- •Российский государственный университет им. И. Канта
- •Практическое пособие
- •Издательство Российского государственного университета им. И. Канта
- •Предисловие
- •Unit 1 socrates
- •Read and translate the text:
- •2. Answer the following questions:
- •3. Give English equivalents for the followin expressions:
- •4. Match the words and their definitions:
- •5. Fill in the prepositions if necessray:
- •6. Give all possible derivatives of the following words:
- •7. Translate into English:
- •8. Translate into English: Превосходный учитель
- •In what part of london did frank commit his crime and what did he steal?
- •13. Summarize the text in a paragraph of about 200 words. Unit 2 plato
- •1. Read and translate the text:
- •2. Answer the following questions:
- •3. Find English equivalents for the followin expressions:
- •Match the words and their definitions:
- •Fill in the prepositions if necessary:
- •Give all possible derivatives of the following words:
- •Translate into English:
- •8. Translate into English:
- •12. Summarize the text in a paragraph of about 200 words. Unit 3 aristotle
- •1. Read and translate the text:
- •2. Answer the following questions:
- •3. Give English equivalents for the following expressions:
- •4. Match the words and their definitions.
- •5. Fill in the prepositions if necessary:
- •Give synonyms for the following words:
- •7. Translate into English:
- •8. Comment on the following statement:
- •9. Points for discussion and a role-play:
- •10. Test your logic:
- •10. Can you provide the answers?
- •11. Summarize the text in a paragraph of about 200 words. Unit 4 machiavelli
- •1. Read and translate the text:
- •2. Answer the following questions:
- •3.Give English equivalents for the following expressions:
- •4. Match the words with their definitions:
- •5. Fill in the prepositions if necessary:
- •6.Give all possible derivatives of the following words:
- •8. Translate into English:
- •9. Fill in the blanks with the following words. You may use each word only once.
- •Events of the Renaissance
- •10. Translate into English:
- •11. Points for discussion and a role-play:
- •12. Test your logic
- •13. Summarize the text in a paragraph of about 200 words.
- •Spinoza
- •Learn the topical vocabulary:
- •1.Read and translate the text:
- •2. Answer the following questions
- •3.Give English equivalents for the following expressions:
- •4. Match the words with their definitions:
- •5. Find synonyms for the words from the text:
- •Fill in the prepositions if necessary:
- •Fill in the blanks with the following words. You may use each word only once:
- •Translate into English:
- •9. Render the text in English: Мысли и чувства
- •10. Pair-work and points for discussion:
- •11. Test your logic:
- •12. Summarize the text in a paragraph of about 200 words. Unit 6
- •Immanuel kant (1724-1804)
- •1. Read and translate the text:
- •Answer the following questions:
- •3. Give English equivalents for the following expressions:
- •4. Fill in the prepositions if necessary:
- •5. Give all possible derivatives of the following words:
- •6. Give synonyms for the following words:
- •7. Match the words with their definitions:
- •Translate into English:
- •Choose the one word or phrase that best keeps the meaning of the original sentence if it is substituted for the capitalized word or phrase:
- •10. Render the text in English:
- •Pair-work and points for discussion:
- •12. Test your logic:
- •13. Summarize the text in a paragraph of about 200 words. Unit 7
- •1. Read and translate the text:
- •Answer the following questions:
- •Give English equivalents for the following expressions:
- •Match the words and their definitions:
- •Fill in the prepositions if necessary:
- •7. Give all possible derivatives of the following words:
- •8. Translate into English:
- •9. Render the text in English:
- •Points for discussion:
- •11. Test you logic:
- •12. Summarize the text in a paragraph of about 200 words. Unit 8 karl marx
- •Read and translate the text:
- •Answer the following questions:
- •Give English equivalents for the following expressions:
- •Fill in the prepositions if necessary:
- •Give all possible derivatives for the following words:
- •Match the words with their definitions:
- •Translate into English:
- •Complete the text with the words and word combinations from the box:
- •10. Render the text in English: Социальные нормы и революция
- •10. Pair-work and points for discussions:
- •11. Write an essay on one of the following topics:
- •12. Test your logic:
- •13. Summarize the text in a paragraph of about 200 words. Unit 9 soloviev
- •1. Read and translate the text:
- •2. Answer the following questions:
- •3. Give English equivalents for the following expressions:
- •Match the words and their definitions.
- •Fill in the prepositions if necessary:
- •Translate into English:
- •7. Render the text in English. What does this parable say about? Comment on it.
- •8. Points for discussion and a role-play:
- •9.Here are some names we give to people who have quite definite attitudes, views of behaviour. Match the words with their definitions:
- •10. Test your logic:
- •11. Summarize the text in a paragraph of about 200 words. Unit 10 berdyaev
- •1. Read and translate the text:
- •2. Answer the following questions:
- •Give English equivalents for the following expressions:
- •Match the words and their definitions:
- •Fill in the prepositions if necessary:
- •Translate into English:
- •7. Translate into English: Бывает хуже.
- •8. Comment on the following statements:
- •9. Points for discussion and a role play:
- •10. Test your logic:
- •11. Summarize the text in a paragraph of about 200 words. Рекомендуемая литература
Fill in the blanks with the following words. You may use each word only once:
ancient chronology date different discovery western
dividing Egyptians emphasis Empire era
events fall Far East historians history
increasing Japan mark medieval modern
neglect periods round scholars science
Divisions of History
The … of dividing time into … and of giving dates to historical … is called … . History is generally divided into three periods, …, medieval and … .
Ancient history usually begins with the story of the …, Summerians, Babylonians, and Assyrians. From there it moves on to a study of the Hebrews and Phoenicians and the Persian … . It then shifts its … to the west, and deals with Greece, Carthage and Rome. For a long time, … historians tended to … the Far East, but historians now place … emphasis on the histories of China, …, India and other countries of the … .
No one exactly knows where ancient … ought to end. … used to agree on the … A.D. 476, which was supposed to … the fall of the Roman Empire. We now know that Rome did not suddenly “fall” and that life in 477 was not much … from life in 475. But the end is usually given as about 400 or 500 A.D.
Some historians end the … period with the … of the Byzantine Empire in 1453. Others run the date up to 1492, so that they can start the modern … with the … of America. Since there is really no sharp … line, many … prefer to begin the modern period with the … number 1500.
Translate into English:
Учение Спинозы оказало влияние, как на развитие основных направлений в современной академической философии, так и на его современников.
В работах Спинозы отражены идеи свободы, добродетели и вечности разума.
В работе «Трактат о Политике» Спиноза обращается к сравнительным недостаткам и достоинствам различных систем правления.
Самые важные проблемы, поставленные Спинозой, касаются его трактовки отношений между адекватным и неадекватным видами знания.
Как воображение, так и разум основаны на сложном строении человеческого тела, которое позволяет удерживать следы прошлого взаимодействия с другими телами.
Пророки одарены не высшим интеллектом, а ярким воображением.
Власть разума над воображением и центрами страстей для Спинозы лежит в его способности понимать их действия в личной и общественной сферах жизни. Понимание страстей – путь к свободе и добродетели.
Разум стоит выше воображения, но подчинен интуитивному знанию.
9. Render the text in English: Мысли и чувства
Наш собственный познавательный опыт подсказывает, что между чувственным и рациональным познанием существует неразрывная связь. Но какой же из источников знания – разум или чувство – является определяющим в познавательной деятельности человека? Этот вопрос в 17-18 веках стал предметом острого спора среди философов. Философы-рационалисты отдавали предпочтение разуму, благодаря которому, подчеркивали они, человечество овладевает истинными знаниями. Представители этого направления пришли к выводу о существовании неких врожденных идей, или задатков мышления, независимых от чувственного познания.
В противоположность этому философы-эмпирики признавали решающую роль чувственного опыта. При этом рациональное мышление сводилось к различным комбинациям того, что дается в опыте и, таким образом, рассматривалось как ничего не прибавляющее к знаниям.