第三章采取比较研究法，对比了墨家与儒家、法家法律观的差别，分两节。
The third chapter USES the methodology of comparison to contrast Mohist School with Confusicanism and Jurist in two sections.
不仅如此，墨家还明确分析了语句的真值条件，详细阐述了它们之间的真假制约关系，深入探讨了“悖”辞的谬误问题。
Moreover, Mohism also analyses explicitly the truth condition, expounds in detail on the restriction between them, and discusses thoroughly about the errors of Bei.
墨家的“兼爱”就是爱所有的人，事实上，他们不懂得选择要真爱的人。
Mozi's universal love is loving everyone that means you don't know whom you should love.
短期创始人秦，而法家是官方哲学，撤销墨家和儒家学校。
The short founder Qin Dynasty, where Legalism was the official philosophy, quashed Mohist and Confucianist schools.
墨家和亚里士多德都讨论了命题的本质、命题的类型及关系、模态命题等基本问题，形成了丰富的命题理论。
Both Mohist School and Aristotle discuss the basic problems of proposition which are the nature of proposition, the types and relations of proposition, model propositions etc.
古今墨家逻辑研究主体、对象、元语言工具、成果形态、层次、方法、作用、后果和评价等元性质，有根本差异。
There are many differences between the study on subject, object, meta-language tool, the form of achievement, ways, function and evaluation etc of the Logic in old times and in modern times.
墨家在中国科学文化史上的地位与贡献是多方面的。
Moism has a high status and makes remarkable contributions to the development of science and culture in Chinese history.
“侔”是中国古代墨家在论辩过程中总结出来的一种论说方式，含有丰富的语义学思想。
Mou or parallel is a kind of debating method of Chinese ancient Mohist in debating, and has rich semantics thoughts.
春秋时期是我国古代思想启蒙的重要时期，墨家思想正是在这时兴起的，并成为当时的四大显学之一。
Spring and Autumn period in ancient China an important period of enlightenment, It is at this time Mohism rise, and became one of the four school of learning.
是天赋与其弟那样的聪明才智，才造就了他在墨家的成就，与缓是没有什么直接关系的。
It was his brother's gifts and wit that made him achieving high ranking in Mo school. There was no direct tie to Huan.
推类的逻辑有两个传统，一个是以墨家逻辑为代表的论辩传统；另一个是以易学逻辑为代表的预测、推知传统。
The analogy of logic has two traditions, one is the argumentation represented by Mohism, the other is prediction and deduction represented by the theory of Yi.
儒家、墨家和道家的和平社会理想无疑都印证在东方和平主义的社会理想之中。
The social ideals on peace of Confucianism, Mohism and Daoism are no doubt confirmed in the Oriental Pacifism.
现代新墨家是新近出现的一个学术派别。
那墨家的兼爱岂不就是骗人骗己吗？
非形式化是墨家逻辑的主要特点，而亚里士多德逻辑的主要特点是形式化。
Mohist logic has the character of non-formalization, while Aristotlian logic is mainly charactered by its formalization.
墨家在汉代以后湮没无闻。
墨家没有建立系统的语境理论，但却有着丰富的语境思想。
The Mohist does not construct a contextual theory systematically, nevertheless, they do have a wealth of contextual ideology.
谬误论是墨家逻辑的重要组成部分。
Fallacy theory is an important constituent of Mohist school's logic.
墨家最先提出“类”、“故”、“理”三个范畴并以之作为推类的逻辑法则。
The Mohist School first advanced analogy, reason and inference, taking these three categories as logical-thinking law.
墨子，是战国初期墨家学派的创始人。
考察历史事实，我们发现稷下学宫里没有墨家学派，只是存在一些墨家思想，这些思想是在学术融合过程中相互吸收的结果，并不能说明墨家学派存在于稷下学宫。
However, based on historical facts, we found that there existed no Mohist school in Jixia Academy except some Mohist thoughts, which was the result of integration of different academic thoughts.
墨家逻辑是中国古代逻辑的典型，是中国近现代学者研究的热点。
Mohist logic, as the representative of traditional Chinese logic, has been one of the focuses of study by modern Chinese scholars.
他肯定墨家的兼爱思想，并把“兼爱”与“交利”相连。
He gave full affirmation of Each Other's Love and Mutual Benefit.
于是，墨家选择了组织并潜心经营。
Then, Mohism has been chosen to organize and manage with great concentration.
从墨家对“侔”的定义(“是而然”)可以看出其对语言意义的阐述。
We can know that Mohist expounded the language's meaning from the definition of Mou (" things are partly thus and so ").
第一章主要介绍墨家教育的出现。
In chapter one, we mainly introduce the appearance of Mohist School's education.
生活教育理论的主要来源于传统儒学的认识论、墨家学说和杜威的实用主义教育理论。
There are three main sources in the Life Education Theory:the epistemology of the traditional Confucianiststhought, the essence of Mohism and the education theory of Pragmatism of Dewey.
缓的弟弟得到墨家之学是上天的赋与，其才智跟缓没有直接的关系。
Heaven endowed Huan's brother with knowledge of Mo school. There was no direct tie between his wit and Huan's financing.
墨家主张积极求知，反对消极的认知论调，是其智慧学元研究成果的重要应用。
The Mohist school proposed the active acquisition of knowledge and opposed the negative cognition view-which is an important application of Meta-study achievements of its wisdom study.
墨家主张积极求知，反对消极的认知论调，是其智慧学元研究成果的重要应用。
The Mohist school proposed the active acquisition of knowledge and opposed the negative cognition view-which is an important application of Meta-study achievements of its wisdom study.
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