純理性認識 的英文怎麼說

中文拼音 [chúnlǐxìngrènzhì]
純理性認識 英文
noesis
  • 純 : 形容詞1 （純凈; 不含雜質） pure; unmixed 2 （純粹; 單純） simple; pure and simple 3 （純熟） skil...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 理性 : reason
  • 認識 : 1 （認得; 相識） be familiar with; be aware of; know; understand; comprehend; recognize 2 [哲學] ...
  1. This paper has performed a new interpretation of each of the propositions in the new dimension of philosophy of language and concluded that these ten paradoxical propositions are neither empirical science statements, nor dialectical logic, nor relativistic epistemology, but a philosophical inquiry into the certainty of language meanings that is at the core consistently rationalistic

    從純語言性思辨的角度來看，惠施的「歷物十事」既不是經驗科學式結論，也不是辯證邏輯，更不是相對主義認識論；其一以貫之的哲學精神是對于語言意義確定性的理性追問。
  2. The meanings of kant ' s conception of understanding embody at three levels : ( 1 ) the understanding in the general sense, referring to the whole higher faculty of cognition used in the fields of theory, practice and taste, including general understanding, power of judgment and reason ; ( 2 ) the understanding in the comparatively narrow sense, referring to the theoretical reason or the speculative reason, including narrow understanding, power of judgment and reason used in the field of theory ; ( 3 ) the understanding in the narrowest sense, referring to transcendental self - consciousness or pure apperception

    摘要康德知性概念的含義體現在三個層次： （ 1 ）廣義的知性，指廣泛運用於理論、實踐、甚至審美領域的整個高級認識能力，包括（廣義的）知性、判斷力和理性； （ 2 ）較狹義的知性，指理論性或思辨理性，包括理論運用中的狹義的知性、判斷力和理性； （ 3 ）最狹義的知性，指先驗自我意識或純粹統覺。
  3. Kant distinguishes phenomena and things - in - themselves, and holds that man can only have knowledge of what can be intuited by sensation, and concepts of totality such as mind, cosmic whole and god, not having their intuitive objects, are ideas of pure reason, which can be applied to regulate empirical knowledge and to express practical ideal, but cannot be applied to constitute empirical knowledge

    摘要康德區分現象和物自身，認為人只能對可以感性直觀的對象形成知識，心靈、世界整體和上帝等總體性概念沒有可以直觀的對象，只是純粹理性的理念，可以用來調節經驗知識，表達實踐理想，而不能用來建構經驗知識。
  4. He points out that kant ' s aesthetic interest, schiller ' s aesthetic kingdom, hamann ' s aesthetic perception and jauss ' aesthetic experience take pure aesthetic consciousness for the standpoint of art theory and negate the truth of art in comprehension, which reveal the aesthetics limitations in regard to art truth

    伽達默爾指出：康德的審美趣味、席勒的審美王國、哈曼的審美感知、堯斯的審美經驗將純粹的審美意識作為藝術理論的立足點，否棄藝術的作為理解的認識的真理功能，顯示了美學對于藝術理論的局限性。
  5. Thereby, this can deals with the problem such as how instructional significance disclosed. lastly, recognizing instruction on the basis of practical hermeneutics means recognizing instructional existence in the light of practice and subject, hence instructional understanding has its new connotation, i. e. it is neither a value - free object nor a pure subjective personal inten

    最後，從實踐詮釋學出發認識教學，即是從實踐的角度、主體的角度認識教學存在，教學理解的尺度因此而有了新的內涵? ?它不是一個純然自在的客觀物，也不是一個純然主觀的個人意圖；教學理解內蘊著教學主體的目的和價值，具有自為客觀性。
分享友人
分享到 Line

分享到臉書