创造

And us ourselves in so far as we are each creatures of our age and social environment.

这个过程创造了我们生活的人类世界，也创造了我们自身，因为我们都是我们所处的时代和社会环境的产物。

We're longing for the people who is in the same camp work together,to create better products for community,to create happier and healthier life for ourselves!

我们渴望和志同道合之士共同创建优秀团队，为社会创造更多、更好的产品，为自己创造更健康，快乐的生活！

Once we become present to that which is creating the inauthenticity we are able to give it up through enrollment and again reinvent ourselves through the creation or even regeneration of our possibilities.

我们一旦成为这本是我们能够创造失真放弃录取，再经过重新通过创造自己的可能性，甚至再生。

While the self-limiting belief will reappear in our life through a breakdown, staying in the Conversation with another will assist us in distinguishing the inauthenticity that we create and once again empower us to get back into or create new possibilities for ourselves.

而自限的人生信念，将再现细目，下榻在交谈中另将协助我们创造和鉴别失真，我们再次赋予我们找到或创造新的可能性甚高。

But given libertarian free will, which requires causal indeterminism, God could not know without creating the world exactly which possible world would result.8 God might have gotten lucky, and created a world in which all free beings had only virtues, and no vices.

但赋予人类自由意志就需要不可知的原因，神不知道创造一个世界会发展成什么样。神本可以很幸运，创造一个只有美德而没有恶性的自由物种。

When the instrumental value of learning educational theories is emphasized,its meaning of life is hidden in teacher development,so as to break educational theories and teacher development in the aspect of life.Analyzed from the perspective of teacher's life,teacher development implies much meaning of life and educational theories should care for life in many ways.

一、教育理论和教师发展在生命层面上的断裂教师发展中生命创造的缺失在学校研究性变革实践中，教师需要学习全新的教育理论、思维方式去应对、反省复杂的教育情境，改变自身在学校生活中的生存方式，实现自己在课堂教学中的生命创造，因为教师发展不能局限于专业发展。

Sometimes they intermingle: a child's parents may re-create the environment of one experience, while his playmates will re-create the environment of another.

有时它们互相混合：一个孩子的父母会重新创造一种经验的环境，而他的玩伴则会重新创造另一种经验的环境。

Let us imagine a coming generation with such intrepidity of vision, with such a heroic penchant for the tremendous; let us imagine the bold stride of these dragon-slayers, the proud audacity with which they turn their back on all the weaklings' doctrines of optimism in order to "live resolutely" in wholeness and fullness: would it not be necessary for the tragic man of such a culture, in view of his self-education for seriousness and terror, to desire a new art, the art of metaphysical comfort, to desire tragedy as his own proper Helen, and to exclaim with Faust

今日的艺术已显出这种普遍的困难：他们徒然依赖一切伟大创造时代和创造天才作为榜样；人们徒然搜集全部"世界文学"放在现代人周围以安慰他；人们徒然使人置身于历代艺术风格和艺术家中间，以便一一命名，象亚当给走兽命名那样；然而，读者始终是饥肠辘辘，"批评家"则愁眉苦脸，没精打彩，象亚历山德里亚的学者们那样，他们毕竟是图书馆员和校勘者，可怜让书上尘埃和误刊错字弄得失明。

We have to be more inventive now, and we are more inventive.

我们现在必须更加善于创造，我们现在更加善于创造。

In attempting to construct such machines we should not be irreverently usurping His power of creating souls, any more than we are in the procreation of children: rather we are, in either case, instruments of His will providing mansions for the souls that He creates.

时机的问题我们会在本文其他地方再讨论，但是就尝试制造这种机器的过程本身来说，既然我们自己一直具有着繁衍后代的能力，我们就不应该如此不逊地篡夺上帝创造灵魂的能力（或者说，既然我们自己具有将生命赋予后代的能力，上帝就具有将灵魂赋予动物或是机器的能力）——事实上，不管做什么，不管是尝试繁衍后代还是尝试篡夺上帝的权力，我们都只不过是一群肉体工具，被上帝用来承载他所创造的灵魂而已。

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。