尤其表明，知识理性如何走上西方思想文化上独尊的地位，这种地位又如何被省思和挑战，以及知识理性如何走向同人文精神相融合。
It shows especially how it attain the status of dominance in the western thought culture, this status is reflected and challenged, and it goes to combine with humanistic spirit.
中国传统文化是人本主义的文化，对于人性的分析多限于抽象的善恶解析，其中闪耀着知识理性的光辉，亦包含不少非科学非理性的思想谬误。
Chinese traditional culture is culture of humanism which analyzes the human nature abstractly and evilly. This analysis includes both reasonable knowledge and unscientific and unreasonable ideology.
本书设置了“关于新冠病毒的十个问题”部分，解释了关于新冠病毒的知识（包括它是如何传播的），帮助儿童读者在理性和科学的基础上理解病毒。
The book sets up a "Ten Questions about COVID-19" section, which explains the knowledge of COVID-19 (including how it spreads) , helping children readers to understand the virus basing on reason and science.
但是，笛卡尔认为，我们的一些观念是“天赋”的，同时也认为，我们的一些知识来自纯理性，而非来自经验。
Whereas Desecrates thought that we have some innate ideas, and also thought that some knowledge that we had could come from pure reason without experience.
首先，理性既要求完整的知识，也要求对每一个选项后所发生结果的完全预测。
First, rationality requires both complete knowledge and total anticipation of the consequences that will follow each choice.
完全理性受到了缺乏知识的限制。
理性被视为人类大脑的最高成就，也是通向知识和睿智抉择的道路。
Reason is supposed to be the highest achievement of the human mind, and the route to knowledge and wise decisions.
另一方面，理性知识一种原则或者是潜在的秩序，我们确实可以在此基础上存在于我们心中，没有种种变化，或任何压力。
Reason, on the other hand, is a mere principle or potential order, on which indeed we may cometo reflect but which exists in us ideally only, without variation or stress of any kind.
如果认为理性知识不必由感性知识得来，那他就是一个唯心主义者。
Anyone who thinks that rational knowledge need not be derived from perceptual knowledge is an idealist.
看起来，仅是哲学家拥有某种形式的知识还不够，这知识，还要有经历的加持，以及一种实际的合理性判断。
It seems not enough that the philosopher have knowledge of the forms but this knowledge has to be supplemented by experience, by judgment and by a kind of practical rationality.
根据有限理性的观点，个人作出的决策会受到个人知识、认知局限和时间的制约。
Bounded Rationality is the idea that individual decision making is limited by personal information, cognitive limitations, and time constraints.
人们为了理性而努力，但总是被局限于他们知识的限制之中，于是人们开发出工作程序从而部分地克服这些困难。
Humans striving for rationality but restricted within the limits of their knowledge develop working procedures that partially overcome these difficulties.
仅仅是把生来就具有的理性真理和后天的经验知识简单相加吗？
Is it solely from some rational truths we are born with and the rest we learn through experience?
如同健康人受知识和理性支配一样，正直的社会必须要在这个社会里最具教养和学识的头脑，也就是那些“爱智慧者”的控制之下。
As a just and healthy person is governed by knowledge and reason, a just society must be under the control of society's most cultivated and best informed minds, its "lovers of wisdom."
在奥雷根看来，伯麦代表着对某种形式的知识——也许是所有形式的知识——之不可能的希望，这种希望将会逃离控制一切的理性的统治。
In O'Regan's view, Bohme represents "an impossible hope for a form of knowledge--perhaps any form of knowledge--that would escape the hegemony of an all-controlling rationality."
这些网络可以让数据语义知识具有可访问性，让语义服务具有可用性和连接性，让个人语义知识具有可处理性。
These webs aim to make semantic knowledge of data accessible, semantic services available and connectable, and semantic knowledge of individuals processable, respectively.
知识分子和大众不同，他们讲求理性和事实。
Unlike the masses, intellectuals have a taste for rationality and an interest in facts.
但是这本书漏洞也很多，理性而又知识渊博的读者对此是不会满意的。
But it also has many holes, which will trouble reasonably knowledgeable readers.
他强调兼容性的信仰与理性的，但他相信哲学知识可能来自理由。
He emphasized the compatibility of faith and reason but believed philosophical knowledge to be derived from reason.
他通过理性的直觉、辩证的综合与德性的自证，从理论上实现了由知识到智慧的超越。
He realized the theoretical transcendence from knowledge to wisdom by the theory of Rational Intuition, Dialectical Synthesis and Self-verification of Morality.
需要理性、确切的知识与判断。
教师的重要教学任务之一就是要用理性知识来改变个体经验世界中根深蒂固的偏见。
One of teachers' important teaching duties is to use the rational knowledge to change the ingrained prejudice in the individual experience world.
因此，因为那个时代有限的医学知识，可以说那些想让他们的村子摆脱掉吸血鬼的人的做法是理性的。
So, people who tried to rid their towns of vampires could be said to have been acting rationally, given the limited medical knowledge of the time.
传统的《思想道德修养》教学偏重道德理性知识的灌输，忽视学生主体的道德实践能力培养，影响了教学的效果。
Traditional teaching of "moral and Tutelage" focuses on teaching the moral rational knowledge, neglecting the students' moral practice ability, which has affected its effect.
启蒙要用知识代替想象，而技术是这种知识的本质，它只是一种工具或手段，启蒙理性演变成工具理性。
The Enlightenment tries to replace fantasy with knowledge, however, the knowledge's essence is technology; it is only an instrument or means. The Enlightenment reason evolves into instrumental reason.
数学既是一个知识体系，又是一个理性的思辩体系，它是经过高度抽象和严格的逻辑推理形成的系统化理论知识总和。
Maths is not only a knowledge system but also a rational thinking and argument system. It is a systematism theory knowledge summation by height abstract and strict logic ratiocination.
当你从书本或课堂获得了理性知识，这和你把钱投入某件事物，然后看着全部的钱都消失不是一回事。
When you get intellectual knowledge from a book or a lecture, it's not the same as investing money in something and then seeing all that money disappear.
在同样的意义下，当儿童知道父母的意志并以父母意志为意志时，其知识和意志就是合乎理性的。
And in the same sense, the knowledge and will of the child is rational, when he knows his parents will, and wills it.
在同样的意义下，当儿童知道父母的意志并以父母意志为意志时，其知识和意志就是合乎理性的。
And in the same sense, the knowledge and will of the child is rational, when he knows his parents will, and wills it.
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