苏格拉底的

Mr. O'Kelly now believed, like Socrates, that the unconsidered life is not worth living.?

和苏格拉底一样，奥凯利现在相信："不加思考的人生毫无价值。"

The well-born young Athenians who gathered around Socrates

那些聚拢在苏格拉底身边的上等雅典年轻人

Though characterized as unattractive in appearance and short in stature, Socrates married Xanthippe, who was much younger than he.

苏格拉底虽然长相不佳而且身材矮小，但他取了比他年轻的粘西比。

Socrates was ultimately because it violated the interests of rich and powerful to be known as corrosion of young minds who were forced to drink the juice Cicuta died.

苏格拉底最后因触犯了当时权贵的利益而被冠以腐蚀青年思想之名被迫饮毒堇汁而死。

Scorates asked him: Is this one the best firry tree?

苏格拉底问他：这就是最好的树材吗？

"Yes," said Cleitophon, interposing,"if you are allowed to be his witness."

&是这样的，&克莱托丰插嘴道，&我愿意为苏格拉底的话做证。&

I shall define him as an individual who has elected as his primar y duty and pleasure in life the activity of thinking in Socratic way about moral problems.

我会把他定义为一个对道德问题进行苏格拉底式思考并将此作为自己人生首要责任和快乐的人。

Unexamining life is not worth of living.

苏格拉底曾说：未曾经历考验的生命不配活着。

Bishops and curates are bound to admit the commissaries of papal indulgences with all reverence.

主教和苏格拉底势必承认教皇的宽容与所有英联邦崇敬。

As early as Before Chin Dynasty, the Confucianists had developed the learning tradition that virtue and truth were emphasized equally. Their learning principle was self-cultivation in both benevolence and wisdom, i.e. moral inquiry.The learning tradition of ancient West mainly means the learning tradition created by Socrates and developed by Plato and Aristotle. It paid close attention to existence and the intrinsic consistence of knowledge and benevolence.The Enlightenment had dual influence on existentialism meaning of learning. For one thing, it created conditions for the liberation of human. The call for ration, freedom and democracy aroused inquiry spirit in education. For another,"subject-object" dualism looked oh scientific knowledge as rigid object truth, and human mind became "mirror" to reflect the objective reality. So education degenerated into knowledge indoctrinating and skills training. It depressed inquiry spirit and human creative personality.

先秦以来儒家的学习传统是强调真理与德性并重，儒家的学习原则是仁智双修，德性探究；古代西方的学习传统，主要是指由苏格拉底所开创，经柏拉图、亚里士多德继承和发展的关注人的生存、追求知识与&善&的内在一致性的学习传统；启蒙运动一方面为在教育中实现人的解放创造了条件，对理性、自由和民主的呼唤催生了教育中的探究精神，但另一方面，启蒙理性的&主-客体&二元论性格，使得科学知识变成僵化的客观真理，人的心灵变成反映客观实在的&镜子&，教育由此退变为知识灌输和技能训练的过程，压抑了探究精神和人的创造个性。

Plunder melds and run with this jewel!

掠夺melds和运行与此宝石！

My dream is to be a crazy growing tree and extend at the edge between the city and the forest.

此刻，也许正是在通往天国的路上，我体验着这白色的晕旋。