绝对真理的

基本解释 (translations)

apodictic  ·  apodeictic

与绝对真理的相关的网络例句 [注：此内容来源于网络，仅供参考]

The philosophy behind Absurdism is that human understanding will always be limited, and claims to Absolute Truth are therefore absurd.

荒谬主义背后隐涵之哲理，即是人所能理解的终究是有限的，因此号称绝对真理之存在甚是荒谬。

Now, let me tell you an absolute biblical truth.

我要告诉你一个圣经的绝对真理。

Every man may philosophize all he wants , but this is the utter truth , which many people understand this way but few will say .

我确信没有任何事比性交令人想起来和干起来更爽，每个人或许都会把他想要的一切说得天花乱坠，但这才是绝对真理。

The end of science in Popper\'s point of view is to approach the truth but not to seek for absolute truth.

在他看来科学的目的是不断地逼近真理而不是追求绝对真理。

The total characteristic of the development of the traditional western philosophy is that the logos is treated as the center when investigated the arche of the world, pursued the ultimate reality, the eternal principle and the absolute truth. It relied on self-improvement of the rationality and logic to emancipate the human beings.

传统西方哲学发展的总体特征，就是将逻各斯当作探讨世界本原、追求终极实在、永恒原则和绝对真理的中心，诉诸理性和逻辑的自我完善来寻求人类解放的路径。

The study shows that generally the mathematics view of normal university students majoring in mathematics is right, they depict mathematics learning as a dynamical process. Besides some special traits belong to mathematics, estimation, measurement and decision making themselves are also in the math field; however there are still some people warp the mathematics view, believe that mathematics is an apodeictic collection. Haven't realized the power that mathematics can improve people's taste ability and perfect people's personality, they believe that math learning is a passive process during which students receive acknowledge. What is more, there are different believes existing in the understanding of mathematics essence, mathematics value and mathematics learning. These believes vary with different university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven\'t realized thepower that mathematics can improve people\'s taste ability and perfect people\'s personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着(来源：Ad4BC论文网www.abclunwen.com)偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven"t realized thepower that mathematics can improve people"s taste ability and perfect peoples personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning. These believes vary withdifferent university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

In other words, it led to the destruction of God-ordained structures of life and relationships. This is perfectly understandable if we understand that secular psychology is based on naturalism, evolution, relativism, humanism etc.!

不过我们若记得，心理学的前提包括自然主义﹕否认超自然事情；进化论﹕否认创造；相对主义﹕否认宇宙有绝对真理；和人本主义﹕否认上帝的主权，就不足为奇了。

I believe -- I know -- that President Bush acknowledges absolutes, and that fosters my faith in his actions.

我相信———我知道———布什总统承认绝对真理，而这增进了我对他做事的信任。

与绝对真理的相关的网络解释 [注：此内容来源于网络，仅供参考]

consistent with：符合

你的实验结果可能符合(consistent with)或支持(in support of)你的假说,或可能证明你的假说是错误的,但你永远无法证明你的假说是绝对正确的、是绝对真理.

experimentalism：实验主义

所以,杜威认为"实用主义"更好的名字应该是"实验主义"(experimentalism)或者"工具主义"(Instrumentalism). 胡适信奉杜威的"实验主义"(有译"实用主义"). 他认为"实验主义"是科学的产物,用科学的观点看,一切真理都是人定的,因而不可能有绝对真理.

falsify：证伪

即一个失败了的检验就足以证伪(falsify),而再多的确认性的例证也不能够完全证实(verify). 科学原理的特征 是假定性,其真实性要能经受证伪的检验. 声称拥有绝对真理的意识形态是一种谬 误的宣称,所以只能用强制手段强加于社会.

Foucault：傅柯

d) 傅柯(Foucault)的权力/真理观:所有绝对真理和道德标准都是权力工具,有权力就有反抗. 例子:邵家臻深受傅柯(Foucault)的影响,以权力角度批判所有对青少年的「压制」. 又如「姊妹同志」鼓吹「多元性爱选择」,「不信权威,专拆『真理』,

in support of：支持

你的实验结果可能符合(consistent with)或支持(in support of)你的假说,或可能证明你的假说是错误的,但你永远无法证明你的假说是绝对正确的、是绝对真理.

tolerance：宽容

在我们这个后现代的时代中,"宽容"(tolerance)被看成比真理的价值高,而真理,如同美,是由持有者的眼光来决定的,这是每个人都应该有的看法,只有那些令人讨厌,吹毛求疵在阐述真理的人除外,也就是那些坚持绝对真理,或者是那些用神学语言来表达真理,

verify：证实

即一个失败了的检验就足以证伪(falsify),而再多的确认性的例证也不能够完全证实(verify). 科学原理的特征 是假定性,其真实性要能经受证伪的检验. 声称拥有绝对真理的意识形态是一种谬 误的宣称,所以只能用强制手段强加于社会.

apodictic：绝对真理的/无可置疑的

apodeictic /绝对真理的/无可置疑的/ | apodictic /绝对真理的/无可置疑的/ | apodization /切趾法/

Oversubscribed：供不应求的

gospel 绝对真理 | oversubscribed 供不应求的 | guru 教师

apodeictic：绝对真理的, 无可置疑的

apodehydrogenase || 脱氢酶脱辅基, 脱氢酶蛋白(部分, 体) | apodeictic || 绝对真理的, 无可置疑的 | apodema || 胸横带(介壳虫) 侧内板