麦金太尔指出，在这一叙事背景下，德性通过实践和内在善物获得了界定。
MacIntyre points out that virtue is defined by practice and internal goods in the context provided by this narrative of pursuit.
对德性教育而言，最重要的莫过于进行道德的实践。
For moral education, the most important are but moral practices.
德性是一种获得性人类品质，能够让人获得实践的内在利益。
Virtue is a kind of acquired human quality which makes human get the internal interests of its practice.
德性是古希腊一个重要的道德观念，对德性统一性的追求也是古希腊道德实践与思想领域的一个显著特征。
Virtue is an important moral conception of Ancient Greek. After the unity of virtue is remarkable feature of Greek moral practices and thoughts.
道德性审视作为一种特殊的视角有助于德育理论与实践的更深层次的分析与构建，只有道德的德育才能培养出道德的人。
Moral examination, as a special perspective, is conducive to deeper analyses and construction of moral theory and practice. Only moral education can train and bring up people of morality.
道德性不是以一种话语的方式存在，而是以一种实践的人格方式存在的。
Morality doesn't exist in the way to speak, but exists in a practical personality way.
实践理性对于行为不但要具有合法性而且要具有道德性的要求，导致道德兴趣就必然会作为动力在实践理性的动力环节中发挥其功能。
Practical reason demand not only legitimacy but also morality, so moral interest must play role of motive power in the link of incentives of practical reason.
但是，在道德实践中过于注重现实事物之理的认知，逻辑上必然导出闻见之知与德性之知的关系问题。
However, if we pay attention to the realization of the reason of real things in moral practice, it leads to the question of relation between knowledge of sense and knowledge of virtue.
塑造平民化自由人格一靠个人重视实践和三观教育、强化文化熏陶、化理论为德性；
In order to construct this personality , firstly people need strengthen three-outlook education in practicing and attach importance to cultural active effect and personality theory become virtue.
塑造平民化自由人格一靠个人重视实践和三观教育、强化文化熏陶、化理论为德性；
In order to construct this personality , firstly people need strengthen three-outlook education in practicing and attach importance to cultural active effect and personality theory become virtue.
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