教学不仅是一种意向性的行为,同时它又是一种探究性的行为。
Teaching is not only an intentional act but also a probing one.
意向性的概念虽并非言语行为理论家之首创, 却由他们赋予了新的内涵。
The concept of intentionality, though not initiated by the speech act theorists, has been endowed with new connotations by them.
论文第二章、第三章主要刻画了《逻辑研究》的《第五研究》、《第六研究》中意向性的基本样式及其相互关系。
The second chapter and the third one characterize the dominant paradigms of intentionality and their inter-relation in the last investigations in "Logical Investigations".
The intending author, in other words, is outside, whereas we can argue that the intentional structure is inside.
作者,换句话说,是外在的,而意向性结构是内在的。
How do you get from an intending author to an intentional structure and back?
如何从有意图的作者,到意向性结构然后在回过来?
But to speak of an intentional structure as a center is not at all the same thing as to speak of an intending person, author, being, or idea that brought it into existence, because that's extraneous.
但是讲到一个作为中心的意向性结构,与讲到一个创造它的人,作者,存在,或概念是完全不同的,因为那是外来的。
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