Perspective taking: A third element of moral knowing is being able to understand someone else's point of view.
个别取向：第三个道德认知的要素是能了解别人的观点。
Moral awareness: moral knowing means, first of all, taking the time to think — to make a moral judgment about what is right and what is wrong.
道德感：道德认知首先是花时间想一想- - -作什么是对、什么是错的道德判断。
This is perhaps the toughest aspect of moral knowing because it requires admitting your shortcomings and mistakes, rather than simply making excuses, or trying to justify yourself.
这可能是道德认知中最挑战的部分，因为需要承认自己的缺点与过错，不能只是找藉口为自己辩护。
These six elements — moral awareness, knowing moral value, perspective taking, moral reasoning, self-knowledge, and decision-making — make up the moral knowing components of good character.
这六个要素- - -道德感、认识道德价值、个别取向、道德推理、自我了解与作决定- - -构成品格的道德认知。
Knowing moral values also involves understanding how they apply to various circumstances.
认识道德价值也包含了解她们如何应用在情况中。
Laozi emphasized the moral process of knowing four-in-one line of education, the main emphasis on the moral development of the integrated and coordinated.
老子的德育入程夸大知情意行四位一体的教育，注重道德主体的综合和谐发铺。
However, the disunity of knowing and doing is very common in practice and has become one of problems in moral education.
但在实际工作中，知行不一现象较为突出，是道德教育中面临的一大难题。
A man's moral transform presupposes his knowing shame, that's a man has the view what is good and what is evil, and he has the possibility that he can become a good man.
而这种转化又以知耻为道德前提，即个体已有善恶是非观念，且处于祛恶向善的待发点上。
The unity between knowing and doing is the fundamental requirement of moral education and the transition from knowing to doing is the internal device of the formation of individual moral character.
知行统一是德育工作的根本要求，实现从知到行的转化是个体思想品德形成的内在机制。
The unity between knowing and doing is the fundamental requirement of moral education and the transition from knowing to doing is the internal device of the formation of individual moral character.
知行统一是德育工作的根本要求，实现从知到行的转化是个体思想品德形成的内在机制。
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