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1)  unity of knowing and doing
知行合一
1.
Starting with the modern value of the unity of knowing and doing,on the basis of the actual situation,this paper analyzes the current situation of colleges and universities cadres and challenges they are faced with,sets forth the interrelation and inherent request between the unity of knowing and doing and the colleges and universities cadres,emphasizes that the unity of knowing and doin.
高校干部队伍的思想、素质、能力、作风直接关系到学校的发展水平,本文从知行合一的现代价值入手,结合实际简要分析了高校干部的现状和面临的挑战,阐述了知行合一与高校干部之间的相互关系和内在要求,强调了知行合一是高校干部队伍建设的策略选择,并提出加强干部队伍建设的相应对策。
2.
In the course of constructing ecological civilization city,striving for superiority is the prerequisite;joint effort is the internal force and learning from each other is the external force;unity of knowing and doing are both the method and standard.
同培养自己的道德品质一样,要建设生态文明城市,立志亦即"争先"是前提,"协力"即内部同心同德,对外互相学习是保证,而"知行合一"既是方法,也是标准。
3.
They are: emphasizing timelyness of moral culture on campus,strengthening scientific management of information processing on campus,reinforcing regulations of constructing moral culture on campus,upgrading systematic consturction of moral culture on campus,and exploring practicality and effectiveness of realizing unity of knowing and doing.
突显校园道德文化的时代性、增强文化信息管理的科学性、强化道德制度化建设的有序性、提升道德文化环境建设的系统性、探索知行合一实践途径的协调性和实效性这五个方面是校园道德文化建设的关键所在,也是当前亟须解决的实践议题。
2)  the unity of knowledge and action
知行合一
1.
Only is it right in this sense to understand Wang Yang-ming s "the unity of knowledge and action".
王阳明的“知行合一”,只有从这一意义上去理解才是惟一正确的。
2.
Wang Yangming s "the unity of knowledge and action" has adapted itself to the different time in the domain of social practice and morality.
王阳明的知行合一说在道德认识与道德实践领域具有适应各个时代的精神内涵。
3)  the Unity of Knowledge and Practice
知行合一
1.
How to Train Students Practice Ability Enlightenment from the View of the Unity of Knowledge and Practice of Wang Shou-ren;
王守仁“知行合一”教育思想对培养高职学生实训能力的启示
4)  harmony of knowledge and practice
知行合一
1.
The research team adheres to the philosophy of scientific development and explores the training mode of "harmony of knowledge and practice" from the perspective of talent training goal,teachi.
本课题组坚持科学发展观,从人才培养目标、教学运行和质量保障体系等方面探索了“知行合一”应用开发型高等技术人才培养模式。
5)  unity of knowledge and practice
知行合一
1.
As a defender of feudal order,Wang Shouren advocated the unity of knowledge and practice and“the tempering in concrete matters”.
王守仁的知行合一说虽然建立在心学理论基础上 ,但这并不影响他对知行关系的积极阐
2.
Guiyang municipal party committee of the Communist Party of China define "the unity of knowledge and practice,striving for priority" as Guiyang spirit,which has a theoretical evidence.
中共贵阳市委把"知行合一,协力争先"作为贵阳精神来加以培养,有着充分的学理依据。
6)  theory of combination of knowledge and action
知行合一说
补充资料:知行合一
      中国明代哲学家王守仁提出的认识论和道德修养学说。
  
  王守仁提出这一学说,是为了反对程朱理学"将知行分作两件去做,以为必先知了然后能行"的知先行后说以及由此而造成的重知轻行、"徒悬空口耳讲说"的学风。王守仁强调知和行的统一,特别强调"真知即所以为行,不行不足谓之知"。他论证知和行的"合一并进"关系说:"知是行的主意,行是知的功夫;知是行之始,行是知之成"(《传习录》上)。"知之真切笃实处即是行,行之明觉精察处即是知"(《答顾东桥书》)。其中含有某些辩证统一的因素。但他抹煞二者的差别和界限,认为知行本体只是一个,知行工夫不能分做两截去做。"只说一个知,已自有行也;只说一个行,已自有知在。"进而把知和行的概念混淆起来,认为良知向外发动时所产生的主观意念、感情、动机都可以叫做"行",所谓"一念发动处便即是行"。这就成了以知代行、合行于知的主观唯心主义理论。清初的王夫之说:"其所谓知者非知,而行者非行也。知者非知,然而犹有其知也,亦惝然若有所见也;行者非行,则确乎其非行,而以其所知为行也。"
  
  王守仁的知行合一说主要是一种讲内心"省察克治"的唯心主义道德修养学说。他所谓不曾被私意隔断的知行本体,就是指"见父自然知孝,见兄自然知弟,见孺子入井自然知恻隐"的良知,认为"致吾心之良知于事事物物"就是行。他的"致良知"即知行合一,就是"去恶为善"、"去人欲,存天理"的工夫。他声明:"我今说个知行合一,正要人晓得一念发动处便即是行了,发动处有不善,就将这不善的念克倒了,须要彻根彻底,不使那一念不善潜伏在胸中,此是我立言宗旨"(《传习录》下)。
  

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