For the sake of enhancing the real moral results, Japanese schools pay very much attention to the moral experience education.
为了增强德育的实效性，日本中小学非常重视德育的体验教育。
That is, the reasons for the moral conflict is not the differences of moral princiPle, but the differences of moral experience and cognition.
即人们之间道德冲突的原因不在于对所持道德原则上的不同，而在于对道德原则的感受与认知上的差异。
This paper takes the moral experience as a basic point, attempts to elaborate the significance of the experience type moral education to the university moral education.
目前，对体验式道德教育的研究主要局限在中小学中，论文以道德 体验为基点，试图论述体验式道德教育对高校德育的重要意义。
Nowadays, moral education is confronted with the second revolution to induce moral experience on the premise of getting back to the world of life and natural environment.
而今道德教育面临第二次解放，在回归生活世界和自然之境的前提下，诱发道德体验。
Yet many would acknowledge that the theory has great value in illuminating such aspects of our moral experience as reaching decisions when we feel the pull of conflicting obligations.
也有人可能会承认这个理论在这些方面是有巨大的启示作用的，即在当我们感到义务分歧的时候作为抉择达成的道德经验这方面。
Raised moral experience to the field of moral education has brought new perspective and methods of moral education. It is extensive researched and concerned by the majority of moral education workers.
体验的提出，给道德教育领域带来了全新的视角和方法，受到广大德育工作者广泛关注与研究论证。
In probable or moral reasoning when we reason, uh from past experience according to Locke we see evidential connections but there are only probable connections not uh, demonstrative ones.
当我们推理概率或者道德推理的时候，根据洛克的理论我们从过去的经验中发现证据推理的契合，但那只是概率的连接并不是演示的契合。
And by moral evidence, Hume means inductive reasoning, reasoning from experience.
关于道德证据，休谟认为是归纳的推理，推理则来自于经验。
We should know that the kindness is not the outer moral rules and thought training, but a kind of intersubjective communicating experience among people.
要知道，善不是外部的道德规范，也不是思维技巧训练，而是人与人的主体间的交往体验。
While it fails to reach the height it aspires to —namely the novel's moral complexity — it's quite an entertaining experience with some timely issues on its mind.
但它并未触及原作中道德的复杂性，没有达到预期的高度，而沦为一次将争议问题一带而过的迥娱乐体验。
Either as a therapeutic experience or something of a moral test, there are elements of satire and farce in each segment.
无论是心理治疗还是道德测试的桥段，各章节都具备了辛辣嘲讽、爆笑十足的元素。
The Way of All Flesh narrates much more about Ernest's road to freedom of self-realization and spiritual journey of moral evolution than his growth experience.
《众生之路》讲述的与其说是主人公欧内斯特的成长经历，不如说是他实现自我的自由之路，完成道德进化的精神之旅。
The main reason is its moral cognitive characteristics, age, experience of children and other factors as well as family, school, society's lack of extrinsic environment.
就其原因主要是儿童道德认知特点、年龄、经验等因素的制约以及家庭、学校、社会等外在环境因素的不足。
There are four aspects for developing the athlete's wisdom, moral quality, cultural quality, accumulation of experience and introspection.
运动员智慧的提升，需从道德素质、文化素质、经验累积、自我内省四方面得以加强。
It can be seen from the key points as follows: reconstructing moral metaphysics, advocating highly the pleasure of freedom, emphasizing intuition and experience.
它在以下重要关节点上得以具体展现：重建道德形上学；高扬自由之乐；强化直觉体验等。
Zeng Guofan's multiple and contradictory moral personality were formed in his complex experience and peculiar social surroundings. He advocated morality but attached importance to economy better.
特殊的社会环境、复杂的人生经历造就了曾国藩多重矛盾的道德人格：即崇尚道德，却更注重经济；
Experience-based moral education teaching material is the moral education teaching material with experiencing as its basic characteristic.
体验式德育教材是对传统德育教材困境与问题的积极回应，是当代具有活力和魅力的德育教材新样态。
When its pure form gets the subjective form in experience world, the good will becomes kindhearted moral motive, and that is the respect to the moral axioms.
当善良意志这种纯形式被主观化到经验世界中，就成为善良的道德动机，这是对道德法则的敬重。
For moral perspectives, moral content, moral methods, etc., we must inherit the active factors of traditional moral education as well as refer to the successful experience of western countries.
我们必须在德育观念、德育内容、德育方法等方面继承传统德育中的积极因素，并借鉴西方国家在实施道德教育过程中取得的成功经验。
Experience-based moral education has become one of the new forms that carry foreword and surmount the traditional moral education.
体验式德育教材是指以体验为基本特征的德育教材。
This part is based on the Chinese traditional culture, international advanced experience and contemporary science, then puts forward several measures and methods to enforce the moral construction.
这一部分是在吸取中国传统文化、国外先进经验及当代科学技术的基础上，提出了加强我国公务员职业道德建设的几点措施和方法。
Moral education narration has attracted wide attention and is gradually applied to the studies on practical experience of moral education.
德育叙事这种研究方法已引起了广泛关注，并被逐渐运用于德育实践经验研究中。
Wanting to solve these social problems of the social transition for moral education of University in China, to learn from the moral education experience of countries in the world is an important way.
我国大学德育想要走出社会转型期面临的问题，学习和借鉴世界各国大学德育的经验是一条重要的途径。
Based on both moral and comedy considerations, Li Yu created a narrative perfectly with his own intentions in drawing on the basis of previous experience.
李渔出于道德和喜剧双方面的考虑，在吸取前辈写作经验的基础上创造出了完全符合他自己创作意图的叙事方式。
It also discussed in the article that the thought basic and fundamental experience and its enlightenment of western country legalization to China how to build the official moral in modern time.
同时分析和西方国家法制化的思想基础、基本经验及其对当代中国官德建设的启示。
The practice has showed that students could get some moral knowledge from the educators but could not get the same moral feeling experience and need.
实践证明，学生可能从教育者那里获得某种道德认知，但不一定会产生与教育者相同道德体验和道德需求。
Most children, who make negative moral judgment and experience negative emotions to the lies, will also tell lies in order to get the material or spiritual award.
虽然儿童对说谎持否定评价，并为此产生消极的情绪体验，但在行为实验中，儿童依旧为了“物质奖励”或“精神奖励”而发生说谎行为。
Based on these views, the paper suggests a new model for school moral education that lays emphasis on perception and experience.
强调未成年人思想道德教育建设的价值取向在于社会选择，并在此基础上提出了“感悟体验”的学校道德教育新模式。
Based on these views, the paper suggests a new model for school moral education that lays emphasis on perception and experience.
强调未成年人思想道德教育建设的价值取向在于社会选择，并在此基础上提出了“感悟体验”的学校道德教育新模式。
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