tt9_991_001. В библиотеке МГГУ им. М.А. Щолохова шифр z-1 Funk & Wagnalls New Encyclopedia. Volume 1: A to American Elk / Leon L. Bram, Vice-President and Editorial Director; Norma H. Dickey, Editor-in-Chief. – Funk & Wagnalls L.P., Publishers since 1876. ISBN 0-8343-0091-5 Library of Congress Catalog Card Number: 72-170933 448 p. [Функ и Вагналлс. Новая Энциклопедия. Том 1: От А до Американский лось. – Английский язык]

tt9_991_001. В библиотеке МГГУ им. М.А. Щолохова шифр z-1
Funk & Wagnalls New Encyclopedia. Volume 1: A to American Elk / Leon L. Bram, Vice-President and Editorial Director; Norma H. Dickey, Editor-in-Chief. – Funk & Wagnalls L.P., Publishers since 1876. ISBN 0-8343-0091-5 Library of Congress Catalog Card Number: 72-170933 448 p. [Функ и Вагналлс. Новая Энциклопедия. Том 1: От А до Американский лось. – Английский язык]


Foreword. – By George N. Shuster
Late Trustee and Assistant to the
President of Notre Dam.
Education is of critical impor¬tance in the rapidly changing conditions in which the world's peoples now live. The task of education is to acquaint people, especially young people, with the total tradition of human thought and experience. Today, however, it is especially important that our minds remain un¬cluttered and free of the laborious memorization of thousands of facts and figures. Students must keep their minds clear and agile, for their task is to wrestle with the evolving concepts to which all the recently gathered knowledge — generated by new critical insights —is inevitably leading. The valuable facts of the past, accumulated over thousands of years, must be preserved, however, as the basis for new concepts. (Уважаемый читатель, попробуйте начать переводить, допустим, вот так:

George N. Shuster. Предисловие:

«Образование критически важно для быстро изменяющихся условий, в которых живёт современный мир. Задача образования – познакомить народ, особенно молодых людей с полной традицией человеческих мысли и опыта. Сегодня, особенно, чрезвычайно важно, чтобы наш разум оставался неограниченным и свободным от утомительного запоминания тысяч фактов и личностей. Учащиеся должны сохранять свой разум чистым и подвижным, поскольку их задачей является усвоение сегодня возникающих  концепций, к которым с неизбежностью приводит всё недавно добытое знание, генерируемое новыми критическими инсайтами. Ценные факты прошлого, собранные за тысячи лет, должны быть, однако собраны и храниться в качестве основания для новых концепций» (с. 5) и.т.д.)

The preservation of these facts and their easy retrieval is the function of the encyclopedia, just as their interpretation is part of the function of the school. The encyclopedia, intended from the time of the ancient Greeks to contain the sum total of all knowledge, is still a basic tool of edu¬cation, that human process through which the creative imagination is stimulated and made productive. One important element in this vital process is the development of useful and constructive habits of mind; the deepening of intellectual curiosity; the development of critical faculties; the ability to evaluate a discussion, especially for logical progression and consistency; and the development of the intellectual self-confidence that comes from the feeling that one can apply acquired knowledge constructively and rewardingly. The encyclopedia is essential in supporting this development. \1\
The scholars of the Renaissance believed that it lay within the realm of possibility for an individual to learn all knowledge within a lifetime. Today, even the most gifted scholar realizes that person cannot grasp the entire macrocosm of a known facts. With the electronic assistance of computers and their unimaginable memories, the world's knowledge is multiplying so rapidly that the work of encyclopedia editors has be¬come one of selecting and organizing, rather than one of gathering only
.
The producers of a modern encyclopedia must, therefore, enlist the aid of people who are uniquely knowledgeable in the ever-growing number of special fields. Specialists write about the subject they know thoroughly. What all the specialists have written, once gathered and col¬lated, is then carefully edited. Illustrations and graphs accompany the text to clarify it and to make it more useful. Finally, it is fitted into an overall plan, the purpose of which is to help peo¬ple easily find correct and readable information (р. 5).

Изучайте английский язык вместе с нами по системе М.Б. Зыкова «ШЛЮЗ»:

Возьмите отдельные слова или сочетания слов из выбранного Вами иностранного текста и разместите их по рубрикам, отмечая в скобках, сколько раз данное слово или сочетание слов встретились Вам во время занятия:

Although encyclopedias differ considerably in certain ways, all strive to provide the reader with information on a multitude of subjects. Some encyclopedias are designed to provide very detailed information; others are prepared exclusively for children; still others limit their scope to one area of knowledge or concern. Funk & Wagnalls New Encyclopedia has been designed as a general encyclopedia, not giving preference to any one field but providing a well-balanced variety of information on questions of contemporary concern. The adult reader will find the encyclopedia an indispensable companion throughout life. The student will find the facts required for studies, reading, and discussion.

ЗАДАНИЕ: Найдите слова из приведённого выше абзаца разложенными на приведённых внизу «полочках»:

A..(одинаковое слово): accurate (аккуратный, точный), balanced (сбалансированный), companion (компаньон), detailed (детальный), discussion (дискуссия, обсуждение), exclusively (эксклюзивно, исключительно), encyclopedia (энциклопедия 2), encyclopedias (энциклопедии 2), facts (факты), information (информация 3), to limit (лимитировать, ограничивать), ob¬jective (объективный), pre¬pared (препарированы, приготовлены), student (студент, учащийся), \2\ students (студенты, учащиеся), subjects (субъекты, отдельные самостоятельные вещи),

B..(понятное слово): adult (взрослый – «адультер»?), area (область – «ареал»?), contemporary (современный – «со-временный»?), designed (сделан дизайном, сконструирован 2), to differ (различаться – «дифференциал»?), field (поле, - «фельдмаршал»?), free (свободный – «фривольный»?), general (общий), to know (знать – «ноу хау»), knowledge (знание – «ноу хау»?), multitude (множество – «мультфильм», «мультимиллионер»?), preference (преференция, преимущество), to provide (быть провайдером, обеспечивать), providing (выступая провайдером, обеспечивая), scope (сфера действия – «телескоп», «микроскоп»?), studies (студийные занятия, учение), variety (разнообразие – «вариативный»?),

C..(парадоксальное слово): I (я),

D..(имя собственное):

E..(служебное слово): a (неопределённый артикль 2), all (все), although (хотя), an (неопределенный артикль 2), and (и), any (любой, всякий 2), are (3), as (как 4), to be (быть), been, for (для 3), but (но), from (из, от), has (имеет 2), if (если), in (в), must (должен), not (не), of (6), on (на, об 2), one (один 2), or (или), others (другие 2), still (всё же), that (что), the (6), their (их), they (2) those (те), throughout (сквозь, через), to (глагольная частица), to (к 2), used (использованный), very (очень), well (хорошо 2), will (будет 2), with (с, чем),   who (кто),

F..(полезное слово): casual (любой, всякий), children (дети), concern (забота), considerably (значительно), educator (педагог), to find (искать, находить 2), to ful¬fill (выполнять, удовлетворять, отвечать, исполнять), giving (дающий), life (жизнь), needs (нужды, потребности), prejudice (предрассудки), questions (вопросы), reader (читатель 3), reading (чтение), required (требующиеся), years (годы),

Сочетание из 2 слов: detailed information (детальная, подробная информация), some encyclopedias (некоторые энциклопедии), for years (годами, на протяжении многих лет), well-balanced (хорошо сбалансированный, уравновешенный),

Сочетание из 3 слов: exclusively for children (эксклюзивно, специально для детей); needs of students (нужды студентов);

Сочетание из 4 слов: well-balanced variety of information (хорошо сбалансированное разнообразие информации); \3\

Сочетание из 5 слов: on questions of contemporary concern (о вопросах современной заботе, актуальности);

Сочетание из 6 слов: As an educator … I know that … (как педагог, … я знаю, что …); encyclopedias differ considerably in certain ways (энциклопедии различаются значительно в ряде аспектов …); information on a multitude of subjects (информация о множестве вещей); to provide the reader with information … (снабжать читателя информацией …);

Сочетание из 7 слов:

Сочетание из 8 слов: … they must be accurate, ob¬jective, and free from … (… они должны быть аккуратны, объективны и свободны от …);

Сочетание из 9 слов: still others limit their scope to one area of knowledge (всё же другие лимитируют, ограничивают своё содержание одной областью знания);

Сочетание из 10 слов: The student will find the facts required for studies, reading (Студент, учащийся найдёт факты, полезные для обучения, чтения);

Сочетание из 11 слов: Funk & Wagnalls New Encyclopedia has been designed as a general encyclopedia (Новая Энциклопедия «Функ и Вагналс» была задумана как общая, универсальная энциклопедия);

Сочетание из 12 слов: The adult reader will find the encyclopedia an indispensable companion throughout life (Взрослый читатель найдёт в энциклопедии незаменимого компаньона на всю жизнь).

Сочетание из 13 слов:

Сочетание из 14 слов:

Сочетание из 15 слов:

ЗАДАНИЕ: А теперь сами постарайтесь «разложить по полочкам» слова и словосочетания из следующего абзаца:

The name Funk & Wagnalls has become syn¬onymous with the American image of depend¬able reference works. Funk & Wagnalls New Encyclopedia, it seems to me, has been designed and edited in this tradition. It is consistently reli¬able, fascinatingly illustrated, and easy to use. I am sure that this Funk & Wagnalls New Encyclo¬pedia will, as did its predecessors, long hold an honored place and a well-deserved reputation among English-speaking people everywhere as outstanding among reference books (с. 5). \4\

Некоторые статьи и определения из этой энциклопедии:
ОБРАЗОВАНИЕ (с. 14-65).

EDUCATION (p. 14-65).
The typical owner of this volume is a parent with school-age children. Education to that owner is primarily a matter of schools. What this means is that between parents and indeed all parental adults, who everywhere want the best possible lives for children, and the one nu¬merous, powerless community that adults love unambiguously, those selfsame children, stands an institution of unusual power and respon¬sibility: the school. What are we to make of this institution?
In recent times, both the power and responsibility of the school have dramatically increased. Traditional agencies — the home, commu¬nity, and church — which in the past helped children become adult members of their societies, \5\ have waned in influence, creating a vac¬uum that schools have been asked to fill. In many places and for many reasons, schools are being called on to substitute for kinship, friendship, and religion to meet children's needs for intellectual and emotional guidance. And nowhere is such substitution not controversial (p. 14).

The Learning Process
The deep issue is not one of a method or technique for learning, but one of "distance." How far is the learner to be from what is to be earned?
In a first case, there is no distance between the learner and the object of learning. This is a case unfamiliar to modern Westerners, and for that reason it requires special attention. In a second, more familiar, case, there is a middle distance between the learner and the object — not an absence of distance, but not a considerable distance either. In a third case, one that is rapidly spreading worldwide, there is indeed a considerable distance between the person who learns and the thing he or she is learning about (p. 15).

1. No distance.
The absence of distance means that the learner becomes the thing-to-be-learned. I, the learner, do not measure an oak tree, photograph it and classify it, in order to know it; I become a particular oak, to know it from the inside. I must have a powerful imagination in order to accomplish this feat of learning. If my imagination has been weak¬ened, in fact, I will be incapable of such learning as this.
The mode of learning that closes the distance to zero has been es¬pecially significant for knowing other persons. To be another person permits the most careful judgments of that person's needs and strengths. In other parts of the world, in Central Africa, for example, and Northern Siberia, closing-to-zero has been equally fruitful when the object-to-be-known is an animal or plant or even an inanimate object. We in the modern West have not paid much attention to this mode (p. 16). \5\