经验主义

Aferwards, my approach has been less empiric and more "scientific" or rational. I started to study the fretboard, harmony, chords,.

然后我尝试用较少的经验主义，而较多地用"科学"或"合理"的方法来做。

At other times more explicit conclusions are buried in the midst of amass of empirical material.

还有的时候，更多的毫不掩饰的结论被淹没在经验主义的辞藻里。

It is thought provoking, however, that although Peirce's philosophy opposes apriorism and empiricism, it not only allows for people's concern for the nature of existence but also advocates current human social practice, starting a brand new philosophy.

不过，令人深思的是：皮尔士哲学在反对先验论和经验主义的同时，既维护了人类关注存在本质问题的可能性，又立足于人类现行的社会实践行为方法，开创了一种全新的哲学观。

In the first charter , the development of Art of Using Concepts is stated in order to make readers know its proceedment. In the second charter ,the difference between the Art of Using Concepts and Apriorism and Expiricism in order to make readers understand the disparaty of Kant's Apriorism and Expiricism. In the third charter, the relation between true thinking and the Art of Using Concepts so that it's necessary that the Art of Using Concepts needs true thinking. In the former charter, the relation between practice and the Art of Using Concepts which indicates that the Art of Using Concepts is based on the practice.

在第一章中，阐述了"运用概念的艺术"的演化过程，主要是让读者了解一下"运用概念的艺术"的发展变化；第二章阐述了"运用概念的艺术"与先验论和经验论是根本对立的，这一章是为了让读者了解"运用概念的艺术"与康德的先验论，经验主义的区别；第三章主要阐述"运用概念的艺术"与"真实的思维"的关系，说明"运用概念的艺术"需要"真实的思维"；第四章主要阐述"运用概念的艺术"与实践的关系，说明"运用概念的艺术"是建立在实践的基础上的。

Lewis' axiology is empiricism and cognitivism; his philosophical standpoint is"Conceptual pragmatism"which is reformed from pragmatism with Kant's apriorism and logical positivism.

刘易斯的价值理论是经验主义的和认识主义的；哲学立场是用康德的先验论和逻辑实证主义改造过的"概念论的实用主义"。

First, having experienced World War twice and a variety of economic and political crisis , making participators and witnesses have to reconsider human being' behavior profoundly; Second, the easygoing life people have lived since the beginning of history which follows the established, national, graded and familial tradition outmoded conventions collapsed with the prompt development of modern science and technology, which makes human being reconsider their own way of subsistence and nature again; Thirdly, at the end of the 19th century and the beginning of 20th centuries, the school of materialism, empiricism, the side of naturalism and the side of idealism, apriorism, and spiritualism all realized they have ignored the research on human being's self, thereby the contradictions of different understanding of human being become extraordinarily obvious and pungent

第一，人类历经了两次世界大战和种种经济、政治危机，这使参与者和目击者不得不反思人类的这些行为；第二，人们自有史以来的那种不慌不忙的，按既定的、民族的、等级的、家族的传统陈规所进行的生活，随着现代科学技术的迅猛发展而迅速互解，这不能不使人类重新审视自己的生存方式和本性；第三，在19世纪末20世纪初，唯物主义、经验主义、自然主义一方与唯心主义、先验论、唯灵论一方都意识到自己忽视了对人类自身的研究，从而对人的理解的对立变得异常突出和尖锐起来

Apriorism and empiricism are two antagonistic concepts in contemporary western philosophy. The former takes some ultimate ideas as its ideological basis, while the latter regards the effective practical activities as the only human ideological basis, rejecting any unverifiable ultimate idea.

近代西方哲学中的先验论和经验主义似乎是两个对立的观念，前者把某种终极理念作为思想观念的基础，而后者恰恰把行之有效的现实行为活动框架视为人类惟一的观念基础，从而否定任何不可证明的终极理念。

This can be done as a formal exercise, but should be grounded in empirical studies of how users structure their experiences with the technology.

这可以是完成了正式的练习，但应该著重於如何在经验主义研究中用技术建构他们的经验。

The Classical Empiricists, the Logical Empiricists and the Neo-Historists have all discussed this problem, and have proposed their unique views.

观察和理论问题一直是科学哲学的中心问题，从古典经验主义、逻辑经验主义到如今的新历史主义都对此问题做了讨论，并提出各自独有的观察理论，但都或多或少的存在这样或那样的缺陷。

That the reforms are influenced by our national cultural traditions; that the mainstream knowledge concept during the centenary reforms is also evolutional and it goes through such changes rempiricism -rationalism -empiricism—reconstructionism; that the research paradigm of preschool curriculum advances from closure to openness, from hypotheses to generation and the contents of curriculum are continuously constructed under dynamic state.

基于此分析，我们认为，中国学前课程的发展、变革受各种教育流派的影响，与世界学前教育发展的脉络相关；变革的主线在中外教育文化的交流中不断地进行引进与本土化；学前课程变革受民族文化传统的影响；学前课程百年变革中主流知识观也是嬗变的，经历了从经验主义——理性主义——经验主义——建构主义知识观的变化；学前课程研究范式从封闭走向开放，从预设走向生成，课程意义不断地在动态过程中建构。

Neither the killing of Mr Zarqawi nor any breakthrough on the political front will stop the insurgency and the fratricidal murders in their tracks.

在对危险的南部地区访问时，他斥责什叶派民兵领导人对中央集权的挑衅行为。

In fact,I've got him on the satellite mobile right now.

实际上 我们已接通卫星可视电话了