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the nature of man
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  人的本质
     To implement the human-base development view,we should have a profound understanding of the idea that man is the purpose,of the nature of man and man's freedom.
     落实“以人为本”的发展观,需要深刻理解马克思关于“人是目的”、“人的本质”及“人的自由”等重要思想,强调人的自由全面发展这一社会主义最高原则,把人的精神力量视为人的“内在本质”。
短句来源
     The nature of man is an eternal topic in the history of philosophy.
     人的本质问题是哲学史上的永恒话题。
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     The nature of man is social relation altogether.
     ──从人的实践活动出发──去理解人和世界.人的本质是社会关系的总
短句来源
     The division of material civilization and spiritual civilization conforms to the nature of man.
     物质文明与精神文明的划分 ,同人的本质是一致的。
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     The responsibility, arising from the nature of man and determined by his conduct and activities, can be understood in a narrow sense and a broad sense in relation to its connotation.
     责任来源于人的本质,是由人的自身行为和活动确定的,在内涵上有广义和狭义之分。 因此,用马克思主义理论对责任加以哲学的思考和伦理的分析,我们发现:自由选择与承担责任是辩证统一的;
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  “the nature of man”译为未确定词的双语例句
     On the Nature of Man in Chinese Traditional Culture
     中国传统文化“人之本质”探析
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     The nature of Man's self-preservation, self-improvement and self-realization is stable, although in different environments his specific motive and behavior will change according to the change of the social environment.
     人的自我保存、自我发展和自我实现的根本性质是稳定的、不变的,人的具体动机和行为随社会环境的变化而变化。
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     from community of man, the order is the nature of man, and the basic value of the rule of law is order.
     从人的社会性来看,秩序是人类的本性,法治的基础价值是秩序。
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     These above achievements of New Period theory of literary review are not isolated phenonema but the results of the liberation of Chinese culture and ideology since 1980s', constructed on the base of people's recognition of the nature of Man's independent existence.
     新时期文论的这三个自觉 ,并非是孤立的现象 ,而是 80年代以来中国文化思想解放的结果 ,是在人充分认识到了人的独立存在本性的基础之上建构起来的
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     And philosophy, in its essence, expresses theoretically the nature of man.
     哲学从其内在的本性而言, 是对人的本性把握的理论表达。
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  相似匹配句对
     ON NATURE AND HUMAN
     人与自然话题漫谈——读马克思《1844年经济学哲学手稿》
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     Miracle of Nature
     大自然的奇迹
短句来源
     Nature and design
     自然与设计
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     The Call of Nature
     自然的呼唤
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     Artist and Nature
     艺术家与自然
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  the nature of man
The 18th century writers explored the nature of man and decided mankind was divided into six subdivisions.
      
The behavioral sciences and the nature of man: Some directives for psychiatry
      
Existentialism, psychotherapy, and the nature of man
      
Although Rogers is more concerned with human freedom and "being" than are many modern "adjustment" psychotherapists, he is still circumscribed by his initial positivistic assumptions about the nature of man in his therapy.
      
Medical and neurological science can greatly enhance the effectiveness of education by their research into the nature of man and the limits of his potential.
      
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The man-land relationship crisis lies in the vast "disagreement" and overal imbalance between the ideology and social economic behaviour of mankind and the potential utility and carrying capacity of the environment. The nature of man-land relationship is the function relation of interval correspondence, resulted from the joint action of many of its factors. The final identity and harmony of co-existence of man and nature can only achieved by working along the principle of multi-lines...

The man-land relationship crisis lies in the vast "disagreement" and overal imbalance between the ideology and social economic behaviour of mankind and the potential utility and carrying capacity of the environment. The nature of man-land relationship is the function relation of interval correspondence, resulted from the joint action of many of its factors. The final identity and harmony of co-existence of man and nature can only achieved by working along the principle of multi-lines to tackle the problem not only on the surface, but also at the root, forming the concept of resource-orientation, making greater efforts on the improvement of resoures utilizing structure and efficiency, the interrelation and interaction between man and land, improving and setting up its multilevel cooperative projects, and promoting the fundamental reconciliation and overall cooperation between the two sides.

人地关系危机的本因是人类意识和社会经济行为与其生存环境的潜在利用方向、可承载量之间存在的巨大不整合和全面失衡,其核心是资源问题。人地关系的性质是多种人地关系因子共同作用的区间对应的函数关系。人类应当采取“多管齐下、本标兼治”的协调战略,树立资源中心论观念,着力于改善资源利用结构和效率,改进人地关系的关联方式和复合作用效应,建立多层次的人地协调工程,推动人与自然的根本和解和全面合作,最终实现两者的整体同一化和共生协调化。人与自然的关系是人类思考和认识的永恒主题。目前,人地关系呈现出历史性和全球性的危机,已成为人类生存和发展的根本障碍。探讨危机产生的根源,研究人地关系的性质,并从中确定调控人地关系的基本思维和方式,无疑具有重大的现实意义和理论价值。

This articles uses the second law of thermodynamics and the theory ofdissipative structure to study the essential charaCteristics of man of the contemporaryworld. The author puts forward the argument that the nature of man is presented in therelationship of mutual exchanges between man and the society and the natural world.The nature of man must be understood in terms of his relations with the world.

本文借用热力学第二定义和普利高津的耗散结构理论等自然科学成果,研究当代人的本质特征,提出人的本质是在人与社会、自然相互交换关系中表现出来的,人的本质必须从人与世界的关系中去把握的观点。

n the light of systcmatology, information theory,theory of dissipativc strticturc,self-organization theory,and the theory of coordination, this paper further reveals the nature of man s learning, education and modenl school education. Learning is,in essence, the process in which learners perceive information dynamically the cooperative primary production to fundamentally devolop social productive force. Modern school education is the lts products are not commoditics but the main members of the society-the...

n the light of systcmatology, information theory,theory of dissipativc strticturc,self-organization theory,and the theory of coordination, this paper further reveals the nature of man s learning, education and modenl school education. Learning is,in essence, the process in which learners perceive information dynamically the cooperative primary production to fundamentally devolop social productive force. Modern school education is the lts products are not commoditics but the main members of the society-the the talented personnel that prodticc and use commodities. Man learning and development is the logical starting point of the theories on educational primary production

本文综合运用系统论、信息论、耗散结构、协同论等系统科学的基本思想、原理,进一步揭示了人的学习、教育和现代学校教育的本质。学习,实质是学者能动而有选择地感知信息,并把感受到的信息有序地转化为学习者的思想、认识、意向、智能、道德、观念与品格,主动进行自我开发、超越的元开发性生产,即元生产。教育是师生合作,从根本上开发社会生产力的合作性元生产。现代学校教育是人类主动开发社会生产力的元产业。但是其产品不是商品,而是生产、享用商品的社会主体成员,是人才。现代素质教育是适应信息时代发展的客观需要,全面系统、科学高效地开发社会生产,推动社会进步的元开发性奠基工程。人的学习和发展是教育元生产思想理论的逻辑起点。

 
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