20xx年疯狂考研英语冲刺(编辑修改稿)

20xx年疯狂考研英语冲刺(编辑修改稿)内容摘要：

wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the mon aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modem thought since the Renaissance. The basic aim of the Scholastics determined certain mon attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was 12 the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter。 the theologian39。 s decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Noheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation. This attitude of Scholasticism stands in sharp contrast to the socalled doubletruth theory of the SpanishArab philosopher and physician Averro235。 s. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The socalled truths of theology served, hence, as imperfect imaginative expressions for the mon people of the authentic truth accessible only to philosophy. Averro235。 s maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology. As a result of their belief in the harmony between faith and 13 reason, the Scholastics attempted to determine the precise scope and petence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation. 31. With the Scholastics, the search for new knowledge [A] stopped pletely. [B]sped down. [C] advanced rapidly. [D] awaked gradually. 32. Which of the following best illustrate the relation between reason and revelation? [A] They are simply identical. [B] Revelation guides reason. [C] They are occasionally contradictory. [D] Reason is used to perfect revelation. 33. It can be inferred from Paragraph two of the text that [A] the position of philosophy as a humble servant was accepted. 14 [B] religion had turn into a hamper to the functioning of philosophy. [C] philosophers often quoted revelation to support themselves. [D] philosophers were sometimes referred to in religious practice. 34. Averro235。 s held that [A] Islamic theology was often subordinate to philosophy. [B] religious truth was nothing but imaginative fantasy. [C] real truth was inaccessible to many mon people. [D] imperfect expressions were result of flawed religion. 35. Which of the following is most likely to be discussed in the part succeeding this text? [A] Relations of St. T. Aquinas39。 achievements to previous efforts. [B] How St. T. Aquinas worked out the balance in discussion. [C] Other endeavors on the relationship of reason and revelation. [D] Outstanding features of the mature period of Scholasticism. Text 4 15 Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child39。 s individual personality, characteristics, age at the time of divorce, and gender. In terms of personality, when pared to those rated as relaxed and easygoing, children described as temperamental and irritable have more difficulty coping with parental divorce, as indeed they have more difficulty adapting to life change in general. Stress, such as that found in disrupted families, seems to impair the ability of temperamental children to adapt to their surroundings, the greater the amount of stress, the less well they adapt. In contrast, a moderate amount of stress may actually help an easygoing, relaxed child learn to cope with adversity. There is some relationship between age and children39。 s characteristic reaction to divorce. As the child grows older, the greater is the likelihood of a free expression of a variety of plex feelings, an understanding of those feelings, and a realization that the decision to divorce cannot be attributed to any one simple cause. Selfblame virtually disappears after the age of 6, fear of abandonment diminishes after the age of 8, and the confusion and fear of the young child is replaced in the older 16 child by shame, anger, and selfreflection. Gender of the child is also a factor that predicts the nature of reaction to divorce. The impact of div。