所以在这一点上尼采的观点与实用主义论相符，与Prose的想法相同，他说“没有了符号我们就没有了思考的能力。”
So Nietzsche's conception accords with that of pragmatism at this point above all with the position of transcended Prose, quote: we have no power of thinking without signs.
最后，在道德论视角，由理性主义教育哲学观的合理性的共识同实用主义教育哲学观的合理性的异议的比较分析展开论述。
Finally, in view of morality educational philosophy, the rationality of rationalism with the consensus of education pragmatism philosophy of comparative analysis on the rationality of dissent.
其次，肯定了“教育救国论”及实用主义教育思想对中国教育界产生的积极影响和历史作用。
Secondly, it affirms positive influence that his educational theory has produced an profound historical significance in the circle of education of modern China.
马克思的真理观是关于生活世界的真理观，它超越了费尔巴哈的真理观、黑格尔的真理观，与符合论的真理观、实用主义的真理观及海德格尔的真理观迥然有别，彰显了马克思真理观的独特品质。
Marx's view on truth is the one about living world, surpassing Feuerbach and(Hegel's) idea of truth and differing from accordance, pragmatism and Heidegger's truth idea, with Marx's unique character.
罗蒂哲学体系的基本框架是由后哲学文化、新实用主义、种族中心主义、自由反讽理论、反本质主义、反表象论、教化哲学等构成。
The basic theoretical framework of Rortys philosophy consists of post philosophical culture, new pragmatism, racial centralism, free anti satirical theory, anti es.
杜威实用主义经验哲学继承了近代以来经验主义哲学传统，他对赫尔巴特的批判着重显示了经验主义认识论与德国古典哲学的冲突。
John Dewey criticizes Herbart's pedagogical doctrines violently, which shows the serious conflict be - tween the empiricism and the metaphysics out of German classical philosophy tradition.
现代教育派强调儿童中心论，是典型的实用主义。
Modern education were emphasized on the children's center, is a typical pragmatism.
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.
奎因的逻辑实用主义学说主要有知识整体论、本体论承诺等内容。
Quine 's logical pragmatism chiefly include: inseparable knowledge, ontological commitments, etc.
奎因的逻辑实用主义学说主要有知识整体论、本体论承诺等内容。
Quine 's logical pragmatism chiefly include: inseparable knowledge, ontological commitments, etc.
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