《博士生学术英语综合阅读》由7个单元，18篇课文构成。其中哲学单元3篇：柏拉图《理想国》“洞喻”篇、《新约》“山顶讲道”篇、加尔文《基督教原理》“被造时的人性及其灵魂的特征”章节；政治学单元3篇：亚里士多德《政治学》第四章、卡尔·马克思《共产党宣言》第一章：资产阶级与无产阶级、安德鲁·海伍德《政治学》第十三章：政党与政党制度；经济学单元2篇：亚当·斯密《国富论》序论、尼可拉斯·曼昆《经济学原理》第一章：经济学中的十大原理；法学单元2篇：孟德斯鸠《论法的精神》第十章：论汇率、哈特《法律的概念》第一章：经久不绝的问题；社会学单元3篇：马克斯·韦伯《新教伦理与资本主义精神》第一章：宗教归属与社会分层、赖特·米尔斯《社会学的想像力》附录：论治学之道、维克多·尼“市场转型理论：国家社会主义从再分配向市场的过渡”；历史学单元2篇：托克维尔《旧制度与大革命》序言、约翰·托什《史学导论》第七章：历史知识的局限；文化学单元3篇：拉里·萨默瓦等人《跨文化交流》第一部分第二章：了解文化、吉尔特·霍夫斯塔德“与孔子的联系：从文化根源到经济增长”、罗纳德·因格莱哈特“文化与民主”。
随着我国研究生教育的不断发展，研究生英语教学已经成为高层次人才培养的一个重要组成部分，尤其是博士研究生的英语教学更是承担了国家教育部《非英语专业研究生英语教学大纲》所规定的目标要求，即培养学生能够以英语为工具，熟练地进行本专业的研究并能进行本专业的学术交流。
正是根据大纲的要求，博士生阶段英语教学需要注重专业性和学术性的特点，我们编写了这部《博士生学术英语综合阅读》教材。这部教材在课文选材上兼顾了中央党校及其他高校人文社会科学方向的主要学科专业：哲学、政治学、经济学、法学、历史学、社会学、文化学，其中一些材料还具有跨学科性。同时为了突出教材的学术性特点，我们将课文选材范围设定在西方经典原著、西方经典教材、现当代学术专著及学术期刊文章等方面。我们编写这部教材的目的是为了通过教授涵盖了人文社科各专业的古代经典和现当代学术文章，使学生熟悉学术文章的词汇语法、语篇结构和文体体裁等特点，培养和提高学生阅读英文学术文章所需要的理解、思考和分析批判的能力，同时通过课文前后的各种练习题的训练，提高学生的读、说、写、译的英语综合能力。
本教材由7个单元，18篇课文构成。其中哲学单元3篇：柏拉图《理想国》“洞喻”篇、《新约》“山顶讲道”篇、加尔文《基督教原理》“被造时的人性及其灵魂的特征”章节；政治学单元3篇：亚里士多德《政治学》第四章、卡尔·马克思《共产党宣言》第一章：资产阶级与无产阶级、安德鲁·海伍德《政治学》第十三章：政党与政党制度；经济学单元2篇：亚当·斯密《国富论》序论、尼可拉斯·曼昆《经济学原理》第一章：经济学中的十大原理；法学单元2篇：孟德斯鸠《论法的精神》第十章：论汇率、哈特《法律的概念》第一章：经久不绝的问题；社会学单元3篇：马克斯·韦伯《新教伦理与资本主义精神》第一章：宗教归属与社会分层、赖特·米尔斯《社会学的想像力》附录：论治学之道、维克多·尼“市场转型理论：国家社会主义从再分配向市场的过渡”；历史学单元2篇：托克维尔《旧制度与大革命》序言、约翰·托什《史学导论》第七章：历史知识的局限；文化学单元3篇：拉里·萨默瓦等人《跨文化交流》第一部分第二章：了解文化、吉尔特·霍夫斯塔德“与孔子的联系：从文化根源到经济增长”、罗纳德·因格莱哈特“文化与民主”。
每单元结构及教学目的如下：（1）Pre-Reading Questions（旨在让学生在阅读课文前对文章涉及的主题内容有所了解与思考）；（2）Text（旨在让学生阅读了解著作或文章原文）；（3）About the Author（旨在让学生对作者生平简历和学术背景有更多的了解）；（4）Notesto the Text（注释范围主要包括概念、术语、人物、事件等相关文化知识，旨在帮助学生对课文背景知识有更加详细的了解）；（5）Comprehension Questions（旨在帮助学生加强对文章内容的理解）；（6）Questions for Discussion and Writing（旨在引导学生对课文主题所涉及的相关问题进行更深入的思考；通过学生口、笔头作业练习，提高学生的语言输出能力，体现“综合”之意义）；（7）Vocab-ulary and Structure（旨在加强巩固学生对词汇、语法等语言基本知识的掌握。此题型及题型8与我校博士入学考题词汇语法题型一样，因此，本教材可用于报考我校博士生入学考试的参考书）；（8）Reading（旨在提高学生对文章整体篇章结构的理解）；（9）Translation（旨在加深学生对文中重点难点句子的理解与提高学生的翻译能力）；（10）Suggested Reading（旨在帮助学生对文章所涉及主题进行更全面深入的了解、思考和研究）。教材最后附有练习7和练习8的答案，以备学生查阅对照。
本教材的编写工作是由中央党校文史部外国语言与文化教研室的7位英语教师共同完成的，其中主编：郭莲；副主编：焦玉莉；编者：肖宏宇、刘丽丽、张慧娟、沈凌、李楠。具体分工如下：郭莲编写16-18课并负责统稿审稿工作；焦玉莉编写11-13课；肖宏宇编写1-3课；刘丽丽编写7、9课；张慧娟编写14-15课；沈凌编写4-6课；李楠编写8、10课。
本教材可作为非英语专业博士研究生英语阅读课教材使用，也适用于高等院校人文社会科学专业研究生及科研人员提高学术英语阅读能力的参考用书。
Lesson 1 The Allegory of the Cave
Lesson 2 Gospel According to Matthew
Lesson 3 The Institutes of the Christian Religion
Lesson 4 Politics (by Aristotle)
Lesson 5 Manifesto of the Communist Party
Lesson 6 Politics (by Heywood)
Lesson 7 An Inquiry into the Nation and Causes of the Wealth of Nations
Lesson 8 Principles of Economics
Lesson 9 The Spirit of Laws
Lesson 10 The Concept of Law
Lesson 11 Religious Affiliation and Social Stratification
Lesson 12 On Intellectual Craftsmanship
Lesson 13 A Theory of Market Transition from Redistribution to Market in State Socialism
Lesson 14 The Old Regime and the Revolution
Lesson 15 The Pursuit of History
Lesson 16 Understanding Culture
Lesson 17 The Confucius Connection： from Cultural Roots to Economic Growth
Lesson 18 Culture and Democracy
TRANSLATION
Directions: Find the following sentences in the text and translate them into Cbinese.
1. The world seen through the eyes, that is the prison house; the light of the fire is like the power of the sun; and if you see the way out and that looking upon things of the upper world as the going up of the soul to the field of true thought,you will have my hopes or beliefs about it and they are what you desired- though only Cod knows if they are right. Be that as it may, what seems clear to me is that in the field of deep knowledge the last thing to be seen, and hardly seen, is the idea of the good. When that is seen, our decision has to be that it is truly the cause, for all things, of all that is beautiful and right. In the world that is to be seen, it gives birth to light and to the lord oflight, but in the field of thought it is itself the master cause of reason and all that is true; and anyone who is to act wisely in private or public must have seen this.
2. \"It is natural that in other states men of your quality do not take part in the common work. For in these states such men come into being of their own sweet will and without the will of the govemment. Teachers of themselves, they have no cause to feel in debt to the state for an education they were never given. But you we begot to be rulers of yourselves and of the state. You have had a betterand more complete education than any of the others; so down you go into thecave with the rest to get used to seeing in the dark. For then you will see far better than they do what these images are, and what they are of, for you have seen what the beautiful, the just and the good truly are. \" So our state will beruled by minds which are awake, and not as now by men in a dream fighting with one another over shadows and for the power and office which in their eyes are the great good. Truly that state is best and most quietly ruled where the rulers have least desire to be such, and the state with the opposite sort of rulers is the worst. And will you name any other sort of man than a philosopher who looks down on political office?
3. This then, at last, Glaucon, is the law itself, the true music played by dialectic. It is the work of thought but has its parallel in our power to see- which, in my comparison, came after a time to see living things, and then the stars, and at last the sun itself. So it is with dialectic: when a man-through thinking about what we mean, putting the records of the senses on one side- attempts to make his way into the very being of each thing and keeps on till bythought itself he takes in what the good is itself, he comes to the linut of the world of thought, as the other in our parallel came to the end of what may be seen.
4. And the freeing from the chains and the tuming away from the shadows to the images, and to the light, and the ascent from that dark cave under earth to the sunlight, and that increase of power to see real things in place of reflections merely and shadows thrown by a fire which was but an image of the sun-all that is the parallel to what these arts we have been talking of do for us, to their power to guide what is best in the soul up to the stage of looking upon what is best in the things which are-as in our parallel what is clearest in the body was tumed round to see what is brightest of the bodily things wluch may be seen.
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