o一般情况下，有助于“严父”的道德水平(善与恶，规则必须遵守，严格的是非规则)。
Promoting strict-father morality in general (good vs evil, rules to be obeyed, strict rules on right vs wrong).
道德在我们生活中是极为核心的,我们要在大部分课中探讨的,一个深入的问题,就是善与恶的问题,恶与善
Morality is extremely central to our lives, and a deep question, which we will struggle with throughout most of the course, is the question of good and evil, evil and good.
但这并不是对万恶不赦的不健全的，并且常常是不道德的贷款措施的否定。
This is not to deny the atrociously unsound, and often unethical, loan practices.
这就像看中世纪的道德剧，善与恶的力量为权力而战。
It's like watching a medieval morality play, with the forces of Good and Evil battling for power.
在这里我们可以通过扬恶来达到进入道德危机的环境。
We could get into a situation here of a moral hazard by rewarding bad behavior.
可见就是像你这样十恶不赦的家伙，我照样可以和你谈'道德良知'……
Therefore, I can still talk about 'morality and consciousness' to such a villain as you are.
他们在这个故事中学到了人类的道德选择和行为，必须承认由做恶带来的后果。
So they learn in this story that the moral choices and actions of humans have consequences that have to be borne by the perpetrator.
这样，对我们来说生活中道德的正当目的是发扬你自己的善和消除你自己的恶，那么顺理成章地发扬宇宙间的善和消除宇宙间的恶。
Thus it seems to me that a valid moral purpose of life is to promote the good and eliminate the bad within yourself, and thus as a logical consequence, within the universe.
世界有不道德的事吗？有仇恨、丑陋等等一切的恶吗？
在这起案件及后续事件中，孩子们被暴露在了人性中最极端的善和恶之中，而阿提克斯在道德问题上引导着他们，从而让他们成为更好和更成熟的人。
Through the trial and its consequences, the children are exposed to the best and the worst of humanity, and Atticus helps them navigate the moral issues to become better, more mature people.
庄子把道德解释成自然而然的东西，并由此出发希望从根源上去除人类之恶，重建道德基础。
Tzu considers that morality is spontaneous. In this sense, he hopes to get rid of human's evils back to root, and re-establish moral base.
教人为善去恶是道德教化的核心，儒家将此分为理论层面上探讨恶的来源问题与实践层面上践行去恶的功夫问题。
The essence of moral enlightening is to instruct people to do good rather than evil. Confucianism divided this object into theorizing the origin of evil and ridding oneself of evil in practice.
为了这人间天国的建立，托尔斯泰向世人开出了以爱为核心，强调道德的自我完善和不以暴抗恶的社会改良方案。
In order to establish the paradise of the world, Tolstoy suggested a social reform in which he considered the essential should be humanity, while the self-improvement of moral and non-violence inr.
人若是聪明有学问，却没有道德，那么他的聪明和学问，就成了造恶的工具，如虎添翼。
If a person is intelligent and learned but lacks virtue, then his intelligence and learning become tools for committing evil; he would be like a tiger with wings.
而这种转化又以知耻为道德前提，即个体已有善恶是非观念，且处于祛恶向善的待发点上。
A man's moral transform presupposes his knowing shame, that's a man has the view what is good and what is evil, and he has the possibility that he can become a good man.
荀子肯定了性本恶之人在礼义法度等外在道德规范的约束下不断弃恶从善、积善成德的可能性。
Xunzi affirmed the possibility that a bad man can be cultivated into a good one under the condition of external moral norms.
道德教育中的道德悖论指的是发生在道德教育领域中的一种正当的道德行为选择却同时产生善与恶两种自相矛盾的结果的特殊情况。
The moral paradox in moral education refers tot he special circumstance under which a legitimate moral conduct leads to good and evil results at the same time.
道德教育中的道德悖论指的是发生在道德教育领域中的一种正当的道德行为选择却同时产生善与恶两种自相矛盾的结果的特殊情况。
The moral paradox in moral education refers tot he special circumstance under which a legitimate moral conduct leads to good and evil results at the same time.
应用推荐