Nancy K. Hill

1. Unit 12 Nancy K. Hill

3. Nancy K. Hill Born in 1936 1962 M.A. Columbia University 1972 Ph. D. Northwestern University A teacher at Yale University and University of Colorado

7. Origins 登山技术的产生与发展，来自于人们生活、生产劳动的实践。 “靠山吃山，靠水吃水”，长期生活在山上或靠山的地方的人通过上山砍柴、打猎、伐木及采掘野果、野菜、药材和矿藏等手段取得各种生活和生产资料。 在远古时期，洪水泛滥时，人们上山去躲避洪水。 当人类社会出现部落、民族和国家后，翻山越岭与外族进行商品和文化、艺术的交流。 整个人类的生活与山有着密切的关系,登山也就由此而不断得到了发展。

8. Mountaineering 登山（mountaineering）：是指在特定要求下，运动员徒手或使用专门装备，从低海拔地形向高海拔山峰进行攀登的一项体育活动。登山运动可分为登山探险（也称高山探险）、竞技攀登（包括攀岩、攀冰等）和健身性登山。登山设备要适应登山运动的环境条件，在设计、选材、用料、制作上要尽量使其轻便、坚固、高效，并能一物多用。经常出外进行登山野营活动对人体有很大的好处，从医学角度来说，它对人的视力、心肺功能、四肢协调能力、体内多余脂肪的消耗、延缓人体衰老等五个方面有直接的益处。

9. Modern Development 登山运动是体育运动的一类，始于十八世纪八十年代。1786年8月8日法国医生巴卡罗与石匠巴尔玛结伴第一次登山上阿尔卑斯山的最高峰勃朗峰（海拔4,807米） 次年，由青年科学家德.索修尔率领的十九人登山队再度登上勃朗峰，世界登山运动从此延生。 因此项运动首先从阿尔卑斯山区开始，故也称为“阿尔卑斯运动”。

10. 从1786年至1865年间，阿尔卑斯山脉海拔3,000-4,000米以上的高峰，相继为登山运动员登上，国际登山史上称此一时期为“阿尔卑斯的黄金时代”。从1786年至1865年间，阿尔卑斯山脉海拔3,000-4,000米以上的高峰，相继为登山运动员登上，国际登山史上称此一时期为“阿尔卑斯的黄金时代”。 十九世纪八十年代以后，使用各种攀登工具和技术的技术登山日渐推广，其活动地区也从阿尔卑斯低山区转向喜马拉雅高山区。 1950年至于1964年，世界十四座8,000米以上的高峰，包括世界最高峰珠穆朗玛峰在内，相继为中、英、美、意、曰等十多个国家的登山运动员所征服，国际登山史上称此一时期为“喜马拉雅的黄金时代”。

11. 1964年后许多登山“禁区”被突破，开始进入从来无人使用过的难险路线攀登7,000-8,000米以上高峰的新时期。1978年并在喜马拉雅高山区出现不用氧气登上高峰的阿尔卑斯式登山。1964年后许多登山“禁区”被突破，开始进入从来无人使用过的难险路线攀登7,000-8,000米以上高峰的新时期。1978年并在喜马拉雅高山区出现不用氧气登上高峰的阿尔卑斯式登山。 中国此项运动始于二十世纪五十年代。1955年出现第一批登山运动员,1956年建立第一支登山队。1960年和1975年先后两次从东北山嵴登上珠穆朗玛峰，并于1975年将一个特制金属测绘觇标竖立在珠峰顶上，准确测出该峰的高度为8,848.13米。是为国际登山史上首次对世界最高峰高程的确切测量。1964年登上最后一座从未有过人迹的8000米以上的希夏邦马峰。在多次登山活动中，登山运动员与科学工作者密切配合，进行了各种高山考察活动。

12. 雪崩 冰崩 滚石 裂缝 暴风雪

13. Pre-reading Questions • What do you think should be a teacher’s role? • What kind of relationship it should be between teachers and students? • What metaphors do we use for teachers? • Do you think the author is offering us a new perspective on the issue of teaching?

15. Dictionary work • Rappel:（in mountaineering）the method of moving down a steep incline or past an overhang(屋檐，突出端) by means of a double rope secured above and placed around the body，usually under the left thigh and right shoulder, and pulled out to a greater length gradually in the descent.绕绳下降，套绳下降法 • Demoralization: confusion and disorder; loss of confidence and morale (道德败坏，士气受挫)

16. Insidiously：deceitfully, without being noticed 欺骗性地，不知不觉地 • Cajole: persuade by praise of false promises; coax诱骗，哄骗 • Benighted: completely without knowledge or understanding, especially of moral principles; in the dark about something • Somnolence: drowsiness; slumber; lethargy 恍惚，嗜睡

17. Hauteur: haughtiness 傲慢 • Compunction: pang of conscience; distress of mind; an awkward feeling of guilt that stops one doing something; uneasiness about the rightness of an action懊悔，良心不安 ,内疚 • Esoteric: incomprehensible; understood by or meant for only the select few who have special knowledge of interest

18. Arcane: obscure; mysterious and secret • Paucity: smallness of number • Winnow: blow the husks from grain; here, separate the select from the commonality • Purveyor: one who provides or supplies (food or other goods) as a trade • Deleterious: injurious; harmful • Regurgitate: cast or pour out again from a receptacle, especially from the stomach; bring back ( food already swallowed) into the mouth

19. Engender: produce; be the cause • Ominous: threatening; inauspicious • Precariousness: uncertainty; insecurity; liability to fail • Rapt: deeply absorbed; intent 全神贯注的，入迷的，欣喜若狂的 • Plausible: credible; acceptable; logical, sound

20. Library work: What imagery does each of the following terms evoke? • The preacher: one who advocates or teaches earnestly (religious or moral truth, right conduct, etc.) • The shepherd: a man who herds, tends, and guards sheep. The Bible has always compared God to a Shepherd(capitalized) and people to a flock of sheep (Jesus and lamb) . Figuratively, a shepherd is one who protects, guides, or watches over a group of people as a shepherd does his sheep. A shepherd is, therefore, apparently superior to the people he guides in position.

21. The curator: the person in charge of a museum, a library, art collection, or the like. A curator is generally a connoisseur, a person who has a good knowledge and understanding of subjects such as art or music, and whose judgments are respected. • The actor: a person who acts in stage plays, motion pictures, televisions, broadcasts, etc.,especially professionally. A good actor performs well and attracts the attention of the audience.

22. The researcher:a person who makes diligent and systematic inquiry into a subject in order to discover or revise facts, theories, applications, etc. A researcher is often very meticulous in noting the specific details of a subject. • The salesman: a person who goes from place to place selling and taking orders for his firm’s goods, or a shop assistant. A salesman often speaks glibly(口齿伶俐地，流畅地) of his goods to persuade people to buy them.

23. Questions on the text • How do you divide the text? What’s the main idea or purpose of each part? • What paragraphs are devoted to the discussion of the common and previous analogies? What are the analogies? What’s the author’s attitude towards those analogies? • What’s the author’s purpose of discussing the commonly accepted analogies one by one?

24. Which para. summarizes the discussion of the common analogies? • What’s your opinion about those analogies? • Do you think the analogy of mountaineer valid enough in catching the essence of the teaching process? • How should we evaluate a teacher? And a student?

25. Structure of the Text Intro.: Mountaineering Part I Para. 1, 2, 3 Traditional Analogies Part II Para. 4 - 11 Teaching: Mountaineering Part III Para. 12 - 15

26. Part I: Introduction The incident of a student scaling the library Para. 1 The scaling incident reinforced the author’s sense that mountaineering serves as an analogy for teaching. Para. 2 Para. 3 The author’s mountaineering with Fritz

28. Fritz Steuri Born: 1879 in  Grindelwald, Switzerland Died: 1950 in Grindelwald,  Switzerland Occupation: Swiss mountaineer  and Nordic and Alpine skier. Deeds: He was a three-time Swiss champion in cross-country skiing. In 1921, he took part in the first ascent of the Mittellegigrat (the northeast ridge of the Eiger).

29. Eiger, Mönch and Jungfrau These are the world famous Eiger (3970 m), Mönch (4099 m) and Jungfrau (4158 m) - from left to right.

30. Library work The Jungfrau is one of the main summits in the Bernese Alps, situated between the cantons of Valais and Bern in Switzerland.

31. Library work

32. Eiger (艾格尔峰) The Eiger is a 3,970 metres (13,020 ft) mountain in the Bernese Alps （西南部）in Switzerland. It is renowned for its extremely dangerous precipices(绝壁). The northern side of the mountain rises about 3,000 m (9,800 ft) above Grindelwald.

33. The north face of the Eiger

34. The route

35. Close view of the north face from the west ridge

36. Lifeline in Mountaineering

37. Part II: Traditional Analogies to Teaching Para. 4 – 5 Introduction The Preacher The Shepherd The Curator Body Para. 6 - 10 The Actor The researcher Conclusion Para. 11 The Salesman

38. Traditional Analogies’ Similarities to Teaching Success: the number of souls so stirred exhorts, pleads, pleads with a sleepy audience The Preacher Success: the gulf separating his wisdom from that of his flock has much more knowledge than the student/sheep The Shepherd Success: paucity of devotees allowed in to the society through this winnowing process expounds to the ignorant in esoteric languages The Curator Traditional Analogies plays magic tricks before a passive audience Success: large numbers of a passive audience The Actor presents and alters information to draw and keep a crowd Success: the largest number of contented consumers The Salesman Success: students’ capacity to regurgitate factual data is taciturn, solitary, and full of facts The researcher

39. Gerard Manley Hopkins(1844–89) • A British Victorian poet, whose verse has been widely admired for the vividness of its expression. • During his lifetime, he published none of his poems. It was only through the efforts of his friend, Bridges, that his collected verse was published in 1918. • Today he is one of Britain's most admired poets.

40. Gerard Manley Hopkins (1844-1889) Line 81 an English poet and Jesuit priest one of the most individualistic of Victorian writers His work influenced many leading 20th century poets, such as T.S.Eliot and Dylan Thomas. His work is recognized as amnog the most original, powerful and influential literary accomplishments of his century.

41. Poem No.65 No worst, there is none. Pitched past pitch of grief, More pangs will, schooled at forepangs, wilder wring. Comforter, where, where is your comforting? Mary, mother of us, where is your relief? My cries heave, herds-long; huddle in a main, a chief Woe, wórld-sorrow; on an áge-old anvil wince and sing — Then lull, then leave off. Fury had shrieked 'No ling- ering! Let me be fell: force I must be brief."" 不能更糟，不能。黑暗黑过悲伤的黑暗， 经受过痛苦使痛苦更令人悲摧。 安慰者，哪里，哪里是你给的安慰？ 马利亚，我们之母，如何免我心酸？ 我发出连串呼号，互倚互靠，似惊恐的羔羊，不堪 愁，天地悠悠：于古老铁砧上敲打，呻吟悲摧— 然后麻木，然后停住。惩罪神尖叫:“喂， 别耽搁！恕我狂暴：我决不能拖延。”

42. Poem No.65 The mind is like the mountains with very steep cliffs, so steep that no one has been able to measure it. Let those who have never been there consider the steep cliffs of no significance. O the mind, mind has mountains; cliffs of fall Frightful, sheer, no-man-fathomed. Hold them cheap May who ne'er hung there.Nor does long our small Durance deal with that steep or deep. Here! creep, Wretch, under a comfort serves in a whirlwind: all Life death does end and each day dies with sleep. 啊心灵，心灵有高山，险峰似崩 吓人，直耸，无人曾登。不把它们在意 想必未曾见过。而我们耐力也有穷 难以长应付这高这深。看！你这可怜的、 匍匐于旋风下的安适：生命通通 以死结局，一入睡一天也完结。

43. Part III: Teaching as Mountaineering Teacher/guide: authority and skills Para. 12 Para. 13 Teacher/guide-connect- students/mountaineers Para. 14 Students/mountaineers: close participation Conclusion An appeal to the society

44. Edward Morgan Forster (1879-1970) Line 95 a British novelist, essayist and social and literary critic Howard's End (1910) 霍华德庄园 A Passage to India (1924) 印度之旅 故事描述施家姐妹曼绮和海伦结识了富有而保守的魏亨利夫妇，曼绮更和魏太太交成莫逆。魏太太过世后将她的一幢豪居遗赠曼绮，而魏亨利后来亦与曼绮互相产生爱意而订婚。此时海伦因为替男友巴理安的谋职一事找魏亨利帮忙，却发现巴理安的妻子曾是亨利的情妇。此事并没有影响曼绮与亨利的婚姻，但却让曼绮费尽心思挽回海伦的姐妹情 在一个炎热憋闷的日子，阿齐兹医生带领一支探险队来到马拉巴山洞，队员们一个接一个地放弃了，只有阿黛拉小姐留下了。接着，这两个人，一个印度男人和一个英国女人在最后一段路途上同行。在当时，英国对印度的统治根植于一种根深蒂固的、半官方的种族主义之上，一些英国对吉卜林的话深信不疑：“东方就是东方，西方就是西方，它们永远不可能相交。”在福斯特的小说中，当阿黛拉小姐走进山洞后，她和阿齐兹医生之间到底发生了什么，始终都不甚清晰。

45. Edward Morgan Forster (1879-1970) His central concern was that individuals should “connect the prose with the passion” within themselves. prose: plain, simple, matter-of-fact, and hence, dull or commonplace quality or spirit. He believed that pragmatism should be tempered by the imagination, mysticism, and sensitivity to nature.

46. Edward Morgan Forster (1879-1970) “ Only connect!... Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only conncet, and the beast and the monk, robbed of the isolation that is life to either, will die."

47. Equal relationship, companion/ friends/buddy Active cooperation and participation Mutuality of the endeavor Learn together

49. s s s s Authority& Trust Leadership T T Confident Exuberant Responsible Skills Cooperation Responsibility Shared Responsibility New trip New excitement

50. After-class discussion • Do you agree that different metaphor or analogy for teachers may alter people’s attitude toward the profession? • Supply an analogy you think appropriate for teaching, and justify your choice.