英语演讲,题目是culture smart or science intelligence

英语演讲,题目是culture smart or science intelligence
请大家帮忙提供思路,素材,实例或者范文之类的,多谢多谢
尽量快
就这两天了

Culture Smart or Science Intelligence
Good evening,ladies and gentlemen,distinguished guests and honorable judges:
女士们、先生们,各位贵宾和尊敬的评委,晚上好：
I’m Li Dawei from Class 9, Grade 2. It is my great honour to share my viewpoints on Culture Smart and Science Intelligence with all of dear audience present.
大家好,我是大学二年级九班的李大伟,很高兴能站在这里和大家分享我对文化智慧与科技智能的看法.
As is known to us all that our contemporary lives and the society in current are undergoing profound changes with the promoting development of science and technology. However, have we realized the estrange and departure of our culture against the background on which the positive achievements have been brought by science and technology. Which course should we take in culture smart and science intelligence as the issue on social development is concerned in the process of ultrahigh-speeded urbanization? My viewpoint is clear an firm, that is the cultue smart.
众所周知,随着科学技术的大力发展,我们的社会,我们的生活正在正在发生着日新月异的变化,然而我们在看到科学技术所带来的积极成果的同时,我们是否意识到文化的远离?在这个急速都市化的时代,我们的社会到底怎样发展,是靠文化的智慧还是科学技术的智能化?我的观点是明确的,我们要文化的智慧.
It is generally accepted by the broad mass that science and technology take the supreme lead of the productivity. No achievements nurtured by civilization in our contemporary society can be created without the development of science and technology and the society will fall to its stagnant pace. Thanks to the progress made by the advancing science and technology, especially the development of intelligentization, schemed out by robots, unmanned driving and digital platform, offers great convienience to both the production and daily lives of human beings and promotes the social progress.
科学技术史第一生产力,这话不假.没有科学技术的发展就不会有我们当今社会的文明成果,整个社会就会停滞不前.正因为了有了现代科学技术的进步,特别是智能化的发展,如机器人、无人驾驶技术、数字平台等为人类的生产、生活提供了极大的方便,推动着社会的进步.
But under no circumstances should we admit that a series of problems on environment and social ethics concerning environment pollution, ozonocavity, greenhouse effect, colon human and nuclear deterrent occurred against the prosperity carried out by science and technology. So how can we spare no effort on keeping such problems from deterioration in all possibilities? What development pattern will be on science and technology in future?
但我们不得不承认,科技的发展在带来繁荣的同时,同时也产生了环境污染、臭氧空洞、温室效应、克隆人、核威胁等一系列环境、社会伦理问题.如何尽量避免这样的问题的发展,未来科技智能化如何发展?
The answer is that we need the guidance of culture smart. When we talk about culture, we may regard it as the tradition and history, but how can the intelligentization of science and technology be guided by the culture smart? Here I want to put it that culture is not like a pond filled with stagnant water, but a dynamic system. We can never draw a conclusion of culture as “the deposit of history”, what’s more, we should make it clear that the culture defines our present and future. Modernization, of any kind or shape, shares no alteration on its starting point but the commencement of culture. If not the modernization will inevitably fall to the situation where the water has no source and the tree has no root. The development of science and technology takes no exception on this.
答案就是,我们需要文化智慧的引导.谈到文化,我们大家会认为文化那是“传统”,是“历史”,文化的智慧怎么可能会引导科技智能化?然而我要说的是：文化并不是一潭死水,它是一个动态的系统,我们不能简单归结为“历史的沉淀物”,而是要认识到它关系着我们的现在与未来.任何现代化都只能从文化出发,否则便成为无源之水、无本之木,科学技术的发展也不例外.
The ultrahigh speed of the development of contemporary science and technology contributes no efforts on science and technology itself, but the ideological motivation and the promotion spurred by the ideological power offerd by culture smart. Karl Poopper once said, the elimination of culture leads to the disappearance of civilization. It is obviously that if the promotion effect had been omitted, the science and technology could have been far-reached.
现代科学技术发展得如此之快,并不在于科学技术的本身,而是因为文化为科技提供了强大的精神动力,文化智慧的强大精神力量的推动作用.波普尔说：“毁灭文化,文明也就随着消失”,显然我们如果忽略文化对科技的推动作用,也就无从谈起科学技术.
The culture smart guides our society into stability and prosperity. We need culture smart because on the one hand, culture provides ideological power to science and technology, on the other hand, culture prevents the tendency of extremity of science and technology. The current problem concerning colon human, outerspace utilitization and nuclear weapon byproducted by contemporary science and technology call for the development in a just course on the sphere of culture. The wisdom-vacanted culture and the extremized science and technology will throw a great threat to the survival of us human beings and the world peace.
文化的智慧引导着我们的社会稳定向前发展.我们需要文化的智慧是因为一方面为科学技术提供精神动力；另一方面防止科学技术向极端化方向发展.比如现代科学技术产生了的诸如克隆人、外太空使用、核武器等问题,需要我们站在文化的层面上来引导科学技术的正确发展.离开文化的智慧,科技的偏激化发展将会未下到人类的生存,威胁着世界的和平.
So, ladies and gentlemen, I think that the culture wisdom is our “root” and we need the root that supports our belief, the negation of the root casts its reflections on history and the existence of us human beings. So only in the manner of settling on the basis of culture smart can we make it helpful to the development of science and technology in a just course, the continual progress of human society, the prosperity and peace.
所以,女士们、先生们,我始终认为文化的智慧才是我们的“根”,我们需要这种支持我们信念的“根”.否定这样的根就是否定历史,否定我们的存在.所以,我们只有立足于文化的智慧,才能更有利于科技正确的发展和人类社会的不断进步,繁荣与和平.
（original,written by lidawei）
Good evening, ladies and gentleman, it is so nice of you for allowing me to stand here and share my point of view about culture and science.
There are always comparisons between culture and science . As we all know ,Science, making great contribution to our society ,can not be ignored by all human beings .Equally, the Culture which has coloured our everyday life, is the highlight during the human's long history.
Sometimes culture can be considered as the mother of the human being .During a long time's period of history the great woman Culture has raised a dozen of children with the name of art, music, literature… while there are some wise boys such as math, physical ,biology… are educated by dad, Science.
I would like to say , science is the power that combine everyone's intelligence together ,in order to solve the problem we are facing in every field ,the science has played a significant role in handling them.
At the same time ,I also would like to say , culture is the bridge to connect person with person , piece of work to another ,and every unforgettable event in our history .Culture is something that we can not miss ,it has been melt in our blood ,showing the direction where the destination is .
Without science ,the intelligence is nevertheless ridiculous for our human being .
Without culture , the smart is also far away from us .
Without science ,We will never know who we are ,where we come from .how the wonderful world works.and what to do for our future .
Without culture , how can we get the happiness from the literature ,how can the beautiful building can be differed from different countries or areas .
Without science ,how can every step in the history to improve the quality of everybody's life moving ahead .
Without culture, how can the customs and the spirit of our own nation be delivered from generation to generation.
So,ladies and gentleman ,I still insist on my viewpoint that it is meaningless to choose which one is better than the other or one can be replaced by the alternative. What we should do now is to thank them for contributing so much to the people who live in this fascinating planet and make the flame of science and culture light up our world forever .Thank you!
culture smart -------社会科学 角度 社会性 文化底蕴,在于积累,很厚重
science intelligent- 自然科学 角度 科技性 ,在于探索,挑战性
How often have we not been told that the study of physical science is incompetent to confer culture; that it touches none of the higher problems of life; and, what is worse, that the continual devotion to scientific studies tends to generate a narrow and bigoted belief in the applicability of scientific methods to the search after truth of all kinds ? How frequently one has reason to observe that no reply to a troublesome argument tells so well as calling its author a "mere scientific specialist." And, as I am afraid it is not permissible to speak of this form of opposition to scientific education in the past tense; may we not expect to be told that this, not only omission, but prohibition, of "mere literary instruction and education" is a patent example of scientific narrow-mindedness?

I think that we must all assent to the first proposition. For culture certainly means something quite different from learning or technical skill. It implies the possession of an ideal, and the habit of critically estimating the value of things by comparison with a theoretic standard. Perfect culture should supply a complete theory of life, based upon a clear knowledge alike of its possibilities and of its limitations.
What Science Offers the Humanities: Integrating Body and Culture
What Science Offers the Humanities examines some of the deep problems facing current approaches to the study of culture. It focuses especially on the excesses of postmodernism, but also acknowledges serious problems with postmodernism's harshest critics. In short, in order for the humanities to progress, its scholars need to take seriously contributions from the natural sciences-and particular research on human cognition-which demonstrate that any separation of the mind and the body is entirely untenable. The author provides suggestions for how humanists might begin to utilize these scientific discoveries without conceding that science has the last word on morality, religion, art, and literature. Calling into question such deeply entrenched dogmas as the "blank slate" theory of nature, strong social constructivism, and the ideal of disembodied reason, What Science Offers the Humanities replaces the human-sciences divide with a more integrated approach to the study of culture.
Technology and Culture have both influenced each other equally. Technology has been directed as an improvement in our lives, but on the other hand, Culture has been present in every invention, noticeable or not, and advancement in our evolving society. Technology is becoming focused upon more and more everyday, but culture is the determining factor that decides if there is a necessity for an improvement. There are endless views and perspectives that this situation can be viewed from, but without a doubt, Technology and Culture shape one another. Culture has been a part of our society, and way of life, forever. It is almost impossible to come up with an idea that isnt influenced by culture. Picture our lives without cars, television, and computers. This would be an example of everyday life without technology. People could function happily in that type of atmosphere, but technology has changed our lives forever. Technology has changed our pace and perspective on education. Students would have to go to libraries and spend a lot of time researching to find out information for class assignments, but with technology students can find almost anything on there home computers and by accessing the internet. Technology has definitely become the authoritative factor in our lives, but culture has shaped technology. Technology is made and used in such a variety of ways because many people who use the technology of today come from all walks of life and have different necessities, so to compensate for that technology must adapt to all different cultures.
Culture Smart or Science Intelligent?
Science and Culture
What is science? How does it relate to our lives as individual human beings? to other aspects of our social and cultural communities?
What is our future? ...our own role in and responsibility for the future? Can empirical inquiry help with such questions?
How does empirical understanding relate to other kinds of understanding? Are they necessarily antagonistic or can they usefully complement one another?
Division and specialization of function – science school and culture school
The intention is to retain traditional methods of teaching science, but to adjust the quantity of this kind of rigorous education to the abilities and attitudes of the student. This implies that it would be more educationally efficient for weaker students to spend just one or two hours per day learning science in a rigorous and ‘didactic’ classroom situation than to spend much longer in less-structured forms of classroom experience. At least, it is known from extensive experience (with elite students) that traditional methods are an effective and efficient way of teaching science.
A general understanding of efficiency in systems suggests some principles which would be likely to lead to greater science education efficiency. Perhaps the most frequent way in which human (and biological) systems are able to increase their efficiency is the principle of ‘division of labour’ which was first articulated by the economist Adam Smith. Division of labour increases the complexity of organization by specialization of function, and coordination of these specialized functions. Smith’s famous example involved a pin factory, in which the procedure for making a pin was broken down into numerous simpler, more-specialized sequential steps; and these steps were coordinated by managers leading to vastly increased efficiency (as measured by the numbers of pins produced per person per day) [8].
When the modern school is examined in this light, it can be seen that there is already considerable specialization. For example teachers are specialized according to age of children taught, subject matter expertise, and administrative responsibilities. Schools are also internally specialized by age stratification and academic aptitude of students (also, sometimes, by the sex or socio-economic class of students). However, logically there is a further possible division of function. My proposal is that the efficiency of science teaching might be increased by introducing a functional division between science education, and what might be termed cultural education - which would include arts, sports, ethics, social aspects of schooling and any other educational objectives such as good citizenship.
Schools might have an internal functional division into ‘science school’ and ‘culture school’. This functional division should be reflected in terms of physical plant, separate administrative structures, and the recruitment of differently-specialized teaching personnel. These divisions would be characterized by the nature of their system-characteristic internal evaluations. For instance, the evaluations within science school would be relatively narrow and more examination-focused than in the culture school. In science school the performance of both teaching staff and students would be judged mainly (although not exclusively) by scientific criteria, including formal examination results. Science school would be distinguished by its academic ethos and scholarly expectations. The focus of science school would be to inculcate the aptitude for abstract systematic cognition.
For example, an existing school might become physically divided between science and cultural parts, each on distinct parts of the campus. Each student would spend some significant part of each day (depending on their aptitude and motivation) in the ‘science school’, experiencing a traditional-style, didactic, disciplined and rigorous academic education which is (so far as we can tell) the best way to teach real science at the basic level. Science school teaching would need to be stratified according to ability and aptitude, since this is more efficient than teaching widely-mixed classes. Different strata of students could be taught from a broadly common curriculum (enabling educational credit accumulation and transfer); but different abilities of student would cover different amounts of subject matter, different specific subjects, and progress at different speeds.
The remainder of the students’ time at school would be spent in the cultural division, which would focus on broader aspects, and aiming to generate a more rounded and social individual. Examinations in culture school would be much more based on participation, sustained effort, attitudes, attendance etc. Inevitably, since it has many aims and a wider focus, culture school would apply many evaluations to its teachers and students. Inevitably, too, these evaluations would be less clear-cut and more contested.