上学

If it is conceivable that there be zombies, it is metaphysically possible that there be zombies.

如果存在人偶是可设想的，那么存在人偶就是形上学上可能的。

If it is metaphysically possible that there be zombies, then consciousness is non-physical.

如果存在人偶是形上学上可能的，那么意识是非物理的。

There is no reason to doubt that the XYZ-world is metaphysically possible.

没有理由怀疑'XYZ世界是形上学可能的'。

According to this view, zombies and the like are conceivable, but they are not metaphysically possible.

按此，诸如人偶这类可设想，但不是形上学可能的。

If there is a metaphysically possible universe that is physically identical to ours but that lacks consciousness, then consciousness must be a further, nonphysical component of our universe.

如果有一个形上学上可能的世界（物理上和我们的等同，但没有意识），那么意识必是我们这个世界的更进一步的非物理成份。

This seems metaphysically innocuous, but many philosophers charge that Predicate Nominalism ignores the Problem of Universals, and does not solve it.

这似乎是形上学无害的，但许多哲学家指责述谓唯名论忽略了共相问题，没有解决它。

My colleague Dr McZed denies that there are any first causes and is therefore not a metaphysician; she is rather, an anti-metaphysician. In her view, metaphysics is a science with a non-existent subject-matter, like astrology.

我的同事张三认为"诸第一因是不存在的"，所以不是一个形上学家，她是一个反形上学家，在她看来，形上学是一个不存在主题的学科，就如占星术。

The metaphysician Peter van Inwagen (1998a) has suggested that the essence of metaphysics consists in an attempt to describe ultimate reality.

形上学家Peter van Inwagen (1998a)建议形上学的本质在于试图描述（在一个足够一般的方式中）终极实在。

This chapter is an overview of issues concerning the metaphysics of consciousness.

这一章是对关涉意识的形上学的议题做一个概观。

You could think of metaphysics as concerned with the fundamental categories of being.

你可以认为形上学关涉的是"being的基础范畴"。

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。