形式主义的

It still deserves using for reference today owing to it not only represents reasonable thinking of a great philosopher about the problems of faith, but includes many reasonable elements in itself: 1, the project with which Kant treated of the relationship between knowledge and faith is inspiring us that, in order to refrain from the tendencies of emptiness and formalism in philosophy, and overcome the narrow-minded tendency and obscurantism in religion, we should give the statuses proper to religion, and so promote the dialogues between and union of philosophy and religion.

由于康德宗教思想代表着一个伟大的哲学家对于信仰问题的理性思考，包含着很多合理因素，在当代仍值得我们借鉴。首先，康德对于知识与信仰关系的处理方案给我们这样的启示：在我们的精神生活中应该赋予宗教应有的地位，促进哲学与宗教的对话和联合，以既避免哲学的空疏和形式主义，又克服宗教中的蒙昧主义与狭隘倾向。

Of one of their religious services, in striking contrast to the lifeless formalism of the Church of England, he wrote: The great simplicity as well as solemnity of the whole almost made me forget the seventeen hundred years between, and imagine myself in one of those assemblies where form and state were not; but Paul, the tentmaker, or Peter, the fisherman, presided; yet with the demonstration of the Spirit and of power.

他们的宗教聚会与英国教会那种没有生气的形式主义大不相同，关于这一点，卫斯理写道：整个聚会的非常简单和严肃的精神，几乎使我忘掉了一千七百年的距离，而想象自己是在参加那些不重外表和不拘形式的聚会，乃是制帐棚的保罗，或是作渔夫的彼得所主持的；然而他们确有圣灵和能力的明证。

When review the past 4 years, we can find many delectable advancement. The eidos and the multiform teaching instruments has been brought into the class. More and more teachers begin to pay attention to the exploitation of course resourse. Of course, there are still some avoidless matter. Such as indecisive teaching aims, formalism in teaching organizing and impertinent treatment in teaching.

回首过去的四年，初中思想品德新课程教学在实施过程中取得了可喜的成绩：新课程教学理念融入课堂，多样化的教学形式引进课堂，课程资源开发意识逐渐增强；另一方面也出现了不容忽视的问题，主要表现在：教学目标落实的偏差，教学资源处理的不当，教学过程组织中的形式主义。

On one side, it criticizes the traditional way of value view education in our country including the critique to dualistic-opposition method, the rejection to formalism method and the sublating to indoctrination method. On the other side, it argues the application of value view education including both drawing lessons from traditional persuading methods, model demonstration method, edification method, self-cultivation method and applying to the dilemmatic story method, character-acting method, value-clarifying method.

最后，对价值观教育方法的运用进行了分析，一方面，对我国传统价值观教育方法进行了检讨，它包括对非此即彼二元对立方法的批判，形式主义方法的拒斥和灌输方法的扬弃；另一方面，论述了我国价值观教育方法的运用，它既包括对传统的说服教育法、榜样示范法、陶冶教育法和自我修养法的借鉴，又包括对两难故事法、角色扮演法和价值澄清法等新方法的运用。

On the other side, it argues the application of value view education including both drawing lessons from traditional persuading methods, model demonstration method, edification method, self-cultivation method and applying to the dilemmatic story method, character-acting method, value-clarifying method.

最后，对价值观教育方法的运用进行了分析，一方面，对我国传统价值观教育方法进行了检讨，它包括对非此即彼二元对立方法的批判，形式主义方法的拒斥和灌输方法的扬弃；另一方面，论述了我国价值观教育方法的运用，它既包括对传统的说服教育法、榜样示范法、陶冶教育法和自我修养法的借鉴，又包括对两难故事法、角色扮演法和价值澄清法等新方法的运用。

Such as L. Robbins who attempted to narrowly define the nature and the scope of economics, the neoclassical economics that sets up rational economics man as the fundamental assumption of behavior, Milton Friedman who maintained the notorious argument of irrelevancy of assumption, the professional economists who are obsessed in the self-help mathematical game in the name of the seemingly right positive studies, all of these efforts have so far never plausibly proved that the positive economics is built upon a solid foundation of methodology.

罗宾斯对经济学研究的性质和研究范围的狭窄界定，新古典经济学的高度简略化的&理性经济人&基本行为假设，弗里德曼的&假设不相关性&观点，乃至专业经济学家们似是而非的&实证&，以及在&实证&旗号下沉湎于数理&自助游戏&中所实际奉行的方法论形式主义，所有这些都未能令人信服地证明：实证经济学具备一个坚实可靠的方法论基础。

On the top of the painting, the white background is infused with a few red and yellow brushworks, and thus presents its inner meaning, awe, and strength. In addition, the artist's placement of materials is never like what comprises formalism. It does not explain whether the painting is abstract or concrete. Rather, it refers to its metaphor, making the materials speak for themselves.

而在画面的上端，白色的背景有着红与黄的融渗、漫漶，深度的隐喻因此被显现出来，老虎的王气、红星的霸气、佛光的苍茫，是以内敛的张力混成的；其平面铺展并不容纳形式主义教条，不是用平面的物质真实克服视幻觉，也不是回到物象或具象本身，而是迂回到被隐喻的所指腹地，达到现象学的还原，让材料是其所是。

The classical Roman law established an obligatio - contractus system with formalism and numerus clausus as the key features of contract; the medieval glossators accepted this model and redefined the contract with the doctrine of causa; the French law family continued this tradition and made the doctrine of causa the...

古典罗马法以形式主义和类型法定为契约概念的特质，构建了债一契约的制度模式；中世纪注释法学家遵循这一模式，以原因理论重构了合同的概念，这一传统为法国法系继受，使原因理论成为破译其合同概念及相关制度设计的密码；在德国，自然法理论、理性法学和历史法学结亲，以法律行为理论重组合同的要素，使其含义在历史上再一次发生根本性断裂；20世纪以后，制度的变迁又催生了新的合同说明模式。

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。