学术的进展
- 语言:
- 英语
- 状态:
- 完整作品
- 作者归属:
- 作者本人所著
- 文本状况:
- 未检测到扫描噪点 (对全文的自动评估,未经人工核对)
- 篇幅:
- 约 87,600 词 · 416 个段落
引用本作品
- APA弗朗西斯·培根. (n.d.). The Advancement of Learning [学术的进展]. Digital reproduction: SigPhi. https://sigphiai.com/zh/works/francis-bacon/the-advancement-of-learning
- MLA弗朗西斯·培根. The Advancement of Learning [学术的进展]. Digital reproduction, SigPhi, https://sigphiai.com/zh/works/francis-bacon/the-advancement-of-learning.
- Chicago弗朗西斯·培根. The Advancement of Learning [学术的进展]. Digital reproduction, SigPhi. https://sigphiai.com/zh/works/francis-bacon/the-advancement-of-learning.
本条目引用所收录的版本。SigPhi 是数字复制平台。已知的年份、出版者和译者均列出;“n.d.”表示年份未知。
内容简介
《学术的进展》(1605):把已知的一切与欠缺的一切都清点一遍。
背景与流传
培根按人的官能——记忆、想象、理性——来划分人类知识,并逐个领域标出空白。这是近代第一次试图为整个知识绘制地图,《百科全书》和「研究纲领」这个想法本身都由此而来。
这是编辑性背景,不是可引用的来源:与作品本身的段落不同,这些说明无法在语料库中核对。
(2) But these and the like imputations have rather a countenance of gravity than any ground of justice: for experience doth warrant that, both in persons and in times, there hath been a meeting and concurrence in learning and arms, flourishing and excelling in the same men and the same ages. For as ‘for men, there cannot be a better nor the hike instance as of that pair, Alexander the Great and Julius Cæsar, the Dictator; whereof the one was Aristotle’s scholar in philosophy, and the other was Cicero’s rival in eloquence; or if any man had rather call for scholars that were great generals, than generals that were great scholars, let him take Epaminondas the Theban, or Xenophon the Athenian; whereof the one was the first that abated the power of Sparta, and the other was the first that made way to the overthrow of the monarchy of Persia. And this concurrence is yet more visible in times than in persons, by how much an age is greater object than a man. For both in Egypt, Assyria, Persia, Græcia, and Rome, the same times that are most renowned for arms are, likewise, most admired for learning, so that the greatest authors and philosophers, and the greatest captains and governors, have lived in the same ages. Neither can it otherwise he: for as in man the ripeness of strength of the body and mind cometh much about an age, save that the strength of the body cometh somewhat the more early, so in states, arms and learning, whereof the one correspondeth to the body, the other to the soul of man, have a concurrence or near sequence in times. (3) And for matter of policy and government, that learning, should rather hurt, than enable thereunto, is a thing very improbable; we see it is accounted an error to commit a natural body to empiric physicians, which commonly have a few pleasing receipts whereupon they are confident and adventurous, but know neither the causes of diseases, nor the complexions of patients, nor peril of accidents,…