• And in very stark ethical terms, I think that very helpful for everyone who is trying to live a life of integrity and morality.

    从严格的伦理角度来讲,这可以帮助人们,出一个完整而道德的人生。

    普林斯顿公开课 - 人性课程节选

  • The reason why literacy is required of everyone is because we don't live to 200.

    为何每个人都需要文化素养?,因为我们不到200岁,我们出于对外界的好奇。

    麻省理工公开课 - 媒体、教育、市场课程节选

  • Did I say that right? One of the misfortunes of scholarship, you have to live long enough to get your accolades.

    我说的对吧,学术界的一大损失,你得够长才能获得所应得的荣誉。

    耶鲁公开课 - 金融市场课程节选

  • But rather, the best thing I suppose would be to be able to live as long as you wanted.

    我想最好的情况,是想多久就能多久。

    耶鲁公开课 - 死亡课程节选

  • And that in some sense they would live on in this society which they had improved and made a better thing.

    因而在某种程度上来说他们在今天依然着,在这个他们所改良的美好世界

    耶鲁公开课 - 古希腊历史简介课程节选

  • Because I think that's actually the most satisfying life for us to live, personally, to feel that we are really making a difference somehow and we are not living just for ourselves.

    我个人认为,最完满的生,是那种,你能够感受到真正发挥了作用的生,而不是完全地为自己而

    普林斯顿公开课 - 人性课程节选

  • One of the other things that happened during the twentieth century is that human life expectancy increased dramatically, people started living a lot longer.

    在二十世纪发生的另一大变化是,人类的寿命预期显著增长了,人们活的更久了

    耶鲁公开课 - 生物医学工程探索课程节选

  • Again,getting rid of the negative does not guarantee us the positive, which is why already in the 1940s, wrote that most men lead lives of quiet desperation.

    再强调一次,摆脱消极,不能保证我们变得积极,因此早在19世纪40年代,认为,大多数人都在沉默的压抑中。

    哈佛公开课 - 幸福课课程节选

  • We, who live in a very different kind of world from that of, you know, fourth-century Athens, ? what can we learn from the example of Socrates?

    我们在非常不同的世界,显著不同于四世纪的雅典,我们能从苏格拉底的例子上学到什么?

    耶鲁公开课 - 政治哲学导论课程节选

  • Quite to the contrary, it's about being fully present, fully conscious to our life and to all that's around us, realizing that we can be this calm in the center of the storm with our breath.

    恰恰相反,这是要完全在当下,完全清醒,感受我们的生以及周围的事物,意识到我们可以如此平静,在暴风中心保持呼吸。

    普林斯顿公开课 - 人性课程节选

  • In fact, these were living plays.

    实际上,这些是活的戏剧。

    麻省理工公开课 - 媒体、教育、市场课程节选

  • But what's even worse is I'm going to get even less than the average amount of life.

    但更糟糕的是,我得比平均寿命还要短。

    耶鲁公开课 - 死亡课程节选

  • Suppose, for example, that, the right way to live, in light of the facts about death, is to live life to the fullest.

    假设,例如,生活的正确的方式,鉴于关于死亡的事实,是尽情地

    耶鲁公开课 - 死亡课程节选

  • For every person who has less than the median amount of life, there's another person who has more than the median amount of life.

    对于得比平均寿命短的人来说,有一个人,得比平均寿命长。

    耶鲁公开课 - 死亡课程节选

  • So now we have to ask,who or what has the right to life?

    我们就该问,哪个才有下去的权利?

    耶鲁公开课 - 死亡课程节选

  • Well, we might say, let's look at it from two basic perspectives, those who get less than the average lifespan and those who get more than the average lifespan.

    我们可能会说,我们从两个基本角度来看,即那些得比平均寿命短的,还有那些得比平均寿命长的。

    耶鲁公开课 - 死亡课程节选

  • There's a great deal of variation in how much life we get.

    我们得多久也有很大的差别。

    耶鲁公开课 - 死亡课程节选

  • Will we indeed be happier, better off while we're alive?

    我们真的会活的更好吗

    耶鲁公开课 - 古希腊历史简介课程节选

  • Some rival theories about what makes life worth living.

    一些关于什么让生命值得下去的反对理论。

    耶鲁公开课 - 死亡课程节选

  • So..."Might I still be alive after I've stopped living?

    因此,我的生命停止了我还能

    耶鲁公开课 - 死亡课程节选

  • There's an old Saturday Night Live routine where one of the actors is in the doctor's office, and the doctor gives him the very sad news that he's got two minutes left to live.

    有个周六夜现场的老桥段是,一个演员在医务室里,医生告诉他了一个非常悲伤的消息,说他还有两分钟活的时间。

    耶鲁公开课 - 死亡课程节选

  • I'm talking about trying to prevent suffering and prompt for people who don't want to going on living themselves or in the case of babies allowing parents to make that judgment for themselves and their family.

    我所做的是为了防止痛苦,或是帮助那些不愿,下去的人们,或是让上述例子中的孩子的父母,能够作出决定,为他们自己,也为这个家庭。

    普林斯顿公开课 - 人性课程节选

  • But the new thought here is what would be good would be being able to live until you were satisfied, until you'd gotten what goods there were to get out of life.

    引出的新观点是,到满足为止是件好事,直到你体会到生命的真正意义。

    耶鲁公开课 - 死亡课程节选

  • "The unexamined life is not worth living."

    未受检视的生命不值得

    耶鲁公开课 - 政治哲学导论课程节选

  • They were bigger, they were stronger, they were tougher, they were faster, they were more beautiful, they lived longer. Those were the great old days and then there's us, we, poor miserable wretches.

    那时的人们更高大,更强壮,更顽强,他们速度更快,长得更帅,得更长,这就是那些伟大的往昔岁月,之后就出现了穷苦悲惨可怜的希腊人

    耶鲁公开课 - 古希腊历史简介课程节选

  • To ask have I survived until 2050 is to ask is that person who is alive in 2050 the very same person as the person who is standing here now lecturing to you.

    问我是否能到2050年,相当于问那个在2050年的人0,跟现在站在你们前面,给你们上课的是不是同一个人。

    耶鲁公开课 - 死亡课程节选

  • It's as though we live life for a while, getting a feel for all the wonderful things life could offer us, and then a moment later, as it were, it's snatched away from us.

    似乎我们了一会,感受到了生命能提供给我们的所有美好的事物,然后片刻之后,又好像,被从我们身边夺走。

    耶鲁公开课 - 死亡课程节选

  • If every time you got a new memory, you had a new personality, and the personality theory said having the very same personality was the key to survival that none of us survive more than a few seconds.

    如果每次有了新记忆,有了新的人格特性,根据人格论,只有同样的人格才是下去的关键,那么我们只能几秒钟了。

    耶鲁公开课 - 死亡课程节选

  • But, he says, if he tries to persuade people of the goodness and the justice of his way of life on simply rational grounds alone, to persuade them that the examined life alone is worth living, he says he will not be believed.

    但他表示,假设他试图说服,良善及正直之士,相信其生方式的作法,仅在简单的理性基础上,或者试图说服他们,经反省的生命才值得,他说他们也仍然不会相信他。

    耶鲁公开课 - 政治哲学导论课程节选

  • 10 Even if your content subtotal was negative ten, that doesn't mean you're not better off alive, because negative ten plus the extra hundred points for the mere fact that you're alive is still going to give you a positive total, 90 plus 90.

    就算你的生内容部分总和是,那也不意味着你得不够好,因为-10加上额外的100分说明了,你着得到的总和仍然是正数,超过。

    耶鲁公开课 - 死亡课程节选

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