Pub Date : 2021-08-11DOI: 10.1080/17449642.2021.1965301
R. Collin
ABSTRACT This article explores how literary study engages readers’ moral perception and imagination. Although some philosophers discuss reading as a largely solitary activity, this article explores social practices of reading common in English language arts classrooms in secondary schools. The article shows how reading with others can change the quality of moral perception and imagination in literary study. Reading with others, the article contends, can involve an ethic focused on the good of knowing one’s ways of seeing make a difference to others. The article defends social practices of reading by arguing they can broaden and complicate students’ moral perception and imagination by making students accountable to texts, one another, and the wider world.
{"title":"Literary study as an education in moral perception and imagination","authors":"R. Collin","doi":"10.1080/17449642.2021.1965301","DOIUrl":"https://doi.org/10.1080/17449642.2021.1965301","url":null,"abstract":"ABSTRACT This article explores how literary study engages readers’ moral perception and imagination. Although some philosophers discuss reading as a largely solitary activity, this article explores social practices of reading common in English language arts classrooms in secondary schools. The article shows how reading with others can change the quality of moral perception and imagination in literary study. Reading with others, the article contends, can involve an ethic focused on the good of knowing one’s ways of seeing make a difference to others. The article defends social practices of reading by arguing they can broaden and complicate students’ moral perception and imagination by making students accountable to texts, one another, and the wider world.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"478 - 491"},"PeriodicalIF":0.9,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47566996","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}
Pub Date : 2021-06-07DOI: 10.1080/17449642.2021.1927318
Rafał Włodarczyk
ABSTRACT In reference to the article by Hanan Alexander ‘Education in nonviolence’, the text takes up the issue of reading Emmanuel Levinas’s Talmudic texts for the philosophy of education. It intends to positively answer the question about the value and potential of such inspiration, focusing on concepts from two of Levinas’s Talmudic readings. The first part of the text is devoted to the characteristics of the intellectual output of the thinker. The second part analyses and discusses Alexander’s commentary on one of Levinas’s Talmudic readings, ‘Toward the Other’. Alexander aims to show the specificity of the idea of education in nonviolence, heavily indebted to the Jewish tradition and thought. The third part of the text is an extension of Alexander’s comment, focuses on another Talmudic reading by Levinas, ‘Cities of Refuge’, and aims to outline the philosophical underpinnings of the idea of the pedagogy of asylum.
{"title":"Hospitality, asylum and education: around Emmanuel Levinas’s Talmudic readings","authors":"Rafał Włodarczyk","doi":"10.1080/17449642.2021.1927318","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927318","url":null,"abstract":"ABSTRACT In reference to the article by Hanan Alexander ‘Education in nonviolence’, the text takes up the issue of reading Emmanuel Levinas’s Talmudic texts for the philosophy of education. It intends to positively answer the question about the value and potential of such inspiration, focusing on concepts from two of Levinas’s Talmudic readings. The first part of the text is devoted to the characteristics of the intellectual output of the thinker. The second part analyses and discusses Alexander’s commentary on one of Levinas’s Talmudic readings, ‘Toward the Other’. Alexander aims to show the specificity of the idea of education in nonviolence, heavily indebted to the Jewish tradition and thought. The third part of the text is an extension of Alexander’s comment, focuses on another Talmudic reading by Levinas, ‘Cities of Refuge’, and aims to outline the philosophical underpinnings of the idea of the pedagogy of asylum.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"355 - 374"},"PeriodicalIF":0.9,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46889395","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}
Pub Date : 2021-05-31DOI: 10.1080/17449642.2021.1927345
Ulrika Jepson Wigg
ABSTRACT The aim of this article is to analyze the moral dimensions of teachers’ experiences of working with unaccompanied refugee students in language introduction in Swedish upper secondary school. Theoretically, the analysis uses Bauman’s postmodern ethics, focusing on the tension between the social and the moral space in teachers’ encounters with unaccompanied students. The empirical material is derived from interviews with three teachers, and a reflexive interview approach was used. The outcome of the analysis shows that balancing professional and moral responsibilities is a challenge, and also that while teachers strive to see their students as Other in a moral sense, the demands of the profession might get in the way. This aporia of proximity – the insoluble conflict between the social and the moral space – is faced by the teacher as a moral subject, adding complex moral dimensions to teachers’ work with unaccompanied students.
{"title":"‘I see it as a privilege to get to know them’. Moral dimensions in teachers’ work with unaccompanied refugee students in Swedish upper secondary school","authors":"Ulrika Jepson Wigg","doi":"10.1080/17449642.2021.1927345","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927345","url":null,"abstract":"ABSTRACT The aim of this article is to analyze the moral dimensions of teachers’ experiences of working with unaccompanied refugee students in language introduction in Swedish upper secondary school. Theoretically, the analysis uses Bauman’s postmodern ethics, focusing on the tension between the social and the moral space in teachers’ encounters with unaccompanied students. The empirical material is derived from interviews with three teachers, and a reflexive interview approach was used. The outcome of the analysis shows that balancing professional and moral responsibilities is a challenge, and also that while teachers strive to see their students as Other in a moral sense, the demands of the profession might get in the way. This aporia of proximity – the insoluble conflict between the social and the moral space – is faced by the teacher as a moral subject, adding complex moral dimensions to teachers’ work with unaccompanied students.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"307 - 320"},"PeriodicalIF":0.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49497938","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}
Pub Date : 2021-05-18DOI: 10.1080/17449642.2021.1927320
Josh Milburn
ABSTRACT What is to be done when parents disagree about whether to raise their children as vegans? Three positions have recently emerged. Marcus William Hunt has argued that parents should seek a compromise. I have argued that there should be no compromise on animal rights, but there may be room for compromise over some ‘unusual’ sources of non-vegan, but animal-rights-respecting, food. Carlo Alvaro has argued that both Hunt and I are wrong; veganism is like religion, and there should be no compromise on religion, meaning there should be no compromise on veganism. This means that even my minimal-compromise approach should be rejected. This paper critiques Alvaro’s zero-compromise veganism, demonstrating that his case against Hunt’s position is undermotivated, and his case against my position rests upon misunderstandings. If vegans wish to reject Hunt’s pro-compromise position, they should favour a rightist approach, not Alvaro’s zero-compromise approach.
{"title":"Zero-compromise veganism","authors":"Josh Milburn","doi":"10.1080/17449642.2021.1927320","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927320","url":null,"abstract":"ABSTRACT What is to be done when parents disagree about whether to raise their children as vegans? Three positions have recently emerged. Marcus William Hunt has argued that parents should seek a compromise. I have argued that there should be no compromise on animal rights, but there may be room for compromise over some ‘unusual’ sources of non-vegan, but animal-rights-respecting, food. Carlo Alvaro has argued that both Hunt and I are wrong; veganism is like religion, and there should be no compromise on religion, meaning there should be no compromise on veganism. This means that even my minimal-compromise approach should be rejected. This paper critiques Alvaro’s zero-compromise veganism, demonstrating that his case against Hunt’s position is undermotivated, and his case against my position rests upon misunderstandings. If vegans wish to reject Hunt’s pro-compromise position, they should favour a rightist approach, not Alvaro’s zero-compromise approach.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"375 - 391"},"PeriodicalIF":0.9,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927320","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838065","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}
Pub Date : 2021-05-18DOI: 10.1080/17449642.2021.1927344
Cara E. Furman
ABSTRACT In response to the abundance of parenting literature and a contemporary emphasis on expertise, recent scholars have suggested that how we parent should be determined by values and a family’s particular needs, a combination often referred to as practical wisdom. In this article, I build on previous calls for an ethical approach to being a parent. I argue that being able to share and cultivate one’s unique personality and have one’s aptitudes and interests recognized is a key condition of living well and that parents play an important role in helping their children know and realize their gifts. I put forth an exercise for attending to children, the descriptive review of the child. In doing so, I first describe this practice, illustrate it, and then explain how it can help one live well as a parent.
{"title":"This child: descriptive review in support of parental ethics","authors":"Cara E. Furman","doi":"10.1080/17449642.2021.1927344","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927344","url":null,"abstract":"ABSTRACT In response to the abundance of parenting literature and a contemporary emphasis on expertise, recent scholars have suggested that how we parent should be determined by values and a family’s particular needs, a combination often referred to as practical wisdom. In this article, I build on previous calls for an ethical approach to being a parent. I argue that being able to share and cultivate one’s unique personality and have one’s aptitudes and interests recognized is a key condition of living well and that parents play an important role in helping their children know and realize their gifts. I put forth an exercise for attending to children, the descriptive review of the child. In doing so, I first describe this practice, illustrate it, and then explain how it can help one live well as a parent.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"321 - 335"},"PeriodicalIF":0.9,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42059840","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}
Pub Date : 2021-05-18DOI: 10.1080/17449642.2021.1927319
Lia Mollvik
ABSTRACT The concept of human dignity arguably has great relevance to education as it is mentioned in several human rights and education policy documents on the national and international level, providing their moral justification. However, when the concept is discussed within philosophical research, it is often seen as consisting of two different conceptions – intrinsic dignity and attributed dignity. The paper seeks to challenge this binary through a reconstructive interpretation of Martha Nussbaum’s conception of dignity, proposing inflorescent dignity, as a more fully fledged way of understanding dignity and how it relates to education. Through use of a fictional example, I argue that inflorescent dignity, grounded in intrinsic dignity, has relevance to education because it gives rise to moral, relational, and thus pedagogical, demands on education to be primarily focused on human flourishing as well as the acknowledgement of human actuality and potential, and for this to permeate all levels of education.
{"title":"Inflorescent dignity: a reconstructive interpretation of Martha Nussbaum’s conception of dignity and its implications for education","authors":"Lia Mollvik","doi":"10.1080/17449642.2021.1927319","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927319","url":null,"abstract":"ABSTRACT The concept of human dignity arguably has great relevance to education as it is mentioned in several human rights and education policy documents on the national and international level, providing their moral justification. However, when the concept is discussed within philosophical research, it is often seen as consisting of two different conceptions – intrinsic dignity and attributed dignity. The paper seeks to challenge this binary through a reconstructive interpretation of Martha Nussbaum’s conception of dignity, proposing inflorescent dignity, as a more fully fledged way of understanding dignity and how it relates to education. Through use of a fictional example, I argue that inflorescent dignity, grounded in intrinsic dignity, has relevance to education because it gives rise to moral, relational, and thus pedagogical, demands on education to be primarily focused on human flourishing as well as the acknowledgement of human actuality and potential, and for this to permeate all levels of education.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"336 - 354"},"PeriodicalIF":0.9,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927319","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46995546","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}
Pub Date : 2021-05-13DOI: 10.1080/17449642.2021.1927346
M. Hunt
ABSTRACT Co-parents who differ in their ideal child rearing policies should compromise, argues Marcus William Hunt. Josh Milburn and Carlo Alvaro dispute this when it comes to veganism. Milburn argues that veganism is a matter of justice and that to compromise over justice is (typically) impermissible. I suggest that compromise over justice is often permissible, and that compromise over justice may be required by justice itself. Alvaro offers aesthetic, gustatory, and virtue-based arguments for ethical veganism, showing that veganism involves sensibilities and virtues, and argues that veganism involves a belief. Alvaro takes this to show that parental compromise is impermissible. I suggest that Alvaro’s arguments are implausible and that the shaping of a child’s sensibilities and virtues is an apt matter for parental compromise.
{"title":"A defence of parental compromise concerning veganism","authors":"M. Hunt","doi":"10.1080/17449642.2021.1927346","DOIUrl":"https://doi.org/10.1080/17449642.2021.1927346","url":null,"abstract":"ABSTRACT Co-parents who differ in their ideal child rearing policies should compromise, argues Marcus William Hunt. Josh Milburn and Carlo Alvaro dispute this when it comes to veganism. Milburn argues that veganism is a matter of justice and that to compromise over justice is (typically) impermissible. I suggest that compromise over justice is often permissible, and that compromise over justice may be required by justice itself. Alvaro offers aesthetic, gustatory, and virtue-based arguments for ethical veganism, showing that veganism involves sensibilities and virtues, and argues that veganism involves a belief. Alvaro takes this to show that parental compromise is impermissible. I suggest that Alvaro’s arguments are implausible and that the shaping of a child’s sensibilities and virtues is an apt matter for parental compromise.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"392 - 405"},"PeriodicalIF":0.9,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1927346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240845","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}
Pub Date : 2021-04-15DOI: 10.1080/17449642.2021.1908647
Koichiro Misawa
ABSTRACT At the heart of our current environmental predicament lies the issue of our relationship with nature. Michael Bonnett’s educational rehabilitation of nature, which might be called a ‘metaphysical’ turn in nature-related issues, brings us back to the core question of educational-philosophical thinking: how we are to understand ourselves and our relation to the world. In this paper, by confronting his environmental philosophy of education with what John McDowell, in his debate with Hubert Dreyfus, terms the ‘pervasiveness thesis’ – that conceptual rationality in a relevant sense pervades human lives – I try to offer an analytical supplement to the notion Bonnett entertains: that a phenomenological project to ‘retrieve’ nature and ‘ecologise’ education can have massive implications for the character of philosophy of education and the whole enterprise of education. I also argue a confluence of their nature-related ideas adds an educational nuance to the traditional picture of human beings as rational animals.
{"title":"The pervasiveness of the rational-conceptual: an educational-philosophical perspective on nature, world and ‘sustainable development’","authors":"Koichiro Misawa","doi":"10.1080/17449642.2021.1908647","DOIUrl":"https://doi.org/10.1080/17449642.2021.1908647","url":null,"abstract":"ABSTRACT At the heart of our current environmental predicament lies the issue of our relationship with nature. Michael Bonnett’s educational rehabilitation of nature, which might be called a ‘metaphysical’ turn in nature-related issues, brings us back to the core question of educational-philosophical thinking: how we are to understand ourselves and our relation to the world. In this paper, by confronting his environmental philosophy of education with what John McDowell, in his debate with Hubert Dreyfus, terms the ‘pervasiveness thesis’ – that conceptual rationality in a relevant sense pervades human lives – I try to offer an analytical supplement to the notion Bonnett entertains: that a phenomenological project to ‘retrieve’ nature and ‘ecologise’ education can have massive implications for the character of philosophy of education and the whole enterprise of education. I also argue a confluence of their nature-related ideas adds an educational nuance to the traditional picture of human beings as rational animals.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"289 - 306"},"PeriodicalIF":0.9,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1908647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46390334","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}
Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896640
C. Gilliam
ABSTRACT Black, Indigenous and otherwise minoritized communities of color are amongst the most vulnerable to the adverse consequences of environmental crises and the solutions proposed to remedy them. The participation and subsequent erasure of non-White youth activists and organizers within environmental sustainability struggles, and their subsequent erasure in global media coverage on climate activism has complicated any neat hierarchy of single concerns facing humanity. How is it that White and Western climate activists come to be the faces of the global youth climate movement? This essay examines the salience of race to the education and framing of environmental and sustainability efforts. It suggests that the separation of environmental concerns from the socio-political (and thus racial) contexts that produce them not only further marginalizes the contributions of non-White activists and the communities that they represent, but also engenders a violently White, and thus narrow, vision of a global, Green future.
{"title":"White, Green futures","authors":"C. Gilliam","doi":"10.1080/17449642.2021.1896640","DOIUrl":"https://doi.org/10.1080/17449642.2021.1896640","url":null,"abstract":"ABSTRACT Black, Indigenous and otherwise minoritized communities of color are amongst the most vulnerable to the adverse consequences of environmental crises and the solutions proposed to remedy them. The participation and subsequent erasure of non-White youth activists and organizers within environmental sustainability struggles, and their subsequent erasure in global media coverage on climate activism has complicated any neat hierarchy of single concerns facing humanity. How is it that White and Western climate activists come to be the faces of the global youth climate movement? This essay examines the salience of race to the education and framing of environmental and sustainability efforts. It suggests that the separation of environmental concerns from the socio-political (and thus racial) contexts that produce them not only further marginalizes the contributions of non-White activists and the communities that they represent, but also engenders a violently White, and thus narrow, vision of a global, Green future.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"262 - 275"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1896640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42749302","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}
Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896630
G. Bynum
ABSTRACT This article proposes that Dorothy Dinnerstein’s philosophy can help us understand the problem of miseducation that places male-dominated and ‘masculine’ rapacity at the center of so many human endeavors, including capitalist economic exploitation and environmental exploitation. Dinnerstein argues that early childhood experiences of female domination lead to reactive and immature adult preferences for excessive, triumphing, rapacious, male rule. In Dinnerstein’s theory, the solution to this psychologically deep-rooted problem is for men to do half of the childcare work. This article acknowledges and refutes arguments against Dinnerstein’s theory, and expounds its soundness and benefits. Dinnerstein’s thought can help us put a brake on the capitalist rapacity that threatens our very survival while increasing possibilities for human self-actualization.
{"title":"Psychoanalytic ecofeminist Dorothy Dinnerstein: theorizing the roots of rapacity","authors":"G. Bynum","doi":"10.1080/17449642.2021.1896630","DOIUrl":"https://doi.org/10.1080/17449642.2021.1896630","url":null,"abstract":"ABSTRACT This article proposes that Dorothy Dinnerstein’s philosophy can help us understand the problem of miseducation that places male-dominated and ‘masculine’ rapacity at the center of so many human endeavors, including capitalist economic exploitation and environmental exploitation. Dinnerstein argues that early childhood experiences of female domination lead to reactive and immature adult preferences for excessive, triumphing, rapacious, male rule. In Dinnerstein’s theory, the solution to this psychologically deep-rooted problem is for men to do half of the childcare work. This article acknowledges and refutes arguments against Dinnerstein’s theory, and expounds its soundness and benefits. Dinnerstein’s thought can help us put a brake on the capitalist rapacity that threatens our very survival while increasing possibilities for human self-actualization.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"16 1","pages":"209 - 221"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17449642.2021.1896630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60466037","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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