题目内容
The author suggests that the main reason for the persisting influence of Bachofen' s work
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In large part as a consequence of the feminist movement, historians have focused a great deal of attention in recent years on determining more accurately the status of women in various periods. Al though much has been accomplished for the modern period, pre-modern cultures have proved more difficult: sources are restricted in number, fragmentary, difficult to interpret, and often contradictory. Thus it is not particularly surprising that some earlier scholarship concerning such cultures has so far gone unchallenged. An example is Johann Bechofen' s 1861 treatise on Amazons, women-ruled societies of questionable existence contemporary with ancient Greece.
Starting from the premise that mythology and legend preserve at least a nucleus of historical fact, Bachofen argued that women were dominant in many ancient societies. His work was based on a comprehensive survey of references in the ancient sources to Amazonian and other societies with matrilineal customs--societies in which descent and property rights are traced through the female line. Some support for his theory can be found in evidence such as that drawn from Herodotus, the Greek "historian" of the fifth century BC, who speaks of an Amazonian society, the Sauromatae, where the women hunted and fought in wars. A woman in this society was not allowed to marry until she had killed a person in battle.
Nonetheless, this assumption that the first recorders of ancient myths have preserved facts is problematic. If one begins by examining why ancients refer to Amazons, it becomes clear that ancient Greek descriptions of such societies were meant not so much to represent observed historical fact--real Amazonian societies--but rather to offer "moral lessons" on the supposed outcome of women' s role in their own society. The Amazons were often characterized, for example, as the equivalents of giants and monsters, enemies to be killed by Greek heroes. Their customs were presented not as those of respectable society, but as the very anti-theses of ordinary Greek practices.
Thus, I would argue, the purpose of accounts of the Amazons for their male Greek recorders, was enlightening to teach both male and female Greeks that all-female groups, formed by withdrawal from traditional society, are destructive and dangerous. Myths about the Amazons were used as arguments for the male-dominated status quo, in which groups composed exclusively of the other sex were not permitted to segregate themselves permanently from society. Bachofen was thus misled in this reliance on myths for information about the status of woman. The sources that will probably tell con temporary historians most about women in the ancient world are such social documents as grave stones, wills, and marriage contracts. Studies of such documents have already begun to show how mistaken we are when we try to deliver our picture of the ancient world exclusively from literary sources, especially myths.
The primary purpose of the passage is to ______.
It can be inferred from the passage that man' s need to know is chiefly important in that
文武分职制始于______时期。()
The teacher of reading is involved, whether this is consciously realized or not, in the development of a literate society. And every teacher, therefore, needs to determine what level of literacy is demanded by society, what role he or she should take in achieving the desired standard of literacy, and what the implications of literacy are in world context.
The UNESCO report presents a world view of literacy. Too often we limit our thoughts to the relatively small proportion of illiterates in our country and fail to see it in its international context.
The problems facing developing nations are also facing industrialized national development and national development as a whole is bound up with the world context. Literacy is not a by-product of social and economical development--it is a component of that development. Literacy can help people to function more effectively in a changing environment and ideally will enable the individual to change the environment so that it functions more effectively.
Literacy programs instituted in different countries have taken and are taking different approaches to the problem; for example, the involvement of voluntary non-governmental organizations, which underlines the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation within society. People can learn from the attempts of other countries to provide an adequate "literacy environment".
Who are the "illiterates" and how do we define them？ At what point do we decide that illiteracy ends and literacy begin？ Robert Hillerich addresses these questions. An illiterate, he finds, "may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to perform. successfully in his social position," Literacy, he points out, is not something one either has or has not got: "Any definition of literacy must recognize this quality as a continuum, representing all degrees of development."
An educational definition--in terms of grades completed or skilled mastered is shown to be in adequate in that educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individual vary greatly, and any definition must recognize the needs of tile individual to engage effectively and to act with responsible participation.
Such a broadened definition excludes assessment based on a "reading-level type", and assessment must, rather, be flexible to fit both purpose and population.
Part of the teacher of reading' s involvement in the development of a literate society is through ______.
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