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1)  rational knowledge
理性认识
1.
Bridge between perceptual and rational knowledge——On cognitive function of metaphor;
感性认识与理性认识之间的桥梁——论隐喻的认知功能
2.
On perceptual and rational knowledge in art design teaching;
艺术设计教学中的感性认识与理性认识
3.
These include the rational knowledge currently available to defend human health, the historical responsibility we feel today, contemporary medical knowledge, close international cooperation, the new idea of opening information to the public, and the noble thoughts and feelings of medical workers for their patients.
对维护人类健康的理性认识和历史责任感 ,当代医学发展的水平 ,密切合作的国际关系 ,信息公开和全民共享的新思维 ,医务人员的高尚情操 ,决定了昔日传染病流行的灾难不可能在今天重演。
2)  rational cognition
理性认识
1.
Views on rational cognition and aesthetic evaluation in teaching music appreciation in universities;
大学音乐欣赏教学中的理性认识与审美评价
2.
The whole rational cognition is an important ingredient for a novelist to achieve much in creation.
 整体理性认识是小说家创作获取成功的一个关键因素。
3)  rational understanding
理性认识
1.
After we recognize this point,we can gain the rational understanding about it and hold the correct direction of the tax revenue s growth.
通过历史地分析中国税收收入增长中的合理性,有利于加深对税收增长的理性认识,把握今后税收增长的正确方向。
4)  irrational knowledge
非理性认识
1.
In fact,they are connected with both rational knowledge and irrational knowledge.
人们通常认为它们只同理性认识相联系,实际上它们是既同理性认识相联系,又同非理性认识相联系。
2.
Influenced by the Western traditional rationalism,Chinese epistemology only focused on the macro researches in the past and neglected the irrational knowledge of middle-level and macro;this is the fundamental resource,which failing to get successful in .
由于受西方传统理性主义影响,我们以往的认识论只重视研究宏观的理性认识,而忽视中观和微观的非理性认识,这是我们以往在认识和实践中失误的主要的理论根源。
5)  Reasoning epistemology
理性认识论
6)  noesis [英][nəu'i:sis]  [美][no'isɪs]
纯理性认识
补充资料:理性认识
理性认识
rational cognition

   认识过程的高级阶段和高级形式,是人们凭借抽象思维把握到的关于事物的本质、内部联系的认识。理性认识以抽象性、间接性、普遍性为特征,以事物的本质、规律为对象和内容。理性认识包括3种形式:①概念。反映事物本质属性的思维形式,是构成科学体系核心的逻辑要素。②判断。反映事物关系的思维形式,是对事物的状况和性质有所判定的思维形式。③推理。由已知合乎规律地推出未知的思维形式,是通过对某些判断的分析和综合再引出新的判断的过程。它反映事物之间的内在联系和发展趋势。概念、判断和推理是相互联系、相互促进的。理性认识反映事物的一般特性和普遍本质。感性认识是理性认识的基础和前提。理性认识对感性认识的依赖关系,是认识对实践的依赖关系在认识发展过程中的继续和体现。
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