查询词典 subjectivity

No apologies for subjectivity are in order, though, because each packager should decide based on his or her own criteria.

没有道歉的主体是为了不过，因为每个包装应决定根据他或她自己的标准。

Both disciplines therefore see the need to re-emphasize the importance of that subjectivity.

真我主体性是根据意识进化的原理确认人具有精神超越的智慧潜能。

These deficiencies result from the facts(1)that the subjectivity of policyimplementers can vary policy information in constructive and distorting cognition;(2)that policyimplementing subjects are not well-learned;and(3)that the referents of linguistic symbols withpolicy information are not definite.

产生这些认知缺陷的原因主要在于：1、政策认知的主体性特征会通过建构性认知和扭曲性认知致使政策信息在认知过程中发生变异；2、政策执行主体的知识素质偏低；3、承载政策信息的语言符号指代关系具有不确定性。

From the ancient Greek substantive subject to modern cognitive subject, to contemporary life subject, man constitutes the historical process of the development of subjectivity theory.

从古希腊的实体主体到近代的认知主体，再到现代的生命主体，构成了主体性理论发展的历史过程。

Analyzing subjectivity issues from the perspectives of practice-value philosophy gives the following conclusion: the subject is not a substantive category, but rather a value category embodying an active value relationship.

当从实践一价值哲学的视角去分析主体性的问题时，可以得出这样的结论：主体不是一个实体范畴，而是一个价值范畴，体现的是一种能动的价值关系。

It deals with feeling versus experience, subjectivity versus objectivity, disinterested pleasure, aesthetic universality, free and adherent beauty, the sensus communis, genius, aesthetic ideas, beauty as the symbol of morality, beauty of nature versus beauty of art, the sublime, and the supersensible.

这部份他处理感觉与经验的对立、主体性与客体性的对立、不与利害相关的愉悦感、美感的普世性、自由美以及依赖美、共通感、天才、美感理念、美作为道德的象徵、自然美与艺术美的对立、崇高感以及超感官。

It deals with feeling versus experience, subjectivity versus objectivity, disinterested pleasure, aesthetic universality, free and adherent beauty, the sensus communis, genius, aesthetic ideas, beauty as the symbol of morality, beauty of nature versus beauty of art, the sublime, and the supersensible.

在这篇文章，笔者将范围限定在康德的批判美学，但是也将讨论丑陋，以及数学里到底有没有美？

It deals with feeling versus experience, subjectivity versus objectivity, disinterested pleasure, aesthetic universality, free and adherent beauty, the sensus communis, genius, aesthetic ideas, beauty as the symbol of morality, beauty of nature versus beauty of art, the sublime, and the supersensible.

译按，康德早年认为数学当中有美可言，但晚年断然推翻这个想法，认为数学无关乎美，也没有天才。

It uses theatre, dance, sculpture, painting and the literary arts to reveal and voice the knowledges and histories of the body, towards a questioning self-reading of our subjectivity, through and with others, to cultivate the intercultural sensitivities and 'performance-awareness' that are necessary to building new communities of solidarity and participatory democracy.

这种教学法用剧场、舞蹈、雕塑、画画和文学化手法去显示和表达身体所知和所经历的，以达到对自我进行批判性审视，并通过其他人，和其他人一起，形成一种跨文化的敏感性和&行动意识&，这些对建立一个参与式民主的团结新社区是非常必要的。

Based on the theory of human subjectivity, A Maslow's hierarchy theory of needs and Objective management, the thesis emphasize the self-management in junior high school. Starting with analysis of the present situation, the thesis investigate the functions of performing self-management. From her own experience as a headteacher, the author gives a sutle analysis of the way to promote the socialization of students, the way to optimize class management and the way to foster citizens for the future. The methods, measures, steps and results for self-measurement are introduced according to her class management stages (i.e. management under guidance of headteachers, cooperation between teachers and students, self-management by students). Finally, the remaining tough issues during her experience are dissected and the author gives suggestions to perfect the management patterns.

本文以主体性理论、马斯洛需要层次理论、目标管理理论为依据，阐述了在班级管理中实施初中生自主管理的重要性；从目前初中生特点、初中班主任工作现状入手，分析当今班级管理的现实；从促进学生的社会化、优化班级管理效果、培养未来社会公民等方面分析了实施初中生自主管理的作用；从自己作为第一线班主任教师的工作实际中，分别介绍了班主任导管、师生共管、学生自管三个阶段实施初中生自主管理的手段、方法、具体措施及取得的成效；最后分析了自主管理实施过程中存在的诸多问题，为进一步更好的进行管理提出了建议。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。