查询词典 Fichte

Similar to Kant's second half of the 18th century teaches at the University of Konigsberg, and Fichte at Jena University of Berlin after the Battle of the kind of form of teaching since then in France as a possible and normal.

类似康德在18世纪下半叶在哥尼斯堡大学任教和费希特在耶拿战役之后在柏林大学任教的那种形式，从此在法国成为可能和正常的了。

I aim at modern and contemporary philosophy of Germany, which is a philosophical country/nation, and gives rise to some great philosophers such as Emmanuel Kant , Johann Gottlieb Fichte and so on who devoted them selves to philosophy and pursued it all their life.

我选择的方向是德国近现代哲学，因为德国是哲学的国度，产生了诸如康德、费希特等伟大的哲学家，他们执着追求，将自己的一生献给了哲学。

Kant having studied and stated, Fichte and Schelling and Hegel

已经学习和讲解过康德，费希特，谢林和黑格尔

Fichte's popu lar lecture reflected his preference for freedom and act

费希特的通俗性讲演体现了他对于自由和行动的偏爱，他的"知识学"同样体现了他崇尚自由和行动的倾向。

Another factor in the growth of apologetics during the last century was the rise of numerous systems of philosophy that, in the teaching of such men as Kant, Fichte, Hegel, Schelling, Comte, and Spencer, were openly or covertly in opposition to Christian belief.

另一个因素在增长，护在上个世纪的崛起，众多的系统哲学，在教学中的这些男子，因为康德，费希特，黑格尔，谢林，伯爵，斯宾塞，被公开或明或暗的反对基督教信仰。

Eminent examples in the past are the Brothers Fichte, Herder, Wieland, Lessing, Goethe.

著名的例子，在过去是兄弟，费希特，赫尔德，维兰德，莱辛，歌德。

According to Kant the Christian creed deals with the ideal, not with the historical Jesus; according to Jacobi, it worships Jesus not as an historical person, but as a religious ideal; according to Fichte there exists an absolute unity between God and man, and Jesus was the first to see and teach it; according to Schelling, the incarnation is an eternal fact, which happened to reach in Jesus its highest point, according to Hegel, Christ is not the actual incarnation of God in Jesus of Nazareth but the symbol of God's incarnation in humanity at large.

据康德基督教信仰与理想，而不是与历史的耶稣；根据雅可比，它崇拜耶稣不是作为一个历史的人，而是作为一个宗教理想；据费希特存在一个绝对的统一，人与上帝和耶稣是第一个看到的，并教它要按照谢林的化身，是一个永恒的，其实，这正好达到在耶稣的最高点，根据黑格尔，基督是不实际的化身，上帝在拿撒勒的耶稣，但象徵上帝的化身，在人类在逃。

In the second part the ideas of three thinkers contemporary to Humboldt Schiller, Fichte and Schleiermacher will be treated in order to put Humboldt's educational ideals into context. In the third part three contemporary positions on education that further develop Humboldt's ideals will be introduced.

重点放在普遍教育的理念与人格培养之间的关联；第二部分即以席勒、费希特和施莱尔马赫的文章补充与丰富洪堡的教育思想；本文第三部分选了三个二十世纪的哲学家探讨他们如何继承与发展洪堡的教育理念。

After Fichte, Schelling, and Hegel, the same path is taken by Cousin, Vacherot, Bergson, and many others.

经过费希特，谢林，黑格尔，也走这条路是由堂兄，瓦舍罗，柏格森等，不胜枚举。

Fichte took Kant as his starting--point but finally rose above the level of subjectivism and posited a principle of reality, the absolute Ego.

费希特了康德，因为他的出发-点，但在最后玫瑰以上程度的主观判断和假定一个原则，从实际出发，绝对的自我。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。