mode of understanding造句

• The Wordsworth, is that poetry privileges perception, imagination and modes of understanding.
• As this coherence breaks down, however, the adequacy of science as a universal mode of understanding is challenged.
• And it must clarify those hints and explicate the pre-predicative mode of understanding they represent as grounded in the " logos ".
• This suggests that word / image relations can promote different modes of understanding art, but do not account for how much we like a particular piece.
• The two modes of understanding are not " to be seen . . . as competing systems, but as complementary, as are Scully and Mulder themselves ".
• So there are surface structures and deep structures related to competencies and sub-competencies, and these are teased apart and reconstructed by engaging two distinct modes of understanding symbolically pre-structured realities.
• In the real classroom situation, a mixing of methods is always apparent, and indeed inevitable if a response is to be evoked from the varied modes of understanding of the children.
• Such scholars increasingly find fault with science's " universalizing myth " and its allegedly objective " view from nowhere ", its appeal to pan-human values and reliance on empirical modes of understanding ..
• These deep-seated modes of understanding provide largely pre-reflexive parameters within which people imagine their social existence expressed, for example, in conceptions of'the global, " the national, " the moral order of our time . '"
• "As race and gender and sexuality have become the dominant modes of understanding our world, class has fallen out of the picture, " said Jefferson Cowie, a visiting assistant professor of labor and working-class history at Cornell University.
• Not only what they saw ( morbid or unusual imagery, for example ) but how they saw-- whether they picked out movement or tended to privilege color over form-- revealed their modes of understanding and, in turn, who they were.
• Instead, Taylor is taking the cognitive-affective relation out of a linear mode of understanding ( thoughts lead to emotions ) and placing it phenomenologically in non-linear fashion ( thoughts = emotions = interpreted knowledge, meaning they don t necessarily happen in sequence ).
• When a theological paradigmatic mode of understanding no longer seems helpful or plausible due to a shift in cultural context, a new  revolutionary paradigmatic understanding is needed a paradigm shift often marked by upheaval and discontinuity, not merely building upon the previous model but replacing it, though with some continuity.