In this article we will consider the link between the work of Erich Seligmann Fromm (1900–1980) and the educational relationship. Fromm contributed a fundamental humanist perspective to contemporary thought and his work was characterized by weaving together various cultural influences, such as the Old Testament, Buddhism, Marxism, Sociology and, of course, Psychoanalysis. The main objective of the present work is to specify how this relationship could be better understood, considering its main characteristics. The work of this emblematic author invites to reflect on various aspects related to education ranging from its concept, its purposes, as well as to different characteristics of a good educational relationship, a subject that we will address in this article. Fromm brings a singular and extremely interesting perspective that opens spaces for reflection from various aspects of human existence in his texts. In this study we have analyzed twelve of his books ranging from Escape from Freedom (1941), The art of loving (1956) or The art of listening (1995). This analysis has allowed selecting those contents linked with the educational relationship. Then we will focus on what Fromm understands by education and after specify what would be the most essential questions in an optimal educational relationship, and what should characterize it.
{"title":"Erich Fromm y la relación educativa","authors":"Núria Obiols-Suari","doi":"10.14201/teri.23415","DOIUrl":"https://doi.org/10.14201/teri.23415","url":null,"abstract":"In this article we will consider the link between the work of Erich Seligmann Fromm (1900–1980) and the educational relationship. Fromm contributed a fundamental humanist perspective to contemporary thought and his work was characterized by weaving together various cultural influences, such as the Old Testament, Buddhism, Marxism, Sociology and, of course, Psychoanalysis. The main objective of the present work is to specify how this relationship could be better understood, considering its main characteristics. The work of this emblematic author invites to reflect on various aspects related to education ranging from its concept, its purposes, as well as to different characteristics of a good educational relationship, a subject that we will address in this article. Fromm brings a singular and extremely interesting perspective that opens spaces for reflection from various aspects of human existence in his texts. In this study we have analyzed twelve of his books ranging from Escape from Freedom (1941), The art of loving (1956) or The art of listening (1995). This analysis has allowed selecting those contents linked with the educational relationship. Then we will focus on what Fromm understands by education and after specify what would be the most essential questions in an optimal educational relationship, and what should characterize it.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"16 1","pages":"51-69"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91328018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After almost fifty years from the appearance of the term “multicultural education” in the United States, this research wants to show the current trend in this area, after the review of the most recent literature published in prestigious international journals and editorials. Multicultural education is going to be associated with social justice. It refers refers not only to a critical interrogation of power and privilege, but also to acts that intentionally disrupt or respond to systemic oppression towards no-hegemonic groups. A very clarifying example of implementation in the classroom is included in this paper. This proposal encourages a new kind of teacher that gives a great value to dialogue and students´ participation; offers them opportunities to commit to fighting against discrimination; to linking ethical values with political actions; and to applying ideas of justice, autonomy, and reciprocity. This work concludes emphasizing the need to develop this methodology in education aimed at a social transformation supported by values such as active respect, freedom, equity, and social justice. To summarize education requires a perspective that recognizes human diversity as normal. This is very important, bearing in mind the drastic increase of economic, social, and cultural inequality that tends to provoke feelings of humiliation and disrespect in disadvantaged groups. It is a situation that hinders a peaceful democratic coexistence.
{"title":"Educación, justicia social y multiculturalismo: teoría y práctica en el aula","authors":"Virginia Guichot-Reina","doi":"10.14201/teri.22984","DOIUrl":"https://doi.org/10.14201/teri.22984","url":null,"abstract":"After almost fifty years from the appearance of the term “multicultural education” in the United States, this research wants to show the current trend in this area, after the review of the most recent literature published in prestigious international journals and editorials. Multicultural education is going to be associated with social justice. It refers refers not only to a critical interrogation of power and privilege, but also to acts that intentionally disrupt or respond to systemic oppression towards no-hegemonic groups. A very clarifying example of implementation in the classroom is included in this paper. This proposal encourages a new kind of teacher that gives a great value to dialogue and students´ participation; offers them opportunities to commit to fighting against discrimination; to linking ethical values with political actions; and to applying ideas of justice, autonomy, and reciprocity. This work concludes emphasizing the need to develop this methodology in education aimed at a social transformation supported by values such as active respect, freedom, equity, and social justice. To summarize education requires a perspective that recognizes human diversity as normal. This is very important, bearing in mind the drastic increase of economic, social, and cultural inequality that tends to provoke feelings of humiliation and disrespect in disadvantaged groups. It is a situation that hinders a peaceful democratic coexistence.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"83 1","pages":"173-195"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77972802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comentarios a la reseña de J. García Carrasco sobre Esperando no se sabe qué. Sobre el Oficio de Profesor.","authors":"Jorge Larrosa","doi":"10.14201/teri.22179","DOIUrl":"https://doi.org/10.14201/teri.22179","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"14 1","pages":"224-226"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77253758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parental school choice is a central factor in quasi-market educational systems as the Spanish one, although diverse voices affirm that it is a factor that explains school segregation in our context. Forgotten by educational literature, this article analyses the role that images and representations of schools, condensed in the concept of fame-reputation, play on parental school choice. The article presents ethnographic research with a holistic and macro perspective carried out in different geographical and socio-cultural settings in Madrid (Spain): Usera, Leganes y Majadahonda, chosen for their differences in income and presence of population of foreign origin. The techniques used have been participant observation and interviews, analyzing the data according to the categorization method. This research has shown that parental school choice bases on «good reasons» construed and validated through a network of daily-life and face-to-face interactions. Micro-social is the scale where the fame-reputation of a school is built and where family decisions are formed. Fame-reputation has to do especially with the composition of the school population and ownership, shows the classification and hierarchy of schools in the area while guiding avoidance strategies towards certain social groups. The study reinforces the idea that freedom of choice of center favors school segregation although it questions the centrality of residential segregation as an explanatory factor of school segregation. The relationships between the social groups underlying the images of fame show that in order to explain the segregation in the educational system, the effect on school life of the social structure and sociability in the territory must be studied.
{"title":"La influencia de la fama de las escuelas en la elección de centro escolar de las familias: un analisis etnográfico","authors":"Carlos Pélaez-Paz","doi":"10.14201/teri.22394","DOIUrl":"https://doi.org/10.14201/teri.22394","url":null,"abstract":"Parental school choice is a central factor in quasi-market educational systems as the Spanish one, although diverse voices affirm that it is a factor that explains school segregation in our context. Forgotten by educational literature, this article analyses the role that images and representations of schools, condensed in the concept of fame-reputation, play on parental school choice. The article presents ethnographic research with a holistic and macro perspective carried out in different geographical and socio-cultural settings in Madrid (Spain): Usera, Leganes y Majadahonda, chosen for their differences in income and presence of population of foreign origin. The techniques used have been participant observation and interviews, analyzing the data according to the categorization method. This research has shown that parental school choice bases on «good reasons» construed and validated through a network of daily-life and face-to-face interactions. Micro-social is the scale where the fame-reputation of a school is built and where family decisions are formed. Fame-reputation has to do especially with the composition of the school population and ownership, shows the classification and hierarchy of schools in the area while guiding avoidance strategies towards certain social groups. The study reinforces the idea that freedom of choice of center favors school segregation although it questions the centrality of residential segregation as an explanatory factor of school segregation. The relationships between the social groups underlying the images of fame show that in order to explain the segregation in the educational system, the effect on school life of the social structure and sociability in the territory must be studied.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"79 1","pages":"131-155"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90465090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this article is the analysis of the Manifesto for a Post-critical Pedagogy, published by Hodgson, Vlieghe and Zamojski in 2017. This manifesto announces five principles that drive post-critical pedagogy towards a redefinition of the frameworks of the Education and training. We present agreements and disagreements regarding these five principles based on the following belief: it is necessary to overcome the reduction of education to a path of adaptation and/or social mobility, since the ultimate purpose of post-critical pedagogy should be to deepen. The development of the pedagogical subject. The result of the research allows us to advocate for a pedagogy that, subject to reality and to what things are, becomes «a meta-in-itself», enabled to analyze and relocate possible instrumentalizations. This leads us to demand a reformulation of the social and the political as a claim and revelation of certain existing distortions but also as an intersection that brings together the challenges of pedagogy. It is concluded that, based on a hermeneutic that goes beyond the contrast between understanding and explanation, hope can give us the opportunity to get certain opportunities and some social challenges to make utopias into commitments. And we do it because we conceive hope as an attitude that generates transformations and as an articulating aspiration for human actions, not as a chimeric resource that seeks to avoid the realization of the normative professional guidelines that pertain to pedagogy.
{"title":"Diálogo con el 'Manifiesto por una pedagogía post-crítica' desde la esperanza como acción social transformadora","authors":"Marc Pallarès Piquer, María Lozano Estivalis","doi":"10.14201/teri.22451","DOIUrl":"https://doi.org/10.14201/teri.22451","url":null,"abstract":"The objective of this article is the analysis of the Manifesto for a Post-critical Pedagogy, published by Hodgson, Vlieghe and Zamojski in 2017. This manifesto announces five principles that drive post-critical pedagogy towards a redefinition of the frameworks of the Education and training. We present agreements and disagreements regarding these five principles based on the following belief: it is necessary to overcome the reduction of education to a path of adaptation and/or social mobility, since the ultimate purpose of post-critical pedagogy should be to deepen. The development of the pedagogical subject. The result of the research allows us to advocate for a pedagogy that, subject to reality and to what things are, becomes «a meta-in-itself», enabled to analyze and relocate possible instrumentalizations. This leads us to demand a reformulation of the social and the political as a claim and revelation of certain existing distortions but also as an intersection that brings together the challenges of pedagogy. It is concluded that, based on a hermeneutic that goes beyond the contrast between understanding and explanation, hope can give us the opportunity to get certain opportunities and some social challenges to make utopias into commitments. And we do it because we conceive hope as an attitude that generates transformations and as an articulating aspiration for human actions, not as a chimeric resource that seeks to avoid the realization of the normative professional guidelines that pertain to pedagogy.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"86 1","pages":"65-79"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85612026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In late 2016, the well-known Manifesto for Post-Critical Pedagogy written by Naomi Hodgson, Joris Vlieghe and Piotr Zamojski was presented at Liverpool Hope University. It was subsequently published in 2017 with responses from Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen, and Stefan Ramaekers, to which many other responses from the authors were added. The five principles proposed in the Manifesto are: 1) There are principles to defend. 2) From hermeneutical pedagogy to a pedagogical hermeneutic. 3) From critical to a post-critical pedagogy. 4) From cruel optimism to hope in the present. 5) From education for citizenship to love for the world. Following its mission of bringing into the academic community a pluralistic panorama on the new theoretical analyses of education, the journal Teoria de la Educacion. Revista Interuniversitaria presents the Spanish translation of the Manifesto, an introduction by its authors in which they offer an account on the reasons and latest developments of the Manifesto and, finally, a series of responses by prominent members of the Ibero-American academic community in the field of Educational Theory.
{"title":"Manifiesto por una pedagogía post-crítica (traducción al español)","authors":"Naomi Hodgson, Joris Vlieghe, Piotr Zamojski","doi":"10.14201/teri.22862","DOIUrl":"https://doi.org/10.14201/teri.22862","url":null,"abstract":"In late 2016, the well-known Manifesto for Post-Critical Pedagogy written by Naomi Hodgson, Joris Vlieghe and Piotr Zamojski was presented at Liverpool Hope University. It was subsequently published in 2017 with responses from Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen, and Stefan Ramaekers, to which many other responses from the authors were added. The five principles proposed in the Manifesto are: 1) There are principles to defend. 2) From hermeneutical pedagogy to a pedagogical hermeneutic. 3) From critical to a post-critical pedagogy. 4) From cruel optimism to hope in the present. 5) From education for citizenship to love for the world. Following its mission of bringing into the academic community a pluralistic panorama on the new theoretical analyses of education, the journal Teoria de la Educacion. Revista Interuniversitaria presents the Spanish translation of the Manifesto, an introduction by its authors in which they offer an account on the reasons and latest developments of the Manifesto and, finally, a series of responses by prominent members of the Ibero-American academic community in the field of Educational Theory.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"62 1","pages":"7-11"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76253442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Manifesto for a Post-Critical Pedagogy by Hodgson, Vlieghe and Zamojski shares several elements with the proposals that, with the same name, have been circulating since the late 1980s. Two of the elements with which these authors seek to distance themselves from critical pedagogy, and which are of particular interest to me here, are the proposal to assume equality between educators and educands as a starting point — rather than the superiority of the former over the latter — and to refrain from proposing substantive commitments about a utopian future towards which one must advance and which serves to judge the present. When analysing the work of the possibly most important author of critical pedagogy, Paulo Freire, I point out that a will to equality was already explicitly and strongly in his work. At the same time, however, there are also several elements related to a will to justice and dignity beyond the pedagogical relationship — the ideas of critical conscience and awareness — that, in a contradictory way, materialise a principle of inequality. The proponents of the Manifesto for a Post-Critical Pedagogy define in advance a principle of equality between educators and educands, thereby ending up evading one of the dimensions of responsibility for care that corresponds to the educational practice of critical pedagogy. I propose that, by taking critical education as a caring practice, none of these endeavours should be renounced. I conclude that a critical pedagogy is constituted in the always present and deep attention to the needs of the students, in the tension between a will to equality and a will to justice and dignity.
{"title":"Paulo Freire, las pedagogías post-críticas y el dilema pedagógico","authors":"Andrés Mejía Delgadillo","doi":"10.14201/teri.22718","DOIUrl":"https://doi.org/10.14201/teri.22718","url":null,"abstract":"The Manifesto for a Post-Critical Pedagogy by Hodgson, Vlieghe and Zamojski shares several elements with the proposals that, with the same name, have been circulating since the late 1980s. Two of the elements with which these authors seek to distance themselves from critical pedagogy, and which are of particular interest to me here, are the proposal to assume equality between educators and educands as a starting point — rather than the superiority of the former over the latter — and to refrain from proposing substantive commitments about a utopian future towards which one must advance and which serves to judge the present. When analysing the work of the possibly most important author of critical pedagogy, Paulo Freire, I point out that a will to equality was already explicitly and strongly in his work. At the same time, however, there are also several elements related to a will to justice and dignity beyond the pedagogical relationship — the ideas of critical conscience and awareness — that, in a contradictory way, materialise a principle of inequality. The proponents of the Manifesto for a Post-Critical Pedagogy define in advance a principle of equality between educators and educands, thereby ending up evading one of the dimensions of responsibility for care that corresponds to the educational practice of critical pedagogy. I propose that, by taking critical education as a caring practice, none of these endeavours should be renounced. I conclude that a critical pedagogy is constituted in the always present and deep attention to the needs of the students, in the tension between a will to equality and a will to justice and dignity.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"11 1","pages":"51-63"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82895553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are multiple ways in which translation can be understood. One of them has to do with what is said and how it is said in different languages. Nonetheless, as a philosophical problem translation can be perceived in different ways with numerous implications, binding language with the ways of thinking, ways of acting, among others. From this perspective, we would try to expand the problem already identified by the authors of the Manifesto: Can it be universalized? The Manifesto seeks to expose through five principles a way in which we can approach to education. In that sense, this article tries to question a possible universal aim from a specific context in which has been thought and written, a specific tradition, and the possibility to extend it to other traditions or other realms of education.The Manifesto is an important document since it shows the tensions around different problems stated by the authors as being taken into account from the Anglophone/Analytical Philosophy of Education. Nonetheless, it will be shown, using the tradition of philosophy in Spanish speaking communities as an example, a problem within itself, if there could be a limit to the Manifesto proposal. The authors of the Manifesto state clearly a much broader dialogue. This might be rethought from other logics and perspectives not taken into account, just as philosophy in Spanish speaking contexts and its implications for understanding educational phenomena.
{"title":"Sobre el 'Manifiesto por una pedagogía post-crítica': problemas de traducción a otras tradiciones","authors":"Renato Huarte Cuéllar","doi":"10.14201/teri.22742","DOIUrl":"https://doi.org/10.14201/teri.22742","url":null,"abstract":"There are multiple ways in which translation can be understood. One of them has to do with what is said and how it is said in different languages. Nonetheless, as a philosophical problem translation can be perceived in different ways with numerous implications, binding language with the ways of thinking, ways of acting, among others. From this perspective, we would try to expand the problem already identified by the authors of the Manifesto: Can it be universalized? The Manifesto seeks to expose through five principles a way in which we can approach to education. In that sense, this article tries to question a possible universal aim from a specific context in which has been thought and written, a specific tradition, and the possibility to extend it to other traditions or other realms of education.The Manifesto is an important document since it shows the tensions around different problems stated by the authors as being taken into account from the Anglophone/Analytical Philosophy of Education. Nonetheless, it will be shown, using the tradition of philosophy in Spanish speaking communities as an example, a problem within itself, if there could be a limit to the Manifesto proposal. The authors of the Manifesto state clearly a much broader dialogue. This might be rethought from other logics and perspectives not taken into account, just as philosophy in Spanish speaking contexts and its implications for understanding educational phenomena.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"118 1","pages":"81-94"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87086978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"González Geraldo, J. L. (2019). La sombra del lobo blanco. Acepta y educa tu lado oscuro. Barcelona: Octaedro, 176 pp.","authors":"M. Á. H. Prados","doi":"10.14201/teri.21762","DOIUrl":"https://doi.org/10.14201/teri.21762","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"49 1","pages":"234-236"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90815039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this commentary on the Manifesto for a Post-critical Pedagogy we interrogate the text from the place where it has been organized, putting into question some philosophical confusions which problematized its proposal, mainly a misunderstanding of what Critical Pedagogy is. In a second moment we analyse what the Manifesto calls «Pedagogical Hermeneutics» from the perspective of the ontological turn carried out by Hans-Georg Gadamer in Truth and Method (1960).
{"title":"Debilidades hermenéuticas y educación post-crítica","authors":"Anna Pagès Santacana","doi":"10.14201/teri.22379","DOIUrl":"https://doi.org/10.14201/teri.22379","url":null,"abstract":"In this commentary on the Manifesto for a Post-critical Pedagogy we interrogate the text from the place where it has been organized, putting into question some philosophical confusions which problematized its proposal, mainly a misunderstanding of what Critical Pedagogy is. In a second moment we analyse what the Manifesto calls «Pedagogical Hermeneutics» from the perspective of the ontological turn carried out by Hans-Georg Gadamer in Truth and Method (1960).","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"20 1","pages":"95-106"},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90732129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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