1.The understanding mathematics teaching is one kind of teaching whose goal is to promote the knower to understand mathematics fully.
理解性数学教学是一种以促进理解者充分理解数学为目标的教学。
2.The boundary of 'the knower' and 'the known' is between the name and form, and the sixes senses.
和「被知」的界线就在「名色」和「六入」中间。
3.Analyses on the epistemic paradoxes (paradox of knowledge or Knower paradox) are of great philosophical and logical significance.
认知悖论的研究具有重要的哲学和逻辑意义。
4.Knowledge, the objective of knowledge, the knower of knowledge; these three are the impetus of action.
认知，认知对象和认知者，这三种因素是行为的推动力。
5.Knowledge solely determined by the historical standpoint of the knower .
被理解者的历史观点独自决定的知识。在后者里。
6.In sleep there is neither the known, nor the knower. What keeps the body sensitive and receptive?
睡眠时没有知者与被知者。是什麽保持身体的感受性？
7.The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower.
22教师能够从多角度理解学科知识并传授给学习者让其从认识者的角度了解知识是如何形成的。
8.The seated spectator is not a thinker, he is a knower.
坐着的观众是不是一个思想家，他是一个能知。
9.Knowledge is there, but the knower is not.
知识还在，但知者却不在了。
10.Acts 1: 24 And they prayed and said, You Lord, Knower of the hearts of all, show us clearly the one whom You have chosen of these two.
徒一24就祷告说，主啊，你知道万人的心，求你从这两个人中，指明你所拣选的是那一个。