早稲田大学 文学部 傾向対策解答解説 2018

早稲田大学 文学部 傾向対策解答解説 2018

早稲田大学 文学部 傾向対策解答解説 2018

早稲田大学 文学部 傾向対策解答解説 2018

早稲田大学文学部の過去問の解答・解説・全訳です。受験生の入試対策のためにプロ家庭教師が出題傾向を分析・解説します。

早稲田大学文学部への合格対策カリキュラムをプロ家庭教師に指導依頼できます。

【大学】:早稲田大学
【学部】:文学部
【年度】:2018年

【大問】:
【形式】:適語補充
【表題】:絶対への郷愁 Nostalgia for the Absolute
【作者】:ジョージ・スタイナー George Steiner
【対策】:複数の文章が連続する形式です。内容は、社会思想の変遷という点で、共通しています。1つめの文章は、科学と宗教の真実についてで、ガリレオの探求を考察する文章です。2つめの文章は、スポーツにおけるアマチュアとプロフェッショナルの違いを、起源から考察した文章です。
【用語】:科学と宗教 アマチュアとプロフェッショナル
【目安時間】:20分

【大問】:
【形式】:文章理解
【表題】:1日1殺人 Get Me A Murder A Day
【作者】:ケビン・ウィリアムズ Kevin Williams
【対策】:複数の文章が連続する形式です。内容は、文化発展という点で共通しています。1つめは、メディアの発展において、印刷機械が果す役割を考察しています。2つめは、教育の発展において、世界市民という理想を紹介しています。3つめは、心理学の発展において、言い間違いはどのように分析されてきたかを紹介しています。
【用語】:マスコミ コスモポリタン 言い間違い
【目安時間】:20分

【大問】:
【形式】:適語補充
【表題】:贋作者ファン・メーヘレン
【作者】:
【対策】:説明文。長文を読み進めながら、適切な文章を補充します。英語の物語文には特有の形式がありますので、受験生は読み慣れておきたいです。内容は、フェルメールの絵画がオランダ国民にどのように扱われていたのか、その贋作事件も含めて紹介する文章です。
【用語】:絵画 贋作 文化遺産
【目安時間】:20分

【大問】:
【形式】:適語補充
【表題】:
【作者】:
【対策】:会話文。会話文を読みながら空欄にふさわしい語句を補充します。英語の慣用句や会話表現をまとめておきたいです。内容は、旅行案内です。早稲田他学部も含めれば、商学部・教育学部・文学部・文化構想・理工学部で、会話文が出題されています。過去問演習で類題として押さえておきましょう。
【用語】:
【目安時間】:10分

【大問】:
【形式】:英作文
【表題】:行為としての英語 Doing English
【作者】:ロバート・イーグルストン Robert Eaglestone
【対策】:英作文。資料が与えられ、その内容要約(summary)を書くことが求められます。和文英訳と自由英作文の中間にある形式です。対策としては、段落ごとに内容を整理して読み進める技術を身につけるとよいでしょう。内容は、インドの植民地政策として、キリスト教と英文学が順番に用いられ、その背景として大英帝国と東インド会社の計画をまとめた文章です。
【用語】:要約 意見 対比
【目安時間】:10分

早稲田文学部 2018問題1

Read the following two passages and choose the most appropriate word or phrase for each item (1-14).


(A) The promise we find in the Bible, that "the truth shall make you free", became a cardinal article of secular rationalism and of political liberalism. Pursue the truth, get it right,( 1 ) you will be a more complete, a freer human individual. The scholar, the scientist, was the ( 2 ) of mankind whose often bizarre, seemingly private labours must be underwritten by society. The jokes about eccentric great scientists falling down a well when they are looking at stars, go right back to the beginning of Greek philosophy and they are deeply suggestive. They are jokes about human genius being strange and bizarre. But they never put in ( 3 ) the essential excellence of a disinterested pursuit of objective truth.

However, there are strong ( 4 ) voices as well. The mystical tradition has always insisted on a vision of truth beyond rational grasp, beyond experimental control or refutation. It is said, somewhere there is a "truth higher than truth", of immediate mystical revelation. The churches have fought back. They have said that the truth is in their keeping. It is revealed to man by divine intervention. The long struggle of the Catholic Church, for example, against Galileo is the struggle of a revealed total image of the universe against the threat of change, against ( 5 ). The church believed that the new astronomy would unsettle and hence expose to arbitrary challenge the very concept of proof and of truth. They saw that once a Galileo had been at work, an Einstein, as it were, might come and say to Galileo, "You too are ( 6 )." It is this unpredictable instability of the searching mind which the church felt as a profound ( 7 ) to human order and human happiness.
(Adapted from George Steiner, Nostalgia for the Absolutet.)


1.
(a) and
(b) but
(c) or
(d) though

2.
(a) benefactors
(b) detractors
(c) malefactors
(d) subtractors

3.
(a) debt
(b) depth
(c) detail
(d) doubt

4.
(a) agreeing
(b) dissenting
(c) overwhelming
(d) unifying

5.
(a) acceleration
(b) fragmentation
(C) presentation
(d) temptation

6.
(a) evil
(b) good
(c) right
(d) wrong

7.
(a) benefit
(b) contribution
(c) indifference
(d) menace



(B) What is evident today is that there are two sporting worlds. By far the larger, by number of participants, is the world of amateur, or ( 8 ) participation sport. Here, millions of people play their games, for a variety of reasons, with no expectation or desire that they will be paid for taking part. The second world is that of elite sport. Here, many athletes receive payment in the form of salaries from clubs, prize money, as grants from government or national sports organizations, or in the form of financial support for travel, housing, and so on. ( 9 ) that sport is now such a huge global business and that it is so present across the media in our daily lives, it would be easy to conclude that amateurism, outside of the world of the non-elite athlete, is dead. And yet the sense of an amateur ethos, with its ( 10 ) morals and ideals, has not only survived but prospered. In this, amateurism has little to do with whether money is changing ( 11 ), but instead ( 12 ) to the values that are imbued in sport. Those gentlemen who founded modern sporting regulations and organizations were the custodians of the rule book, and they defined what sport meant. For those men in the modernizing Victorian era, and the administrators, sponsors, and marketers who have followed them, it is essential that sport portrays the image, even if in fact it is ( 13 ), that it has a core set of values, principles, and meanings. This is why the managers and owners of all sports, ably assisted by the media, cry foul when the moral rules of sport, which exist on and off the field of play, are broken. The 21st century athlete, who might earn millions of dollars in salary and endorsements, is still expected to support and represent the ( 14 ) system of the late 19th-century amateur.
(Adapted from Mike Cronin, Sport.)


8.
(a) civic
(b) equal
(c) mass
(d) public

9.
(a) Admitting
(b) Given
(c) Seen
(a) Taking

10.
(a) arranged
(b) codified
(c) inferred
(a) uploaded

11.
(a) forms
(b) hands
(c) names
(d) places

12.
(a) discusses
(b) focuses
(c) insists
(d) speaks

13.
(a) degraded
(b) illusory
(c) supplementary
(d) tenacious

14.
(a) economic
(b) political
(c) value
(d) virtue

早稲田文学部 2018問題1 解答

解答

1 a
2 a
3 d
4 b
5 b
6 d
7 d
8 c
9 b 
10 b
11 b
12 d
13 b
14 c

早稲田文学部 2018問題1 解説

解説

1 a  get it right,and you will be a more complete (命令文+and)
2 a  the scientist was the benefactors of mankind
3 d  they never put in doubt
4 b  there are strong dissenting voices
5 b  total image of the universe against the threat of change against fragmentation
6 d  You too are wrong
7 d  church felt as a profound menace to human order
8 c  mass participation sport
9 b  Given that sport is now such a huge global business
10 b  with its codified morals and ideals
11 b  whether money is changing hands (熟語でお金や取引は動き回っているという意味です)
12 d  speaks to the values that are imbued in sport
13 b  it is illusory that it has a core set of values
14 c  the value system of the late 19th-century amateur




【重要表現】
cardinal 主要な
revelation 啓示
divine 神聖な
custodian 管理人
endorsements


【参考文献】
George Steiner Nostalgia for the Absolute
ジョージ・スタイナー 絶対への郷愁


Mike Cronin Sport
マイク・クローニン スポーツ



早稲田文学部 2018問題2

Read the following three passages and mark the most appropriate choice (a -d) for each item (15-24).


(A) The study of the history of mass communication must concentrate on the emergence of media industries and audiences. On the supply side, technology and economic organisation are necessary for the development of media industries. In fact, different historical periods are distinguished by their technologies. The growth of the newspaper industry in the nineteenth century was influenced by the development of the rotary press, which allowed the reproduction of more sheets per hour, and linotype, which allowed newspaper pages to be composed on a keyboard rather than by hand. The technical improvement allowed more newspapers to be printed more quickly and encouraged the growth of mass-circulation popular papers.

However, the relationship between technology and communication is not straightforward. Technology is often represented as having its own internal drive which determines the nature and content of what is communicated. Such a view ignores the social, economic and cultural developments that shape the application of media technology. How media technologies are adopted, adapted and institutionalised and by whom and for what purpose is essential in understanding the development of mass communication.
(Adapted from Kevin Williams, Get Me A Murder A Day)


15. In order to understand the development of mass media, the author says we should
(a) analyse how capitalism drives both the supply of and demand for information.
(b) consider the problematic relationship between technological and communicative factors
(c) focus on the ways in which media technologies were both formed and received.
(d) look at economic organisations from the perspective of industrialisation.

16. The growth of the newspaper industry in the nineteenth century is described as an example of
(a) the Industrial Revolution.
(b) mass consumption.
(c) the rotary press.
(d) technological development.



(B) One specific moral outlook that many Enlightenment authors hoped to cultivate through education was cosmopolitanism. This goal was particularly prevalent among intellectuals in the German Enlightenment. Johann Bernhard Basedow (1724–1790), the educational reformer, held that the primary aim of education is to prepare students to become "citizens of our world” rather than of a specific principality or state. And Immanuel Kant (1724-1804) stressed that the correct plan for education "must be made in a cosmopolitan manner," urging teachers to stress "philanthropy toward others and then also cosmopolitan dispositions” in their lessons, so that students would eventually come to “rejoice at the best for the world even if it is not to the advantage of their fatherland or to their own gain."

Many American colleges and universities at present do strive to offer curricula aimed at promoting world citizenship and cultivating humanity in their students, but no hard data exist to support the claim that such curricula are successful in achieving their aim. Certainly there is no guarantee that students who receive an education intended to implant cosmopolitan dispositions will actually develop such dispositions and act consistently from them. Some people are resolutely selfish, and no amount of exposure to a world-citizen model of education is going to change them. Educators can only try to teach cosmopolitan dispositions persistently and earnestly, and then hope for the best-acting on the highly plausible assumption that the habits of thought, reflection, and emotional response human beings learn when young usually, but not necessarily always, influence their moral orientations as adults.
(Adapted from Robert B. Louden, The World We Want.)


17. Some German Enlightenment intellectuals insisted that
(a) the provincial should be given priority over the universal even if the latter is disadvantaged.
(b) the provincial should be given priority over the universal unless the latter is disadvantaged.
(c) the universal should be given priority over the provincial even if the latter is disadvantaged.
(d) the universal should be given priority over the provincial unless the latter is disadvantaged.

18. According to the passage, efforts of higher educational institutions in America show
(a) the aims of such courses are being successfully achieved.
(b) awareness of world citizenship is going to change people, no matter how selfish.
(c) cultivating humanity in their students leads to cosmopolitanism.
(d) they may nevertheless fail to equip every student with cosmopolitan dispositions.

19. Which of the following is true, according to the passage?
(a) Educators hope for the best style of teaching in a cosmopolitan manner.
(b) Educators should teach cosmopolitan dispositions only to the most selfish students.
(c) Habits acquired early are likely to guide one's moral outlook on the world.
(d) It is assumed that human beings cannot orient themselves towards moral conduct.



(C) George W. Bush, former President of the USA and firm believer in the education system, once publicly said, unintentionally making a grammatical mistake: "Rarely is the question asked: Is our children learning?" He is also said to have made a much worse mistake in speaking to a national teachers' conference, beginning "I'd like to spank all the teachers..." when he wished to thank them for all their hard work.

The type of slip of the tongue in the second example above, where the word used sounds like the right word, but is embarrassingly wrong, is known as a "malapropism" after the character, Mrs Malaprop, in R. B. Sheridan's play, The Rivals (1775). And, there is another kind of slip of the tongue which has a characteristic of confusing two words with the same vowel. This is called a "spoonerism", named after the Reverend William Archibald Spooner (1844–1930), professor of Oxford, who was notoriously prone to this mistake. "Three cheers for our queer old dean!" (rather than "dear old queen," which is a reference to Queen Victoria) and "A well-boiled icicle" (rather than "well-oiled bicycle") are a few examples among many more utterances of his with this trait, though actually some of them were invented and attributed to him just because they are the sorts of things that he would say.

Any form of word slip will be embarrassing to the addressed companions or public audience. In 1901, Sigmund Freud suggested that it indicates a secret desire, revealing a truth that speakers wish to conceal or would rather deny. He claimed that slips reveal a conflict between something that insists on being said and the inner force that seeks to repress it. It is the unconscious, he said, that operates here and the wrongly uttered word is not random but meaningful.

Modern cognitive psychologist Donald Norman argues against Freudian interpretations. Having studied these word slips in detail, he claims that most common forms of slips are forced to occur by the intrusion of habit. He compares word slips to behavioural ones, such as the case where you find yourself using your own house key to try to unlock a friend's door. It is, he says, simply a matter of habitual sequence. The same is true with absentmindedly uttering a wrong word in the wrong place and therefore the word itself is nothing meaningful.

Whether meaningful or not, these slips might cause some serious trouble especially when the speaker is in an important position like a politician or a scholar. Quite a few public figures are often reported on TV to have made such a slip of the tongue as cannot be passed over. For example, the former Prime Minister of the United Kingdom, Gordon Brown, said to Parliament, “We not only saved the world, er, saved the banks...", a slip which seemed to suggest an unconscious sense of global power on his part. If things go according to Freud, they meant what they said on the unconscious level, which can become a serious matter. On the other hand, if their excuse that it was just a simple slip is to be widely believed, the cognitive psychological interpretation has supported it. Those people like the President and the Oxford don are fortunate in a sense to be publicly recognized as people who would easily say such things. Anyway, the best policy is that you should be careful of your tongue, if you would not like to make so serious a mistake in your speech or to be treated as such a person.
(Adapted from Sarah Tomley, What Would Freud Do)


20. You are apt to make a slip of the tongue
(a) due to the education system in which you have learned grammar.
(b) simultaneously with the slips you make in your behaviour while you are speaking.
(c) when you confuse vowels with consonants in the words you want to use.
(d) whether you are inclined to say something different or are simply absent-minded.

21. According to Freud, Gordon Brown's comment could be
(a) an example of a slip where he really did want to save the banks.
(b) a reasonable excuse for his failure to control the financial crisis.
(c) ignored because he did not intend to be taken seriously.
(d) interpreted as showing his arrogant intention to save the world.

22. Sigmund Freud and Donald Norman
(a) argued over the difference between the unconscious and habit.
(b) both tried to make clear what lies behind word slips happening.
(c) have much in common in interpreting the meaning of word slips.
(d) share the view of word slips as indications of a hidden personality,

23. Politicians and scholars are
(a) liable to make a slip of the tongue because their jobs are so stressful.
(b) likely to be condemned for making too many appearances on TV.
(c) mentioned as examples of making serious mistakes inadvertently.
(a) respectively a Freudian example and a cognitive psychological example.

24. The text is best described as two different interpretations of
(a) how a slip of the tongue sounds.
(b) what a slip of the tongue causes.
(c) where a slip of the tongue leads.
(d) why a slip of the tongue happens.

早稲田文学部 2018問題2 解答

解答

15 c
16 d
17 c
18 d
19 c
20 d
21 d
22 b
23 c
24 d

早稲田文学部 2018問題2 解説

解説  
  
15 c  focus on the ways in which media technologies were both formed and received メディアテクノロジーが形成され、受容された方法に焦点を合わせる。

16 d  technological development 技術開発

17 c  the universal should be given priority over the provincial even if the latter is disadvantaged 普遍性は地域性よりも、後者が不利であるとしても、優先されるべきだ。

18 d  they may nevertheless fail to equip every student with cosmopolitan dispositions それにもかかわらず、彼らはすべての学生に国際的な態度を与えることに失敗するかもしれない。

19 c  Habits acquired early are likely to guide one's moral outlook on
the world 早く習得した習慣が、世界への道徳的視点を左右する可能性がある。

20 d  whether you are inclined to say something different or are simply absent-minded 何か違うことを言う傾向があるのか、単に何も考えていないか

21 d  interpreted as showing his arrogant intention to save the world  世界を救うという彼の傲慢な意図を示すと解釈された

22 b  both tried to make clear what lies behind word slips happening どちらも言い間違いの背後にあるものを明確にしようとした。

23 c  mentioned as examples of making serious mistakes inadvertently うっかり重大な失敗をした例として挙げられている

24 d  why a slip of the tongue happens なぜ言い間違いが起きるのか


【重要表現】

(A)
【mass communication】
マスコミュニケーションとは、新聞・雑誌・ラジオ・テレビなどにより、情報を大量に送信する制度です。20世紀に発展し、送信者が受信者へ、一方的に情報を送信する特徴があります。21世紀にはインターネットが発展し、インターネットの双方向性の優位により、マスコミュニケーションは衰退傾向にあります。

【supply side】
供給者(きょうきゅうしゃ)は、経済学用語で、財・サービスの供給者です。対義語は、需要者です。

【rotary press】
輪転印刷機(りんてんいんさつき)は、印刷機械です。低品質の紙を高速に印刷できます。日刊新聞やゴシップ紙などの消費財生産に採用されています。輪転印刷機と同じ意味で、輪転機(りんてんき)やロータリープレスという言葉も用いられます。

【linotype】
ライノタイプは、金属の印刷版を制作する機械です。印刷に先立ち、印刷版を制作しやすくしました。


(B)
【cosmopolitanism】
コスモポリタニズムとは、多文化多民族の共和を目指す思想です。


【citizens of our world】
世界市民は、特定の国家君主のためではなく、世界の一市民として生きる思想です。啓蒙思想の時代には、ヨハン・ベルハード・バセドウ(Johann Bernhard Basedow)が博愛主義を、エマニエル・カント(Immanuel Kant)が永遠平和を、それぞれ提唱しました。

philanthropy 慈善事業



(C)
unintentionally わざとではなく
slip of the tongue 言い間違い




【参考文献】
Kevin Williams Get Me A Murder A Day
ケビン・ウィリアムズ 1日1殺人


Robert B. Louden The World We Want
ロバート・B・ローデン 僕たちの望む世界


Sarah Tomley What Would Freud Do
サラ・トムリー フロイトならどうする


早稲田文学部 2018問題3

早稲田大学 文学部 2018年3.txt

Choose the most appropriate sentence from the following list (a -h) for each item (25-31).

(a) The confidence of the scholars and experts in their evaluations of paintings was thus found to be completely justified.

(b) However, at the time of his death, Vermeer was only known within his hometown of Delft, and for another two hundred years his work remained in obscurity.

(c) Ironically, his own paintings, which had been condemned by critics in the 1920s as hopelessly old fashioned, became valuable after the notorious court case, though of course it was a vindication too late for the man himself.

(d) Moreover, van Meegeren claimed that he had produced several forgeries over the years, none of which had been detected, and had made a fortune by selling the fake paintings.

(e) Nevertheless, besides satisfying his wish for revenge on the art establishment, once he started being able to sell his fakes for huge prices, it seemed wiser to keep the secret to himself, and perhaps to his family.

(f) A process of detective work and scholarly argument followed each claimed discovery, with art experts making judgements on the style and quality of the painting.

(g) Van Meegeren had been an artist before he became a forger and when he began to make forgeries, his motivation was not, it seems, simply a wish to make money, but more a desire for revenge.

(h) When the war ended, a process of retribution commenced against those who had profited through collaboration with the occupying forces.



Nowadays, people throughout the world know and love the work of the Dutch artist, Johannes Vermeer (1632-75). Paintings such as Girl with a Pearl Earring, The Music Lesson, and The Milkmaid appear on posters and in advertisements and are recognised even by those who are not connoisseurs of art. ( 25 ) In the late 19th century, his work was reappraised, and the qualities of light, composition, clarity and humanity were noticed by critics. It became important to the people of the Netherlands, especially, that paintings by a great national artist be discovered and preserved. Nevertheless, such had been the neglect of the artist that few of his paintings were known certainly to still exist, though it was believed that many works, with no certain origin, might be by the artist. On the one hand, the paintings were not signed, and there was little or no documentary evidence; on the other hand, there were frequent claims on the basis of style and composition for this or that painting. ( 26 ) When a new Vermeer was found and given expert validation, there was great excitement and the painting would receive a high price at auction.

In 1940, the Netherlands was invaded by Germany, and subjected to a brutal occupation until 1944. Some of the high German officials were attracted to collecting art works, and sought to add to their own private collections from the countries they ruled during the war, though the general public of such countries as France and the Netherlands considered it criminal to allow their own cultural heritage to be looted in this way. ( 27 ) And thus it was in 1945 that a Dutch art dealer, and minor painter, named Han van Meegeren was put on trial for selling a national treasure, a painting by Vermeer, to a highranking German.

At this point, van Meegeren made an admission that rocked the foundations of the art world: the painting, he protested, was not really a Vermeer, but a forgery, made by van Meegeren himself. ( 28 ) The court was unconvinced, but van Meegeren set up a studio, and demonstrated the techniques and tricks he had used. Avoiding the heavier crime of selling a real Vermeer to the Germans, he was convicted of forgery and sentenced to one year in prison. However, Han van Meegeren died of a heart attack, in 1947, just before he would have started his sentence.

( 29 ) He had begun as a painter by wanting recognition as an artist himself, but he had remained within the realist tradition of Dutch art, while the fashion in contemporary painting moved decisively to modernist and abstract modes. Exasperated by his lack of success, he had come to believe that the art critics and experts were all idiots and charlatans. He undertook a close study of old Dutch art in order to make forgeries, and thus to prove that the experts knew nothing. ( 30 )

Van Meegeren was perhaps the most successful art forger of all time. ( 31 ) His son, Jacques van Meegeren, also became an art forger, but the forgeries he made were not of a great artist like Vermeer, but of his own father, low-grade paintings, which were signed 'H. van Meegeren' and sold for quite high sums. It is also possible that there are still a number of paintings by Han van Meegeren that are hanging in museums and private collections attributed to Dutch master painters other than Vermeer, such as Frans Hals (1582–1666).

早稲田文学部 2018問題3 解答

解答

25 b
26 f
27 h
28 d
29 g
30 e
31 c

早稲田文学部 2018問題 3解説

解説


【重要表現】
obscurity 不鮮明な
composition 構成
scholarly 学術的
cultural heritage 文化遺産
commence 開始する
forgery 贋作
make a fortune 財を成す
vindication 立証

早稲田文学部 2018問題4



Two students, Kenji and Robert, meet and talk.

Kenji: Hi, ( 32 ). You're Robert Smith, aren't you?
Robert: Sure, yeah,( 33 ).
Kenji: I'm Kenji, and I'm a classmate of your friend Jo. She said you had lived in Denver, and I'm going there for a year abroad, so she thought I ( 34 ) you.
Robert: OK, sure, ( 35 ). What would you like to know?
Kenji: Well, I was thinking about the city itself, and what kind of things I could do there.
Robert: Things to do in Denver? OK. It depends on what you're into, of course. Do you like sports?
Kenji: Oh, yes, very much; I heard it's good for skiing.
Robert: Oh, yes, ( 36 ). But there are lots of athletics and other activities you can do there, too.
Kenji: And music. I really love going to concerts.
Robert: Right, yes, I see. Well, I can give you some great places. Not just the big venues but smaller ones like the hi-dive, and Mercury Cafe. Look, Kenji, I ( 37 ) now; here, let's exchange phone numbers, and I'll text you later.
Kenji: Thanks, Robert. You've been a great help.
Robert: Nice ( 38 ) you, Kenji. See you later, bro.


(a) could ask
(b) excuse me
(c) got to go
(d) have difficulty
(e) I'm sorry
(f) it surely is
(8) just do it
(g) no problem
(i) should talk with
(j) that's me
(k) to catch up with
(l) to meet
(m) to see


早稲田文学部 2018問題4 解答

解答

32 b
33 j
34 i
35 h
36 f
37 c
38 l

早稲田文学部 2018問題4 解説

解説

32 b  相手の素性をたずねているので excuse me
33 j  Sure, yeah, that's me
34 i  デンバー出身者は相談にふさわしいので I should talk with you
35 h  快く引き受けているので no problem
36 f  it surely is. But there are lots of athletics and other activities
37 c  電話番号交換からお別れの時間なので I got to go now
38 l  Nice to meet you

早稲田文学部 2018問題5

PLEASE READ THE INSTRUCTIONS CAREFULLY.

Read the following passage and complete the English summary in your own words in the space provided on the separate answer sheet.
The beginning of the summary is provided; you must complete it in 4-10 words.
(解答用紙 160mm x 2行  10WORDSから15WORD目安)


History witnessed an unexpected impact of English literature outside the British Isles. During the first half of the nineteenth century, the British ruled India through a company called the East India Company. In 1813 Parliament increased the company's responsibility for the education of the Indian population and at the same time made it much harder for the Company to support the work of Christian missionaries and preachers. Previously, the East India Company had helped to convert the Indian population, because the people in charge believed that Christian Indians would be more honest and hard-working, and more supportive of the Company's colonial exploitation.

They thought that studying the Bible and Christianity made the population more ‘moral', if moral is understood in the rather narrow sense of being in agreement with the principles of the Company'. However, many people in London thought it was quite risky persuading someone to become a Christian. (Perhaps this was because converting someone involved asking her or him a lot of searching questions which Christianity then claimed to answer: the last thing Britain and the East India Company wanted was for anybody to ask searching questions about anything, in case their regime itself came into question.)

The upshot of this was that the East India Company had to devise another way of making sure that the native population would be keen to follow an 'English way of life', at least enough to be good Company servants. The literature of England was seen as a mould of the English way of life, morals, taste, and way of doing things, so why not teach Indians how to be more English by teaching them English literature? Studying English literature was seen as a way of 'civilising the native population. By 1835, this tactic was made law by the English Education Act, which officially made English the medium of instruction in Indian education and required the study of English literature.
(Adapted from Robert Eaglestone, Doing English.)

SUMMARY:
In colonial India, English values and mentality were diffused not through Christianity but through English literature, so that the indigenous people could ...

[complete the summary on the separate answer sheet]

早稲田文学部 2018問題5 解答

解答

(In colonial India, English values and mentality were diffused not through Christianity but through English literature, so that the indigenous people could) know English ways of life and become good servants of the East India Company.

早稲田文学部 2018問題5 解説

解説

最終パラグラフに結論が描かれていますので、そこを中心に要約すればよいでしょう。植民地政策として、キリスト教と英文学が順番に用いられ、その背景には大英帝国と東インド会社の計画があった点を理解しましょう。


【参考文献】
Doing English Robert Eaglestone

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