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1)  learning to be
学会生存
2)  existence of the church
教会生存
3)  society subsistence
社会生存
1.
Practice Courses in higher vocational education should include society subsistence, profession certification, post operation and continuance development.
高职院校实践课程应包括社会生存实践、职业认同实践、岗位操作实践、后续发展实践等方面的专门课程。
4)  learning to live together
学会共存
1.
The 4 pillars of establishing lifelong educational system put forward in this report have become the common objective of current international educational reform with “learning to live together” as the core of the 4 pillars.
该报告提出的建立终身教育体系的4个支柱已成为目前国际教育改革的共同目标,“学会共存”是这四个支柱的核心。
2.
Based on the idea of learning to live together,many educational slogans and plans such as education for peace and culture,education for global understanding,and education for international citizenship were proposed.
围绕"学会共存"的教育理想,学者、政治家和国际社会提出了"和平文化教育""、国际理解教育""、世界公民教育"等一系列教育理念和行动策略。
5)  philosophy of existence
生存哲学
1.
The Material Conception of History Reflected by Philosophy of Existence;
生存哲学反思下的唯物史观
2.
Marxist philosophy of existence reveals that actual man is the starting point and final settling place for the development of society.
马克思生存哲学通过对实践的解读,揭示了现实的人是社会发展的出发点和归宿,人的自由而全面发展是理想社会的终极目标。
3.
In the second one,individual consciousness to reflect civil society and modernity has come into being,then the philosophy of existence has.
实践及生存哲学思潮兴起的内在动因和主要特征体现于其时代背景和哲学自身逻辑方面,以此将20世纪80~90年代中国马克思主义哲学的发展分为两个阶段。
6)  existence philosophy
生存哲学
1.
Cultural interpretation on the existence philosophy of Laozi;
老子生存哲学的文化阐释
2.
So in the new history period,it is of great significance to explore and find the solutions to their puzzles of life value from the angle of the existence philosophy,which plays an essential role in educating and conducting.
马克思主义哲学有关生存哲学的基本理论指出,人对生存意义的追寻,是人走向成熟的重要标志。
3.
From the perspective of the modem spirit situation and the profound comprehension to the existence philosophy,Jaspers thinks education is growing-up:the education is just to make the students live with correct life attitude in the reality through the inter-subjective communication between the teachers and students,make use of the history to edify the students spirits in the way of the authority.
雅斯贝斯从时代精神状况的审慎思考以及他对生存哲学的独特领悟出发,认为教育即生成:教育不过是师生之间的主体间性的交往,利用权威的功效去汲取历史的教化因素以陶冶学生的情操,从而形成正确对待生活的态度,让他们在大全中如其所是地那样去生活。
补充资料:欧洲电信标准学会标准(见欧洲电信标准学会)


欧洲电信标准学会标准(见欧洲电信标准学会)
standards of ETSI: see European Telecommunications Standards Institute;ETSI

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