查询词典 subjectivity

This thesis presents a review of Schopenhauerism from the subjectivity point of view. By assigning the irrational will as the subject, Schopenhauerism changes the nature of subjectivity, and transfers the rational subjectivity guided by rational factors to the will subjectivity guided by the irrational factors. That makes for the harmonious development of subjectivity under both rational and irrational effect, therefore effectively keeps the subjectivity from swelling as might result from the mounting of the power of reason, thus illuminates a new way for the development of the thought of subjectivity.

本文从主体性思想的角度，考察了叔本华哲学，认为叔本华通过把非理性的意志确立为主体，转变了主体性的性质，把原本以理性为主导因素的理性主体性转变成了以非理性因素为主导的意志主体性，使主体性在理性和非理性的共同作用下协调发展，有效地避免了因理性力量的增长而导致的主体性膨胀，从而为已濒临绝境的主体性思想指出了新的发展方向。

Through its research on subjectivity, this thesis expects to disclose the problems in the development of subjectivity so as to unmask the inevitability of the anti-subjectivity by post-modernism, and discuss how to reestablish rational subjectivity theory within post-modern language structure, viz. how to realize the subjectivity in accreted chinese and western perspective, in order to find the better theoretical basis and practical path for the surviving of modern people.

因此本文通过对主体性进行考察，以期揭示出主体性发展中出现的问题，从而阐析出后现代反主体性产生的必然，并探讨在后现代语境下，重新确立合理的主体性理论即实现中西融通的主体性，为现代人的生存找到更好的理论依据与现实路途。

Historically speaking, in accordance with the three phases of collective subjectivity, individual subjectivity, and species subjectivity, there have been three moral patterns ---- normative ethics, individual subjective morality, and discourse ethics, corresponding to which are three moral education patterns respectively of didacticism, individual subjectivity, and communication.

历史地看，与人类社会发展的三个阶段--群体主体、个人主体和类主体相一致，依次也有三种不同的道德范型：规范伦理、个人主体道德和商谈伦理，与这三种道德范型对应的道德教育范型分别是灌输式的、个人主体式的、交往式的。

Then, the focus of the dissertation turns to the phenomenon of retranslation related to the translator's subjectivity. It is pointed out afterwards that the subjectivity can almost be seen everywhere in translated texts and that the translator attempts to put his or her subjectivity into full play to compensate the deficiency of the translation activity itself.

继而，本文讨论与译者主体性发挥相关的重译现象，并指出：译者主体性几乎无处不在，译者尝试最大限度地发挥其主体性来弥补翻译本身不可避免的缺陷，然而，无论译者如何充分地发挥其主体性，都无法使翻译的作品完美无暇。

Subjectivity: Wang Yangming\'s main emphasis is that everone having the ability of self-realization; The features of processing: emphasize the the specific "li" linked to specific things rather than abstract one.this is another major feature of Wang\'s thought; The features of enlightenment: denial of the external "li",also rejected the outside of the supreme authority and the status of classic,established the status of the subjectivity; Extreme position of moral values: Wang completely put the concept of saint moralized, reflecting the extreme positiong of moral values;Strong voluntarism color: highlighted the main activities, the self-determination and the non-substantive of the subjectivity,giving the will an utmost importance status,there is a strong color voluntarism on Wang\'s thought.

主体性：以成圣之道为例，王阳明强调主体自身能够自我完备、自我实现；过程性：强调关系，强调在具体的情景、具体的关系中展开的理、与具体的事物联系在一起的理，而不是抽象的、不变的理，这是王阳明思想的又一大特色；启蒙性：否定了外在&理&，也否定了外在的权威和经典的无上地位，确立了主体的地位；道德价值本位立场：王阳明把圣人观念彻底道德化，体现出了道德价值立场。

Therefore, it is necessary to reform the present moral target, which has hidden the subjectivity of moral culture, to build an educational carrier reflecting the subjectivity's willing, and to encourage a moral tendency which will make full play of subjectivity's potential. All these would be realized only by a down-to-earth implementation of human-first concept in moral education.

因此，学校德育要从根本上矫正遮蔽德育主体生活世界的育人目标，创设融入德育主体精神世界的育人平台，树立发挥德育主体品格力量的育人风范，把&以人为本&的精神真正落实到各种德育活动当中，这样才能最终走向人本德育。

Particularly, these strategies consist of the following two levels.On the macroscopic level, the "technical" strategy of teaching mainly reflects the effectiveness of teaching to adjust the content, approach and means of teaching , to satisfy with scientific and technical requirements of teaching goal; the "explanatory" strategy of the teaching mainly reflects the subjectivity and inter-subjectivity of the teaching subjects to increase understanding and acceptance in inter-person , to meet the requirements of humanistic spirits of teaching goals; the "emancipator" strategy of the teaching mainly reflects teachers' and students' personality development, also to achieve humanistic value .

这些策略分处两个层面：处于宏观层面的有：立足"技术的"教学策略，主要反思教学的有效性以调节教学的内容、途径和手段等，旨在满足教学目的的科学技术要求；立足"解释的"教学策略，主要反思教学主体的主体性与主体间性的发挥，增进人际的理解和认同，主要满足教学目的的人文要求；立足"解放的"教学策略，主要反思教学中师生个性发展问题，也是为了实现教学目的的人文价值。

It does not raise subjectivity fanatically as modern culture, and differs from the elimination of the subjectivity in post-modern.

它不像现代文化狂热地高扬主体性，也有别于后现代对主体性的无情消弥。

So it does, the natural teaching field should transcend the identicalness, limitation, thinking and utility, the relationship between teachers and students in natural teaching should turn from subjectivity (including inter-subjectivity) to otherness, the art of natural teaching should transcend the aesthetic, useful, creative and explosive characters, and the language of natural teaching should transfer from the instrumental language in the sense of epistemology to the poetical language in the sense of existential-ontology.

正因为如此，德性教学场域就要超切同一、超切有限、超切思维、超切功利，德性教学中的师生关系就要由主体性转变为他者性，德性教学艺术就要超切审美、超切有用、超切创造、超切消解，德性教学语言就要由认识论意义上的工具性语言转变为生存论意义上的诗性语言。

As a "subject", the impellent of the teachers' subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers' activity, sociality, independence and creativity, that is the teachers' subjectivity in the professional development.

第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"

Who? I never heard of him, Paul said, before asking teammate James Posey if he had heard of him.

赛后，科比说，他一直都是一名非常出色的射手，今天他打得很棒。

When I joined the company, I rotated around the different sections.

我加入这个公司时，轮换过几个不同的部门。