【正文】 interpersonal relationships, and exhibit problem behaviors both at home and at school. Furthermore, the adjustment problems of boys are still noticeable even two years after the divorce. Girls39。 achievements to previous efforts. [B] How St. T. Aquinas worked out the balance in discussion. [C] Other endeavors on the relationship of reason and revelation. [D] Outstanding features of the mature period of Scholasticism. Text 4 15 Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child39。s maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology. As a result of their belief in the harmony between faith and 13 reason, the Scholastics attempted to determine the precise scope and petence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation. 31. With the Scholastics, the search for new knowledge [A] stopped pletely. [B]sped down. [C] advanced rapidly. [D] awaked gradually. 32. Which of the following best illustrate the relation between reason and revelation? [A] They are simply identical. [B] Revelation guides reason. [C] They are occasionally contradictory. [D] Reason is used to perfect revelation. 33. It can be inferred from Paragraph two of the text that [A] the position of philosophy as a humble servant was accepted. 14 [B] religion had turn into a hamper to the functioning of philosophy. [C] philosophers often quoted revelation to support themselves. [D] philosophers were sometimes referred to in religious practice. 34. Averro235。s decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Noheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation. This attitude of Scholasticism stands in sharp contrast to the socalled doubletruth theory of the SpanishArab philosopher and physician Averro235。s attitude towards the Parliament? [A] Indignant. [B] Skeptical. [C] Inquisitive. 11 [D] Critical. Text 3 Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the mon aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modem thought since the Renaissance. The basic aim of the Scholastics determined certain mon attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was 12 the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter。t mix up with the affair. 29. It can be learned from Paragraph 4 that [A] most ministers were suspicious of Hoon39。s tunes, Mr. Blair would be wrong to assume that he can draw a line under all of this by making Mr. Hoon the fallguy. It was Mr. Blair who 9 decided to take Britain to war, and a Cabi of largely skeptical ministers that backed him. It was Mr. Blair who told MPs that unless Saddam was removed, terrorists would pose a greater global threateven though he had received intelligence that suggested a war would lead to an increase in terrorism. Parliament should be the forum in which the Prime Minister is called more fully to account, but lain Duncan Smith39。s weapons was not mixed up, but failed to explain why the intelligence was so hopelessly wrong. The Hutton inquiry is investigating the death of Dr. David Kelly, a personal tragedy of marginal relevance to the war against Iraq. Tony Blair has still to e under close examination about his conduct in the buildingup to war. Instead, the Defence Secretary, Geoff Hoon, is being fingered as if he were masterminding the war behind everyone39。s weapons was published? Why did he choose to ignore 8 the intelligence and argue instead that the war was necessary, precisely because of the threat posed by international terrorism? There have been two parliamentary investigations into this war and the Hutton inquiry reopens tomorrow. In their different ways they have been illuminating, but none of them has addressed the main issues relating to the war. The Foreign Affairs Committee had the scope to range widely, but c