📺 视频信息

Title: Why it's worth listening to people you disagree with (为什么值得去倾听那些你反对的人)
Speaker: Zachary R. Wood
Accent: General American
Duration: 11:22

🎧 语音现象标注说明 (Legend)

为了让你更直观地看到发音技巧，我使用以下符号进行标注：

📜 语音现象标注全文 (Annotated Transcript)

(Legend Review: Bold=Stress; Italics =Weak forms; ‿=Link; (t)/(d)=Stop; /d/=Flap T; //=Pause)

In nineteen ninety-four, // Charles Murray and Richard Hernstein // co-authored the Bell Curve.
An ‿ extremely controversial book // which claims that on ave‿rage, // some races are smarter // and more likely to succeed than others.
(succeed than d 失爆)

Murray and Hernstein also suggest // that a lack ‿ of critical ‿ intelli‿gence // explains the promi‿nence // of violent crime // in poor Afri‿can-Ameri‿can communi‿ties.
(critical /d/ 浊化; suggest that t 失爆)

But Charles Murray and Richard Hernstein // are not the only people who think this.
In two thousand twelve, // a writer, // journa‿list, // and politi‿cal commen‿ta‿tor // named John Derby‿shire // wrote ‿ an arti‿cle // that was supposed ‿ to be // a non-Black version ‿ of the Talk // the many Black parents feel they have to give their kids today.
(wrote an 连读; supposed to d 失爆)

Advice // on how to stay safe.
In it, // he offers suggestions such ‿ as // do not ‿ attend ‿ events // likely to draw ‿ a lot ‿ of Blacks.
(In it 连读; lot of t 浊化为 /d/)

Stay out ‿ of heavi‿ly Black neighbor‿hoods.
And do not act the Good Samari‿tan // to Blacks in distress.
(act the t 失爆)

And yet, // in two thousand sixteen, // I ‿ invited John Derby‿shire, // as well ‿ as Charles Murray, // to speak at my school.
Knowing full well // that I would be giving them // a platform and ‿ attention // for ‿ ideas that I despised // and rejected.
(platform and m 与 a 连读; despised d 失爆)

But this is just // a further ‿ e‿volution // of ‿ a journey ‿ of ‿ uncomfor‿ta‿ble learning // throughout my life.
(evolution of n 与 o 连读)

When I was ten years ‿ old, // my mother was diagnosed // with schizophrenia.
A mental illness // charac‿te‿rized by mood swings // and para‿noid delusions.
(years old 连读)

Throughout my life, // my mother's rage // would turn our small house // into ‿ a minefield.
(turn our n 与 o 连读)

Yet though I feared her rage // on ‿ a daily basis, // I also learned so much // from her.
Our relation‿ship was compli‿ca‿ted // and challen‿ging.
And at the age ‿ of fourteen, // it was decided // that I needed to live ‿ apart // from her.
(age of 连读; live apart v 与 a 连读)

But over the years, // I've come to ‿ appreci‿ate // some ‿ of the ‿ important lessons // my mother taught me // about life.
She was the first person // who spoke to me // about learning // from the other side.

And she, like me, // was born and raised // in ‿ a fami‿ly // of committed // libe‿ral Demo‿crats.
Yet she ‿ encouraged me // to see the world, // and the issues our world faces, // as complex, // controversial, // and ever changing.

One day // I came ‿ across the phrase // Affir‿ma‿tive Action // in ‿ a book I was reading.
And when I asked her // what the term ment, // she spent // what felt like ‿ an hour // giving me ‿ a thorough // and thoughtful ‿ ex‿planation // that would make sense // to ‿ a small child.
(felt like t 失爆; giving me a 连读; explanation n 与 that 不完全爆破)

She even made the topic sound // at least as inte‿res‿ting // as any ‿ of my professors have.
She ‿ explained // the many reasons // why people ‿ of various politi‿cal views // challenge // and support // Affir‿ma‿tive Action.
(professors have s 与 h 击穿; people of l 与 o 连读)

Stressing that // while she strongly supported ‿ it herself, // it was ‿ important for me // to view the issue // as ‿ a controversial one.
With ‿ a long histo‿ry, // a questio‿na‿ble future, // and ‿ a host ‿ of compli‿ca‿ting factors.
(supported it d 浊化; host of t 失爆)

While Affir‿ma‿tive Action can // increase the presence ‿ of minori‿ties // at ‿ elite ‿ e‿ducatio‿nal ‿ in‿stitutions, // she felt // that it could also // dis‿advantage hard working people // of diffe‿rent races // from more afflu‿ent backgrounds.
(presence of s 与 o 连读; elite educational t 浊化)

My mom wanted me to ‿ understand: // that I should never just // write off ‿ opinions // that I disagreed with // or disliked.
Because there was always something to learn // from the prospectives ‿ of others.
Even when doing so // might be diffi‿cult.
(write off t 浊化; disagreed with d 失爆)

But life at home // with my mom // was not the only aspect ‿ of my journey // that has been forma‿tive // and ‿ uncomfor‿ta‿ble.
In fourth grade, // she decided // that I should ‿ attend ‿ a private school // in order to receive // the best ‿ e‿ducation possi‿ble.
(attend a d 浊化; best education t 浊化)

As ‿ a Black student // attending predomi‿nant‿ly White private schools, // I've ‿ encountered atti‿tudes // and behaviors // that reflected racial stereo‿types.
Seve‿ral ‿ of my friends' parents // assumed // within minutes ‿ of meeting me // that my best skill // was playing basket‿ball.
(minutes of s 与 o 连读)

And it really ‿ upset me // to think // that my race // made it harder for them to see me // as ‿ a student // who loved reading, // writing, // and speaking.
(made it d 浊化; as a z 与 a 连读)

Experien‿ces like this // moti‿va‿ted me // to work tire‿less‿ly // to disprove // what I knew people had ‿ assumed.
My mother even said // that in order to put my best foot forward, // I had to be patient, // alert, // and ‿ excrucia‿ting‿ly well mannered.
(put my t 失爆; best foot t 失爆)

To prove // that I belonged, // I had to show poise // and confi‿dence.
The ‿ abili‿ty to speak well // and listen closely.
Only then // would my peers see // that I deserved to be there // as much ‿ as they did.

Despite this racial stereo‿ty‿ping // and the discom‿fort I often felt, // the learning I gained // from other aspects ‿ of being at ‿ an ‿ elite private school // were ‿ incredi‿bly valu‿a‿ble.
(aspects of s 与 o 连读; elite private t 失爆)

I was ‿ encouraged by my teachers // to ‿ explore my curio‿si‿ty.
To challenge myself // in new ways, // and to deepen my ‿ understanding // of subjects that fasci‿na‿ted me the most.

And going to college // was the next step.
(next step t 失爆)
I was ‿ excited // to take my ‿ intellec‿tual drive // and intrest in the world ‿ of ‿ ideas // to the next level.
(world of d 与 o 连读; next level t 失爆)

I was eager to ‿ engage // in lively debate // with peers // and professors.
And with outside speakers.
To listen, // to learn, // and gain ‿ a deeper ‿ understanding // of myself, // and of others.

While I was fortu‿nate // to meet peers and professors // who were inte‿res‿ted in doing the same thing, // my desire // to ‿ engage with diffi‿cult ‿ ideas // was also met // with resistance.
(difficult ideas t 浊化)

To prepare myself // to ‿ engage with contro‿ver‿sy in the real world, // I joined ‿ a group // that brought controversial speakers to campus.
(joined a d 与 a 连读)

But many people // fiercely ‿ opposed this group.
And I received signifi‿cant pushback // from students, // facul‿ty, // and my ‿ ad‿mi‿nistration.
(significant pushback t 失爆)

For many, // it was diffi‿cult to see // how bringing controversial speakers to campus // could be valu‿a‿ble // when they caused harm.
And it was disappointing to me // facing perso‿nal ‿ attacks, // having my ‿ ad‿mi‿nistration // cancel speakers, // and hearing my ‿ intentions // distorted by those ‿ around me.
(those around z 与 a 连读)

My work // also hurt the feelings ‿ of many // and I ‿ understood that.
Of course, // no one likes being ‿ offended // and I certain‿ly don't like // hearing controversial speakers // argue // that femi‿nism has become // a war ‿ against men // or that Blacks have lower IQs than Whites.
(war against r 与 a 连读)

I also ‿ understand // that some people have ‿ experien‿ced // traumatic ‿ experien‿ces in their lives.
And for some, // liste‿ning to ‿ offensive views // can be like reliving // the very traumas // that they've worked so hard to ‿ overcome.
(hard to d 失爆)

Many argue // that by giving these people ‿ a platform // you're doing more harm than good, // and I am reminded ‿ of this // eve‿ry time I listen to these points ‿ of view // and feel my stomach turn.

Yet // tuning out ‿ opposing viewpoints // doesn't make them go ‿ away // because millions ‿ of people // agree with them.
(tuning out 连读; go away w 连读; millions of z 与 o 连读)

In order to ‿ understand // the potential ‿ of society // to progress forward, // we need to ‿ understand // the counter forces.
By ‿ engaging with // controversial and ‿ offensive ‿ ideas, // I believe // that we can find common ground.
(offensive ideas v 与 i 连读)

If not with the speakers themselves, // then with the audien‿ces they may ‿ attract // or ‿ indoctri‿nate.
(attract or t 浊化)

Through ‿ engaging, // I believe that we may reach // a better ‿ understanding, // a deeper ‿ understanding, // of our own beliefs.
And preserve the ‿ abili‿ty // to solve problems.
Which we can't do // if we don't talk to ‿ each other // and make ‿ an effort // to be good liste‿ners.
(make an k 与 a 连读)

But soon after I ‿ announced // that John Derby‿shire would be speaking on campus, // student backlash // erupted on social media.
The tide ‿ of resistance in fact // was so ‿ intense // that my college presi‿dent // rescinded the ‿ in‿vitation.
(rescinded d 失爆)

I was deeply disappointed by this // because as I saw ‿ it, // there would be nothing // that any ‿ of my peers or I could do // to silence someone who ‿ agreed with him // in the office ‿ environ‿ment // of our future ‿ employers.
(saw it 连读)

I look out // at what's happe‿ning on college campu‿ses // and I see the anger. // And I get ‿ it.
(get it t 浊化)
But what I wish I could tell people is that // it's worth the discom‿fort, // it's worth liste‿ning, // and that we're stronger, // not weaker, // because ‿ of ‿ it.

When I think ‿ about my ‿ experien‿ces // with ‿ uncomfor‿ta‿ble learning, // and I reflect ‿ upon them, // I've found // that it's been very diffi‿cult // to change the values // of the ‿ intellec‿tual communi‿ty // that I've been ‿ a part ‿ of.
(part of t 浊化)

But I do feel ‿ a sense ‿ of hope // when I think ‿ about // the individual ‿ in‿teractions // that I've been able to have // with students // who both support the work that I'm doing, // and who feel challenged by ‿ it, // and who do not support ‿ it.
(support it t 浊化)

What I've found // is that while it can be diffi‿cult // to change the values ‿ of ‿ a communi‿ty, // we can gain ‿ a lot // from individual ‿ in‿teractions.
(lot from t 失爆)

While I didn't get to ‿ engage with John Derby‿shire // due to my presi‿dent's dis-in‿vitation, // I was able // to have dinner with Charles Murray // before his talk.

I knew the conversation would be diffi‿cult. // And I didn't ‿ expect ‿ it to be pleasant. // But it was cordial. // And I did gain // a deeper ‿ understanding // of his argu‿ments.

I found that // he like me // believed in creating // a more just society.
The thing is, // his ‿ understanding // of what justice ‿ entailed // was very diffe‿rent // from my own.
(justice entailed s 与 e 连读)

The way in which // he wanted to ‿ approach // the issue ‿ of ‿ in‿equali‿ty // also differed // from my own.
And I found that // his ‿ understanding ‿ of issues // like welfare // and Affir‿ma‿tive Action // was tied // and deeply rooted // in his ‿ understanding // of various // libertarian // and conserva‿tive beliefs.

What dimini‿shes // and ‿ increases // their presence in our society.
While he ‿ expressed his viewpoints elo‿quent‿ly, // I remained thorough‿ly // unconvinced.
But I did walk ‿ away // with ‿ a deeper ‿ understanding.
(walk away k 与 a 连读)

It's my belief // that to ‿ achieve progress // in the face ‿ of ‿ adversi‿ty, // we need // a genu‿ine commitment // to gaining ‿ a deeper ‿ understanding // of humani‿ty.
(face of s 与 o 连读)

I'd like to see ‿ a world // with more leaders // who are familiar // with the depths ‿ of the views // of those // they deeply disagree with.
(disagree with 这里的 with 结尾th通常较轻)

So that they can ‿ understand // the nuan‿ces // of eve‿ry‿one they're reprezenting.
I see this // as ‿ an ongo‿ing process // ‿ involving constant learning.
And I'm confi‿dent // that I'll be able to add value // down the line // if I continue building empa‿thy // and ‿ understanding // through ‿ engaging // with unfamiliar perspectives.

Thank you.

💡 高级词汇与地道表达 (Vocabulary & Expressions)

🗣️ 练习建议 (Tips)

1. Eloquent Articulation (清晰的咬字) : Zachary 的演讲风格非常书面化且字正腔圆。注意他发 "t" 的音，比如在 respect, environment 中，他往往不会吞音，而是发得比较清晰，这展现了一种庄重感。在模仿时，可以试着比平时口语更“用力”一点。
2. Rhythm of Persuasion (说服的节奏) : 演讲者在使用排比或对比时（例如 support it, feel challenged by it, do not support it），语速会放慢，每个意群之间有明显的停顿。请尝试在 "//" 标记处真正停下来吸一口气，让听众有思考的时间。
3. Contrastive Stress (对比重音) : 注意他在强调 stronger 和 weaker 时的对比。原文是 "...we're stronger, not weaker..."。读到 not 时要急促且有力，读 weaker 时语调下降，以突出前面的 stronger。