本篇属于对《beyond feelings》翻译的系列之一，这篇文章的内容是对《beyond feelings》前言和介绍的翻译。
Preface 前言
When the first edition of this book appeared in 1975, the dominant intellectual focus was still subjectivity, feelings. That focus, the legacy of the 1960s, was originally a necessary reaction to the rationalism and behaviorism that preceded it. It declared, in effect: "People are not robots. They are more than the sum total of their physiology. They have hopes, dreams, emotions. No two humans are alike-each has a special perspective, a unique way of perceiving the world. And any view of humanity that ignores this subjective side is a distortion."
当这本书的第一版在1975年出现时，知识界的主流焦点仍然是主观性、感性。这种关注是60年代的遗产，最初是对之前的理性主义和行为主义的必要回应。它宣称，实际上："人不是机器人。他们不仅仅是其生理结构的总和。他们有希望、梦想和情感。没有两个人是相同的--每个人都有一个特殊的视角，一个感知世界的独特方式。任何对人类的看法，如果忽视了这一主观的一面，就是一种扭曲。
Yet, despite its value, the focus on feelings went too far. Like many other movements, what began as a reaction against an extreme view became an extreme view itself. The result of that extremism was the neglect of thinking. This book was designed to answer that neglect. The introduction to the first edition explained its rationale as follows:
然而，尽管其有价值，但对感性的关注走得太远了。像其他许多运动一样，开始时是对一种极端观点的反应，后来变成了一种极端观点本身。这种极端主义的结果是忽视了思考。这本书就是为了回应这种忽视。第一版的导言对其基本理论解释如下：
The emphasis on subjectivity served to correct a dangerous oversimplification. But it is the kind of reaction that cannot be sustained for long without causing an even worse situation-the neglect of thinking. Worse for two reasons. First, because we live in an age of manipulation. Armies of hucksters and demagogues stand ready with the rich resources of psychology to play upon our emotions and subconscious needs to persuade us that superficial is profound, harmful is beneficial, evil is virtuous. And feelings are especially vulnerable to such manipulation.
对主观能动性的强调有助于纠正一种危险的过度简化。但这种反应不可能长期持续而不造成更糟糕的情况--对思考的忽视。 更糟糕的原因有两个。首先，因为我们生活在一个被操纵的时代。骗子和蛊惑者大军随时准备利用丰富的心理学资源来玩弄我们的情感和潜意识需求，说服我们肤浅是深刻，有害是有益，邪恶是有德。而感性特别容易受到这种操纵。
Secondly, because in virtually every important area of modern life—law, medicine, government, education, science, business, and community affairs—we are beset with serious problems and complex issues that demand careful gathering and weighing of facts and informed opinions, thoughtful consideration of various conclusions or actions, and judicious selection of the best conclusion or most appropriate action....
第二，因为几乎在现代生活的每一个重要领域中—法律、医学、政府、教育、科学、商业和社区事务，我们被严重的问题和复杂的问题所困扰，需要仔细收集和权衡事实和有根据的意见。对各种结论或行动进行深思熟虑，并明智地选择最佳结论或最适当的行动. . .
[Today's college student] has been conditioned not to undervalue subjectivity, but to overvalue it. And so he does not need to have his feelings indulged. Rather, he needs to be taught how to sort out his feelings, decide to what extent they have been shaped by external influences, and evaluate them carefully when they conflict among themselves or with the feelings of others. In short, he needs to be taught to think critically.
今天的大学生已经被调教得不是低估了主观性，而是高估了它。因此，他不需要放纵自己的感性。相反，他需要被教导如何整理他的感性，判定它们在多大程度上被外部影响所塑造，并在它们之间或与外部影响发生冲突时仔细评估它们。简而言之，他需要被教导进行审慎地思考。
There is an unfortunate tendency among many to view feeling and thought as mutually exclusive, to force a choice between them. If we focus on one, then in their view we must reject the other. But this is mistaken. Feeling and thought are perfectly complementary. Feeling, being more spontaneous, is an excellent beginning to the development of conclusions. And thought, being more deliberate, provides a way to identify the best and most appropriate feeling. Both are natural.
许多人有一种不恰当的倾向，认为感觉和深思是相互排斥的，强迫在它们之间做出选择。如果我们专注于一个，那么在他们看来，我们必须拒绝另一个。但这是错误的。感觉和深思是完全互补的。感受，更多的是自发的，是形成结论的一个很好的开始。而深思，更多的是深思熟虑，提供了一种方法来确定最佳和最合适的感觉。两者都是自然的。
Thinking, however, is less automatic than feeling. To do it well demands a systematic approach and guided practice.
然而，思考并不像感觉那样自动。做好思考工作需要一个系统的方法和有指导的练习。
The general attitude toward thinking has changed considerably since the mid-1970s. The view that critical thinking is an important skill to which education should give prominence is no longer a minority view. Hundreds of voices have joined the chorus calling for the addition of critical thinking objectives to existing courses and even the creation of special courses in thinking. There is little disagreement that the challenges of the new millennium demand minds that can move beyond feelings to clear, impartial, critical problem solving and decision making.
自20世纪70年代中期以来，人们对思维的总体态度发生了很大的变化。审慎思维是一种重要的技能，教育应该把它放在突出位置的看法不再是少数人的看法。数以百计的声音加入了呼吁在现有的课程中增加审慎思维目标，甚至设立专门的思维课程的大合唱。几乎没有异议的是，新千年的挑战要求人们的头脑能够在感性之外，以清晰、公正、审慎的方式解决问题和作出决定。
Features of This Edition 该版本的特征
This edition of Beyond Feelings retains the basic organization of previous editions. The first section explains the psychological, philosophical, and social context in which critical thinking takes place and describes the habits and attitudes that enhance such thinking. The second section helps students recognize and overcome common errors in thinking. The third section provides s step-by-step strategy for dealing with issues.
本版《在感性之外》保留了前几版的基本结构。第一部分解释了审慎思维发生的心理学、哲学和社会背景，并描述了提高这种思维的习惯和态度。第二部分帮助学生认识和克服思维中的常见错误。第三部分提供了处理问题的分步策略。
Within the overall design, however, I have made a number of changes, most in response to the helpful suggestions of reviewers.
然而，在整体设计中，我做了一些改变，大部分是为了回应评论者的有益建议。
- In Chapter 1, a new section—"The Influence of Ideas"—has been added.
- In Chapter 3, a new section—"Understanding Cause and Effect"—has been added.
- In Chapter 15, new examples of the value of observation have been added.
- In Chapter 17, the subsection "Evaluate your information sources" has been expanded.
- A number of new "Difference of Opinion" exercises have been added.
- 在第1章中，增加了一个新的章节--"观念的影响"。
- 在第3章中，增加了一个新的章节--"理解因果关系"。
- 在第15章中，增加了关于观察的价值的新例子。
- 在第17章中，扩展了 "评估你的信息来源 "这一小节。
- 增加了一些新的 "观点分歧 "练习。
As in the past, I have attempted to follow George Orwell's sage advice: "Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent." This is not always easy. When logicians are taught terms such as argumentum ad hominem, no sequitur, and "affirming the consequent," they naturally want to use them. Arguments for doing so urge themselves upon us: for example, "These are the most precise terms. Don't join the ranks of the coddlers and deprive students of them." In weak moments I succumb to this appeal. (Until the previous edition, for example, I included the term enthymeme. Mea culpa...there I go again.) But is the precision of such terms the real reason for my wanting to use them? Is it not possible that we professors enjoy parading our knowledge or that we are reluctant to spare our students the struggle we were forced to undergo("We suffered, so they should too")? It seems to me that modern culture already provides too many impediments to critical thinking for us to add more.
和过去一样，我尝试遵循乔治-奥威尔的睿智的建议："如果你能想到与之对应的日常英语词汇，就不要使用一个外语短语、一个科学词汇或一个行话词汇。"这并不总是容易的。当逻辑学家被教导诸如 "论点"（argumentum ad hominem）、"非连续性"（non sequitur）和 "肯定结果"（affirming consequent）等术语时。他们自然希望使用这些术语。这样做的理由促使我们：例如，"这些是最精确的术语。不要和那些学霸们一样剥夺学生使用这些术语的权利"。在脆弱的时刻，我屈服于这种请求。(例如，在上一版之前，我把术语enthymeme囊括进来。......我又来了）。但是，这些术语的精确性是否是我想使用它们的真正原因？难道不可能是我们这些教授喜欢炫耀我们的知识，或者我们不愿意让我们的学生免于经历我们被迫经历的挣扎（"我们受苦了。所以他们也应该"）？在我看来，现代文化已经为审慎思维提供了太多的障碍，我们不能再增加更多的了。
Is it possible to carry this plain language commitment too far? Yes, and some will think I have done so in avoiding the term inferences and speaking instead of conclusions. But I respectfully disagree. Lexicographers point out that the distinction between these terms is extremely subtle, so it seems more reasonable not to devote time to it. Also, I avoid using the term values whenever possible for a somewhat different reason. The word value is so associated with relativism that its use in this context can undermine the crucial idea that arguments differ in quality. For many students, the word value triggers the thought, "Everyone has a right to his or her values; mine are right for me, and though they may need 'clarification' from time to time, they are never to be questioned." This thought impedes critical thinking.
是否有可能将这种朴素的语言信条带过头？是的，并且有人会认为我这样做是为了避免使用推论一词而不是结论。但我不同意这种说法。词典编纂者指出，这些术语之间的区别是极其微妙的。所以不花时间去研究它似乎更合理。另外，我尽可能地避免使用 "价值 "这个词，原因有点不一样。价值这个词是与相对主义联系在一起的，在这种情况下使用它可能会破坏论据质量不同的重要理念。对许多学生来说，价值这个词会引发这样的想法："每个人都有权利拥有自己的价值观；我的价值观对我来说是正确的，尽管它们可能需要不时地 "整理"，但它们永远不会受到质疑"。这种想法阻碍了审慎思维。
Acknowledgments 鸣谢
I wish to express my appreciation to all those who contributed to the preparation of this edition. Special thanks to those who reviewed the manuscript:
我希望对所有为本版编写做出贡献的人表示感谢。特别感谢那些审查手稿的人。
Anna Villegas, San Joaquin Delta College;
Aimee Bissonette, Inver Hills Community College;
James Kruser, Alfred State College;
Sue Crowson, Del Mar College;
Erin Murphy, University of Kentucky;
Adrian Patten, University of Cincinnati;
Dedaimia Storrs Whitney, Franklin College;
Lisa Weisman-Davlantes, California State–Fullerton;
Geoffrey Phillip Bellah, Orange Coast College;
Karen Hoffman, Hood College;
Aimee Ross-Kilroy, Loyola Marymount University;
Deanna Davis, College of the Canyons
Anna Villegas，圣华金三角洲学院。
Aimee Bissonette，Inver Hills社区学院。
詹姆斯-克鲁泽，阿尔弗雷德州立学院。
Sue Crowson, Del Mar学院。
Erin Murphy，肯塔基大学。
Adrian Patten，辛辛那提大学。
Dedaimia Storrs Whitney，富兰克林学院。
Lisa Weisman-Davlantes, California State-Fullerton;
Geoffrey Phillip Bellah，橙海岸学院。
卡伦-霍夫曼，胡德学院。
Aimee Ross-Kilroy, Loyola Marymount大学。
Deanna Davis, 峡谷学院
I am also grateful to John Augustine, Delta College; Lori Ebert, International Institute of the Americas; John Garcia, Cerro Coso Community College; Michael Small, Shasta College; Joel Brouwer, Montcalm Community College; Cynthia Gobatie, Riverside Community
College; Anne Benvennti, Cerro Coso College; Fred Heifner Jr., Cumberland University; and Phyllis Toy, University of Southern Indiana.
我还要感谢三角洲学院的约翰-奥古斯丁、美洲国际学院的洛里-埃伯特、塞罗-科索社区学院的约翰-加西亚、沙斯塔学院的迈克尔-斯莫尔、蒙卡姆社区学院的乔尔-布鲁沃、河滨社区的辛西娅-戈巴蒂、塞罗-科索学院的安妮-本文蒂、坎伯兰大学的小弗雷德-海夫纳以及南印第安纳大学的菲利斯-托伊。坎伯兰大学的Fred Heifner Jr.和南印第安纳大学的Phyllis Toy。
Introduction 介绍
beyond feelings is designed to introduce you to the subject of critical thinking. The subject may be new to you because it has not been emphasized in most elementary and secondary schools. In fact, until fairly recently, most colleges gave it little attention. For the past four decades, the dominant emphasis has been on subjectivity rather than objectivity, on feeling rather than on thought.
《在感性之外》的目的是向你介绍审慎思维这门学科。这门学科对你来说可能是新的，因为它在大多数小学和中学都没有被重视。事实上，直到最近，大多数大学都很少关注它。在过去的四十年里，主流焦点是主观性而不是客观性，是感觉而不是深思。
Over the past several decades, however, a number of studies of America's schools have criticized the neglect of critical thinking, and a growing number of educators and leaders in business, industry, and the professions have urged the development of new courses and teaching materials to overcome that neglect.
然而，在过去的几十年里，对美国学校的一些研究批评了对审慎思维的忽视，越来越多的教育家和商业、工业和专业领域的领导人敦促开发新的课程和教材以克服这种忽视。
It is no exaggeration to say that critical thinking is one of the most important subjects you will study in college regardless of your academic major. The quality of your schoolwork, your efforts in your career, your contributions to community life, your conduct of personal affairs—all will depend on your ability to solve problems and make decisions.
毫不夸张地说，无论你的学术专业是什么，审慎思维是你在大学里将学习的最重要的科目之一。你的学业质量、你在职业生涯中的成就、你对社区生活的贡献、你对个人事务的处理，都将取决于你解决问题和做决策的能力。
The book has three main sections. The first, "The Context," will help you understand such important concepts as individuality, critical thinking, truth, knowledge, opinion, evidence, and argument and overcome attitudes and ideas that obstruct critical thinking. The second section, "The Pitfalls," will teach you to recognize and avoid the most common errors in thinking. The third section, "A Strategy," will help you acquire the various skills used in addressing problems and issues. This section includes tips on identifying and overcoming your personal intellectual weaknesses as well as techniques for becoming more observant, clarifying issues, conduction inquiries, evaluating evidence, analyzing other people's views, and making sound judgments.
本书有三个主要部分。第一部分，"背景"，将帮助你理解诸如个性、审慎思维、真相、知识、观点、证据和论据等重要概念，并克服阻碍审慎思维的态度和观念。第二部分，"陷阱"，将教你认识和避免思维中最常见的错误。第三部分， "策略 "，将帮助你获得处理问题和议题的各种技能。这一部分包括识别和克服个人理智弱点的技巧，以及提高观察力、理清问题、进行调查、评估证据、分析其他人的看法和做出正确判断的技巧。
At the end of each chapter, you will find a number of applications to challenge your critical thinking and help you exercise your skills. These applications cover problems and issues both timely and timeless. The final application in each of the first thirteen chapters invites you to examine an especially important issue about which informed opinion is divided.
在每一章的末尾，你会发现一些应用，以挑战你的审慎思维并帮助你锻炼技能。这些应用涵盖了及时和永恒的问题和议题。在前十三章中，每一章的最后一个应用都会要求你研究一个特别重要的有根据的意见不一的问题
Students sometimes get the idea that a textbook must be read page by page and that reading ahead violates some unwritten rule. This notion is mistaken. Students' background knowledge varies widely; what one student knows very well, another knows only vaguely and a third is totally unfamiliar with. Any time you need or want to look ahead to an explanation in a later chapter, by all means do so. Let's say you make a statement and a friend says, "That's relativism, pure and simple." If you aren't sure exactly what she means, go to the index, look up "relativism," proceed to the appropriate page, and find out.
学生们有时会认为，教科书必须一页一页地读，提前阅读违反了一些不成文的规定。这种想法是错误的。学生的背景知识差异很大；一个学生非常熟悉的东西，另一个学生只是模糊地知道，第三个学生则完全不熟悉。任何时候，如果你需要或想提前查看后面一章的解释，尽可以这样做。比方说，你做了一个表述，一个朋友说，"那是相对主义，纯粹而简单。" 如果你不确定她到底是什么意思，就去看索引，查找 "相对主义"，进入相应的页面，然后找出答案。
Looking ahead is especially prudent in the case of concepts and procedures relevant to the end-of-chapter applications. One such concept is plagiarism. If you are not completely clear on what constitutes plagiarism, why it is unacceptable, and how to avoid it, take a few minutes right now to learn. Look for the section "Avoiding Plagiarism" toward the end of the Chapter 2. Similarly, if you are not as skilled as you would like to be doing library or Internet research, it would be a good idea to read Chapter 17 now. Doing so could save you a great deal of time and effort completing homework assignments.
在与章末应用相关的概念和程序方面，提前看前面的章节特别精明。拿抄袭这个概念来说。如果你不完全清楚什么是抄袭，为什么它是不可接受的，以及如何避免它，现在就花几分钟时间来学习。在第二章的结尾处寻找 "避免抄袭 "一节。同样，如果你在图书馆或互联网上做研究时不够熟练，那么现在阅读第17章将是一个好主意。这样做可以为你节省大量的时间和精力来完成家庭作业。
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