查询词典 PLATO

The theories related to "imagery form" by Kundera,"the allegory of the cave" by Plato,"simulation environment" by Lippmann,"simulation, hyperreality and impedsion" by Baudrillard and others have explained it from different angles.

运用昆德拉的"意象形态"、柏拉图的"洞穴理论"、李普曼的"拟态环境"、藤竹晓的"拟态环境的环境化"、鲍德里亚的"仿真、超真实、内爆"等理论，可以对此进行不同角度的阐述。

When Yalishiduode is 17 years old, be sent famous at that time Plato lyceum by father, over he learned 20 years.

亚里士多德17岁时，就被父亲送到当时著名的柏拉图学园，在那里他学习了20年。

He founded his own school of philosophy in Athens in 306, which unlike Plato's academy and Aristotle's lyceum—accepted women.

在他35岁的时候，创立了自己的哲学教室于雅典；跟柏拉图和亚里斯多德的学院、学苑不同的是，他还招收女生。

Whereas plato's academy led in the development of mathematics and geometry, the lyceum focuses on applied scientific research, especially in the natural sciences.

当柏拉图的"学院"着重于数学和几何学的发展时，"学苑"专注于应用方面的科学研究，特别是自然科学。

Mannie, this little girl is Wyoming Knott and she came all the way from Plato to tell us how we're doing in Hong Kong.

曼尼，这个小姑娘叫怀娥明·诺特，她从柏拉图远道而来，专门向我们介绍他们在新加坡的经验。

Plato glosses this idea memorably by calling such a soul healthy.

柏拉图把这种思想叫做灵魂的健康。

This is made clear by the discussion in Plato's Meno.

这些在柏拉图的曼诺中被讨论得很清楚。

In the Meno, Socrates uses a geometrical example to expound Plato's view that knowledge in this latter sense is acquired by recollection.

在《门诺篇》中，苏格拉底利用几何学的例子解释柏拉图在后一种意义上的知识通过回忆获得的观点。

It seems better, however, to follow Plato's Meno in limiting the term "educating" to human activities like practicing and instructing, and to think of God's acts of revelation and regeneration as "gifts," as Christianity itself usually does—as some kind of divine aid to education rather than as education itself.

然而，它显得更好一些，去追随柏拉图的曼诺中把"教育"术语限制在人的活动上象实践和指导一样，并且去想到上帝的启示和再生行动作为"礼物"，如基督教它自己通常做的——与其说是教育自身，还不如说是为了那些神圣的目标去教育。

It came completely out in the open in the days of Socrates and the Sophists, when the Greek air was full of debate about education, as is shown by the discussion Plato purports to describe in the Protagoras and Meno about the teach ability of aretē.

这样的观念，完整地出现在苏格拉底和智者派的开放的时代，当时希腊的空气充满了对于教育的辩论，它被柏拉图在旨在描述讨论优秀的教的能力的普罗塔哥拉和曼诺中展现。

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。