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Adapted from “The Celebration of Intellect” by Ralph Waldo Emerson (1861)
I cannot consent to wander from the duties of this day into the fracas of politics. The brute noise of cannon has, I know, a most poetic echo in these days when it is an instrument of freedom and the primal sentiments of humanity. Yet it is but representative and a far-off means and servant; but here in the college we are in the presence of the constituency and the principle itself. Here is, or should be, the majesty of reason and the creative cause, and it were a compounding of all gradation and reverence to suffer the flash of swords and the boyish strife of passion and the feebleness of military strength to intrude on this sanctity and omnipotence of Intellectual Law.
Against the heroism of soldiers I set the heroism of scholars, which consists in ignoring the other. You shall not put up in your Academy the statue of Caesar or Pompey, of Nelson or Wellington, of Washington or Napoleon, of Garibaldi, but of Archimedes, of Milton, of Newton. . . .
For either science and literature is a hypocrisy, or it is not. If it be, then resign your charter to the Legislature, turn your college into barracks and warehouses, and divert the funds of your founders into the stock of a rope-walk or a candle-factory, a tan-yard or some other undoubted conveniency for the surrounding population. But if the intellectual interest be, as I hold, no hypocrisy, but the only reality, then it behooves us to enthrone it, obey it, and give it possession of us and ours; to give, among other possessions, the college into its hand casting down every idol, every pretender, every hoary lie, every dignified blunder that has crept into its administration.
What is the effect of the underlined sentence, “For either science and literature is a hypocrisy, or it is not"?
The remainder of this paragraph has a certain "shock value" as Emerson discusses the details of what must happen if the culture comes to make its decisions regarding its value structure. This opening sentence presents the reader with a stark contrast between these options, making clear what is at stake.
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Adapted from The Prince by Niccolo Machiavelli (1513)
Every one admits how praiseworthy it is in a prince to keep faith, and to live with integrity and not with craft. Nevertheless our experience has been that those princes who have done great things have held good faith of little account, and have known how to circumvent the intellect of men by craft, and in the end have overcome those who have relied on their word. You must know there are two ways of contesting, the one by the law, the other by force; the first method is proper to men, the second to beasts; but because the first is frequently not sufficient, it is necessary to have recourse to the second. Therefore it is necessary for a prince to understand how to avail himself of the beast and the man. This has been figuratively taught to princes by ancient writers, who describe how Achilles and many other princes of old were given to the Centaur Chiron to nurse, who brought them up in his discipline; which means solely that, as they had for a teacher one who was half beast and half man, so it is necessary for a prince to know how to make use of both natures, and that one without the other is not durable. A prince, therefore, being compelled knowingly to adopt the beast, ought to choose the fox and the lion; because the lion cannot defend himself against snares and the fox cannot defend himself against wolves. Therefore, it is necessary to be a fox to discover the snares and a lion to terrify the wolves. Those who rely simply on the lion do not understand what they are about. Therefore a wise lord cannot, nor ought he to, keep faith when such observance may be turned against him, and when the reasons that caused him to pledge it exist no longer. If men were entirely good this precept would not hold, but because they are bad, and will not keep faith with you, you too are not bound to observe it with them. Nor will there ever be wanting to a prince legitimate reasons to excuse this non-observance. Of this endless modern examples could be given, showing how many treaties and engagements have been made void and of no effect through the faithlessness of princes; and he who has known best how to employ the fox has succeeded best. But it is necessary to know well how to disguise this characteristic, and to be a great pretender and dissembler; and men are so simple, and so subject to present necessities, that he who seeks to deceive will always find someone who will allow himself to be deceived.
The author implies that Achilles was __________.
This question can be answered by quickly scanning the text for the word "Achilles," and then finding in the text that it was necessary for princes (such as Achilles) to learn to use "both natures," referring to the nature of a man and the nature of a beast. The correct answer choice reflects this while incorrect answer choices make assertions that are unsupported by the text.
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Adapted from An Essay Concerning Human Understanding by John Locke (1689)
But yet, if any one will be so sceptical as to distrust his senses, and to affirm that all we see and hear, feel and taste, think and do, during our whole being, is but the series and deluding appearances of a long dream, whereof there is no reality; and therefore will question the existence of all things, or our knowledge of anything: I must desire him to consider, that, if all be a dream, then he doth but dream that he makes the question, and so it is not much matter that a waking man should answer him.
But yet, if he pleases, he may dream that I make him this answer, That the certainty of things existing in rerum natura when we have the testimony of our senses for it is not only as great as our frame can attain to, but as our condition needs. For, our faculties being suited not to the full extent of being, nor to a perfect, clear, comprehensive knowledge of things free from all doubt and scruple; but to the preservation of us, in whom they are; and accommodated to the use of life: they serve to our purpose wen enough, if they will but give us certain notice of those things, which are convenient or inconvenient to us.
For he that sees a candle burning, and hath experimented the force of its flame by putting his finger in it, will little doubt that this is something existing without him, which does him harm, and puts him to great pain; which is assurance enough, when no man requires greater certainty to govern his actions by than what is as certain as his actions themselves. And if our dreamer pleases to try whether the glowing heat of a glass furnace be barely a wandering imagination in a drowsy man's fancy, by putting his hand into it, he may perhaps be wakened into a certainty greater than he could wish, that it is something more than bare imagination.
So that this evidence is as great as we can desire, being as certain to us as our pleasure or pain, i.e. happiness or misery; beyond which we have no concernment, either of knowing or being. Such an assurance of the existence of things without us is sufficient to direct us in the attaining the good and avoiding the evil which is caused by them, which is the important concernment we have of being made acquainted with them.
What is the primary purpose of the third paragraph?
The author proposes a simple thought experiment illustrating the relationship between the senses, the experience of pleasure or pain, and how this knowledge guides subsequent action, a relationship that is crucial to his overall thesis. The paragraph has little to do with the relationship between causes and effects, and the author never advocates for actually conducting this hypothetical experiment.
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Adapted from “The Celebration of Intellect” by Ralph Waldo Emerson (1861)
I cannot consent to wander from the duties of this day into the fracas of politics. The brute noise of cannon has, I know, a most poetic echo in these days when it is an instrument of freedom and the primal sentiments of humanity. Yet it is but representative and a far-off means and servant; but here in the college we are in the presence of the constituency and the principle itself. Here is, or should be, the majesty of reason and the creative cause, and it were a compounding of all gradation and reverence to suffer the flash of swords and the boyish strife of passion and the feebleness of military strength to intrude on this sanctity and omnipotence of Intellectual Law.
Against the heroism of soldiers I set the heroism of scholars, which consists in ignoring the other. You shall not put up in your Academy the statue of Caesar or Pompey, of Nelson or Wellington, of Washington or Napoleon, of Garibaldi, but of Archimedes, of Milton, of Newton. . . .
For either science and literature is a hypocrisy, or it is not. If it be, then resign your charter to the Legislature, turn your college into barracks and warehouses, and divert the funds of your founders into the stock of a rope-walk or a candle-factory, a tan-yard or some other undoubted conveniency for the surrounding population. But if the intellectual interest be, as I hold, no hypocrisy, but the only reality, then it behooves us to enthrone it, obey it, and give it possession of us and ours; to give, among other possessions, the college into its hand casting down every idol, every pretender, every hoary lie, every dignified blunder that has crept into its administration.
What is accomplished by the underlined expression about the “feebleness of military strength”?
This expression evocatively uses "feebleness" as an adjective to describe strength. The implication is that such strength is ultimately weak. It relativizes such strength—for it is a kind of strength—putting it in its rightful and limited place. That is, it acknowledges the many weaknesses of the seeming might of military valor.
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Adapted from “The Celebration of Intellect” by Ralph Waldo Emerson (1861)
I cannot consent to wander from the duties of this day into the fracas of politics. The brute noise of cannon has, I know, a most poetic echo in these days when it is an instrument of freedom and the primal sentiments of humanity. Yet it is but representative and a far-off means and servant; but here in the college we are in the presence of the constituency and the principle itself. Here is, or should be, the majesty of reason and the creative cause, and it were a compounding of all gradation and reverence to suffer the flash of swords and the boyish strife of passion and the feebleness of military strength to intrude on this sanctity and omnipotence of Intellectual Law.
Against the heroism of soldiers I set the heroism of scholars, which consists in ignoring the other. You shall not put up in your Academy the statue of Caesar or Pompey, of Nelson or Wellington, of Washington or Napoleon, of Garibaldi, but of Archimedes, of Milton, of Newton. . . .
For either science and literature is a hypocrisy, or it is not. If it be, then resign your charter to the Legislature, turn your college into barracks and warehouses, and divert the funds of your founders into the stock of a rope-walk or a candle-factory, a tan-yard or some other undoubted conveniency for the surrounding population. But if the intellectual interest be, as I hold, no hypocrisy, but the only reality, then it behooves us to enthrone it, obey it, and give it possession of us and ours; to give, among other possessions, the college into its hand casting down every idol, every pretender, every hoary lie, every dignified blunder that has crept into its administration.
What is the effect of the expression “dignified blunder” that is underlined in the passage?
The expression itself is subtle in its placement, so Emerson clearly is not making an "over the top" sort of joke. Instead, he is "poking fun" at the administration of the university for the mistakes that it has likely made, though it gives them the appearance of being proper and "dignified." There is an irony in such "dignified blunders." Blunders are far from dignified things! To give such things the appearance of dignity could indicate a kind of conservatism that does not wish to change things.
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Adapted from “The Celebration of Intellect” by Ralph Waldo Emerson (1861)
I cannot consent to wander from the duties of this day into the fracas of politics. The brute noise of cannon has, I know, a most poetic echo in these days when it is an instrument of freedom and the primal sentiments of humanity. Yet it is but representative and a far-off means and servant; but here in the college we are in the presence of the constituency and the principle itself. Here is, or should be, the majesty of reason and the creative cause, and it were a compounding of all gradation and reverence to suffer the flash of swords and the boyish strife of passion and the feebleness of military strength to intrude on this sanctity and omnipotence of Intellectual Law.
Against the heroism of soldiers I set the heroism of scholars, which consists in ignoring the other. You shall not put up in your Academy the statue of Caesar or Pompey, of Nelson or Wellington, of Washington or Napoleon, of Garibaldi, but of Archimedes, of Milton, of Newton. . . .
For either science and literature is a hypocrisy, or it is not. If it be, then resign your charter to the Legislature, turn your college into barracks and warehouses, and divert the funds of your founders into the stock of a rope-walk or a candle-factory, a tan-yard or some other undoubted conveniency for the surrounding population. But if the intellectual interest be, as I hold, no hypocrisy, but the only reality, then it behooves us to enthrone it, obey it, and give it possession of us and ours; to give, among other possessions, the college into its hand casting down every idol, every pretender, every hoary lie, every dignified blunder that has crept into its administration.
What is meant by the underlined selection, “and a far-off means and servant”?
The whole context for interpreting this passage is: "Yet it \[the cannon\] is but representative and a far-off means and servant." This is referring to militarism in general, which is merely a distant ("far-off") means for higher goods (and a "servant," not the master of culture). It represents something subordinate (i.e. secondary) in rank and/or importance.
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Adapted from “The Celebration of Intellect” by Ralph Waldo Emerson (1861)
I cannot consent to wander from the duties of this day into the fracas of politics. The brute noise of cannon has, I know, a most poetic echo in these days when it is an instrument of freedom and the primal sentiments of humanity. Yet it is but representative and a far-off means and servant; but here in the college we are in the presence of the constituency and the principle itself. Here is, or should be, the majesty of reason and the creative cause, and it were a compounding of all gradation and reverence to suffer the flash of swords and the boyish strife of passion and the feebleness of military strength to intrude on this sanctity and omnipotence of Intellectual Law.
Against the heroism of soldiers I set the heroism of scholars, which consists in ignoring the other. You shall not put up in your Academy the statue of Caesar or Pompey, of Nelson or Wellington, of Washington or Napoleon, of Garibaldi, but of Archimedes, of Milton, of Newton. . . .
For either science and literature is a hypocrisy, or it is not. If it be, then resign your charter to the Legislature, turn your college into barracks and warehouses, and divert the funds of your founders into the stock of a rope-walk or a candle-factory, a tan-yard or some other undoubted conveniency for the surrounding population. But if the intellectual interest be, as I hold, no hypocrisy, but the only reality, then it behooves us to enthrone it, obey it, and give it possession of us and ours; to give, among other possessions, the college into its hand casting down every idol, every pretender, every hoary lie, every dignified blunder that has crept into its administration.
What is the purpose of the statues mentioned in the underlined sentence?
The point of this paragraph is to present the personages Emerson believes deserve the praise of culture and intellectual society. The statues are meant to represent the people he believes should be held in esteem by the people in academia whom he is addressing. He is exhorting them against exalting military figures and exhorting them to exalt other people like Newton, Archimedes, and Milton.
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Adapted from “The Influence of the Conception of Evolution on Modern Philosophy” by H. Höffding (1909) in Evolution in Modern Thought (1917 ed.)
When The Origin of Species appeared fifty years ago Romantic speculation, Schelling's and Hegel's philosophy, still reigned on the continent, while in England Positivism, the philosophy of Comte and Stuart Mill, represented the most important trend of thought. German speculation had much to say on evolution; it even pretended to be a philosophy of evolution. But then the word "evolution" was to be taken in an ideal, not in a real, sense. To speculative thought the forms and types of nature formed a system of ideas, within which any form could lead us by continuous transitions to any other. It was a classificatory system which was regarded as a divine world of thought or images, within which metamorphoses could go on—a condition comparable with that in the mind of the poet when one image follows another with imperceptible changes.
Goethe's ideas of evolution, as expressed in his Metamorphosen der Pflanzen und der Thiere, belong to this category; it is, therefore, incorrect to call him a forerunner of Darwin. Schelling and Hegel held the same idea; Hegel expressly rejected the conception of a real evolution in time as coarse and materialistic. "Nature," he says, "is to be considered as a system of stages, the one necessarily arising from the other, and being the nearest truth of that from which it proceeds; but not in such a way that the one is naturally generated by the other; on the contrary \[their connection lies\] in the inner idea which is the ground of nature. The metamorphosis can be ascribed only to the notion as such, because it alone is evolution.... It has been a
What is a good definition for the term "Romantic" as it is used in this passage?
In addition to the common use of "romantic" in our day-to-day speech, the word can also mean "idealistic" or "unrealistic." Think of when we speak of a "romanticized portrait" of some event, person, or thing. This implies that it is represented in a way that is not 100% true to the reality, making it seem more "stylized" and perfect than it actually is. This is the meaning here in this passage, for these philosophers had an "ideal" view of evolution, not a realistic one.
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Adapted from An Essay Concerning Human Understanding by John Locke (1689)
But yet, if any one will be so sceptical as to distrust his senses, and to affirm that all we see and hear, feel and taste, think and do, during our whole being, is but the series and deluding appearances of a long dream, whereof there is no reality; and therefore will question the existence of all things, or our knowledge of anything: I must desire him to consider, that, if all be a dream, then he doth but dream that he makes the question, and so it is not much matter that a waking man should answer him.
But yet, if he pleases, he may dream that I make him this answer, That the certainty of things existing in rerum natura when we have the testimony of our senses for it is not only as great as our frame can attain to, but as our condition needs. For, our faculties being suited not to the full extent of being, nor to a perfect, clear, comprehensive knowledge of things free from all doubt and scruple; but to the preservation of us, in whom they are; and accommodated to the use of life: they serve to our purpose wen enough, if they will but give us certain notice of those things, which are convenient or inconvenient to us.
For he that sees a candle burning, and hath experimented the force of its flame by putting his finger in it, will little doubt that this is something existing without him, which does him harm, and puts him to great pain; which is assurance enough, when no man requires greater certainty to govern his actions by than what is as certain as his actions themselves. And if our dreamer pleases to try whether the glowing heat of a glass furnace be barely a wandering imagination in a drowsy man's fancy, by putting his hand into it, he may perhaps be wakened into a certainty greater than he could wish, that it is something more than bare imagination.
So that this evidence is as great as we can desire, being as certain to us as our pleasure or pain, i.e. happiness or misery; beyond which we have no concernment, either of knowing or being. Such an assurance of the existence of things without us is sufficient to direct us in the attaining the good and avoiding the evil which is caused by them, which is the important concernment we have of being made acquainted with them.
Besides introducting the topic, which best describes the purpose of the first paragraph of the text?
The primary purpose of the opening paragraph is to establish the author's dismissive and scornful attitude towards radical skepticism, setting the tone for the rest of the passage. While he does describe skepticism in this paragraph (and argues against it later), it is not a position he himself ever adopts; the other options are either part of later paragraphs, or are not discussed at all.
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Adapted from An Essay Concerning Human Understanding by John Locke (1689)
But yet, if any one will be so sceptical as to distrust his senses, and to affirm that all we see and hear, feel and taste, think and do, during our whole being, is but the series and deluding appearances of a long dream, whereof there is no reality; and therefore will question the existence of all things, or our knowledge of anything: I must desire him to consider, that, if all be a dream, then he doth but dream that he makes the question, and so it is not much matter that a waking man should answer him.
But yet, if he pleases, he may dream that I make him this answer, That the certainty of things existing in rerum natura when we have the testimony of our senses for it is not only as great as our frame can attain to, but as our condition needs. For, our faculties being suited not to the full extent of being, nor to a perfect, clear, comprehensive knowledge of things free from all doubt and scruple; but to the preservation of us, in whom they are; and accommodated to the use of life: they serve to our purpose wen enough, if they will but give us certain notice of those things, which are convenient or inconvenient to us.
For he that sees a candle burning, and hath experimented the force of its flame by putting his finger in it, will little doubt that this is something existing without him, which does him harm, and puts him to great pain; which is assurance enough, when no man requires greater certainty to govern his actions by than what is as certain as his actions themselves. And if our dreamer pleases to try whether the glowing heat of a glass furnace be barely a wandering imagination in a drowsy man's fancy, by putting his hand into it, he may perhaps be wakened into a certainty greater than he could wish, that it is something more than bare imagination.
So that this evidence is as great as we can desire, being as certain to us as our pleasure or pain, i.e. happiness or misery; beyond which we have no concernment, either of knowing or being. Such an assurance of the existence of things without us is sufficient to direct us in the attaining the good and avoiding the evil which is caused by them, which is the important concernment we have of being made acquainted with them.
What is the primary purpose of the second paragraph of this passage?
The second paragraph primarily discusses the limits of the senses, their purpose, and their adequacy for human needs. While this paragraph does continue the sardonic tone established in the first, it does not particularly reinforce or add to it; while the nature of knowledge is mentioned, it is not the paragraph's main focus.
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"Poetry and Philosophy" by Justin Bailey
As the logical positivism rose to ascendancy, poetic language was increasingly seen as merely emotive. Wittgenstein’s influential Tractatus argued that only language corresponding to observable states of affairs in the world was meaningful, thus ruling out the value of imaginative language in saying anything about the world. Poetry’s contribution was rather that it showed what could not be said, a layer of reality which Wittgenstein called the “mystical.” Despite Wittgenstein’s interest in the mystical value of poetry, his successors abandoned the mystical as a meaningful category, exiling poetry in a sort of no man’s land where its only power to move came through the empathy of shared feeling.
Yet some thinkers, like Martin Heidegger, reacted strongly to the pretensions of an instrumental theory of knowledge to make sense of the world. Heidegger, Hans-Georg Gadamer and Paul Ricoeur all gave central value to poetry in their philosophical method; signifying a growing sense among continental thinkers that poetic knowing was an important key to recovering some vital way of talking about and experiencing the world that had been lost.
The word "ascendancy" used in the first sentence most nearly means __________.
"Hegemony" is defined as when one group's views exert controlling influence over a group of people. The clues here are "rising" and the word "ascent" hidden in "ascendancy." The idea here is that logical positivism is becoming the dominant way of thinking. You do not need to know what positivism is to answer this correctly, since the point is that this way of thinking is raised "above" other ways of thinking.
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"Why Learning Multiple Languages in Graduate School is Important" by Matthew Minerd (2013)
In graduate school, students are often required to learn a number of foreign languages in addition to their regular coursework. This can be quite frustrating and difficult, for the normal courses in graduate school require significantly more reading and writing than do undergraduate courses. It is not unusual for graduate students to have regular reading assignments of several hundred pages for each course that they take. Likewise, they often write papers of much greater length than those that they wrote as undergraduate students. When language examinations are added to this difficult course load, it can be very frustrating for graduate students to try to find the time to prepare for these additional examinations.
Although these frustrations are understandable, this system has not been created solely to cause woe for graduate students. Much of the work for which these students are being prepared will focus on research. While much has been written in English about many topics, adequate research can only be done if one is able to read what people have written in other languages. For instance, there are many important articles and books written about almost every topic by European scholars. If a graduate student does not know any foreign languages, all of these article and books will be impossible to read, and hence useless to their research endeavors. This would be a great loss for a student's research. Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education.
What is the overall purpose of the passage?
For this passage, it is necessary to pay attention to the whole text to find the overall purpose. The very last sentence is particularly revealing: "therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education." In the second paragraph, author spends a significant amount of time defending the usefulness of learning other languages in graduate school. At the beginning of this paragraph, he admits that the frustrations are understandable, but nevertheless supports the helpfulness of this system; therefore, the best way to describe the author's purpose is "to defend the language examination system found in graduate schools."
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"Why Learning Multiple Languages in Graduate School is Important" by Matthew Minerd (2013)
In graduate school, students are often required to learn a number of foreign languages in addition to their regular coursework. This can be quite frustrating and difficult, for the normal courses in graduate school require significantly more reading and writing than do undergraduate courses. It is not unusual for graduate students to have regular reading assignments of several hundred pages for each course that they take. Likewise, they often write papers of much greater length than those that they wrote as undergraduate students. When language examinations are added to this difficult course load, it can be very frustrating for graduate students to try to find the time to prepare for these additional examinations.
Although these frustrations are understandable, this system has not been created solely to cause woe for graduate students. Much of the work for which these students are being prepared will focus on research. While much has been written in English about many topics, adequate research can only be done if one is able to read what people have written in other languages. For instance, there are many important articles and books written about almost every topic by European scholars. If a graduate student does not know any foreign languages, all of these article and books will be impossible to read, and hence useless to their research endeavors. This would be a great loss for a student's research. Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education.
In addition to introducing the topic, what is the purpose of the first paragraph in this passage?
The first paragraph presents a view that is then (indirectly) opposed in the second paragraph. This is signaled by the second paragraph's opening sentence, "Although these frustrations are understandable, . . ." The second paragraph then continues by providing justifications for the language examinations given in graduate schools. It then closes with the key sentence, "Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education." The first paragraph did concede that these exams are frustrating, providing some reasons for that frustration.
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"Why Learning Multiple Languages in Graduate School is Important" by Matthew Minerd (2013)
In graduate school, students are often required to learn a number of foreign languages in addition to their regular coursework. This can be quite frustrating and difficult, for the normal courses in graduate school require significantly more reading and writing than do undergraduate courses. It is not unusual for graduate students to have regular reading assignments of several hundred pages for each course that they take. Likewise, they often write papers of much greater length than those that they wrote as undergraduate students. When language examinations are added to this difficult course load, it can be very frustrating for graduate students to try to find the time to prepare for these additional examinations.
Although these frustrations are understandable, this system has not been created solely to cause woe for graduate students. Much of the work for which these students are being prepared will focus on research. While much has been written in English about many topics, adequate research can only be done if one is able to read what people have written in other languages. For instance, there are many important articles and books written about almost every topic by European scholars. If a graduate student does not know any foreign languages, all of these article and books will be impossible to read, and hence useless to their research endeavors. This would be a great loss for a student's research. Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education.
What is the purpose of the second paragraph in this passage?
The second paragraph opens by stating that the system of language exams was not created to cause distress for graduate students. It argues that there are indeed justifications for these exams, particularly in view of the research that students will be undertaking. The remainder of the paragraph provides supporting reasons for the importance of languages in preparing graduate students to undertake research. All of this aims to show the reasonableness of this system, in spite of the remarks that were noted in the first paragraph.
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"Why Learning Multiple Languages in Graduate School is Important" by Matthew Minerd (2013)
In graduate school, students are often required to learn a number of foreign languages in addition to their regular coursework. This can be quite frustrating and difficult, for the normal courses in graduate school require significantly more reading and writing than do undergraduate courses. It is not unusual for graduate students to have regular reading assignments of several hundred pages for each course that they take. Likewise, they often write papers of much greater length than those that they wrote as undergraduate students. When language examinations are added to this difficult course load, it can be very frustrating for graduate students to try to find the time to prepare for these additional examinations.
Although these frustrations are understandable, this system has not been created solely to cause woe for graduate students. Much of the work for which these students are being prepared will focus on research. While much has been written in English about many topics, adequate research can only be done if one is able to read what people have written in other languages. For instance, there are many important articles and books written about almost every topic by European scholars. If a graduate student does not know any foreign languages, all of these article and books will be impossible to read, and hence useless to their research endeavors. This would be a great loss for a student's research. Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education.
Which of the following sentences implies a negative outcome that might occur if graduate students no longer were required to study (and be examined in) foreign languages?
Throughout the second paragraph, it is argued that graduate students are being trained to do research. The place of foreign languages in graduate study is justified in light of this training. The correct answer among the options provided is the one that explains what will occur if the students are not able to read foreign languages: the many articles and books written in other languages will be useless because the students will be unable to read them.
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Adapted from “The Influence of the Conception of Evolution on Modern Philosophy” by H. Höffding (1909) in Evolution in Modern Thought (1917 ed.)
When The Origin of Species appeared fifty years ago, Romantic speculation, Schelling's and Hegel's philosophy, still reigned on the continent, while in England, Positivism, the philosophy of Comte and Stuart Mill, represented the most important trend of thought. German speculation had much to say on evolution; it even pretended to be a philosophy of evolution. But then the word "evolution" was to be taken in an ideal, not in a real, sense. To speculative thought, the forms and types of nature formed a system of ideas, within which any form could lead us by continuous transitions to any other. It was a classificatory system which was regarded as a divine world of thought or images, within which metamorphoses could go on—a condition comparable with that in the mind of the poet when one image follows another with imperceptible changes.
Goethe's ideas of evolution, as expressed in his Metamorphosen der Pflanzen und der Thiere, belong to this category; it is, therefore, incorrect to call him a forerunner of Darwin. Schelling and Hegel held the same idea; Hegel expressly rejected the conception of a real evolution in time as coarse and materialistic. "Nature," he says, "is to be considered as a system of stages, the one necessarily arising from the other, and being the nearest truth of that from which it proceeds; but not in such a way that the one is naturally generated by the other; on the contrary \[their connection lies\] in the inner idea which is the ground of nature. The metamorphosis can be ascribed only to the notion as such, because it alone is evolution.... It has been a clumsy idea in the older as well as in the newer philosophy of nature, to regard the transformation and the transition from one natural form and sphere to a higher as an outward and actual production."
Which of the following best describes the author’s presentation of Hegel’s thought about evolution?
Among philosophers, Hegel is perhaps one of the hardest to read. Stay very close to this text and use context clues from within the passage. Clearly, Hegel is not being presented as an exponent of scientific evolution in the fashion of Darwin. The key portion of the passage is, "A system of stages, the one necessarily arising from the other, and being the nearest truth of that from which it proceeds; but not in such a way that the one is naturally generated by the other." Each stage is the "nearest truth" for the one following it. However, it is not the natural cause of it. Yes, Hegel is strange—and far more cryptic than this small selection. However, we have enough details to get our answer!
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Mounted primarily by the Irish Republican Brotherhood, the Easter Rising of 1916, also known as the Easter Rebellion, aimed both to end British rule in Ireland and establish an independent Irish Republic at a time when the military assets of the United Kingdom were heavily engaged in World War I and thus largely unavailable for activity on the home front. Led by schoolteacher and barrister Patrick Pearse, members of the Irish Volunteers joined forces with the smaller Irish Citizen Army of James Connolly and 200 members of the all-female Cumman na mBan, together seizing key locations in Dublin and ultimately proclaiming the Irish Republic independent with the issue of the Easter Proclamation. After six days of fighting, the Rising was suppressed, its leaders court-martialed and executed. Militarily, the Rising was a failure; even with its attention divided, the British military out-classed and outnumbered the insurgent force. Yet support for republicanism continued to rise in Ireland in the wake of the Easter Rebellion. Though many members of the Dublin public were originally simply bewildered by the outbreak of the Rising, the harshness of the British response and the summary execution of the movement’s leaders garnered sympathy. In elections only two years later, Sinn Féin, an Irish republican party, won 73 seats out of 105, dominating the Irish delegation to the British parliament, and under their leadership the Irish would again declare their independence in 1919, establishing the Republic of Ireland which persists to this day.
According to the passage, which of the following is an accurate statement concerning the Irish Republic?
This detail question announces itself by asking what is an accurate statement—the present tense verb signaling that the information needed to find the right answer was explicitly stated by the author, though, as always, not necessarily in the exact words used in the answer. The correct answer might feel wrong if your eyes skipped over the word initially. Even though the passage later describes the ultimate triumph of the Republic, it didn’t triumph in 1916.
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"Poetry and Philosophy" by Justin Bailey
As the logical positivism rose to ascendancy, poetic language was increasingly seen as merely emotive. Wittgenstein’s influential Tractatus argued that only language corresponding to observable states of affairs in the world was meaningful, thus ruling out the value of imaginative language in saying anything about the world. Poetry’s contribution was rather that it showed what could not be said, a layer of reality which Wittgenstein called the “mystical.” Despite Wittgenstein’s interest in the mystical value of poetry, his successors abandoned the mystical as a meaningful category, exiling poetry in a sort of no man’s land where its only power to move came through the empathy of shared feeling.
Yet some thinkers, like Martin Heidegger, reacted strongly to the pretensions of an instrumental theory of knowledge to make sense of the world. Heidegger, Hans-Georg Gadamer and Paul Ricoeur all gave central value to poetry in their philosophical method; signifying a growing sense among continental thinkers that poetic knowing was an important key to recovering some vital way of talking about and experiencing the world that had been lost.
The author is primarily concerned with __________.
The first paragraph states the main argument, which can be gleaned from the first and last sentence of the paragraph. The second paragraph introduces a contrast with the word "yet" and then proceeds to enumerate three examples of philosophers who made poetry a part of their philosophical method.
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When we eat food, our perceptions of the flavors are highly subjective, and are influenced by far more than simply our senses of taste and smell. Our visual, tactile, and even auditory senses all play a role in signaling to our brains how we enjoy food. The more brightly colored that produce is, the more that we associate it with the quality of being fresh. As a result, some chefs prepare food in order to maximize the color of the produce, manipulating other ingredients in order to obtain the desired flavors of the dish. With respect to how our auditory senses affect our experience of food, studies have shown that diners experiencing their food to the backdrop of soothing music enjoyed their food more than diners who did not.
Unlike everyday diners, food critics are trained to consider their experiences of food by evaluating them through the lens of each of their various senses, and consider how their various perceptions give rise to the aggregate dining experience. They are aware of the visual, tactile and even auditory elements, yet able to experience the smell and taste of food independently of those senses. While some people may make the mistake of underestimating the acumen involved in assessing the quality of food, it is truly an art form that few are capable of performing. However, with the rapid expansion of online news sources, it is becoming increasingly easy for any person to create a blog or column and offer his or her two cents on rising restaurants or new cuisine. While some might see this development as more egalitarian, others see it as tainting what was before a highly selective field of food critics and writers.
The primary purpose of this passage is to __________.
Given the general tone of the passage, it should be apparent that the author is not attempting to "argue," "criticize," or "persuade." Answer choices beginning with those verbs can therefore be eliminated, given the objective tone of the author. The answer beginning "shed light..." is overly broad. The correct answer choice is the only possibility remaining, "inform the reader about the complexities of evaluating food quality and the implications of being a food critic."
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Adapted from “The Influence of the Conception of Evolution on Modern Philosophy” by H. Höffding (1909) in Evolution in Modern Thought (1917 ed.)
When The Origin of Species appeared fifty years ago, Romantic speculation, Schelling's and Hegel's philosophy, still reigned on the continent, while in England, Positivism, the philosophy of Comte and Stuart Mill, represented the most important trend of thought. German speculation had much to say on evolution; it even pretended to be a philosophy of evolution. But then the word "evolution" was to be taken in an ideal, not in a real, sense. To speculative thought, the forms and types of nature formed a system of ideas, within which any form could lead us by continuous transitions to any other. It was a classificatory system which was regarded as a divine world of thought or images, within which metamorphoses could go on—a condition comparable with that in the mind of the poet when one image follows another with imperceptible changes.
Goethe's ideas of evolution, as expressed in his Metamorphosen der Pflanzen und der Thiere, belong to this category; it is, therefore, incorrect to call him a forerunner of Darwin. Schelling and Hegel held the same idea; Hegel expressly rejected the conception of a real evolution in time as coarse and materialistic. "Nature," he says, "is to be considered as a system of stages, the one necessarily arising from the other, and being the nearest truth of that from which it proceeds; but not in such a way that the one is naturally generated by the other; on the contrary \[their connection lies\] in the inner idea which is the ground of nature. The metamorphosis can be ascribed only to the notion as such, because it alone is evolution.... It has been a clumsy idea in the older as well as in the newer philosophy of nature, to regard the transformation and the transition from one natural form and sphere to a higher as an outward and actual production."
Why is it fair to say, based on Höffding's words, that the German speculation on evolution was not really scientific?
The way that the romantic philosophers argued was more like a poetic image than that of a scientific discourse. At the close of the first paragraph, this is indicated by the description: "A condition comparable with that in the mind of the poet when one image follows another with imperceptible changes." The overall image that Höffding provides of Romantic speculation is one of literary presentation and idealized images.
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