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| 1. | Anyone who thinks that rational knowledge need not be derived from perceptual knowledge is an idealist |
| 如果以为理性认识可以不从感性认识得来，他就是一个唯心论者。 |
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| 2. | rational knowledge |
| 理性认识 |
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| 3. | perceptual [ rational ] knowledge |
| 感性[理性]知识 |
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| 4. | All relatively complete knowledge is formed in two stages: the first stage is perceptual knowledge, the |
| 一切比较完全的知识都是由两个阶段构成的：第一阶段是感性知识，第二阶段是理性知识，理性知识是感性知识的高级发展阶段。 |
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| 5. | the stage of rational knowledge |
| 理性认识阶段 |
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| 6. | Of course, this understanding and practice merely reflects our rational knowledge and the overall situation |
| 以上认识和实践，是就理性而言，整体而论。 |
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| 7. | Start from perceptual knowledge and actively develop it into rational knowledge; then start from rational |
| 从感性认识而能动地发展到理性认识，又从理性认识而能动地指导革命实践，改造主观世界和客观世界。 |
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| 8. | The active function of knowledge manifests itself not only in the active leap from perceptual to rational |
| 认识的能动作用，不但表现于从感性的认识到理性的认识之能动的飞跃，更重要的还须表现于从理性的认识到革命的实践这一个飞跃。 |
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| 9. | Rational knowledge depends upon perceptual knowledge and perceptual knowledge remains to be developed |
| 理性认识依赖于感性认识，感性认识有待于发展到理性认识，这就是辩证唯物论的认识论。 |
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| 10. | Students' rational knowledge for the mental and cultural world can be cultivated in teaching by the application |
| 在教学中采用“寓教于乐”的方法,通过审美发掘学生的精神世界和文化世界的理性认识。 |
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