수능특강

수능특강

15_1.
Globalization has often been studied as a macro phenomenon. However,
as the globalization process obviously affects individuals’ lives, a need for
alternative concepts has emerged. Concepts such as cosmopolitanism and
global citizenship have therefore frequently been used to capture how
globalization is experienced “from below”, with individuals as the object of
analysis. Here, cosmopolitanism is interpreted as having many similarities
to global citizenship. For instance, cultural sociologist John Tomlinson
claims that being a cosmopolitan means that one has an active experience
of “belonging to the wider world”. As such, cosmopolitanism is closely
connected to identity; a cosmopolitan obtains a reflexive awareness of
the features that unite us as human beings. This requires the ability to
question one’s own assumptions and prejudices. Identity is in this context
not essentialist or stable; rather, it is fragmented and constructed and
reconstructed across the different practices and positions in which one
participates.

1. What is the main focus of the passage?

A. The economic impacts of globalization on international markets.
B. The study of globalization from a macro perspective.
C. The exploration of concepts like cosmopolitanism and global citizenship
as experiences of globalization.
D. The detailed analysis of global citizenship policies.
E. The technological advancements contributing to globalization.

2. How are cosmopolitanism and global citizenship related, according to

the passage?
A. They are fundamentally opposing concepts.
B. There is no significant relationship mentioned between the two.
C. Cosmopolitanism is considered a subset of global citizenship.
D. They are interpreted as having many similarities.
E. Global citizenship is a more advanced form of cosmopolitanism.

3. What does being a cosmopolitan entail, as stated in the passage?

A. A preference for one’s own culture and identity.
B. An active experience of belonging to the wider world.
C. A rejection of global connectivity and awareness.
D. A focus on local issues rather than global ones.
E. The pursuit of economic globalization.

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4. According to the passage, how is identity related to cosmopolitanism?

A. Identity is seen as essentialist and stable within the context of
cosmopolitanism.
B. Identity is fragmented and constantly constructed and reconstructed
across different practices.
C. Identity has no connection to cosmopolitanism.
D. Identity is solely defined by national boundaries in the context of
cosmopolitanism.
E. Identity is determined by economic status in cosmopolitan settings.

5. What is required to achieve the reflexive awareness associated with

being a cosmopolitan?
A. Adherence to traditional cultural norms.
B. Ignorance of global issues and concerns.
C. The ability to question one’s own assumptions and prejudices.
D. A focus on local community engagement only.
E. Complete acceptance of all global practices without critique.

6. Which of the following does NOT agree with the contents of the
passage?
A. Cosmopolitanism and global citizenship are unrelated concepts.
B. Identity is essentialist and stable according to cosmopolitan views.
C. John Tomlinson is unrelated to the discussion of cosmopolitanism.
D. Globalization is only a macro phenomenon without individual impact.
E. Globalization affects individuals and requires new concepts to be
understood.

7. Which statement contradicts the information provided in the passage?

A. Global citizenship and cosmopolitanism are seen as having significant
similarities.
B. The globalization process affects individuals’ lives, necessitating new
analytical concepts.
C. Identity in the context of cosmopolitanism is not fixed but is instead
constructed and reconstructed.
D. Questioning one’s own assumptions and prejudices is essential for
understanding globalization.
E. Cosmopolitan individuals have a passive experience of global belonging.

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15_2
On June 17, 1953, Mrs. Roosevelt traveled to Hiroshima, where she visited
the Atomic Bomb Casualty Commission, an American research group that
studied the effects of the nuclear attacks on bomb survivors. Many people
had been injured by the fires that the bomb had caused. After her official
meetings, some girls were waiting to see her. The girls explained that they
did not blame her for the atomic bomb; they only wanted to impress on
her the need to ensure that these weapons were never used again on
human beings, given their effects. Although she did not say so directly,
the girls may have been among those whose faces were permanently
disfigured by the attack. This must have been a powerful encounter
because Mrs. Roosevelt called it a “tragic moment.” It led her to urge
Americans to do more to help. Though she maintained that they were not
America’s direct responsibility, “as a gesture of goodwill for the victims of
this last war, such help would be invaluable.”

1. What is the main topic of the passage?

A. The establishment of the Atomic Bomb Casualty Commission.
B. Mrs. Roosevelt’s political career and achievements.
C. The effects of the nuclear attacks on Hiroshima and the aftermath.
D. The diplomatic relations between the United States and Japan post-
World War II.
E. The development of nuclear weapons during the 20th century.

2. Where did Mrs. Roosevelt visit on June 17, 1953?

A. The United Nations headquarters in New York.
B. Hiroshima, to visit the Atomic Bomb Casualty Commission.
C. A conference on nuclear disarmament in Geneva.
D. The site of the Nagasaki atomic bomb explosion.
E. A memorial service for World War II victims in Washington, D.C.

3. What was the purpose of the Atomic Bomb Casualty Commission?

A. To commemorate the victims of the Hiroshima and Nagasaki bombings.
B. To conduct peace negotiations between the United States and Japan.
C. To provide medical treatment to the survivors of the atomic bomb.
D. To study the effects of the nuclear attacks on bomb survivors.
E. To investigate the development of nuclear weapons.

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4. What did the girls waiting to see Mrs. Roosevelt express to her?
A. They blamed her for the atomic bomb attacks.
B. They requested financial compensation for their injuries.
C. They asked for her to support the rebuilding of Hiroshima.
D. They congratulated her on the success of the Atomic Bomb Casualty
Commission.
E. They emphasized the importance of never using nuclear weapons again
on human beings.

5. How did Mrs. Roosevelt describe her encounter with the girls?
A. As a memorable experience.
B. As a tragic moment.
C. As an uplifting meeting.
D. As a diplomatic success.
E. As an insignificant event.

6. Which of the following does NOT agree with the contents of the
passage?
A. Mrs. Roosevelt directly blamed for the atomic bomb attacks.
B. The Atomic Bomb Casualty Commission was primarily a medical facility.
C. The girls who met Mrs. Roosevelt were seeking revenge for the
bombings.
D. Mrs. Roosevelt visited Hiroshima to personally apologize for the nuclear
attacks.
E. The victims of the Hiroshima bombing were considered America’s direct
responsibility by Mrs. Roosevelt.

7. Which statement contradicts the information provided in the passage?

A. The Atomic Bomb Casualty Commission’s research focused on
peacekeeping efforts.
B. The encounter with the girls led Mrs. Roosevelt to call for increased
American aid to Japan.
C. Mrs. Roosevelt believed that the United States had a direct responsibility
towards the victims of the atomic bomb.
D. The girls met by Mrs. Roosevelt had their faces disfigured due to the
atomic bomb attack.
E. The meeting between Mrs. Roosevelt and the Hiroshima survivors was
characterized as a tragic moment by her.

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15_3.
Most philosophers accepted Plato’s definition of knowledge as justified
true belief until the 1960s, when Edmund Gettier showed that it didn’t
always provide a satisfactory explanation. He came up with several
instances where we instinctively realize that someone doesn’t really know
something, even though that person’s belief is both true and justified. For
example, I have arranged to meet my friend Sue at her house, and when
I arrive I see her through the window sitting in the kitchen. In fact, it is
not Sue that I see, but her identical twin sister - Sue is actually in another
room. My belief that Sue is home is true, and I have good reason to believe
it because I am sure I have seen her, but it is wrong to say that I knew she
was at home - I didn’t know. Examples such as this became known as
“Gettier problems,” and have prompted philosophers to ask if, in addition
to belief, truth, and justification, there is a fourth criterion for knowledge.
Gettier had cast doubt not only on Plato’s definition, but also on whether
or not it is possible to define completely what knowledge is.

1. What is the primary focus of the passage?

A. The life and achievements of Edmund Gettier.
B. The historical development of the concept of knowledge.
C. Plato’s definition of knowledge and the challenges posed by Edmund
Gettier.
D. The philosophical implications of identical twins in understanding
knowledge.
E. The comparison between ancient and modern philosophical theories.

2. Until when did most philosophers accept Plato’s definition of knowledge

as justified true belief?
A. Until the early 20th century.
B. Until the 1960s.
C. Until Edmund Gettier’s death.
D. Until the publication of Plato’s “Republic.”
E. Until the discovery of the Gettier problems.

3. What did Edmund Gettier challenge in the 1960s?

A. The accuracy of historical philosophical texts.
B. The ethical implications of lying about knowledge.
C. The importance of truth in modern society.
D. The role of identical twins in philosophical experiments.
E. Plato’s definition of knowledge as justified true belief.

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4. What is a “Gettier problem”?

A. A situation where belief, truth, and justification do not suffice to
constitute knowledge.
B. A philosophical dilemma involving ethical choices.
C. A mathematical problem that disproves a philosophical theory.
D. A historical debate between Plato and his contemporaries.
E. An argument against the study of philosophy.

5. What additional criterion for knowledge are philosophers prompted to

consider due to Gettier problems?
A. A fifth criterion involving personal experience.
B. A fourth criterion beyond belief, truth, and justification.
C. A third criterion focusing on ethical justification.
D. A new definition of truth.
E. A revised understanding of belief based on human beings’ universal life
styles.

6. Which of the following does NOT agree with the contents of the
passage?
A. Edmund Gettier was a contemporary of Plato.
B. Gettier problems prove that Plato’s definition of knowledge is accurate.
C. Identical twins have no relevance in philosophical discussions on
knowledge.
D. Knowledge can be completely defined by belief, truth, and justification.
E. Edmund Gettier introduced instances that challenge the sufficiency of
justified true belief for knowledge.

7. Which statement contradicts the information provided in the passage?

A. Edmund Gettier supported Plato’s definition of knowledge without
reservation.
B. Philosophers universally agree that knowledge is simply justified true
belief.
C. Gettier problems suggest that there might be a fourth criterion for
knowledge.
D. The passage implies that defining knowledge completely may not be
possible.
E. The example provided illustrates a scenario where justified true belief
does not equate to knowledge.

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15_4.
On one level, it is helpful for individuals to identify which kind of ethical
system they have and which kind they admire. Immanuel Kant takes it one
step further, adding an unusual rule for a deontologist. He believed that
you can and should test your decisions for moral and ethical soundness
and outlined a thought experiment he called the Categorical Imperative
to help you do just that. When considering any course of action, ask
yourself, “Would I want everyone else, if placed in my position, to do the
same thing?” If the answer is yes, you’re on the right path. If the answer is
no, then don’t do it yourself. For example, while you can easily imagine a
situation in which it might be to your advantage to lie, you would not want
everyone to lie, so you should not lie yourself.

1. What is the main topic of the passage?

A. The history of ethical systems.
B. The benefits of identifying individual ethical systems and thinking
patterns.
C. The process of ethical decision-making.
D. Immanuel Kant’s contribution to deontological ethics.
E. The role of thought experiments in philosophy.

2. What does Immanuel Kant add to the discussion of ethical systems?

A. A new ethical system based on consequences.
B. A critique of previous ethical theories.
C. An unusual rule for a deontologist to test moral decisions.
D. A historical overview of ethics.
E. A method for achieving personal happiness and social well-being.

3. What is the Categorical Imperative according to Kant?

A. A rule that states one should act only on maxims that can be willed to
become universal laws.
B. A principle that encourages actions based on their outcomes.
C. A thought experiment that tests the ethicality of lying.
D. A guideline for achieving personal advantage.
E. A method for determining the truthfulness of statements.

4. How does Kant suggest you test your decisions for ethical soundness?
A. By considering the consequences of your actions.
B. By asking if you would want your actions to become a universal practice.
C. By consulting with ethical experts.
D. By reflecting on past decisions.
E. By measuring the happiness your decision brings.

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5. What should you do if you wouldn’t want everyone to act as you are
considering?
A. Proceed with your action, as it is ethically sound.
B. Consider the benefits to yourself before deciding.
C. Seek advice from a philosopher.
D. Reevaluate the situation in a different context.
E. Do not perform the action yourself.

6. Which of the following does NOT agree with the contents of the
passage?
A. Kant’s ethical rule is primarily concerned with the outcomes of actions.
B. Lying is acceptable if it brings a personal advantage.
C. The Categorical Imperative is a simple guideline for moral behavior.
D. Ethical decision-making can be tested through a thought experiment.
E. Identifying one’s ethical system is beneficial.

7. Which statement contradicts the information provided in the passage?

A. Kant believed ethical decisions should not be tested.
B. The Categorical Imperative discourages universalizing one’s actions.
C. Ethical soundness can be determined by one’s desire for an action to
become universal.
D. It is beneficial to know which kind of ethical system one has or admires.
E. Asking oneself if an action should be universal is part of Kant’s ethical
consideration.

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15_5.
Life-forms work to evolve survival strategies but without necessarily being
aware of the process. Consciousness is not a necessary condition of life
- though it says much about the organism that happens to possess it.
Most biological species have evolved techniques and mechanisms for
survival without reflecting on the fact, and this is what has happened
so far with computer life-forms. We can speculate on how computers
might ponder on their own survival but this is essentially a matter for the
future. At present we see a host of rudimentary survival mechanisms in
computers: we may expect these to develop and new ones to emerge.
It is inevitable, at the present stage of their development, that computer
survival strategies owe virtually everything to human involvement in
computer design. However, as machine autonomy develops there will be
a progressive reduction in the extent of human influence on computer
evolution. Computers will come to think about their own position in the
world, and take steps to enhance their own security.

1. What is the main focus of the passage?

A. The development of consciousness in biological life-forms.
B. The history of computer technology and its future prospects.
C. The influence of human involvement in computer design.
D. The philosophical implications of machine autonomy.
E. The evolution of survival strategies in life-forms, including computers.

2. According to the passage, is consciousness necessary for life?

A. Yes, consciousness is the defining feature of all life-forms.
B. No, life-forms can evolve survival strategies without being conscious.
C. Consciousness is only present in advanced biological species.
D. The passage does not discuss the role of consciousness in life.
E. Consciousness is a condition that only applies to computer life-forms.

3. How have most biological species evolved according to the passage?

A. By developing complex forms of consciousness.
B. Through human intervention and design.
C. By evolving techniques and mechanisms for survival without conscious
reflection.
D. By imitating computer life-forms and their strategies.
E. Through a constant awareness of their survival processes.

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4. What does the passage say about computer life-forms’ awareness of

their survival strategies?
A. Computers are fully aware of their survival strategies.
B. It is speculated that computers might become aware of their survival
strategies in the future.
C. Computers have always been conscious of their survival.
D. The passage does not mention computers’ awareness of survival
strategies.
E. Computer life-forms are more aware of their survival strategies than
biological species.

5. What role do humans currently play in computer survival strategies?

A. Humans have no influence on computer survival strategies.
B. Computer survival strategies are entirely independent of human design.
C. The passage suggests that computers disregard human contributions to
their development.
D. Human involvement is crucial to the development of computer survival
strategies.
E. Human influence is only temporary and insignificant in the long term.

6. Which of the following does NOT agree with the contents of the
passage?
A. Human involvement in computer design is insignificant for computer
evolution.
B. Biological species have not evolved through conscious reflection on
their survival.
C. Computer life-forms currently depend heavily on human involvement
for their survival strategies.
D. Survival strategies in life-forms necessarily require consciousness.
E. Machine autonomy will eventually lead to computers thinking about
their own security.

7. Which statement contradicts the information provided in the passage?

A. Computers will never be able to think about their own position in the
world.
B. Consciousness plays a central role in the evolution of survival strategies
for all life-forms.
C. There is an expectation that computer survival mechanisms will develop
and new ones will emerge.
D. The future will likely see a reduction in human influence on computer
evolution.
E. At present, rudimentary survival mechanisms in computers owe a lot to
human design.

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15_6.
Since at least the late nineteenth century and the rise of industrial cities,
the history of urbanism and urban planning has been a history of expertise
- political, administrative, and technocratic. Cities came to be seen as
solutions to demands for wealth, health, safety, opportunity, and personal
development, as society grew more economically, socially, and politically
complex. Cities also came to be seen as posing new problems, often
caused by their successes in meeting earlier social demands. Both fueled
by and fueling that problem/solution framework, the Progressive political
movement of the early twentieth century relied heavily on trained and
trusted experts, especially economists and other social scientists. Those
experts were often educated in newly fonned occupational disciplines
and professional schools. Degrees in hand, they were primed to lead both
governments and businesses away from the era of laissez-faire and toward
better outcomes for themselves and for workers and citizens. That meant
safer food; safer water; better working conditions; safer and less expensive
automobiles; expanded opportunities for education, leisure, and personal
fulfillment; and so on.

1. What is the primary focus of the passage?

A. The technological advancements of the late nineteenth century and
their impact on modernizaztion.
B. The detailed history of the Progressive political movement.
C. The development of occupational disciplines and professional schools.
D. The economic growth resulting from urbanization.
E. The rise of industrial cities and their impact on urbanism and urban
planning.

2. Since when has the history of urbanism and urban planning been
heavily influenced by expertise?
A. Since the early twentieth century.
B. Since the late nineteenth century.
C. Since the beginning of the industrial revolution.
D. Since the development of professional schools.
E. Since the rise of the Progressive political movement.

3. What were cities seen as solutions to?

A. Environmental challenges only.
B. The decline of rural areas.
C. The challenges of modern technology.
D. Political instability.
E. Demands for wealth, health, safety, opportunity, and personal
development.

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4. What new problems did cities face as a result of their successes?

A. Problems often caused by their successes in meeting earlier social
demands.
B. Only economic problems.
C. Decreased demands for wealth and health.
D. A reduction in opportunities for personal development and, as a result,
a rapid increase of social inequality.
E. The complete resolution of safety and opportunity demands.

5. Who relied heavily on trained and trusted experts during the early
twentieth century?
A. The industrial leaders of the late nineteenth century.
B. The Progressive political movement.
C. Newly formed occupational disciplines.
D. Professional schools.
E. Governments and businesses alone.

6. Which of the following does NOT agree with the contents of the
passage?
A. Experts have had a minor role in urban planning and urbanism.
B. The Progressive political movement did not value the input of
economists and other social scientists.
C. Urban planning has only recently begun to consider the health and
safety of citizens.
D. Cities have always been seen purely as problems, not solutions.
E. Professional schools played no part in educating experts for urban
planning.

7. Which statement contradicts the information provided in the passage?

A. The early twentieth century saw a decline in the reliance on experts for
urban development.
B. Improved working conditions and safer food were not goals of the early
twentieth century’s urban planning efforts.
C. Urban planning has always been a straightforward task without the need
for expertise.
D. Urban successes never led to new challenges in society.
E. The Progressive movement was solely focused on economic gains,
disregarding health and safety improvements.

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