[36 ~ 37] 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것을 고르시오.
36. The ancient Greeks used to describe two very different ways of thinking — logos and mythos. Logos roughly referred to the world of the logical, the empirical, the scientific.
(A) But lots of scholars then and now — including many anthropologists, sociologists and philosophers today — see a more complicated picture, where mythos and logos are intertwined and interdependent. Science itself, according to this view, relies on stories.
(B) Mythos referred to the world of dreams, storytelling and symbols. Like many rationalists today, some philosophers of Greece prized logos and looked down at mythos. Logic and reason, they concluded, make us modern; storytelling and mythmaking are primitive.
(C) The frames and metaphors we use to understand the world shape the scientific discoveries we make; they even shape what we see. When our frames and metaphors change, the world itself is transformed. The Copernican Revolution involved more than just scientific calculation; it involved a new story about the place of Earth in the universe.
* empirical: 경험적인
① (A) - (C) - (B) ② (B) - (A) - (C) ③ (B) - (C) - (A)
④ (C) - (A) - (B) ⑤ (C) - (B) - (A)
37. There is no doubt that the length of some literary works is overwhelming. Reading or translating a work in class, hour after hour, week after week, can be such a boring experience that many students never want to open a foreign language book again.
(A) Moreover, there are some literary features that cannot be adequately illustrated by a short excerpt: the development of plot or character, for instance, with the gradual involvement of the reader that this implies; or the unfolding of a complex theme through the juxtaposition of contrasting views.
(B) Extracts provide one type of solution. The advantages are obvious: reading a series of passages from different works produces more variety in the classroom, so that the teacher has a greater chance of avoiding monotony, while still giving learners a taste at least of an author’s special flavour.
(C) On the other hand, a student who is only exposed to ‘bitesized chunks’ will never have the satisfaction of knowing the overall pattern of a book, which is after all the satisfaction most of us seek when we read something in our own language.
* excerpt: 발췌 ** juxtaposition: 병치
① (A) - (C) - (B) ② (B) - (A) - (C) ③ (B) - (C) - (A)
④ (C) - (A) - (B) ⑤ (C) - (B) - (A)
