role in the development of human cancer.

他可能不知道他会识别出在推动对人类癌症的研究中起到关键性作用的基因。

We have learned that we cannot predict with any accuracy how discoveries and scholarship will influence future generations.

由此得知，我们无法准确地预测科学发现及学术成就将如何影响未来一代又一代的人们。 We also have learned that it is unwise to search only in predictable places, 同时，我们也得知，只在可预知的领域来挖掘知识是不明智的

for new knowledge often depends upon preparing fertile ground in obscure places where serendipity[ n. 善于无意中发现有趣或珍奇事物的天赋 ] and good luck, as well as deep intelligence, can sprout.

因为新知识往往依赖于在未知领域准备好肥沃的土壤，在那些领域，好运气同深奥的智慧一样能开花结果。

Freedom of inquiry, which is one of our most cherished organizing principles, is not just a moral imperative[ n. 需要 ], it is a practical necessity.

我们最珍视的组织原则之一—探索的自由，不仅仅从道德上说是必需的，而且它也是一个实际需要。

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Just as we have an obligation to search widely for knowledge, 就像我们有义务广泛寻求新知识一样

so we also have an obligation to ensure that the scholarly[ adj. 学术性的 ] work of the academy is widely disseminated[ v. 传播，散播 ], 我们也有义务确保我们的学术研究能够被广泛地传播。

so that others can correct it when necessary, or build on it, or use it to make better decisions, develop better products or construct better plans.

只有这样，别人才能对其做出必要的修正，或将其发扬光大，或依据它来做出更好的决定，开发出更好的产品，或构建出更好的规划。

In the days ahead, I hope that our country's decision-makers will draw on the knowledge that resides on our campuses,

在日后的岁月中，我希望我们国家的决策者根据留存于大学的知识来做决定

on historians who can inform the present through deep understanding of the past, 咨询能通过对过去的深刻理解而洞悉现在的历史学家

philosophers who can provide frameworks for working through issues of right and

wrong,

咨询能提供明辨是非原则的哲学家们

economists whose insights can help to get the economy back on track, 咨询能以其洞察力使经济回归正轨的经济学家们

engineers who know how to build safer buildings, 咨询知道如何建造更安全建筑的工程师们

scientists who can analyze our vulnerabilities to future attack and develop strategies for reducing those vulnerabilities[ adj. 脆弱的，易受伤的 ],

咨询能分析我们容易招致未来袭击的软肋并能制订出弥补这些弱点的战略的科学家们

and scholars in many fields who can help us understand the motivations of those who would commit acts of terrorism here and throughout the world.

以及咨询能帮助我们弄清恐怖分子在我国及世界各地实施恐怖行动的动机的多个领域的学者们。

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Let me now turn to the third obligation that we have to society: the education of the next generation of citizens and leaders.

现在，请允许我来阐述一下我们应对社会所尽的第三项义务：培育下一代的公民与领导者。 Princeton's view of what constitutes a liberal arts education was expressed well by Woodrow Wilson, our 13th President,

普林斯顿大学所提倡的对大学文科教育的见解，我校第13任校长伍德罗·威尔逊曾作过精辟的表述 whose eloquent[ adj. 雄辩的，有口才的 ] words I read at Opening Exercises: “What we should seek to impart[ v. 传授，告知 ] in our colleges, is not so much learning itself as the spirit of learning.

我在开学典礼上曾诵读过他的雄辩的语句：“在大学里我们应当努力传授的，与其说是知识本身还不如说是做学问的精神。

It consists in the power to distinguish good reasoning from bad, 它包括：辨别正确推理与错误推理的能力

in the power to digest and interpret evidence, 消化与阐释论据的能力

in the habit of catholic[ adj. 广泛的，普遍的 ] observation and a preference for the

non-partisan[ adj. 无党派的 ] point of view,

广泛观察的习惯，对于持客观见解的偏好

in an addiction to clear and logical processes of thought and yet an instinctive desire to interpret rather than to stick to the letter of reasoning,

执着于清晰有条理的思维过程，本能地热衷于阐释内涵而不拘泥于推论的字面意思

in a taste for knowledge and a deep respect for the integrity of the human mind.\对知识的鉴赏力，对人类健全心智的无限尊重。”

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Wilson, and the presidents who followed him, rejected the narrow idea of a liberal arts education as preparation for a profession.

威尔逊及其继任者们拒绝这一狭隘的观念：即大学文科教育只限于为某种职业做准备。

While understanding the importance of professional education, they made it clear that at Princeton we should first and foremost[ adj. 首要的，第一的 ]cultivate the qualities of thought and discernment[ n. 洞察力，敏锐 ] in our students in the belief that this will be most conducive to the health of our society.

他们在了解职业教育重要性的同时，更清楚在普林斯顿首先应该培养学生的思考能力和洞察力，坚信这才最有益于社会健全发展。

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