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and sudden rescues. 6. ¿Î¼äÐÝϢʱ£¬ÎҺʹ÷ά¿ÉÒÔ´óÕ¹ÉíÊÖÁË¡£ ÎÒ
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6 During recess, David and I came into our own. We ignored Ò²²»´îÀíÄÇЩÔÚСɽ¹ÈÀïÒ»±ßÍæ¶ãÇòÓÎÏ·Ò»±ß
the boys playing baseball on the gravel court and the girls ¿©¿©ÉµÐ¦µÄÅ®º¢¶ùÃÇ¡£ ³¬ÈËÓÎÏ·ÈÃÎÒÃDZäµÃÏñgiggling at dodge-ball in the dell. Our Superman games made us Á½¸öÌÓ·¸ËƵ쬵«Ò²¸øÁËÎÒÃÇÒ»ÖÖÐé»ÃµÄÓÅÔ½outlaws, yet gave us a sense of windy superiority. We even ¸Ð£¬ÎÒÃÇÉõÖÁÕÒл¶ûµÇ ? ·Ñ¶÷À´³äµ±¶ñ¹÷¡£ËûÊÇfound a stand-in for a villain in Sheldon Fein, the sallow ½ÖÇøÀïÒ»¸öÁ³É«²Ô°×¡¢µ¨Ð¡ÅÂʵĺ¢×Ó£¬Ã»ÓÐÄÐmamma's boy on our block who was left out of the boys' games º¢¶ùÔ¸ÒâºÍËûÍæ£¬ÒòΪһÓÐÈË×·ËûËû¾Í¿Þ£¬¶øÇÒbecause he cried whenever anybody tagged him and always ÀÏÊÇ×Ô¼ºË¤µ¹Ôڵأ¬²ÁÉËËûÄÇÅÖÅÖµÄÏ¥¸Ç¡£ managed to fall down and skin his fat knees.
7.
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7 At first, we had to prompt Sheldon in his part, but after a É«£¬¿Éû¹ý¶à¾ÃËû¾Í±ä³ÉÁËһλ·¢Ã÷ŰÐ̵Äרwhile he became an expert on inventing tortures and even ¼Ò£¬ÉõÖÁ˽ÏÂÀïÇÄÇÄʵʩËûµÄÐÌ·£¡£ Ëû³£³£³¶carried them out in private, beyond the game. He used to pull ϲÔÓ¬µÄ³á°ò£¬¾¾µôòÆòìµÄÍÈ£¬²¢°ÑÕâЩ²Ð·ÏÁËthe wings from flies and the legs off grasshoppers, and keep the µÄÀ¥³æÇô½ûÔÚÆ¿×ÓÀ²Øµ½´²µ×Ï£¬ÕâÑùËû¾Í¿Ébroken insects captive in a jar hidden under his bed where he ÒÔ͵͵°ÑËüÃÇÄóöÀ´£¬¿´×ÅËüÃÇÍ´¿àÕõÔúµÄÑùcould take them out in secret and watch them struggling. David ×Ó¡£ ´÷άºÍÎÒÖ»ÔڿμäÐÝÏ¢µÄʱºòºÍл¶ûµÇÍæ£¬and I never played with Sheldon except at recess. After school ·ÅѧºóÎÒÃǾÍÈÃËû»Ø¼Ò¸úËûµÄÂèÂè¡¢°ô°ôÌÇÒÔ¼°we left him to his mamma and his bonbons and his helpless ÄÇЩÎÞÖúµÄÀ¥³æÎª°é¡£ insects.
8.
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8 At the time my Uncle Frank was living with us while Îҿ϶¨ËûºÍÒþÐÕÂñÃûµÄ³¬È˳¤µÃÌØ±ðÏñ¡£ ´÷ά
waiting to be drafted, and I was sure that he bore an È´¿´²»³öÎҾ˾˺ͳ¬ÈËÓжàôÏàÏñ£¬µ«Ëû³ÐÈϸ¥extraordinary resemblance to Superman incognito. David À¼¿Ë¾Ë¾ËÊÇËûÕâ±²×ÓËù¼û¹ýµÄ×îǿ׳µÄÈË£¬¶øÇÒcouldn't see the likeness as clearly as I did, but he admitted that Ëû»á±äºÜ¶àÏ··¨£¬±ÈÈçÓòͽíÒ»¸ÇÉÏÌǹû£¬ÌǾÍUncle Frank was the strongest man he had ever known, and ûÁË£¬Ëû»¹Äܵ¹Á¢ÐÐ×ß¡£ could do lots of tricks like making caramels disappear under napkins and walking on his hands.
Unit 2-2 Cultural Childhoods ²»Í¬ÎÄ»¯µÄͯÄê 1 When I look back on my own childhood in the 1970s and 1. ÿµ±ÎһعË20ÊÀ¼ÍÆß°ËÊ®Äê´úÎÒµÄͯÄê1980s and compare it with children today, it reminds me of that ʱ¹â£¬²¢½«ËüÓëÏÖÔÚº¢×ÓµÄͯÄêÏà±È½Ïʱ£¬famous sentence \past is a foreign country: They do things ¾Í»áÏëÆð¾äÃûÑÔ£º¨DÍùÎôÊÇÒì¹úËûÏ磬ÄÇÀïÓÐdifferently there\(from L. P. Hartley's novel The Go-Between). ×Ų»Í¬µÄϰË×£¨¡¬¿É²Î¼ûL.P.¹þÌØÀûµÄС˵¡¶´«Even in a relatively short period of time, I can see the enormous ÐÅÈË¡·£© ¡£ÉõÖÁÔÚÏà¶Ô¶ÌÔݵÄÒ»¶Îʱ¼äÄÚ£¬transformations that have taken place in children's lives and in the ÎÒÒ²Äܹ»²ì¾õµ½¶ùͯµÄÉú»îÒÔ¼°ÈËÃǶԴý¶ùways they are thought about and treated. ͯµÄ·½Ê½ÉÏËù¾ÀúµÄ¾Þ´ó±ä»¯¡£ 2 Looking further back I can see vast differences between 2. »Ø¹Ë¸ü¾ÃÔ¶µÄËêÔ£¬ÎÒ¿ÉÒÔ¿´µ½ÏÖÔÚºÍcontemporary and historical childhoods. Today, children have few ¹Å´úͯÄêÉú»îµÄ¾Þ´ó²î±ð¡£Èç½ñµÄ¶ùͯÔðÈÎ9 / 64
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responsibilities, their lives are characterized by play not work, school ºÜÉÙ£¬ËûÃÇÉú»îµÄÖ÷ÒªÄÚÈÝÊÇÍæË£¶ø·Ç¹¤×÷£¬not paid labour, family rather than public life and consumption ÉÏѧ¶ø·ÇÀͶ¯£¬ÔÚ¼ÒÀï´ô×Ŷø²»ÊǺÍÍâ½ç½»instead of production. Yet this is all relatively recent. A hundred Íù£¬Ïû·Ñ¶ø·ÇÉú²ú¡£ÕâÖֱ仯ҲÊÇ×î½ü²ÅÏÔyears ago, a 12 year old working in a factory would have been ÏÖ³öÀ´µÄ¡£Ò»°ÙÄêǰ£¬12 ËêµÄº¢×ÓÔÚ¹¤³§´òperfectly acceptable. Now, it would cause social services' ¹¤ÊÇÍêÈ«¿ÉÒÔ½ÓÊܵÄÊÂÇ飬¶øÏÖÔÚ£¬Õâ»áÕÐintervention and the prosecution of both parents and factory owner. 3 The differences between the expectations placed on children
today and those placed on them in the past are neatly summed up by 3. ÓÐÁ½Î»ÃÀ¹ú×÷¼Ò£¬°Å°ÅÀ¡¤°£Â×ÀïÆæºÍµÏtwo American writers, Barbara Ehrenreich and Deirdre English. ¶ûµÂÀö¡¤Ó¢¸ñÀûÏ££¬ËýÃǼòÒªµØ¸ÅÀ¨Á˹ýÈ¥ºÍComparing childhoods in America today with those of the American ÏÖÔÚÈËÃǶԶùͯµÄÆÚ´ýµÄ²îÒì¡£ÔڱȽÏÃÀ¹úcolonial period (1600¨C1776), they have written: \ÏÖÔڵĶùͯºÍÖ³ÃñµØÊ±ÆÚ£¨1600¨C1776£©µÄ¶ùold who can tie his or her shoes is impressive. In colonial times, ͯʱ£¬ËýÃÇдµÀ£º¨D½ñÌ죬Èç¹ûÒ»¸öËÄËêµÄº¢four-year-old girls knitted stockings and mittens and could produce ×ÓÄÜ×Ô¼ºÏµÐ¬´ø¾ÍºÜÁ˲»ÆðÁË¡£¶øÔÚÖ³ÃñµØintricate embroidery: At age six they spun wool. A good, industrious ʱÆÚ£¬ËÄËêµÄÅ®º¢»áÖ¯³¤Í²ÍàºÍÁ¬Ö¸ÊÖÌ×£¬little girl was called 'Mrs instead of 'Miss' in appreciation of her ÄÜ×ö¸´ÔӵĴÌÐ壬ÁùËê¾ÍÄÜ·ÄëÏßÁË¡£Ò»¸öcontribution to the family economy: She was not, strictly speaking, a ÉÆÁ¼ÇÚ¿ìµÄÅ®º¢±»³ÆÎª?·òÈË¡®¶ø²»ÊÇ?С½ã¡®£¬child.\
4 These changing ideas about children have led many social
scientists to claim that childhood is a \4. ¶Ô¶ùͯµÄ¿´·¨²»¶Ï±ä»¯×Å£¬ÕâʹµÃÐí¶àthis term to mean that understandings of childhood are not the same Éç»á¿ÆÑ§¼ÒÐû³ÆÍ¯ÄêÊÇÒ»ÖÖ¨DÉç»á½¨¹¹¡¬¡£Ëûeverywhere and that while all societies acknowledge that children ÃÇÓÃÕâ¸öÊõÓïÀ´ËµÃ÷²»Í¬µÄµØÇø¶ÔͯÄêµÄÀíare different from adults, how they are different and what ½âÊDz»Ò»ÑùµÄ£¬ËäÈ»ËùÓÐÉç»á¶¼³ÐÈ϶ùͯÓëexpectations are placed on them, change according to the society in ³ÉÄêÈËÓÐÇø±ð£¬ÖÁÓÚËûÃÇÖ®¼äÓкβ»Í¬£¬ÈËwhich they live.
5 Social anthropologists have shown this in their studies of
peoples with very different understandings of the world to Western 5. Éç»áÈËÀàѧ¼ÒÔÚÑо¿ÄÇЩ¸úÎ÷·½¹ú¼Ò³Öones. Jean Briggs has worked with the Inuit of the Canadian Arctic Óв»Í¬ÊÀ½ç¹ÛµÄÃñ×åʱҲ±íÃ÷ÁËÕâ¸ö¹Ûµã¡£and has described how, within these commUnit ies, growing up is Çí¡¤²¼Àï¸ñ˹Ñо¿¹ý¼ÓÄô󱱼«µØÇøµÄÒÁŬÒÁlargely seen as a process of acquiring thought, reason and ÌØÈË£¬ËýÃèÊöÁËÔÚÕâЩÉç»áȺÂäÖгɳ¤ÊÇÔõunderstanding (known in Inuit as ihuma). Young children don't Ñù´óÌåÉϱ»¿´³ÉÊÇÒ»¸ö»ñµÃ˼Ïë¡¢ÀíÐÔºÍÀípossess these qualities and are easily angered, cry frequently and are ½âÁ¦£¨ÒÁŬÒÁÌØÈ˳ÆÖ®Îª ihuma£©µÄ¹ý³Ì¡£incapable of understanding the external difficulties facing the Сº¢×Ó²»¾ß±¸ÕâÐ©ËØÖÊ£¬ËùÓвÅÈÝÒ×ÉúÆø£¬commUnit y, such as shortages of food. Because they can't be ³£³£»á¿Þ£¬ÎÞ·¨Àí½âȺÂäËùÃæÁÙµÄÖîÈçʳÎïreasoned with, and don't understand, parents treat them with a great ¶Ìȱ֮ÀàµÄÍâÔÚÀ§ÄÑ¡£ÓÉÓÚÎÞ·¨¸úËûÃǽ²Àí£¬deal of tolerance and leniency. It's only when they are older and ¼´±ã½²ÁËËûÃÇÒ²²»Ã÷°×£¬¸¸Ä¸¶ÔËûÃǺܿíÈÝ¡¢begin to acquire thought that parents attempt to teach them or ºÜκ͡£Ò»Ö±ÒªµÈµ½ËûÃÇÄêÁä´óÒ»µã£¬²¢¿ªdiscipline them.
6 In contrast, children on the Pacific island of Tonga, studied by
Helen Morton, are regularly beaten by their parents and older 6. Ïà·´£¬¸ù¾Ýº£Âס¤Äª¶ÙµÄÑо¿£¬Ì«Æ½Ñóµºsiblings. They are seen as being closer to mad people than adults ¹úÌÀ¼ÓµÄ¶ùͯ¾³£°¤¸¸Ä¸ºÍ¸ç¸ç½ã½ãµÄ´ò¡£because they lack the highly prized quality of social competence (or ÈËÃÇÈÏΪ¶ùͯºÍ³ÉÄêÈËÏà±È¸üÏñ·è×Ó£¬ÒòΪpoto as the Tongans call it). They are regularly told off for being ËûÃÇȱ·¦±»´ó¼Ò¿´ÖصÄÉç»áÄÜÁ¦£¨ÌÀ¼ÓÈ˳Æ
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clumsy and a child who falls over may be laughed at, shouted at, or ֮Ϊ poto£©¡£Ð¡º¢×Ó¾³£ÒòΪ±¿ÊÖ±¿½Å¶ø°¤beaten. Children are thought of as mischievous; they cry or want to ÂËûÃÇÁ¬Ë¤õÓ¶¼»á±»³°Ð¦¡¢ºÇ³â£¬ÉõÖÁ±»feed simply because they are naughty, and beatings are at their most ´ò¡£ÈËÃÇÈÏΪ¶ùͯºÜÍçÆ¤£¬¶¼ÊÇÒòΪÌÔÆøËûsevere betweenthe ages of three and five when children are seen as ÃDzſÞÄÖ£¬»òÕßÒª¶«Î÷³Ô¡£ÔÚ´óÈË¿´À´£¬Èýparticularly wilful. Parents believe that social competence can only ÖÁÎåËêµÄ¶ùͯÓÈÆäÈÎÐÔ£¬Òò´ËËûÃÇ´òÕâ¸öÄêbe achieved through discipline and physical punishment, and treat Áä¶ÎµÄº¢×ÓÒ²´òµÃ×îºÝ¡£¸¸Ä¸ÃÇÏàÐÅ£¬Ö»ÓÐtheir children in ways that have seemed very harsh to outsiders.
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7 In other cases, ideas about children are radically different. For ´ýº¢×Ó¡£ example, the Beng, a small ethnic group in West Africa, assume that
very young children know and understand everything that is said to 7. ÔÚÆäËûµÄÀý×ÓÖУ¬ÓйضùͯµÄ¹ÛÄîÔò½Øthem, in whatever language they are addressed. The Beng, who've È»²»Í¬¡£ÀýÈ磬Î÷·ÇµÄÒ»¸ö½ÐÃϼÓÀµÄºÜСbeen extensively studied by another anthropologist, Alma Gottlieb, µÄ×åȺÈÏΪ£¬²»¹Ü˵ʲô¡¢ÓÃʲôÓïÑÔ˵£¬believe in a spirit world where children live before they are born and Сº¢×Ó¶¼ÄÜÌýÃ÷°×£¬²¢ÇÒÄÜÀí½â¡£ÁíһλÈËwhere they know all human languages and understand all cultures. Ààѧ¼Ò°¢¶ûÂꡤ¸êÌØÀû²¼¶ÔÃϼÓÀ×å½øÐÐÁ˹ãLife in the spirit world is very pleasant and the children have many ·ºµÄÑо¿£¬ÃϼÓÀ×åÈËÈÏΪСº¢×Ó³öÉúǰ¾Ófriends there and are often very reluctant to leave it for an earthly סÔÚÁé½ç£¬ÔÚÄÇÀïËûÃÇͨÏþÈËÀàËùÓеÄÓïÑÔ£¬family (a fictional account of a spirit child's journey between the ÄÜÀí½âËùÓеÄÎÄ»¯¡£Áé½çµÄÉú»îºÜã«Ò⣬Сspirit and the earthly world is given in Ben Okri's novel, The º¢×ÓÔÚÄÇÀïÓкܶàÅóÓÑ£¬ËûÃÇͨ³£¼«²»Ô¸ÒâFamished Road). When they are born, they remain in contact with À뿪ÄǶù£¬À´µ½µØÇòÉϵļÒÍ¥ÖУ¨±¾¡¤°Â¿ËÀ×this other world for several years, and may decide to return there if µÄС˵¡¶¼¢¶ö֮·¡·¾ÍÃèÊöÁËÒ»¸öСº¢ÔÚÁéthey are not properly looked after. So parents treat young children ½çºÍÈËÊÀÖ®¼äÍù·µµÄ¹ÊÊ£© ¡£ËûÃdzöÉúºóÈÔwith great care so that they're not tempted to return, and also with È»ÓëÄǸöÊÀ½ç±£³Ö³¤´ïÊýÄêµÄÁªÏµ£¬Èç¹ûûsome reverence, because they're in contact with the spirit world in a Óеõ½Á¼ºÃµÄÕչˣ¬ËûÃǾͿÉÄÜÒª·µ»ØÁé½ç¡£way that adults aren't.
Òò´Ë£¬¸¸Ä¸ÃÇϤÐÄÕÕÁϺ¢×Ó£¬ÒÔÃâËûÃÇÊܵ½Óջ󣬻عéÁé½ç£¬¶øÇÒ¶ÔËûÃÇÒ²Óм¸·Ö¾´Î·£¬
8 There's a tendency to view children in the UK, and in the ÒòΪËûÃǾ߱¸´óÈËËù²»¾ß±¸µÄͨÁéµÄ±¾Áì¡£ Western world in general, as incompetent and dependent. But this
isn't the case throughout the world. In many societies children work 8. ÔÚÓ¢¹ú¼°ÆäËûÎ÷·½¹ú¼Ò£¬Ô½À´Ô½¶àµÄÈËand contribute to the family in whatever way they can from a very ÈÏΪ¶ùͯȱ·¦ÄÜÁ¦£¬ÒÀÀµÐÔÇ¿¡£µ«Ò²²»ÊÇÈ«early age. A good example of this is childcare. In the UK, it is illegal ÊÀ½çµÄÈ˶¼³ÖÕâÖÖ¿´·¨¡£ÔںܶàÉç»áÀﺢ×Ófor a child under the age of 14 to look after another child ´ÓС¾Í¿ªÊ¼¹¤×÷£¬Ñ°ÕÒ¸÷ÖÖ»ú»áΪ¼ÒÀïÕõÇ®¡£unsupervised,
because
they're
deemed
incompetent
and ÒÔ¿´¹Üº¢×ÓΪÀý£¬ÔÚÓ¢¹ú£¬14ËêÒÔϵĶùͯ
irresponsible. In other cultures, this is not the case. Michelle Johnson ÔÚûÓгÉÈ˼ලµÄÇé¿öÏÂÕÕ¿´ÆäËûº¢×ÓÊÇ·Çhas written about the Fulani of West Africa describing how by the ·¨µÄ£¬ÒòΪÈËÃÇÈÏΪËûÃÇȱÉÙ¿´º¢×ÓµÄÄÜÁ¦age of four, girls are expected to be able to care for their younger ºÍÔðÈÎÐÄ¡£¶øÔÚÆäËûÎÄ»¯ÀÇé¿ö²¢·ÇÈç´Ë¡£siblings, fetch water and firewood and by the age of six will be Ã×Ъ¶û¡¤Ô¼º²Ñ·ÔøÐ´¹ýÎ÷·ÇµÄ¸»ÀÄá×åÅ®º¢ËÄpounding grain, producing milk and butter and selling these Ëê¾ÍµÃÕÕ¿´ÄêÓ׵ĵܵÜÃÃÃã¬Òª´òË®¡¢Ê°²ñ£¬alongside their mothers in the market.
9 Across the world, among the Yanamam? of the Amazonian
rainforest, another anthropologist, Napoleon Chagnon, has shown 9. ÁíһλÈËÀàѧ¼ÒÄÃÆÆÂØ¡¤É³ÄáÎÌ֤ʵÁËÔÚhow different these children's childhoods are from Western ones, ÊÀ½çµÄÁíÒ»¶Ë£¬µØ´¦ÑÇÂíÑ·ÓêÁÖµÄÑÇÄÇÂíĪand also how differently boys and girls grow up in comparison with ×庢×ÓµÄͯÄêÓëÎ÷·½º¢×ÓµÄͯÄêÓÐʲô²»other parts of the world. He has written how a Yanamam? girl is ͬ£¬ÒÔ¼°ÄÇÀïµÄÄк¢¶ùÅ®º¢¶ùÃǸúÊÀ½çÆäËûexpected to help her mother from a young age and by the age of ten µØ·½µÄÄк¢¶ùÅ®º¢¶ùµÄ³É³¤·½Ê½µÄ²îÒì¡£Ëû
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will be running a house. By the age of 12 or 13 she is probably дµÀ£¬ÑÇÄÇÂíĪ×åÅ®º¢¶ùºÜС¾ÍµÃ°ïÂèÂè×ömarried and will have started to have babies. Boys on the other hand, ¼ÒÎñ£¬µ½Ê®Ëê¾Í¿ªÊ¼¹Ü¼Ò¡£µ½Ê®¶þ¡¢ÈýËêʱhave far fewer responsibilities. They don't marry until later than girls ¿ÉÄܾͽá»éÉú×ÓÁË¡£Äк¢¶ùµÄÔðÈÎÔòÒªÉÙµÃand are allowed to play well into their teens. Western notions of ¶à£¬ËûÃDZÈÅ®º¢¶ùÍí½á»é£¬¿ÉÒÔÍæµ½Ê®°Ë¾Åchildhood simply do not \in these cases, where children's Ëê¡£Î÷·½µÄͯÄê¹ÛÔÚÕâÀï¸ù±¾²»ÊÊÓã¬ÒòΪcompetence and responsibilities are understood very differently. 10 Social anthropologists ask questions about how childhood,
and the role of children, is seen within the commUnit ies they study, 10. Éç»áÈËÀàѧ¼Ò̽ѰµÄÊÇÔÚËûÃÇËùÑо¿µÄrather than how it fits into Western ideas about childhood. By doing ×åȺÀïÈËÃÇÊÇÈçºÎ¿´´ýͯÄ꣬ÒÔ¼°¶ùͯ°çÑÝthis they seek to avoid imposing outside ideas onto people with very µÄ½ÇÉ«ÎÊÌ⣬¶ø²»ÊÇÑо¿ÄÇЩµØÇøµÄͯÄê¹Ûdifferent understandings of the world or of making value judgments ÊÇ·ñ·ûºÏÎ÷·½µÄ¹ÛÄî¡£ËûÃÇÕâô×öÊÇΪÁ˱Üon other people's ways of raising their children. While Westerners Ãâ°ÑÍâ½çµÄ¹ÛÄîÇ¿¼Ó¸øÄÇЩ³Ö²»Í¬ÊÀ½ç¹ÛµÄmight take exception to eight- year-old girls working or to ÈËÉíÉÏ£¬»òÕßÊÇΪÁ˱ÜÃâ¶ÔÆäËûÃñ×åÑøÓýº¢12-year-old girls marrying, within their own commUnit ies such ×ӵķ½Ê½×÷¼ÛÖµ¹Û·½ÃæµÄÅжϡ£Î÷·½ÈË¿ÉÄÜactivities are seen as a normal and positive part of childhood. Indeed, »á·´¶Ô°ËËêµÄÅ®º¢¶ù´ò¹¤£¬·´¶Ô12ËêµÄÅ®º¢seen through the eyes of non-Westerners, many \½á»é£¬µ«ÔÚËûÃÇ×Ô¼ºµÄ×åȺÀÕâЩÊÂÇé±»childcare practices are seen as extremely bizarre and possibly ÊÓΪͯÄêÉú»îµÄÒ»¸ö»ý¼«µÄ³£Ì¬¡£µÄÈ·£¬ÔÚharmful to children. Placing children in rooms of their own, refusing ·ÇÎ÷·½ÈË¿´À´£¬Ðí¶à¨DÕý³£µÄ¡¬Î÷·½Óý¶ù·½Ê½to feed them on demand, or letting them cry rather than ¼«Æä¹ÖÒ죬¿ÉÄܶԺ¢×ÓÊÇÓк¦µÄ¡£Èú¢×ÓÔÚimmediately tending to them, are viewed very negatively in many ×Ô¼ºµÄÎÝÀï´ô×Å£¬Ïë³Ô¶«Î÷µÄʱºò²»¸øËûÃÇsocieties and lead some to think that Westerners don't know how to ³Ô£¬»òÕßÈÎÓÉËûÃÇ¿ÞÄÖ¶ø²»¸Ï¿ìÈ¥°²¸§ËûÃÇ£¬look after children properly.
11 Childhood is a changing social phenomenon, of continual
fascination and concern. Looking at it from a cross-cultural 11. ͯÄêÊÇÒ»ÖÖ´¦Óڱ仯֮ÖеÄÉç»áÏÖÏó£¬perspective shows the wide variety of childhoods that exist across ¾ßÓгÖÐøµÄÎüÒýÁ¦£¬²¢ÇÒ²»¶ÏÊܵ½¹Ø×¢¡£´Óthe world and warns against interfering in or criticizing people ¿çÎÄ»¯½Ç¶ÈÀ´¿´´ýÕâ¸öÎÊÌâÄÜչʾ³öÊÀ½çÉÏwhose lives, and understandings of the world, are very different to ¸÷ÖÖ¸÷ÑùµÄͯÄêÉú»î£¬²¢¾¯Ê¾ÎÒÃDz»ÒªËæÒâour own. All societies recognize that children are different to adults ¸ÉÉæ»òÖ¸ÔðÄÇЩÉú»î·½Ê½¼°ÊÀ½ç¹Û¸úÎÒÃDz»and have particular qualities and needs; what anthropologists and Ò»ÑùµÄÈË¡£ËùÓеÄÉç»á¶¼³ÐÈ϶ùͯºÍ³ÉÄêÈËother social scientists are interested in are the ideas that each society ÊDz»Í¬µÄ£¬ËûÃÇÓÐ×Ô¼º¶ÀÌØµÄÆ·ÐÔºÍÐèÇó£»has about the nature of childhood and the impact these views have ÈËÀàѧ¼ÒºÍÉç»á¿ÆÑ§¼Ò¸ÐÐËȤµÄÊÇÿ¸öÉç»áon children's lives.
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Unit 2-3 Childhood around the world ÊÀ½ç¸÷µØµÄͯÄê 1 My Jewish grandmother used to live close by. She was a 1. ÒÔǰ£¬ÎÒµÄÓÌÌ«ÄÌÄ̺ÍÎÒסµÃºÜ½ü¡£ Ëýmarvelous cook and there would always be something happening in ×öµÃÒ»Êֺòˣ¬³ø·¿Àï´ÓÀ´Ã»ÓÐÏûÍ£µÄʱºò¡£ 12 / 64