作业帮英语翻译,不要翻译器的,追加
来源：学生作业帮 编辑：作业帮 分类：英语作业 时间：2024/11/08 00:18:56
英语翻译,不要翻译器的,追加
The goals that Rorty articulates are essential to social progress. The current charac- ter education program, in not adopting these types of goals, missed an opportunity to direct the state’s youth toward growing into a more benevolent populace. Without the framework offered by Rorty, I fear that society risks future generations of young people who will only act with a myopic sense of self-interest derived from the most puerile elements of popular culture (Barber 2007).
Also, central to reorientation of the present character education program is accepting a different paradigm for understanding moral truth and ethical knowledge. This is a preeminent problem for character education in its current form, as it appeals to an abstract universalism and an untethered rationality. I suggest replacing the “foundational” type of character education that elusively searches for certainty in truth and ethics with pragmatic goals that might actually be achieved. Rorty’s (1999) suggestion for replacing certainty with social hope is the inspiration for my proposal to reorient North Carolina’s character education program in this manner. The change would move from developing decontextualized traits in individual students to guiding students to an ever greater sense of empathy for their fellow citizens.
The goals that Rorty articulates are essential to social progress. The current charac- ter education program, in not adopting these types of goals, missed an opportunity to direct the state’s youth toward growing into a more benevolent populace. Without the framework offered by Rorty, I fear that society risks future generations of young people who will only act with a myopic sense of self-interest derived from the most puerile elements of popular culture (Barber 2007).
Also, central to reorientation of the present character education program is accepting a different paradigm for understanding moral truth and ethical knowledge. This is a preeminent problem for character education in its current form, as it appeals to an abstract universalism and an untethered rationality. I suggest replacing the “foundational” type of character education that elusively searches for certainty in truth and ethics with pragmatic goals that might actually be achieved. Rorty’s (1999) suggestion for replacing certainty with social hope is the inspiration for my proposal to reorient North Carolina’s character education program in this manner. The change would move from developing decontextualized traits in individual students to guiding students to an ever greater sense of empathy for their fellow citizens.
Rorty所定的目标,对社会进步来说,是必不可少的.当前品德教育的项目,在没有采用这些目标类型的情况下,错过了让国家青年们成为更仁慈的平民的机会.没有Rorty提供的框架,我害怕社会会害了下一代年轻人,他们目光短浅,自私自利,而这些都源自于大众文化中十分幼稚的一小部分.
另外,对于当前品德教育项目的再定位,其重要内容是,接受不同的范例去了解道德真理和道德知识.对品德教育目前的形式来说,这是最大的问题,因为它需要抽象的普遍性和不受限制的合理性.我建议替换品德教育的“基础”类型,取而代之,用现实生活中可以真正实现的事情和道德上可以真正实现的目标来替代.我的建议的灵感来自于Rorty在1999年由社会希望替代建议的确定性,它用这种方式使我适应了北卡罗来纳州的品德教育项目.这样的改变将会从学生带领学生的非情景化发展到到他们同胞之间的较大移情作用,都不断的持续下来.
另外,对于当前品德教育项目的再定位,其重要内容是,接受不同的范例去了解道德真理和道德知识.对品德教育目前的形式来说,这是最大的问题,因为它需要抽象的普遍性和不受限制的合理性.我建议替换品德教育的“基础”类型,取而代之,用现实生活中可以真正实现的事情和道德上可以真正实现的目标来替代.我的建议的灵感来自于Rorty在1999年由社会希望替代建议的确定性,它用这种方式使我适应了北卡罗来纳州的品德教育项目.这样的改变将会从学生带领学生的非情景化发展到到他们同胞之间的较大移情作用,都不断的持续下来.