...62)认为知识分为已知(Known)和求知(Knowing)两种状态,分别表示人们已经知道的知识(Know What),和追求的知识(A State of Knowing)。知识获得的过程是通过听、说、读、写,发现、发明、直觉等过程产生。
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我们应该为追求知识这件事本身而感到高兴——即使我们所学可能并不是我们特别想知道的。
We should be delighted to pursue knowledge for its own sake—even when what we find out is something we didn't particularly want to know.
学生的基本教育目标是追求知识。
20世纪80年代末,当它作为一种纯文本媒介出现时,它被视为一种追求知识而非快乐的工具。
When it emerged towards the end of the 1980s as a purely text-based medium, it was seen as a tool to pursue knowledge, not pleasure.
Thus, this acknowledgment of the otherness of the other, which makes him the object of objective knowledge, involves the fundamental suspension of his claim to truth.
因此,承认他者的相异性,使之成为客观知识的对象,涉及到从根本上中止对知识的追求。
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