metaphysic

简明释义

英[ˌmetəˈfɪzɪk]美[ˌmetəˈfɪzɪk]

n. 形而上学；玄学

adj. 玄学的；形而上学的（等于 metaphysical）

英英释义

单词用法

同义词

反义词

例句

1.The invention can be applied to the disconnection of limb bones, bone disconnection with bone defect and traumatic fracture including metaphysic fracture.

应用于四肢骨不连、伴有骨缺损的骨不连，创伤性骨折，包括干骺端骨折。

2.The language outlook of Hei- dergel's later stage has transcended metaphysic language outlook, thus in a sense starts the thought of later modern times.

海德格尔后期的语言观超越了形而上学语言观，在某种意义上开启了后现代这一维度。

3.The Metaphysic of the past assumed, as unsophisticated belief always does, that thought apprehends the very immolation of things, and that things, to bee what they truly are, require to be thought.

旧形而上学的条件和朴素信仰的条件相同：以为思想可以把握事物的本身，且以为事物的真实性质就是思想所熟悉的那样。

4.But, as we have already seen, this is by no means the case with the metaphysic of understanding, if it conform to its principle.

但我们已经知道，在知性形而上学里，按知性的原则来说，却并不是这样。

5.In 4 cases of obscure bone fracture, the lesion was located in the metaphysic, manifested a hypo-intense shadow on T1WI, diverse on T2WI.

隐匿性骨折4例，表现为干骺端边界模糊的片状T1低信号影，T2信号多样。

6.Negating grand narrative, resisting metaphysic, abandoning theory of reflection and denying identity are its principal contents.

其主要内容有：否定大叙事，拒斥形而上学，抛弃反映论，否认同一性。

7.Metaphysic has three core conceptions of logos, truth and justice, on the basis of which metaphysic built it's own system and affected the traditional poetic.

逻各斯、真理和正义是形而上学的三个核心概念，形而上学就是以这三个概念建立起自己的体系并影响到传统诗学的。

8.In part three with voluntarism it makes a metaphysic illustration to "Theory of Sympathy". In his voluntarism Schopenhauer considers that the world is representation of the voluntary.

第三部分是用叔本华的唯意志理论对其同情说作出形而上学的说明。

9.The metaphysic 形而上学 debate continues to evolve as new scientific discoveries are made.

随着新的科学发现的出现，metaphysic 形而上学的辩论继续发展。

10.Many poets explore metaphysic 形而上学 themes in their work, pondering the nature of love and existence.

许多诗人在他们的作品中探索metaphysic 形而上学主题，思考爱情和存在的本质。

11.His novel delves into metaphysic 形而上学 questions about identity and the self.

他的小说深入探讨了关于身份和自我的metaphysic 形而上学问题。

12.In philosophy classes, we often discuss metaphysic 形而上学 concepts like time and space.

在哲学课上，我们经常讨论像时间和空间这样的metaphysic 形而上学概念。

13.The study of metaphysic 形而上学 raises questions about existence and reality.

对metaphysic 形而上学的研究提出了关于存在和现实的问题。

作文

The concept of metaphysic (形而上学) has intrigued philosophers for centuries. It delves into questions that transcend the physical world, seeking to understand the nature of reality, existence, and the fundamental principles that govern the universe. While many might view metaphysic as an abstract or esoteric discipline, its implications resonate deeply within our everyday lives. To comprehend metaphysic, one must first recognize its historical context. Ancient philosophers like Aristotle and Plato laid the groundwork for this field. They pondered questions such as: What is the essence of being? What constitutes reality? These inquiries are not merely academic; they challenge us to reflect on our own existence and the world around us. For instance, when we consider the nature of time, we are engaging with metaphysic concepts. Is time linear, or does it exist in cycles? This question not only affects scientific understanding but also influences how we perceive our lives and experiences. In modern times, the relevance of metaphysic remains evident. The rise of quantum physics has introduced new dimensions to these age-old questions. Scientists now grapple with ideas that seem to defy common sense, such as particles existing in multiple states simultaneously. This intersection of science and metaphysic invites us to reconsider our definitions of reality. Are there dimensions beyond our perception? How do consciousness and the physical world interact? Such questions illustrate that metaphysic is not just a relic of philosophical inquiry but a dynamic field that continues to evolve. Moreover, metaphysic plays a crucial role in shaping our moral and ethical frameworks. Our beliefs about existence influence our values and actions. For example, if one subscribes to a materialistic worldview, they may prioritize tangible achievements over spiritual growth. Conversely, a person who embraces a more holistic or spiritual metaphysic might focus on personal development and interconnectedness with others. This illustrates how deeply intertwined our philosophical beliefs are with our daily lives. In literature and art, metaphysic themes often emerge as creators explore the human condition. Writers and artists use metaphysical concepts to express the complexities of life, love, and death. Through their works, they invite audiences to engage with profound questions. For example, Shakespeare's plays frequently touch on existential themes, prompting audiences to reflect on fate, free will, and the nature of reality. Similarly, the surrealist movement in art sought to challenge conventional perceptions, encouraging viewers to question the boundaries of reality and imagination. In conclusion, the study of metaphysic (形而上学) is not merely an intellectual exercise; it is a vital exploration of our existence and the universe. It encourages us to ask fundamental questions and seek deeper understanding. Whether through philosophy, science, or the arts, metaphysic challenges us to think critically and embrace the complexities of life. As we navigate our paths, let us remain open to the mysteries that lie beyond the physical realm, for it is within these mysteries that we may find the true essence of our existence.

“形而上学”这一概念在几个世纪以来一直吸引着哲学家。它探讨超越物质世界的问题，旨在理解现实的本质、存在以及支配宇宙的基本原则。虽然许多人可能将“形而上学”视为一种抽象或深奥的学科，但其含义在我们日常生活中深刻共鸣。要理解“形而上学”，首先必须认识到其历史背景。亚里士多德和柏拉图等古代哲学家为这一领域奠定了基础。他们思考的问题包括：存在的本质是什么？什么构成了现实？这些探究不仅仅是学术的挑战；它们促使我们反思自身的存在和周围的世界。例如，当我们考虑时间的本质时，我们正参与到“形而上学”的概念中。时间是线性的，还是存在于循环之中？这个问题不仅影响科学理解，也影响我们对生活和经历的看法。在现代，“形而上学”的相关性依然显而易见。量子物理的兴起为这些古老的问题引入了新的维度。科学家们现在正在努力应对似乎违背常识的理念，例如粒子同时存在于多种状态。这一科学与“形而上学”的交集邀请我们重新考虑现实的定义。是否存在超出我们感知的维度？意识与物质世界如何互动？这些问题表明，“形而上学”不仅仅是哲学探讨的遗物，而是一个持续发展的动态领域。此外，“形而上学”在塑造我们的道德和伦理框架中也发挥着关键作用。我们对存在的信念影响着我们的价值观和行为。例如，如果一个人相信唯物主义的世界观，他们可能会优先考虑有形的成就，而非精神成长。相反，一个接受更整体或精神“形而上学”的人可能会专注于个人发展和与他人的相互联系。这说明我们的哲学信仰与日常生活是多么紧密相连。在文学和艺术中，“形而上学”主题常常出现，因为创作者探索人类状况。作家和艺术家利用形而上学的概念来表达生活、爱和死亡的复杂性。通过他们的作品，他们邀请观众参与深刻的问题。例如，莎士比亚的戏剧常常触及存在的主题，促使观众反思命运、自由意志和现实的本质。同样，超现实主义运动在艺术中试图挑战传统观念，鼓励观众质疑现实与想象的界限。总之，研究“形而上学”并不仅仅是智力上的练习；它是对我们存在和宇宙的重要探索。它鼓励我们提出基本问题并寻求更深的理解。无论是通过哲学、科学还是艺术，“形而上学”都挑战我们进行批判性思考，并接受生活的复杂性。当我们走在人生道路上时，让我们保持开放的心态，去面对物质领域之外的奥秘，因为正是在这些奥秘中，我们可能找到存在的真正本质。