15中科院考博英语部真题

词汇（无）

完型（网络上找到的原文，试题没有这么长，压缩了。划线部分为虫友考后忆起的待选空及答案）

In the last post, we discussed why fabrication and falsification are harmful to scientific knowledge-building. The short version is that if you’re trying to build a body of reliable knowledge about the world, making stuff up (rather than, say, making careful observations of that world and reporting those observations accurately) tends not to get you closer to that goal.

Along with fabrication and falsification, plagiarism is widely recognized as a high crime against the project of science, but the explanations for why it’s harmful generally make it look like a different kind of crime than fabrication and falsification. For example, Donald E. Buzzelli (1999) writes:

[P]lagiarism is an instance of robbing a scientific worker of the credit for his or her work, not a matter of corrupting the record. (p. 278)

Kenneth D, Pimple (2002) writes:

One ideal of science, identified by Robert Merton as ―disinterestedness,‖ holds that what matters is the finding, not who makes the finding. Under this norm, scientists do not judge each other’s work by reference to the race, religion, gender, prestige, or any other incidental characteristic of the researcher; the work is judged by the work, not the worker. No harm would be done to the Theory of Relativity if we discovered Einstein had plagiarized it…

[P]lagiarism … is an offense against the community of scientists, rather than against science itself. Who makes a particular finding will not matter to science in one hundred years, but today it matters deeply to the community of scientists. Plagiarism is a way of stealing credit, of gaining credit where credit is not due, and credit, typically in the form of authorship, is the coin of the realm in science. An offense against scientists qua scientists is an offense against science, and in its way plagiarism is as deep an offense against scientists as falsification and fabrication are offenses against science. (p. 196)

Pimple is claiming that plagiarism is not an offense that undermines(zqc2849) the knowledge-building project of science per se. Rather, the crime is in depriving other scientists of the reward they are due for participating in this knowledge-building project. In other words, Pimple says that plagiarism is problematic not because it is dishonest, but rather because it is unfair.

While I think Pimple is right to identify an additional component of responsible conduct of science besides honesty, namely, a certain kind of fairness to one’s fellow scientists, I also think this analysis of plagiarism misses an important way(whj19890715) in which misrepresenting the source of words, ideas, methods, or results can undermine the knowledge-building project of science.

On the surface, plagiarism, while potentially nasty to the person whose report is being stolen, might seem not to undermine the scientific community’s evaluation(zqc2849) of the phenomena. We are still, after all, bringing together and comparing a number of different observation reports to determine the stable features of our experience of the phenomenon. But this comparison often involves a dialogue as well. As part of the

knowledge-building project, from the earliest planning of their experiments to well after results are published, scientists are engaged in asking and answering questions about the details of the experience and of the conditions under which the phenomenon was observed.

Misrepresenting someone else’s honest observation report as one’s own strips the report of accurate information for such a dialogue. It’s hard to answer questions about the little, seemingly insignificant experimental details of an experiment you didn’t actually do, or to refine a description of an experience someone else had. Moreover, such a misrepresentation further undermines the process of building more objective knowledge by failing to contribute the actual insight of the scientist whoappears to be contributing his own view but is actually contributing someone else’s. And while it may appear that a significant number of scientists are marshaling their resources to understand a particular phenomenon, if some of those scientists are plagiarists, there are fewer scientists actually grappling with the problem than it would appear.

In such circumstances, we know less than we think we do.

Given the intersubjective route to objective knowledge, failing to really weigh in to the dialogue may end up leaving certain of the subjective biases of others in place in the collective ―knowledge‖ that results.

Objective knowledge is produced when the scientific community’s members work with each other to screen out subjective biases. This means the sort of honesty required for good science goes beyond the accurate reporting of what has been observed and under what conditions. Because each individual re port is shaped by the individual’s perspective, objective scientific knowledge also depends on honesty about the individual agency actually involved in making the observations. Thus, plagiarism, which often strikes scientists as less of a threat to scienti fic knowledge (and more of an instance of ―being a jerk‖), may pose just as much of a threat to the project of producing objective scientific knowledge as outright fabrication.

What I’m arguing here is that plagiarism is a species of dishonesty that can un dermine the knowledge-building project of science in a direct way. Even if what has been lifted by the plagiarist is ―accurate‖ from the point of view of the person who actually collected or analyzed the data or drew conclusions from it, separating this contribution from its true author means it doesn’t function the same way in the ongoing scientific dialogue.

In the next post, we’ll continue our discussion of the duties of scientists by looking at what the positive duties of scientists might be, and by examining the sources of these duties.

阅读：

Passage One（无）

Passage Two – Passage Five

同2009.3 （Passage One – Passage Four)

六选五：

第一篇（无）

第二篇（同2014.3六选五Passage One）

翻译：

Our best college students are very good at being critical. In fact being smart, for many, means being critical. (1) Having strong critical skills shows that you will not be easily fooled. It is a sign of sophistication, especially when coupled with an acknowledgment of one’s own “privilege.”

The combination of resistance to influence and deflection of responsibility by confessing to one’s advantages is a sure sign of one’s ability to negotiate the politics of learning on campus. But this ability will not take you very far beyond the university. Taking things apart, or taking people down, can provide the satisfactions of cynicism. But this is thin gruel. The skill at unmasking error, or simple intellectual one-upmanship, is not totally without value, but we should be wary of creating a class of self-satisfied debunkers — or, to use a currently fas hionable word on campus, people who like to ―trouble‖ ideas.(2) In overdeveloping the capacity to show how texts, institutions or people fail to accomplish what they set out to do, we may be depriving students of the chance to learn as much as possible from what they study.

In campus cultures where being smart means being a critical unmasker, students may become too good at showing how things can’t possibly make sense.(3) They may close themselves off from their potential to find or create meaning and direction from the books, music and experiments they encounter in the classroom.

(4) Once outside the university, these students may try to score points by displaying the critical prowess for which they were rewarded in school, but those points often come at their own expense. As debunkers, they contribute to a cultural climate that has little tolerance for finding or making meaning — a culture whose intellectuals and cultural commentators get ―liked‖ by showing that somebody else just can’t be believed. But this cynicism is no achievement.

Liberal education in America has long been characterized by the intertwining of two traditions: of critical inquiry in pursuit of truth and exuberant performance in pursuit of excellence. (5)In the last half-century, though, emphasis on inquiry has become dominant, and it has often been reduced to the ability to expose error and undermine belief. The inquirer has taken the guise of the sophisticated (often ironic) spectator, rather than the messy participant in continuing experiments or even the reverent beholder of great cultural achievements.

作文：

大意：常言道“富不过三代”，你怎么看？

15中科院考博英语部真题

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