在康德理性的道德形而上学的建构过程中，两种论证方法即分析法和综合法起到了重要的作用。
There are two reasoning methods, namely the analytical method and the synthetical method, which are important for the construct of Kant's moral metaphysics.
第三个问题是处理《实践理性批判》《道德形而上学的奠基》以及《道德形而上学》中“动机”含义的一致性。
The third issue involves the consistency of the term "incentive" in Kant's major works, such as Critique of Pure Reason, Groundworkand Moral Metaphysics.
因此，伊甸园的故事里传达了Kaufman所说的，基本的一神论世界观：，邪恶并不是形而上学的存在，而是道德的现实。
So, the Garden of Eden story communicates what Kaufman would identify as a basic idea of the monotheistic worldview: That evil isn't a metaphysical reality, it's a moral reality.
现代人的情感和传统的情感的区别在于：后者喜欢道德问题和前者在于形而上学的问题。
What distinguishes modern sensibility from classical sensibility is that the latter thrives on moral problems and the former on metaphysical problems.
几年后，康德写出了里程碑式的作品：《道德的形而上学基础》。我们在这门课读到这本书。
And a few years later, Kant wrote the groundwork for "Metaphysics of Morals" which we read in this course.
虽然它仍然是欧洲的大学教授，它被认为是屈从于研究自然，形而上学和道德哲学。
Although it continued to be taught in European universities, it was seen as subservient to the study of Natural, Metaphysical and Moral Philosophy.
学习道德观靠的既非神启也非形而上学，而是通过观察他人的生活方式。
To learn about morality, you don't rely upon revelation or metaphysics; you observe people as they live.
逻辑，道德，形而上学，象征意义，哲学和历史，其他学科的理论基础和方法以及应用程序。
Students explore questions of logic. ethics. metaphysics. symbolism. and history of philosophy. as well as applications to the theoretical foundations and methods of other disciplines.
他把反道德的动机归结为利己主义，把道德的动机归结为同情，并分别考察了这两种动机的形而上学基础。
He summarise the motivations against morality in egoism, the morality is in sympathy, and he explore the metaphysics foundation respectively.
他把反道德的动机归结为利己主义，把道德的动机归结为同情，并分别考察了这两种动机的形而上学基础。
He summarise the motivations against morality in egoism, the morality is in sympathy, and he explore the metaphysics foundation respectively.
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