1)knowledge from virtue德性之知
1.Second,the epistemology of “knowledge from virtue”.从“天人合一”的本体论、“德性之知”的认识论、“民胞物与”的实践论3个方面论述了张载哲学思想中蕴含的人类与自然的关系。
2)knowledge of virtue and knowledge of experience德性之知与见闻之知
3)jianwen zhi zhi yu dexing suo zhi见闻之知与德性所知
4)the teacher for moral integrity德性之师
1.Three educators,John Locke,Rousseau,Diesterweg,created three images for a teacher,that is,the teacher for moral integrity,the teacher for freedom,the teacher for truth.近代欧洲的三位教育家——洛克、卢梭和第斯多惠,分别在他们的著作中塑造了三种不同的教师形象,即:德性之师、率性之师与真理之师。
英文短句/例句
1.The Teacher for Moral Integrity,the Teacher for Freedom,the Teacher for Truth;德性之师·率性之师·真理之师——近代欧洲教育家塑造的三种教师形象及其比较
2.Construction of the Way System in the Practical Activity in the Potential Moral Education at the Secondary Teaching School;中师潜在性德育实践活动途径体系之构建
3.Foundation of Education and Soul of Teaching Morality--An understanding of teacher s love for students;教育之本 师德之魂——浅谈对师爱的认识
4.Teacher s Eudemonia:A Psychological Characteristic Based on Teacher s Morality;教师幸福:一种基于师德的心性能力
5.On Dilemma of Young College Teachers Professional Ethics Construction in New Historical Period and Solutions;新时期高校青年教师师德建设之困境和出路
6.Inherent or Acquired Morality──On the View of David Hume s Justice;“自然之德”抑或“人为之德”——休谟正义论的德性解读
7.Li Delun: The Father of Chinese Symphony and the Master of Hui Culture;中国交响乐之父——回族文化大师李德伦
8.Tradition, Life & Virtue--An Interpretation of the Theory of Confucian Virtue传统·生活·德性——孔子德性理论之阐释
9.Personality Upgrade of Teachers and the Subject Impetus of Teacher s Ethics Self-discipline--A Study on Subject Impetus of Teacher s Ethics Self-discipline in Universities (2);高校教师人格境界提升与师德自律主体动力——高校教师师德自律主体动力研究之二
10.Every designer in the team is putting all their effort on creating a“ one of a kind” design solution.创意性地解决问题而产生独一无二的创意结果是毕路德团队中每一个设计师为之努力的目标。
11.Talk About Teacher Virtuous Accomplishment and Limitation on Teacher Capacity Supply;论师德修养的全面性与师能供给的有限性
12.On the Development of Virtue in Political Philosophy:From Virtue Theory to Virtue Practice;从德性之维到德性之路——论德性在政治哲学发展中的历程
13.Enhance moral improve behavior:To strengthen the construction of Teachers ethical Education提升德性规范行为:加强教师教育伦理道德建设
14.Role of Mentor in Germany Teacher Education:Joining Theory and Practice;实践指导教师：德国教师教育的桥梁性角色
15.On Party Spirit of Teachers in Colleges and Universities and Their Education of Professional Ethics in the New Stages;论新时期高校党员教师党性与师德教育
16.Simply analyses intrinsic unification of party spirit and teacher s ethics of the Party member and teacher of university;试论高校党员教师党性和师德的内在统一
17.Development of Teaching Staff in Quality Education;师德建设是教师队伍建设的基础性工作
18.Morality of Teaching Profession from Characteristics of Teachers' Labour从教师劳动的特点看教师职业的道德性
相关短句/例句
knowledge of virtue and knowledge of experience德性之知与见闻之知
3)jianwen zhi zhi yu dexing suo zhi见闻之知与德性所知
4)the teacher for moral integrity德性之师
1.Three educators,John Locke,Rousseau,Diesterweg,created three images for a teacher,that is,the teacher for moral integrity,the teacher for freedom,the teacher for truth.近代欧洲的三位教育家——洛克、卢梭和第斯多惠,分别在他们的著作中塑造了三种不同的教师形象,即:德性之师、率性之师与真理之师。
5)virtue delight德性之乐
6)After Virtue德性之后
延伸阅读
见闻之知与德性所知 中国北宋哲学家张载关于认识论的重要概念。见闻之知起于感官与外物的交接，是"耳目内外之合"，即通过感官达到的主体与客体的统一；德性所知是"合内外于耳目之外"，即不通过感官，而依赖心的作用达到的主体与客体的统一。孔子曾讲"多闻"、"多见"的重要,孟子提出"耳目之官不思，而蔽于物","心之官则思"的问题。《中庸》提出"尊德性而道问学"，实际上把认识分成"德性"和"问学"两种，张载则进一步把知识分为见闻之知和德性所知两种，他说，"见闻之知，乃物交而知，非德性所知，德性所知，不萌于见闻"（《正蒙·大心》）。张载认为，见闻之知是人的认识所不可缺少的，"耳目不得则是木石，要他便合得内外之道，若不闻不见又何验？"但张载认为，见闻之知有局限:①见闻有限而物无限，"如只据己之闻见,所接几何， 安能尽天下之物？" ②见闻之知不能认识道，"耳不可闻道"，"闻见之善者，谓之学则可，谓之道则不可"。德性所知是关于"性与天道"和神化的认识。张载认为，关于神化的知识，是超智力、超思辨的，只有依靠道德的修养,发挥心的作用才能取得。他说:"穷神知化，乃养盛自致，非思勉之能强，故崇德而外，君子未或致知也"。德性所知，实质上是关于世界本质及其规律的认识。张载说："圣人尽性，不以见闻梏其心，其视天下无一物非我。孟子谓尽心则知性知天，以此"。张载把认识分为两种，区别它们在认识过程中的不同作用，在认识论上有积极意义，但他断言德性所知"不萌于见闻"，就陷入了唯心主义。 张载关于两种知识的学说对宋明哲学影响很大。程颐说："闻见之知，非德性之知。物交物则知之，非内也，今之所谓博物多能者是也。德性之知，不假见闻"。这一思想直接来源于张载的思想，不同的是，程颐明确提出，德性之知是"吾之所固有"的。朱熹则认为，张载的"德性所知","是说圣人尽情事"，但就"为学"讲，闻见之知是重要的，要豁然贯通，下学上达，必须从闻见开始，达到对于"理"的认识。王廷相则批判了离闻见而别有德性之知的说法。王夫之接受了张载思想的影响，在肯定闻见之知的同时，又把"德性之知"说成是先验的道德知识，不萌于见闻，说："德性诚有而自喻，如暗中自指其口鼻，不待镜而悉"，认为德性之知靠内心的体认即能获得。
