区分认知理性与实践理性是解读儒家性善论教育思想基础的前提。

The understanding of the Confucian educational theory that human nature is originally good is the prerequisite to differentiate cognition rationality from practice rationality.

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人文主义的教育管理观以“主观主义”的哲学为基础，关注组织中人的因素，注重人的价值理性而忽视人的认知理性。

The educational management view of humanism based on subjectivism concerns the persons in the structure and attaches importance to man's value rationality but not cognitive rationality.

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这些关于合理性的观点，其根源来自于人们有限的以及错误的对合理性思维的看法，同时与现代认知科学对合理性的研究不相符合。

These ideas about rationality derive from a restricted and mistaken view of rational thought - one not in accord with the study of rationality in modern cognitive science.

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They really do come to believe in the power of reason, of human beings to figure out the universe.

他们相信理性的力量,以及人类认知宇宙的的能力

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Things are either pleasant or unpleasant. The good, on the contrary, - is the way in which our cognitive and moral faculty-- which Kant calls "the reason"--understands things.

事情总是有好有坏，但只有好的东西才能被我们的，感官和道德感-,也就是康德笔下的“理性“，所认知。

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is dependent on how we perceive the world, on the form,on our interpretation,on our perception.

在于我们如何看待世界，not，only，primarily—,社会习俗规条，我们理性和感性上的认知。

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