道德

基本解释 (translations)

moral  ·  morality  ·  morals  ·  moralities

与道德相关的网络例句 [注：此内容来源于网络，仅供参考]

Solution to social moral anomy must based on constructing laws consistent with human morality. What's more, a kind of moral resonance should be universally achieved in a multi-value level. Apart from that, the essence of Chinese nation's traditional culture should be actively promoted to strive to achieve the unity of moral obligations and moral rights in the process of moral education.

解决社会道德失范问题必须以构建符合人文道德的法律为基础，在多元价值层面上达成一种社会最普遍的道德共鸣，积极推广中华民族的传统文化精髓，努力实现在公民道德教育过程中的道德义务与道德权利的统一。

NARRATIVE IN MORAL EDUCATION brings its moral functions into play by putting the moral cognition, moral emotion, moral conation, moral action together. And the moral functions of NARRATIVE IN MORAL EDUCATION includes: helping the students understand the ethics and human; helping the students understand the meanings of life and spreads moral wisdom; giving guidance to the students as to moral needs; helping the students make moral choices freely; training the moral thinking of students—including training them thinking over moral questions carefully, the habit of thinking moral questions in transposition; helping students promote their moral level by making use of moral consensus; making effect on the ethic of students as a whole communication process.

德育叙事是以统一个体的"知、情、意、行"为心理机制来发挥其德育功能的，其德育功能主要表现为：帮助学生理解道德和人；帮助学生深刻理解生命的意义，传播道德智慧；引导学生的道德需要；避免"控制性说服"，有利于学生在道德层面做出自由选择；训练学生的道德思维方式(训练个体道德思维的周密性、训练学生形成换位思考的道德思维习惯)；调动道德舆论，促进个体道德发展；德育叙事作为一个交往过程，对学生道德品质的影响。

The molding of an ideal moral personality is regarded as the basic object of moral teaching, because we need to make a response to the moral crisis in China. Moreover, the history of man's development is, to some extent, just the history of continuous pursuit and molding of an ideal personality. Furthermore, the sole and essential purpose of moral education is the successful molding of ideal moral personality as it is precisely in moral quality and action are its downright representation; and as moral personality is a somewhat motive force, and will definitely display its moral attribute constantly in practice.

之所以把"塑造理想的道德人格"作为道德教育的根本目的，不仅是因为我们需要对我国的道德危机做出反应，而且，人类的整个发展史，从某种意义上说，正是一部不断追求与塑造理想道德人格的历史，此外，道德教育工作的全部核心目的，归于一点，也正是为了理想道德人格的成功塑造，因为道德人格寓于道德品质之中，道德品质与行为正是它的表现，因为道德人格具有驱动性，必然要在实践中不断表现出它的道德属性。

In 1976, it is the first time for the conception to be put forward by Bernard Williams. Though he didn"t define this conception, his discussion showed the possibility of Moral Luck. And he emphasized particularly on the agent"s recept to apprehend the Moral Luck. Later, Thomas Nagel based on the life to classify the Moral Luck and expatiated. He wanted to integrate Moral Luck with the moral theory of Kant. As a result, it is disappointed. Whereafter, basing on the former philosopher, Anthony Kenny thought that it is impossible for him to abate the strain between Kantianism and Moral Luck. Whereas, Kenny had no intention to followed them.

伯纳德·威廉姆斯于1976年第一次提出"道德运气"的概念，虽然没有对概念本身予以界定，但他的论述肯定了概念的可能性，并侧重从行为者主观的角度来理解道德运气；随后，托马斯·内格尔立足现实生活，对道德运气进行分类论述，并试图将康德的道德理论与道德运气结合，当然结果是令人失望的；继威廉姆斯与内格尔之后，安东尼·肯尼在两位哲学家论述的基础之上，认为他自己也无力缓和康德哲学与道德运气的张力，但无意追随威廉姆斯和内格尔的步调，而是从亚里士多德哲学和中世纪基督教神学中探讨道德运气。

Because of the development level"s restriction of moral integration"s subject and object, moral integrations realization inevitably has some limits, which include three aspects as the following: the incompleteness of social development limits the realization of moral integration; the incompleteness of moral development limits the realization of moral integration; the restriction and effect of traditional culture of morals make the realization of moralintegration have some limits.

由于社会主体与道德客体自身发展水平的制约，道德整合的实现必然具有一定的限度。它表现为这样三个方面，即社会主体自身发展的不完善性限制着道德整合的实现程度；道德客体自身发展的未完成性限制着道德整合的实现程度；传统道德文化的制约与影响使得道德整合呈现出一定的限度。

The main manifestation of nonmoral Education in Ethics is nonmoral element infiltration and dissimilation,and even direct substitution for morality,while immoral Education in Ethics mainly embodies moral indoctrination against moral essence and moral deception contrary to moral basic principles.

非道德"的道德教育主要表现为非道德因素对道德的渗透、异化，甚至是直接取代；"不道德"的道德教育主要表现为有违道德基本精神的道德灌输和悖离道德基本原则的道德欺骗。"

The function of moral self acting as the channel of information meals that all information about an individuals morality must let moral self check up before it becomes useful information to him. The function of moral self subduing or making factors orderly meals that moral self can turn ataxic factors into a system. The function of moral self impulsing an individual take action meals that moral self can affect what an individual does.

信息中介功能是指，任何外界道德信息，必须以道德自我为中介，接受道德自我的筛选、加工、改造，方才成为能影响个体道德发展的有效信息；要素统合功能是指，道德自我能将各种零碎的、无序的、模糊的、相互对立的道德要素统合成一个组织化的、清晰的、有层次的体系；行为动力功能是指，道德自我能影响个体对道德行为的选择与实施。

Therefore,in the premise of connection among thetheory,history and actuality,the thesis has put forward theconception of China administrative morality:directed byMarxism-Leninism,Mao Zedong Thought and Deng XiaopingTheory,use the scientific theory,proceed from the actualsituation and follow the principle of collectivism,serving,efficiency and impartiality;make sure the basic content of thecontemporary China administrative morality construction andpush the compulsory administrative morality and the idealadministrative morality;cultivate the autonomic consciousness ofadministrative morality main body through strengtheningadministrative morality education and administrative moralityculture;strengthen heteronomous system of administrativemorality with the system construction as the safeguard ofadministrative morality construction;emphasize constructingforcible wide administrative morality regulation system-theevaluation and supervision of administrative morality,uniteautonomic and heteronomous,and make the administrativebehavior carry out administrative morality obligation consciouslyin the end.

因此，在理论、历史和现状统一结合的前提下，提出我国行政道德建设的构想：以马克思列宁主义、毛泽东思想和邓小平理论为指导，坚持运用科学的理论，从实际出发，重在建设，遵循集体主义、服务、效率、公正的原则；确定当代中国行政道德建设的基本内容，推行义务行政道德和理想行政道德；通过强化行政道德教育和行政道德修养，培养行政行为主体的自律意识；以制度建设作为行政道德建设的保障，旨在强化行政道德的他律机制；强调建设强有力的广泛的行政道德调控机制即行政道德评价和行政道德监督，把自律和他律结合起来，最终达到使行政行为主体真正从内心里自觉地履行行政道德义务。

The poeticized moral education introduces a esthetics to morality and makes it aestheticized to a certain degree.Its essence is to input and promote aesthetics into morality.The proposal of poeticized morality is of great importance.It inherits the morality tradition and helps to change rationality to nestle people in morality poetically;In contrast to rationality,in moral education,the poeticized education is characterized with great humanism,and with unobstrusively influence.In this article,I explore how to implement poeticized morality.It specifically includes how to foster students' viewpoint of poetry,the way to change from "monologue"to "dialogue",propose artistic outlook on life,combine spoken education with non-spoken education,and so on.

诗化的道德教育把美学引入道德教育中，使道德教育带有一定的美学色彩，其实质就是寓道德教育于美育之中，以美促德，将人们立身成德的追求升华为一种诗意的美；诗化的道德教育的提出具有重大意义，它弘扬了中国道德教育的诗化传统，克服了唯理性的道德教育，从而使人在道德教育中诗意地栖居；与唯理性的道德教育相比，诗化的道德教育具有寓理于情、寓意于形、寓教于乐、人文关怀、潜移默化的特点；本文还对如何进行诗化的道德教育进行了探讨，具体包括培养学生诗意的观世法、教育方法从理性的&独白&转向诗性的&对话&、倡导艺术的人生观、有言之教与无言之教相结合等几个方面。

In addition to strengthening the socialism honor versus dishonor view education, the family must value the family moral education, change the family idea, paying attention to with the child"s communication, respecting the minor"s corpus position, attaining speech to spread and the body teach of unify; The school wants to strengthen the virtuous construction of teacher, set up the minor"s moral education mode to make people the center, improve the teaching method and means, change the form of the moral education, strengthen the development to the student studies the ability and creative ability, strengthen the mental health education, slice to strengthen the school actually to the farmer work son and daughter of moral educate the work, extend the national school does to learn the scale, strengthening to take charge of the work to the private school, build up a series contact system and improve the peripheral environment of campus etc; The all pay attention to the minor"s moral education together, carry on the right value leading, strengthen the market management that sells the book, guide the campus folk song toward healthy direction development, strengthen the management to the bad advertisement and the low level cultural amusement amenity, meanwhile , enlarge the strength to cure the net cafe, open the public cultural facilities, carry out 2004" central No.1 documents" hard, the department concerned can unite the community to open the exhibition cultural activity to accept the farmer work son and daughter, make widely available the moral knowledge and moral norm etc.

最后针对各类问题，寻求改进和加强未成年人道德教育的对策，除了加强社会主义荣辱观教育之外，家庭必须重视家庭道德教育、转变家庭观念，注重与孩子的沟通，尊重未成年人的主体地位，做到言传和身教的统一；学校要加强师德建设，构建以人为本的未成年人道德教育模式，改进教学方法和手段，变革道德教育的形式，加强对学生学习能力和创新能力的培养，加强心理健康教育，切实加强学校对农民工子女的道德教育工作，扩大公立学校的办学规模，加强对私立学校监管工作，建立一系列联系制度以及改善校园周边环境等；全体共同关注未成年人的道德教育，进行正确的价值观引导，加强对图书销售市场的管理，引导校园歌谣向健康方向发展，加强对不良广告和低层次文化娱乐场所的管理，同时加大对网吧的整治力度，开放公共文化设施，认真落实2004&中央一号文件&，有关部门可联合社区居委会开展文化活动接纳农民工子女以及普及道德知识和道德规范等。

与道德相关的网络解释 [注：此内容来源于网络，仅供参考]

amoral：非道德的

坏人是一个非道德的(amoral)人,不是一个不道德的(immoral)人. 74两者的不同在于,非道德的人眼里不存在道德,不道德的人只是不符合某一种道德,自己不见得不认同另一种道德. 坏人超然于一切体制,因为什么体制都对他不具规范意义,

lie outside the area of moral choice：不属于道德范畴,对待...时不用考虑道德问题

in...respect 在...方面 | lie outside the area of moral choice 不属于道德范畴,对待...时不用考虑道德问题 | moral reasoning 道德推理,运用道德进行推理

moral cognition：道德认识

道德认识(Moral Cognition)对客观存在着的道德关系及如何处理这种关系的规范,准则的认识,道德认识是个体道德品质形成的重要基础,离开或缺乏认识基础的情感或行为是没有多大道德价值和意义的,正确的道德认识有助于指导道德行为,

Moral Education：道德教育

在阐述孔子教育模式的特点之前,有必要强调一下"为了道德的教育"(education for morality)和"道德教育" (moral education) 的区别. "道德教育"有一个明确的道德目标,有相应的道德课程;"为了道德的教育"含义更加宽泛,

morality：道德

在西方古代文化中,"道德"(Morality)一词起源于拉丁语的"Mores",意为风俗和习惯. 通过以上对道德词源的了解,我们虽然可以对道德一词有个初步的认识,但如果深究起道德的内涵,还是显得有些鞭长莫及!因为这里既没有我国古人对道德的直接解释,

morals：道德

但是我在谈伦理或"教育"关注这样一个观念的时候最关注的其实是任何与道德(morals)或道德体系(morality)有关的内容. 本书并不提供任何一种道德体系,当然也不提供和启蒙有关的道德体系. 关注伦理与假定一种有关个人自己的道德权威完全不是一回事.

moral reasoning：道德推理,运用道德进行推理

lie outside the area of moral choice 不属于道德范畴,对待...时不用考虑道德问题 | moral reasoning 道德推理,运用道德进行推理 | in action 在起作用

moral relativism：道德相对主义

而且,对文化共同体之文化和道德伦理的传统理解立场,基于历史叙事(学)的"道德语境主义",所强调的都是道德文化的相对性,在某些特殊情况下,这两个基本方面的深刻影响还有可能导向尼采的"道德谱系学"(the genealogy of morals)和"道德相对主义"(moral relativism).

moral turpitude：违背道德,卑鄙 违背道德,卑鄙

moral standard 道德标准 道德标准 | moral turpitude 违背道德,卑鄙 违背道德,卑鄙 | motion 动议 动议

moral turpitude：违背道德、卑鄙 违背道德、卑鄙

moral standard 道德标准 道德标准 | moral turpitude 违背道德、卑鄙 违背道德、卑鄙 | motion 动议 动议