这种脱离教育情境、远离教育的“生活世界”、忽略儿童个体的差异性、独特性的教育学导致教育理论研究离开了教育本身，给人一种疏远感。
Pedagogy also keeps away from pedagogical "life-world" and ignores the difference between each individual child, so it breaks away pedagogy itself and makes people a sense of alienation.
这产生于处在国家边缘的人们远离国家生活中心所感受到的那种摆脱幻想的清醒感和疏远感。
It is born out of the disenchantment with or alienation from the national center felt by those on the periphery.
有时候，我们渐渐习惯了和上帝疏远的感觉，这使我们容易犯罪，致使我们对自己远离上帝的光景也变得麻木不仁。
Sometimes we grow accustomed to feeling distant from God. This makes it easier to sin, complicating the sense that something important is missing.
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