Moral feeling

They guide their lives by reasoning more than by moral feeling .

他们靠理性而不是靠道德感指导自己的生活。

their lives are regulated more by moral feeling than by reasoning ;

他们的生活多是遵循道德感，而非理智；

Self-confidence is moral feeling or attitude toward own ability and behavior .

自信心是人对自己的能力和行为表示信任的一种道德情感和态度[1]，对自己能力的确信，是自我价值的表达。

For me to have a moral feeling towards you means you matter to me .

要我对你产生道德情感，也就是说我对你不是无动于衷的。

Cultivation of Higher Vocation Students ' moral feeling

高职学生道德情感的培养

What 's the psychology of moral feeling ?

道德情感又有什么心理学函义？

Exploring the Moral Feeling 's Ethical Position

道德情感的伦理地位初探

Responsibility is a special moral feeling that greatly affects the whole development of an individual 's morality .

责任感是一种特殊的道德情感，它对个体的品德发展具有重大的影响作用。

Approach to Fostering Individual Moral Feeling

个体道德情感培养的途径

Ethical experience of moral feeling

伦理的道德情感体验

Iconic experience of moral feeling sensible phenomenon

想象的道德情感体验感觉得到的现象感觉得到的现象

Now , moral feeling is what we 'll start off with and we 've already discussed this in a different context .

好了，道德情感，是我们首先要讲的一个方面，我们已经讨论过这个问题了，在之前的课堂上。

The second case study of moral feeling is " in-group " and " out-group . "

第二个道德情感的案例分析，是“内群体”与“外群体”

Stressing the cognitive morality education and ignoring moral feeling cultivation is one of the important causes for the lack of efficiency in our college moral teaching .

在体育教学中，不但要重视对学生的知识传授和能力培养，更要重视对学生进行情感教育，培养学生的道德感、理智感和美感。

It is the noble moral feeling which our country devotes much attention to , our school education stresses , especially significant nowadays on nation rejuvenation .

它是我们国家高度重视，学校教育一贯强调的，在实现民族复兴伟业的今天尤为凸显的高尚道德情感。

As to the education process , the advantages lies in that moral feeling can be inspired by itself on the base of aesthetic feeling without compulsion .

在诗乐教化过程中，道德情感在审美情感基础上自觉激发而不显强制性；

Now product design is a Human-Centered action of manufacture , Human is a social group to have emotion , And Moral feeling is a part of human 's feelings .

现代产品设计是以人为中心的造物活动，人是具有情感的社会群体，而道德情感是人类高级情感中的一个组成部分。

Zhu Xi argued that Compassion is feeling and Four Ends are Feeling , and insisted that moral feeling and moral reason are mutual affected .

朱熹主张恻隐是情、四端皆情，强调道德情感与道德理性的互动。

It was not easy to bring them together but when they had a common goal that brought them & that caused the interconnection and then the contact led to moral feeling .

要让他们互相接触并不容易，但当他们有了共同目标-，他们就会互相联系，从而接触就产生了道德情感。

As to the education result , the advantages lies in the unification of aesthetic feeling and moral feeling to avoid subject 's one-sidedness and can make the subject get to the tiptop of lives .

在诗乐教化结果上，审美情感和道德情感圆融合一而不至于主体偏枯，并能使主体抵达生命的最高人生境界。

And mainly as follows : fuzzy knowledge on academic norms , academic moral feeling weak and irregular academic behavior . Then , the possible negative effects of the phenomenon of post-graduates moral anomie were analyzed .

且主要表现为：对学术规范的认识模糊、学术道德情感的薄弱以及其学术行为的不规范三个层面，并对研究生学术道德失范现象有可能带来的负面影响做了分析。

Secondly , revealing the means of modern university students moral and feeling development .

其次，揭示当代大学生道德情操的基本内涵；

Secondly , scar literature explores and reconsiders human nature in instinct , ethic and moral , feeling and spirit fields , opens out the abnormal human nature and severe dissimilation phenomenon , affirms and calls on nice natures back .

第二，伤痕文学从自然属性、伦理道德、情感领域和精神方面对人性进行了一定的探索和反思，揭示了非常态人性和人的严重异化，同时也肯定和呼吁着美好人性的恢复。

MOral Personality with Feeling , Truth and Law

德性人格与情；理；法

The Confucianism 's Ethics in Pre-Qin Dynasty and Moral Development and Feeling Model of University Students

先秦儒家伦理思想与当代大学生道德情操塑造

This paper is , from four aspects , to study the Confucianism 's ethics in pre-Qin Dynasty , moral development and feeling model of university students .

本文从四个方面对先秦儒家伦理思想与当代大学生道德情操塑造作了全面、系统的研究。

The thesis has three parts : The first part stresses on analyzing the concepts of emotional moral education and moral feeling .

论文包含三个部分：第一部分着重对高校情感德育、道德情感的概念进行了分析。

The formation and development of the students ' moral thinking , moral feeling and moral behaviour is , to a great degree , restricted by the environment of moral education .

学生道德观念、道德情感和道德行为的形成与发展，在很大程度上要受德育环境的制约。

Not all of us can go to Africa , or work at hospitals , so what do we do , if we have this moral response , this feeling ?

不是每个人都可以去非洲或是在医院工作，我又该如何处理我里面的这个道德感？

Successful experiences and cases at home and abroad told us that a person 's mature in morality is based on the comprehensive development of moral determination , moral feeling , judges and actions .

无论是中国还是国外成功的道德教育模式都告诉我们，人的道德成长，是建立在道德意志、道德情感、道德判断、道德行动综合发展的基础之上的。