跟讀練習: Creating Capabilities – Martha Nussbaum - 通過影片學習英語口語

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Well, of course, GDP has been used for many years as a measure of quality of life.

But what we want, if we're measuring quality of life, is we want to know how people are really doing.

And for several reasons, GDP really doesn't get at that.

First of all, it doesn't take account of distribution.

So it can give very, it's an average, so it can give very high marks to nations

that have huge and alarming inequalities where the people at the top may be doing very well, so the average is high,

but then a lot of people at the bottom are living very miserable lives.

Second, because it funnels all parts of human life together in a single number,

it doesn't really tell you how people are doing in separate areas of life that you really want to care about,

such as health, education, political liberty, race relations.

So there's so many things that bear on the quality of a human life.

You might argue that GDP is a good proxy for all of them

and that if you just simply push for economic growth, it'll trickle down and improve these other things, but actually that's not true.

Empirical research by now has shown that health and education are not very robustly correlated with increased GDP.

In the different Indian states, health and education are subjects that are left for the states to manage.

So you can use them as experimental laboratories

and it's really quite interesting to see that some

that have shot for increased GDP and have achieved that have very poor achievements in health and education.

While Kerala, which is a relatively poor state whose economy has not grown well,

actually has 99% adolescent literacy in both males and females and health achievements that are comparable to inner-city New York,

which is I think shameful for New York, but it's actually quite fine for a poor Indian state.

But then if you think about political liberty, gender relations, race relations, it's even more obvious that that's not highly correlated with GDP.

I mean, everyone admires China for the stunning economic growth, but we know very well that there are lots of things that are lacking there.

Well, the first time that the United Nations published a human development report using this approach.

The great Pakistani economist, Mahbub ul Haq, said the real wealth of the nation is its people

and the purpose of development is to create an enabling environment for people to live long, healthy and creative lives.

So that's the purpose of the approach.

So essentially it asks the very basic question, what are people actually able to do

and to be in a wide range of areas

which are thought to be of central importance for the quality of a human life.

Now I've actually made a list of 10

because I'm interested in constitutional law and so I'm interested in the way

that you could actually write this down and put it into constitutional documents.

But other people don't make a list

but they pick out certain things to compare and then you have to figure out how to measure each of them.

So what would be a good proxy for education and

so of course data have to be reshaped to the new approach

and I think right now the Human Development Reports use mean years of schooling as a proxy for education, and that's because they can get data on that.

It's much harder to get inside the school and figure out exactly what people are able to do.

So I think we always need to be pushing for better measures.

It's again very hard to know what you should be looking at when you measure health.

Health opportunities is what you really want to look at, not health achievements, because we do think that people should have choices about how to live their lives.

And so what's important is that they should have opportunities to have good health, and then some may choose to live an unhealthy life.

But there's a huge difference between fasting and starving, you know.

And if people are fasting for reasons of their own choice, that's one thing.

But if they are malnourished and they're starving, that's another.

So it's very hard to know how to measure that.

And of course, one of the things you just do is look at the incidence of different kinds of diseases, nutritional diseases, then you look at longevity,

which of course is a very good proxy for health opportunities.

What are the books of human vulnerability?

Those books are about how political arrangements can address problems of human vulnerability.

And prior to that, we have to ask what forms of vulnerability should be addressed.

Some forms of vulnerability, such as being open to love

or caring about your children we don't want to remove from human life

but we do want to support them

and make them fruitful rather than sources of just constant daily agonizing uncertainty you know

so if you think about my work on the emotions it's all really about love

and it's about attachments that people have and i'm certainly trying to send the message that people should not shrink from attachments.

But then, you know, it's just not the case

that we want people to be as vulnerable as possible when they have children and they love them.

No, you know, how would a decent society support

that relationship of love and attachment and make it not the case that you have to worry from day to day, are my children going to get their food or not?

And so, yeah, thinking about how vulnerability plays out

and how good governments can leave room for the good kinds of vulnerability where you're open to loving somebody,

but get rid of the bad sorts where you're afraid

that you're going to be beaten up if you walk outside your house or you're afraid that your children might starve.

I guess the first thing to say is it's a persuasive document.

It's not meant to be imposed by force of arms or even by economic threats.

And actually I think those things are almost never justified.

I do think that when you're thinking about what you want to fund, if you're a nation in the developed world,

it might make sense to give priority to things like health and education.

But most of the time, I mean, I'm really a big supporter of national sovereignty.

I think you should do it by giving it to the nation and let them decide what to do with it.

So it's a template for nations to consult when they think what they might want to protect.

And I have some arguments, which I think are good arguments, that these are things that they should pay attention to.

So we hope that people will be persuaded.

But it's certainly, I think it's not imperialism if you try to persuade people of something.

So that's the first thing to say.

Second thing is that it's, unless you defend certain things, you don't have meaningful pluralism.

For example, the freedom of speech, the freedom of association, the freedom of religion.

Unless you give those a very strong place in your nation, in your constitution, or whatever you have as your founding document,

then it's very hard for meaningful pluralism to even exist.

So the relationship between universalism and pluralism is complicated.

And you have to say, this we defend for everyone, if you're going to have the difference in the plurality that really I think we all want to see.

The third thing is that this is a list of capabilities, and it's not a list of functionings.

It's not meant to dragoon people into pursuing one of these.

It's a set of opportunities.

So you might hate religion

and still think it's a fine thing to protect the freedom of religion

so that the people who do care about religion can use it when they want to use it.

Similarly, you know, many of us love to work.

We work a lot.

But we still think that there should be maximum hours protections and that people shouldn't have to work all the time.

They shouldn't, lives should not be swallowed up by that, so that if they want leisure time, they should be able to have it.

You know, again, some people may want to engage in fasting for religious reasons or personal reasons,

but what's important is they should have the opportunity to be well-nourished.

So I think that's a very permissive approach.

It's an approach that really is all about opportunity and choice.

So the last thing I'll say is that because I'm thinking so much about constitutional law,

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I think that what I put on my list is something extremely abstract in general with the idea

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that each nation will do it somewhat differently and

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that they'll take some abstract thing like the freedom of speech

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and then they'll think what version of that they want to endorse.

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As we know, different nations around the world have very different doctrines of free speech

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and the doctrine of free speech in the US is extremely speech protective,

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for example defending anti-Semitic protesting and marching in Skokie, whereas in Germany anti-Semitic speech is illegal.

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Well, I actually think both are right, given their different histories and traditions.

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So the whole point of the list is to say, well here's kind of a general idea, now you think what you want to do with that in keeping with your history and traditions.

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Thank you.

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為何用這段影片練習口語？

這段關於“創造能力”的演講是雅思口語練習的優質素材。演講者瑪莎·努斯鮑姆邏輯清晰，用詞精準，涵蓋社會發展、人權等深度話題，能幫助學習者提升論述類口語表達能力。通過英語影子跟讀模仿其語調與節奏，不僅能積累學術詞彙，還能學會如何有條理地闡述複雜觀點，非常適合訓練雅思口語中的“觀點表達”與“邏輯拓展”。

語境中的語法與表達

虛擬語氣的運用：“If you think about my work on the emotions, it's all really about love...” 此處虛擬語氣用於假設場景，增強論述的代入感。影子跟讀時需注意“if”後的語調變化，體現思考的遞進。
讓步狀語從句：“But actually that's not true. Empirical research by now has shown that health and education are not very robustly correlated with increased GDP.” 先用“But”轉折，再用“actually”強調觀點，這種結構能讓口語表達更有說服力。
同位語從句：“The great Pakistani economist Mahbub ul Haq said the real wealth of the nation is its people, and the purpose of development is to create an enabling environment for people to live long, healthy, and creative lives.” 同位語從句解釋觀點，跟讀時需注意主句與從句的停頓，保持語句流暢。

常見發音陷阱

演講中部分單詞的發音需特別注意。例如“empirical”（實證的）的重音在第二個音節，容易被誤讀為“em-PIR-i-cal”；“vulnerability”（脆弱性）的音節較多，需拆分練習“vul-ne-ra-bi-li-ty”。此外，演講者的美式口音中“that”“the”等虛詞常弱讀，進行shadow speak時要模仿這種自然的弱讀習慣，避免每個單詞都重讀，否則會顯得生硬。通過反覆跟讀這些難點，能有效提升口語的地道性。

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構	影片中的用法
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	are left · are thought · be reshaped
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	has been · has shown · have shot
定語從句 who / which + 從句 — 補充說明人或事物	Kerala, which is · people who do

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Creating Capabilities – Martha Nussbaum - 通過影片學習英語口語

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為何用這段影片練習口語？

語境中的語法與表達

常見發音陷阱

影片中的語法

什麼是跟讀法？