西南民族共生教育是在西南民族教育中处理、协调人与自然、人与人、人与社会关系的实践。
Southwest minority intergrowth education is practice which deals and harmonizes relation between human and nature, the person and the person, the person and society.
书中托克维尔谈到，美国公共生活的主导人物自制力低下，有时不够正直，最重要的是他们没有受过良好教育；美国“极度膨胀的骄傲”正在培育军事上的“冒险主义”；美国大地上到处蔓延着“尚古主义”。
Public life was dominated by people who lacked “moderation, sometimes probity, above all education”. America’s sense of “exaggerated pride in its strength” was promoting military adventurism.
为适应共生时代的要求，同时也是交往内在本质的规定，教育交往不是为了塑造单子化的个体主体性，而是生成一种主体间性。
To meet the demands of coexistence in our times as well as the inherent essence of education, education communication intends not to foster individual subjectivity but to formintersubjectivity.
基于社会现实和教育现状，提出构建“和谐共生”的校本教研共同体的愿景。
Based on the social reality and the current situation in education, the author suggests constructing a school-based teaching research community featuring "harmonious coexistence".
阿卜杜拉国王曾谨慎地给予妇女们一些公共生活空间，提升她们的教育水平并鼓励年轻的沙特人去西方接受教育。
Cautiously, King Abdullah gave some space to women in public life, promoted their education and encouraged young Saudis to gain Western training.
第二部分主要阐述了为什么将“道德共生”引入道德教育，以此作为品德课程开发的一种可供选择的价值追求。
The second section mainly elaborates why directs "moral conviviality" into moral education, as a value pursue that can be chosen in the course of morality curriculum development.
对教师的教学起作用理论必须根植于教育者的实践，并通过与教师的实践共生共长，被教师涵化在教学行动中。
The theory that plays role in teachers' teaching must be rooted in the practice of educators and acculturated in the teaching action through symbiosis with the teachers' practice.
由是，权力、哲学和教育三者之间形成了一个同构共生的动力系统。
Thereby a dynamic system composed of power, philosophy and education would grow up.
全球化时代的教育交往就是要以互联网为新的平台，推动全球范围内的文化平等交流，最终促使主体的人走向共生。
Education communication in globalization era will promote the worldwide culture communication equally and help people achieve co-exsiting by the Internet.
学校公共生活的缺失是当今学校教育中的突出问题。
The deficiency of the school public life is a prominent problem in todays school education.
他倡导浪漫教育、创造教育、整合教育、博雅教育和多元教育共生。
He advocates romantic education, innovative education, integrated education, liberal arts education, and diverse education.
他倡导浪漫教育、创造教育、整合教育、博雅教育和多元教育共生。
He advocates romantic education, innovative education, integrated education, liberal arts education, and diverse education.
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