他把语言怀疑观融入其创作中，使用一种对语言本身进行否定的语言，与主题保持一定距离，避免直接的主观涉入。

He integrated his doubt of language into his writings, which used a language that negates language per se, kept some distance away from the subject, and avoided direct subjective involvement.

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也提出了目前课程改造的入一步深入对于课程观所提出的召唤。

Pointed out that the concept of curriculum has a guide for curriculum reform, assessment, regulation and recognition functions.

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其回归方式为对生活世界的主体参入式回归，并用“交互主体观”统摄道德教育过程。

And thus the process of moral education is governed by "the ideas of mutual subjectivity".

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