What It Means to Be European · 何为欧洲人
The four threads, at the end
- Total war and political instability gave way to a polarised state order during the Cold War and eventually to efforts at transnational union.
- Economic collapse and total war created conflicting conceptions of the relationship between the individual and the state.
- Movements questioned objective knowledge, reason's ability to arrive at truth, and religion's role in determining moral standards — and demographic changes... altered the experiences of everyday life.
走到终点的四条线索
- 总体战与政治动荡让位于冷战期间两极化的国家秩序,并最终让位于跨国联合的种种努力。
- 经济崩溃与总体战造就了关于个人与国家关系的相互冲突的构想。
- 各种运动质疑客观知识、理性抵达真理的能力,以及宗教在确定道德标准中的作用——而人口变化……改变了日常生活的经验。
Belonging acquired a second level because EU members... · 归属感获得了第二层含义,因为欧盟成员国……
A person may belong twice, and the two claims can pull apart. · 一个人可能拥有双重归属,而这两种主张可能会相互背离。
Belonging acquired a second level
- 9.10 says member nations continue to balance questions of national sovereignty with the responsibilities of membership.
- That is a new answer to 7.2's question about national loyalty: a person may belong twice, and the two claims can pull apart.
- So being European is described by the CED as an unresolved relationship, not a settled identity.
归属获得了第二个层次
- 9.10 说成员国持续在国家主权问题与成员身份的责任之间求取平衡。
- 这是对 7.2 关于民族忠诚之问题的一个新答案:一个人可以有双重归属,而这两项主张可能互相拉扯。
- 因此按 CED 的描述,身为欧洲人是一种未解决的关系,而不是一种已确定的身份。
Select all · 所有 the developments that changed who counts as European. · 选择所有改变了谁算作欧洲人的发展。
Vienna belongs to unit 5. · 维也纳属于第5单元。
And who counts as European changed
- 9.11: immigration altered Europe's religious makeup, causing debate and conflict over the role of religion in social and political life.
- 9.9: decolonisation ended the arrangement under which Europe defined itself partly against its colonies.
- 9.7: the EU was enlarged through the admission of former Eastern bloc countries, so the map of who is inside changed too.
而谁算欧洲人也改变了
- 9.11:移民改变了欧洲的宗教构成,引发了关于宗教在社会与政治生活中作用的辩论与冲突。
- 9.9:非殖民化终结了那种安排,在其中欧洲部分地以其殖民地为参照来界定自身。
- 9.7:欧盟通过接纳前东方阵营国家而扩大,因此谁在里面的那张地图也改变了。
The state order, who belongs, or what stays open? · 国家秩序、归属权,还是什么保持开放?
Sort each statement about the century's legacy. · 对世纪遗产的每个陈述进行分类。
The knowledge thread ends unresolved in the CED's own account. · 知识脉络在CED自己的叙述中以未决状态结束。
Questions that eluded consensus; postmodernism, not a new certainty. · 未能达成共识的问题;后现代主义,而非新的确定性。
The CED ends in open questions, and that is the answer. Medical and moral questions eluded consensus, religion continued to play a role despite secularism, and EU members continue to balance sovereignty against membership — a course ending in unresolved matters is describing a present, not delivering a conclusion.
CED 以开放的问题结束,而这正是答案。医学与道德问题难以达成共识,宗教尽管面对世俗主义仍继续发挥作用,而欧盟成员国持续在主权与成员身份之间求取平衡——一门以未解决之事结束的课程,描述的是一个当下,而不是在交付一个结论。
A course ending in open questions is describing a , not a conclusion. · 以开放性问题结束的课程是在描述一个,而非结论。
And saying so is the correct final move. · 明确这一点是正确的最终步骤。
What the century did not settle
- The knowledge thread ends unresolved: 9.12's questions eluded consensus, and 9.14 names postmodernism rather than a new certainty.
- Religion continued to play a role despite secularism, so that argument is open too.
- A course that ends in open questions is describing a present, not a conclusion — and saying so is the correct final move.
这个世纪没有解决的东西
- 知识那条线索以未解决告终:9.12 的问题难以达成共识,而 9.14 点出的是后现代主义,不是一种新的确定性。
- 宗教尽管面对世俗主义仍继续发挥作用,因此那场争论也是开放的。
- 一门以开放问题结束的课程,描述的是一个当下,而不是一个结论——而说出这一点,正是正确的收尾动作。
The method for this last objective is to name a challenge, name what it changed about belonging, and... · 此最后目标的方法是指出一个挑战,说明它如何改变了归属感,然后……
Three times — state order, identity, knowledge. · 三次——国家秩序、身份认同、知识。
Writing the last objective
- The objective is how the challenges of the 20th century influenced what it means to be European.
- Name a challenge, name what it changed about belonging, and say whether the CED treats the matter as settled.
- Do that three times — for the state order, for identity, and for knowledge — and the course has an ending.
书写最后一个目标
- 这一目标是20 世纪的种种挑战如何影响了身为欧洲人的意涵。
- 点出一项挑战、点出它改变了归属的什么,并说明 CED 是否把这件事视为已经解决。
- 这样做三次——就国家秩序、就身份认同、就知识——本课程就有了一个结尾。
Ask what a continent has settled in a hundred years and the honest list is short: who may rule by force, and what a war costs. Ask what it has left open and the list is longer, and every item on it is still being argued about by people alive now.
问一块大陆在一百年里解决了什么,诚实的清单很短:谁可以凭武力统治,以及一场战争的代价是什么。问它留下了什么未决,清单就长得多,而其中每一项,如今活着的人们仍在争论。
By the present, total war gave way to a polarised order and then to efforts at transnational union; belonging acquired a second level, since EU members continue to balance national sovereignty with the responsibilities of membership; who counts as European changed through decolonisation, immigration, and enlargement; and the knowledge thread ends open — questions that eluded consensus, religion that continued to play a role despite secularism. A course ending in open questions is describing a present.
到当下,总体战让位于两极化的秩序,继而让位于跨国联合的努力;归属获得了第二个层次,因为欧盟成员国持续在国家主权与成员身份的责任之间求取平衡;谁算欧洲人,通过非殖民化、移民与扩大而改变;而知识那条线索以开放告终——那些难以达成共识的问题,以及尽管面对世俗主义仍继续发挥作用的宗教。一门以开放问题结束的课程,描述的是一个当下。