杜威的教育目的观具有内在性、动态性、现时性、个人与社会的统一性等特点，但他也在某种程度上忽视了外在性、抽象性、永恒性的作用。
Dewey s educational aim has the characters of internality, dynam, presence and integration of individual and society, but ignores the function of externality abstraction, perpetuity to some extent.
强大的数据抽象是不是对每个人都是面向对象的方法观的中心。
Strong data abstraction is not central to everyone's view of what Object-Oriented means.
这种语言观反对将语言作为一个抽象的符号王国来看待，主张语言是建立在整个人类社会实践基础之上的一种现实的交际活动。
It is against taking language as abstract kingdoms of symbols but for considering language as real-life communicative activities based on the whole human social practices.
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