查询词典 attention to moral principle

The main contents are: the methods of concluding administrative contract; the principle that concluding administrative contract shall obey, such as principle of participation, principle of legality, principle of equality and freedom, principle of efficiency, principle of good faith and principle of equivalent procedure burden; basic systems of administrative contract's conclusion, such as system of hearings, system of sequence, system of notification, system of publicity, system of functional separation, system of recusation, and system of prescription; procedural rights and obligations of both parties.

主要内容包括：第一，行政契约的缔结所应遵循的原则，主要从一般和特殊两个角度探讨了以下几个主要原则：参与原则，合法原则，平等自由原则，效率原则，诚实信用原则，适于行政需要原则和程序负担均衡原则；第二，怎样缔结行政契约，其方式如何；第三，行政契约缔结的步骤；第四，行政契约缔结的基本制度，主要包括：顺序制度，告知制度，信息公开制度，职能分离制度，回避制度和时效制度；第五，缔约双方的程序性权利义务各有哪些。

Grices Politeness principle and his conversational implicature describes that people usually obey this principle, but sometimes they violate it in communication. At the same time, it tells us how to infer the implicature in conversation. But it has not explained why people violate the principle deliberately. The Politeness principle explains the cases that people violate the Cooperative principle are for the purpose of politeness. The Relevance principle was put forward from a cognitive angle and it is a complement to the Cooperative principle.

Grice的合作原则及其会话含义描述了人们在言语交际中对合作的遵守和违反，以及会话含义的推导，但未解释人们既然要遵守合作原则，为何又要故意违反合作原则；Leech认为人们违反合作原则是出于礼貌，在此基础上他提出了礼貌原则，目的是为了弥补合作原则的不足；而Sperber和wilson则从认知的角度提出了关联原则，进一步完善了合作原则。

Kant and Hegel's subjective review toward the moral world shows that the change of the moral world view depends on two conditions: the loss of moral certainty and the shift of the moral world from apriorism to reality.

从康德和黑格尔对道德世界主观性的审查看，道德世界观的转变有赖于两个条件：道德确实性之丧失、道德世界从先验预设转向生活世界。

Cohen interprets the moral grounds of the thesis of self-ownership in intuitional level and theoretical level. In term of intuitional level, firstly, Nozick makes use of moral intuition of moral agent's aversion to slavery, asserting that rejection of the thesis of self-ownership is tantamount to endorsement of slavery. Secondly, Nozick makes uses of moral intuition of people's not permitting others'deploying any part of one's own body by coersion, asserting that rejection of the thesis of self-ownership is tantamount to endorsement of redistribution of bodily organs.

就直觉层面而言，柯亨认为，第一，诺齐克利用道德主体厌恶奴隶制这种道德直觉，断言拒绝自我所有命题就意味着对奴隶制的认可；第二，诺齐克利用人们决不允许他人强制使用自己身体的任一部分这种道德直觉，断言拒绝自我所有命题就等于承认对身体器官的强制再分配。

Interpret moral as moral education and substitute methods of moral with moral education, all inadvisable.

把德育理解为道德教育和以道德教育代替德育的做法，都是不可取的。

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。"

This theory had three main parts. First, based on the DIT, they rectified the DIT1 and constructed the DIT2. Second, in accordance with the factor analysis on the responses to the DIT, they postulated three moral schemas (the personal interest schema, the maintaining norm schema and the postconventional schema) instead of stages with distinct justice operations. Third, in light of the double classification(the moral schema predominance and the moral schema mixture), they produced six moral types.

它主要有三部分内容：第一，莱斯特等人以确定问题测验为方法基础，着手对最初的确定问题测验版本(DIT1)进行修订，形成了新的确定问题测验版本(DIT2)；第二，他们在对大量的DIT反应进行因素分析的基础上，得出三个道德图式，即个人利益图式、保持规范图式和后习俗图式，由此将科尔伯格的阶段论改造为道德图式论；第三，莱斯特等人根据道德图式在人们头脑中的优势及其混合两种分类标准，将个体分为六种类型，建构了道德类型论。

In a word, to pose the question of "why" ontologically and to expound "what it is" epistemologically and to probe into "how to do" pedagogically constitute the three-dimensional state of the rationality moral curriculum, sensibility moral curriculum and action moral curriculum of moral education in school.

总之，从本体论上追问"为什么"，从知识论上诠释"是什么"，从教学论上探究"如何做"构成了学校道德课程的理性道德、情性道德、行动道德三位一体形态。

He raised again on the practical activities, compared with the overall life of the individual, modern Western moral life, excessive self-advancement in the field of ethics, individuals solely on the basis of purely subjective and emotional self-sexual moral choice unified objective moral standards and moral authority lost.

他提出了德性依托于实践活动，德性充满着个人生活的整体，现代西方道德生活中，自我在道德领域里过分凸现，个人完全根据自我进行纯粹主观性和情感性的道德选择，统一的客观的社会道德尺度和道德权威性丧失。

Modern society, with the continuous development of the Internet, mass media, social life, Telford departure from the behavior of the samples in a state of convergence presented in front of people, its impact on moral education in schools mainly in the acceptance of moral schools subject - the students moral value judgments and moral behavior will impact.

现代社会，随着互联网等大众传媒的不断发展，社会生活中的的德福背离现象以一种汇聚性的样态呈现在人们面前，其对学校德育工作的影响主要表现在对学校道德的接受主体——学生的道德价值判断和道德行为意愿的影响上。

As of Tuesday, Google's results were still censored in China.

截至周二，谷歌的搜索结果仍受中国审查。

In order to make the positive action increase and negative one decrease, the sub-forces of the social factors must be adjusted to form a centripetal force.

在这一过程中，人的主体性发挥是社会有机体健康发展的灵魂。