实践出现了问题，究其根源是指导实践的理性发生了分歧。
Practice goes wrong, the reason is that directing practical rationality come into divergence.
但是这个考验，建立的基础必须是纯粹，虽然是实践的理性，只有借由考虑到分析推理的这种习性，它才能被传递。
But this test, which must be based on pure, though practical, reason, can only be passed by maxims of the type that allows for analytic deduction.
“五步教学法”教学模式是对古典诗词教学实践的理性概括，它包括诵与译、问与思、说与辩、评与结、读与记五个步骤。
Practically, five-step teaching patterns in classical poetry includes chanting and interpreting, asking and thinking, speaking and debating, commenting and summarizing, reading and memorizing.
这种直觉不是武断的或非理性的，而是建立在多年艰苦的实践和建立技能的实际经验的基础上的。
This intuition is not arbitrary or irrational, but is based on years of painstaking practice and hands-on experience that build skills.
因此，由于我们能在缺少实践的情况下掌握理性真理，那么从定义上讲，它们无法让我们了解自身所处的现实世界中的任何事。
Thus, because we can know rational truths without having to experience the world, then by definition they can tells us nothing about the world as we experience it.
任何社会自己确定的关于正常的定义似乎都只有部分的合理性，总是不公平地排斥大片实践的领域，视之为异端。
The definition of normality proposed by and given society seems to capture only a fraction of what is in fact reasonable, unfairly condemning vast areas of experience to an alien status.
因为无论是人类的实践还是理性都无法触及到他。
Because both human practice and reason is unable to reach him.
心理学家肯·曼克特洛(Ken Manktelow)强调了这两种合理性的实践性(practicality)，说明它们关乎两个关键的问题：什么是对的以及做什么。
Psychologist Ken Manktelow has emphasized the practicality of both types of rationality by noting that they concern two critical things: what is true and what to do.
要理解人类理性如何由主观思维上升为客观的精神，关键在于实践。
The key to comprehend how man's reason rises from subjective thought to objective spirit lies in practice.
但随着第一轮研究与实践的热潮退去之后，人们逐渐回归理性。
However, as the boom of the first round of study and practice recedes, people gradually return to rationality.
本文试图通过分析证明，无论在经济理论上还是中国的社会经济实践中，民营银行都有其存在的必要性、合理性；
This article tried to through analyzing to prove, whether in economy theories or the Chinese social economy practices, that the privately owned bank has its existent necessity and rationality.
教学直接受到既有教学实践理性的特征和水平的限制而倾向于稳定守成。
Teaching tends to be stable because of the characters and levels of the teaching practice rationality.
实践结果是检验认识真理性的唯一最终的尺度或标志，这是什么意思？
What is the meaning that the result of practice is the only and last measure or mark of truth?
研究实践理性问题的根本目的是实现实践理性的合理化。
The root purpose of studying rationalities ofpractice is to realize rationalization of it.
实践合理性的核心内容是对实践所合乎的“理性”本身的合理性的追问、反思和评价。
The core content about the rationality of practice is reflection and evaluation to the rationality of practice.
克服技术负效应的根本途径，不是诅咒和弃绝技术，而是反思和检讨人类实践观念的片面性和实践方式的不合理性。
The ultimate way to overcome the negative effects of technology is not to damn or abandon the technology but to review the unilateralism and illogicality of our practical ideas and mode.
在实践的基础上研究经济新闻源是对经济新闻传播的基础所作的理性思考，具有一定的理论意义和实践价值。
Research on economic news resource based on practice is the rational study of economic news propagation basis, and is of theoretical importance and practice value to certain extents.
西方哲学自康德以来，普遍把探寻人类知识的道德规范和实践活动的历史合理性作为现代哲学的使命。
Since Kant, western Philosophy has often considered as the mission of modem Philosophy probing the human knowledge's moral norm and the historical rationality of Practice.
具有不同渊源的中、西方的教学实践理性必然会表现出明显的差异。
There are some differences between eastern and western countries in the origins of the teaching practice rationality.
而以德国古典哲学为代表的相对理性主义或实践理性主义又实现了客观理性。
Relative rationalism or practical rationalism represented by the ancient philosophy of Germany has realized objective rationalism.
传统的《思想道德修养》教学偏重道德理性知识的灌输，忽视学生主体的道德实践能力培养，影响了教学的效果。
Traditional teaching of "moral and Tutelage" focuses on teaching the moral rational knowledge, neglecting the students' moral practice ability, which has affected its effect.
这样，解构丰富了我们的概念，丰富了我们的理性实践。
As such, it can only contribute to enrich our concept and our practice of rationality.
于工夫中体认本体，也就是自在的先验理性通过人的道德实践而转化为自觉的道德意识。
To realize the noumenon in Gongfu is to make the morality into beings 'intrinsic practice based on the transcendent rationality.
在实践检验真理的过程中，只有引入价值评价，才能衡量实践的成败，从而证实指导实践的认识的真理性。
In the course of testifying truth, only by the judgment of value can we test the failure or success of practice and prove the truth of cognition that guides practice.
这既是理性的思考，又是实践经验的总结和升华，具有鲜明的历史和现实意义。
It is not only a rational thinking, but also the summary and sublimation of practical experience. It has a distinct historical and realistic meaning.
教育实践者要在恪守教育理论理性限度的同时，通过提升其实践理性来沟通教育理论与实践。
Educational practitioners should observe the limitation of educational theory and integrate theory with practice through improving practical rationality.
教育实践者要在恪守教育理论理性限度的同时，通过提升其实践理性来沟通教育理论与实践。
Educational practitioners should observe the limitation of educational theory and integrate theory with practice through improving practical rationality.
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