上学

Can you tell me the reason why you didn't come to school yesterday ?

你能告诉我你昨天没来上学的原因吗？

Join Hubie once again as he faces his comically horrific fears during his fir

它们讲述的是小男孩胡比第一天上学和第一次去学校图

"Comrade, I will be late for school. Please take me to my school, will you?"

"同志，我上学要迟到了，请你把我送到学校好吗？"

But such claims about conceivability seem as at least as fragile and fallible as intuitions about what is metaphysically possible.

但是这样的关于'可设想'的主张，作为关于形上学可能性的直观时，似乎至少是脆弱和易错的。

From the conceivability of zombies, proponents of the argument infer their metaphysical possibility.

基于人偶的可设想，这个论证的建议者推断出一个形上学的可能性。

He claims that conceivability arguments, even if insufficient to establish a metaphysical conclusion, can still show that a certain kind of explanation of mental phenomena in terms of the physical is unavailable.

他主张说，通过可设想论证，即使不足以建立一个形上学结论，但也能够指出基于物理对精神现象的某类解释是无效的。

The conceivability argument infers from conceivability to metaphysical possibility; the knowledge argument infers from failure of deducibility to difference in facts; and the explanatory argument infers from failure of physical explanation to nonphysicality.

可设想论证从形上学可能性的可设想做出推导，知道论证从'推理失败'推导'事实上的差异'。

Traditional grammar distinguishes the abstract noun "whiteness" from the concrete noun "white" without implying that this linguistic contrast corresponds to a metaphysical distinction in what they stand for.

传统语法区分了抽象名词"白『whiteness，白性』"和具体名词"白『white』"，但不蕴涵说这个语言区分对应某种其所表达的形上学区分。

According to the Way of Conflation , the abstract/concrete distinction is to be identified with one or another metaphysical distinction already familiar under another name: as it might be, the distinction between sets and individuals, or the distinction between universals and particulars.

按归并的方法『the Way of Conflation 』，抽象物和具体物的区分被同一于某个形上学区分，而后者以另外的名字已经被我们所熟悉：可能的是，就是集合和个体的区分，或共相和殊相的区分。

He was late to school for three consecutive days.

他连续三次上学迟到。

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。