Pub Date : 2021-12-12DOI: 10.1080/13617672.2021.2010265
A. Possamai, Alphia Possamai-Inesedy, A. Piracha
ABSTRACT While the preference for university by school leavers has been researched extensively, this article seeks to explore if religious influence might also come to play when selecting a university, with particular reference to Australia, a country whose higher education environment is largely made up of public, secular universities. The data used is the first preference that students in High Schools in NSW make for an urban and public university in Sydnney, and is analysed statistically and with social mapping tools. While this article cannot prove a direct religious choice when it comes to a university, it nevertheless shows some patterns in Sydney that cannot be ignored. There is an influence of religion through various geographical patterns and socio-economic factors that have been affected by religions over the history of Sydney. Using the theory on Diffused Religion by Roberto Cipriani, this article concludes that there is indeed a religious choice, but diffused, from someone who has attended a high school and choose a university, be it consciously religious or not.
{"title":"The diffused religious choice when applying for a university degree in Sydney","authors":"A. Possamai, Alphia Possamai-Inesedy, A. Piracha","doi":"10.1080/13617672.2021.2010265","DOIUrl":"https://doi.org/10.1080/13617672.2021.2010265","url":null,"abstract":"ABSTRACT While the preference for university by school leavers has been researched extensively, this article seeks to explore if religious influence might also come to play when selecting a university, with particular reference to Australia, a country whose higher education environment is largely made up of public, secular universities. The data used is the first preference that students in High Schools in NSW make for an urban and public university in Sydnney, and is analysed statistically and with social mapping tools. While this article cannot prove a direct religious choice when it comes to a university, it nevertheless shows some patterns in Sydney that cannot be ignored. There is an influence of religion through various geographical patterns and socio-economic factors that have been affected by religions over the history of Sydney. Using the theory on Diffused Religion by Roberto Cipriani, this article concludes that there is indeed a religious choice, but diffused, from someone who has attended a high school and choose a university, be it consciously religious or not.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77872049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/13617672.2022.2005731
Matylda Amat Obryk
ABSTRACT Indian philosophy provides a paradigm for understanding human development. It places human development along the line of karma (affirmation), jñāna (rejection) and bhakti (accommodation). Those three attitudes can be observed both chronologically, as they describe the societal progress, and synchronically, as they describe individual ways of coping with the world. In this paper the attitude towards the body is being used as a template for understanding the attitude towards the world.
{"title":"Affirmation, rejection and accommodation: three attitudes to the body (and the world) as implicit religion(s)","authors":"Matylda Amat Obryk","doi":"10.1080/13617672.2022.2005731","DOIUrl":"https://doi.org/10.1080/13617672.2022.2005731","url":null,"abstract":"ABSTRACT Indian philosophy provides a paradigm for understanding human development. It places human development along the line of karma (affirmation), jñāna (rejection) and bhakti (accommodation). Those three attitudes can be observed both chronologically, as they describe the societal progress, and synchronically, as they describe individual ways of coping with the world. In this paper the attitude towards the body is being used as a template for understanding the attitude towards the world.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85024193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/13617672.2021.2004708
Lucy Peacock
ABSTRACT This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum’s School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus groups and participant observation in schools reveal that despite students reporting an increase in religious knowledge after taking part in School Linking, the type of knowledge gained does not accurately capture the religious and worldview plurality of the programme’s participants. In positioning School Linking’s theoretical underpinnings of intergroup contact theory as driving this issue, the article proposes an alternative theoretical grounding for interfaith programmes in schools, the ‘decategorization’ model of contact. Interfaith programmes as communicated through decategorization ensures that such extra-curricular activities explore religious and non-religious worldviews in their complexity and complement students’ learning developed through a religion and worldviews curriculum.
{"title":"Contact-based interfaith programmes in schools and the changing religious education landscape: negotiating a worldviews curriculum","authors":"Lucy Peacock","doi":"10.1080/13617672.2021.2004708","DOIUrl":"https://doi.org/10.1080/13617672.2021.2004708","url":null,"abstract":"ABSTRACT This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum’s School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus groups and participant observation in schools reveal that despite students reporting an increase in religious knowledge after taking part in School Linking, the type of knowledge gained does not accurately capture the religious and worldview plurality of the programme’s participants. In positioning School Linking’s theoretical underpinnings of intergroup contact theory as driving this issue, the article proposes an alternative theoretical grounding for interfaith programmes in schools, the ‘decategorization’ model of contact. Interfaith programmes as communicated through decategorization ensures that such extra-curricular activities explore religious and non-religious worldviews in their complexity and complement students’ learning developed through a religion and worldviews curriculum.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82082429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/13617672.2022.2005712
Morgan E. Barbre
ABSTRACT This paper analyses how birth stories function ritually in the lives of the people who tell them, particularly in response to the way that birth uniquely challenges not only one’s sense of bodily boundaries and personal control, but also self-narrative coherency. Emplotting and organising one’s own birth experience in narrative form allows for the restoration of personal equilibrium and earnest exploration of paradoxical emotions and unmet expectations. I interrogate the definitions of ritual generally present in scholarship of pregnancy and birth, eventually arguing that the narration of birth stories can function as an implicit, world-repairing, reclamation ritual owned by the birthing person, themselves, following from Edward Bailey’s Implicit Religion.
{"title":"Motherhood enjambed: birth stories, ritual, and Implicit Religion","authors":"Morgan E. Barbre","doi":"10.1080/13617672.2022.2005712","DOIUrl":"https://doi.org/10.1080/13617672.2022.2005712","url":null,"abstract":"ABSTRACT This paper analyses how birth stories function ritually in the lives of the people who tell them, particularly in response to the way that birth uniquely challenges not only one’s sense of bodily boundaries and personal control, but also self-narrative coherency. Emplotting and organising one’s own birth experience in narrative form allows for the restoration of personal equilibrium and earnest exploration of paradoxical emotions and unmet expectations. I interrogate the definitions of ritual generally present in scholarship of pregnancy and birth, eventually arguing that the narration of birth stories can function as an implicit, world-repairing, reclamation ritual owned by the birthing person, themselves, following from Edward Bailey’s Implicit Religion.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82489807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/13617672.2021.1992744
Sara Rizvi Jafree
ABSTRACT The aim of this study is to understand what specific religious values are being transmitted to children through online Shia religious communities during the pandemic. Twenty-seven mothers were sampled from three cities of Pakistan. Data were collected through a semi-structured interview guide and analysed using thematic content analysis. Eleven themes were found, under two broad categories of: (a) Transmitting beliefs and influencing religious practice and (b) Developing community orientation. Perceived as a coping and support mechanism during COVID-19, findings reveal that Shia mothers are dependent on the online religious community for the transmission of sectarian values and also wider community morals in their children. This study also implies the preference for online religious services beyond the pandemic, mainly due to the convenience of home-based participation, privacy, and consumerism.
{"title":"Transmitting religious values through online religious communities: case study of Pakistani Shia mothers’ home education","authors":"Sara Rizvi Jafree","doi":"10.1080/13617672.2021.1992744","DOIUrl":"https://doi.org/10.1080/13617672.2021.1992744","url":null,"abstract":"ABSTRACT The aim of this study is to understand what specific religious values are being transmitted to children through online Shia religious communities during the pandemic. Twenty-seven mothers were sampled from three cities of Pakistan. Data were collected through a semi-structured interview guide and analysed using thematic content analysis. Eleven themes were found, under two broad categories of: (a) Transmitting beliefs and influencing religious practice and (b) Developing community orientation. Perceived as a coping and support mechanism during COVID-19, findings reveal that Shia mothers are dependent on the online religious community for the transmission of sectarian values and also wider community morals in their children. This study also implies the preference for online religious services beyond the pandemic, mainly due to the convenience of home-based participation, privacy, and consumerism.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72546347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1080/13617672.2021.1995303
Arch Chee Keen Wong, Joel Thiessen, K. Walker, Bill McAlpine
ABSTRACT This article investigates discipleship in Canada, with a focus on spiritual and discipleship practices and processes that help to facilitate spiritual growth among congregants. The study draws on survey data from over 250 Catholic, mainline, and conservative Protestant congregations, with over 9100 participating congregants. The data shows how those in each denominational tradition understand the spiritual practices and discipleship processes that aid in their spiritual growth, and also reveals the importance of a congregational context that is welcoming, safe, and caring as precursors to effective discipleship. The Relational Spirituality model is used to explain the spiritual development of congregants’ ways of relating to the sacred, drawing especially on two concepts: spiritual dwelling and spiritual seeking.
{"title":"Discipleship from Catholic, mainline and conservative Protestant congregant perspectives in Canada","authors":"Arch Chee Keen Wong, Joel Thiessen, K. Walker, Bill McAlpine","doi":"10.1080/13617672.2021.1995303","DOIUrl":"https://doi.org/10.1080/13617672.2021.1995303","url":null,"abstract":"ABSTRACT This article investigates discipleship in Canada, with a focus on spiritual and discipleship practices and processes that help to facilitate spiritual growth among congregants. The study draws on survey data from over 250 Catholic, mainline, and conservative Protestant congregations, with over 9100 participating congregants. The data shows how those in each denominational tradition understand the spiritual practices and discipleship processes that aid in their spiritual growth, and also reveals the importance of a congregational context that is welcoming, safe, and caring as precursors to effective discipleship. The Relational Spirituality model is used to explain the spiritual development of congregants’ ways of relating to the sacred, drawing especially on two concepts: spiritual dwelling and spiritual seeking.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80871781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1080/13617672.2021.1991645
Mark McFeeters, Mark Hammond, B. Taylor
ABSTRACT Christian faith-based youth work is a valuable complement to school-based religious formation. This paper provides a review of research on Christian faith-based youth work. Five bibliographic databases were searched using terms to express the concepts (youth work) AND (Christian faith). The eight studies meeting the inclusion criteria were synthesised by four major themes in the papers. (1) The purpose of Christian faith-based youth work could be viewed as existing on a continuum between social purpose (supporting reflecting on issues of identity and life purpose) and evangelism. (2) In terms of processes and practices, holding spaces of meaning for young people was important, including giving young people roles of responsibility. (3) Amidst declining engagement with formal religion, the focus was more on involvement of young people in recognising need and addressing contemporary concerns. (4) Purpose, agenda, bias and professionalisation were highlighted as issues in relation to faith-based youth work. Creating places of meaning where young people feel valued and listened to in relation to spiritual issues was regarded as valuable within the social pedagogy of youth work. This synthesis of research provides a reference point for those engaged in practice, teaching or scholarship in Christian faith-based youth work.
{"title":"Christian faith-based youth work: systematic narrative review","authors":"Mark McFeeters, Mark Hammond, B. Taylor","doi":"10.1080/13617672.2021.1991645","DOIUrl":"https://doi.org/10.1080/13617672.2021.1991645","url":null,"abstract":"ABSTRACT Christian faith-based youth work is a valuable complement to school-based religious formation. This paper provides a review of research on Christian faith-based youth work. Five bibliographic databases were searched using terms to express the concepts (youth work) AND (Christian faith). The eight studies meeting the inclusion criteria were synthesised by four major themes in the papers. (1) The purpose of Christian faith-based youth work could be viewed as existing on a continuum between social purpose (supporting reflecting on issues of identity and life purpose) and evangelism. (2) In terms of processes and practices, holding spaces of meaning for young people was important, including giving young people roles of responsibility. (3) Amidst declining engagement with formal religion, the focus was more on involvement of young people in recognising need and addressing contemporary concerns. (4) Purpose, agenda, bias and professionalisation were highlighted as issues in relation to faith-based youth work. Creating places of meaning where young people feel valued and listened to in relation to spiritual issues was regarded as valuable within the social pedagogy of youth work. This synthesis of research provides a reference point for those engaged in practice, teaching or scholarship in Christian faith-based youth work.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90342991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1080/13617672.2021.1989567
Sarah E. Holmes
ABSTRACT The theological impetus and practical outworking of the beliefs and approaches held by Christian parents was investigated in ten case study families over a three-year period. The sample represented contrasting parental theological understandings of childhood faith. Each child’s faith was observed annually, using the lens of a child as a model of the Kingdom of God, reflecting Matthew 18. Analysis permitted investigation of the impact of parental theological beliefs on a child’s onward faith. The data indicated that such beliefs and persuasions significantly impact the modes of faith nurture in the home, ultimately impacting the nature of faith exhibited in the children. Many of the participants felt that sharing faith with their children was very important but they seemed minimally aware of their beliefs and theological perceptions regarding faith in childhood. Insights and recommendations are provided for nurturing children’s faith more effectively within such variety of beliefs, values and approaches.
{"title":"‘Will my child have their own faith?’ Exploring the impact of parental beliefs on childhood faith nurture","authors":"Sarah E. Holmes","doi":"10.1080/13617672.2021.1989567","DOIUrl":"https://doi.org/10.1080/13617672.2021.1989567","url":null,"abstract":"ABSTRACT The theological impetus and practical outworking of the beliefs and approaches held by Christian parents was investigated in ten case study families over a three-year period. The sample represented contrasting parental theological understandings of childhood faith. Each child’s faith was observed annually, using the lens of a child as a model of the Kingdom of God, reflecting Matthew 18. Analysis permitted investigation of the impact of parental theological beliefs on a child’s onward faith. The data indicated that such beliefs and persuasions significantly impact the modes of faith nurture in the home, ultimately impacting the nature of faith exhibited in the children. Many of the participants felt that sharing faith with their children was very important but they seemed minimally aware of their beliefs and theological perceptions regarding faith in childhood. Insights and recommendations are provided for nurturing children’s faith more effectively within such variety of beliefs, values and approaches.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89946779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-10DOI: 10.1080/13617672.2021.1985900
Saeed Rezaei, Satoshi Abe, Afsaneh Farhang
ABSTRACT Textbooks provide the most serious source of knowledge construction and transmission for children at schools. This paper used a discursive and qualitative content analysis approach to extract the dominant values, ideologies and identities in four social studies textbooks taught nationwide to children in primary schools in Iran. Textual and visual analysis were applied on these textbooks and the results showed the saliency of four dominant discourses and values including pre-Islamic ethos and Iranian-Islamic identity, war and peace, social and traditional values in Iranian culture, and respect for diversity. Each of these discourses are discussed and some recommendations are made at the end of the paper to better situate the significance of these values in school textbooks.
{"title":"Values and identities in Iranian primary school social studies textbooks: a discursive approach","authors":"Saeed Rezaei, Satoshi Abe, Afsaneh Farhang","doi":"10.1080/13617672.2021.1985900","DOIUrl":"https://doi.org/10.1080/13617672.2021.1985900","url":null,"abstract":"ABSTRACT Textbooks provide the most serious source of knowledge construction and transmission for children at schools. This paper used a discursive and qualitative content analysis approach to extract the dominant values, ideologies and identities in four social studies textbooks taught nationwide to children in primary schools in Iran. Textual and visual analysis were applied on these textbooks and the results showed the saliency of four dominant discourses and values including pre-Islamic ethos and Iranian-Islamic identity, war and peace, social and traditional values in Iranian culture, and respect for diversity. Each of these discourses are discussed and some recommendations are made at the end of the paper to better situate the significance of these values in school textbooks.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76305293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1080/13617672.2021.1985901
Thomas Wartenweiler
ABSTRACT Spirituality in education is a contested topic. This is certainly true for Switzerland where there has been avid media-led debate about teacher religiosity/spirituality and their influence on educational practices. This puts highly spiritual Swiss teachers in a dilemma: How can they integrate their spirituality in the classroom without causing controversy? The present study used the qualitative method of Interpretative Phenomenological Analysis (IPA). A repeat-interview process allowed for in-depth analysis and interpretation of the subjective lived experience of six Swiss secondary school teachers’ religious spirituality and its influence on their teaching practices. The key findings of this study were that spirituality is an important protective factor as well as a potent coping strategy for highly spiritual teachers. Spirituality is a key aspect of their teacher identity, but they implement spirituality often only through covert or indirect ways in the classroom. While they would wish to be able to implement it more directly, they feel that this is often not permissible. They perceive spirituality as a taboo topic in Swiss education and actively suppress aspects of it.
{"title":"Teachers’ experiences of spirituality in Swiss secular high schools – an interpretative phenomenological analysis","authors":"Thomas Wartenweiler","doi":"10.1080/13617672.2021.1985901","DOIUrl":"https://doi.org/10.1080/13617672.2021.1985901","url":null,"abstract":"ABSTRACT Spirituality in education is a contested topic. This is certainly true for Switzerland where there has been avid media-led debate about teacher religiosity/spirituality and their influence on educational practices. This puts highly spiritual Swiss teachers in a dilemma: How can they integrate their spirituality in the classroom without causing controversy? The present study used the qualitative method of Interpretative Phenomenological Analysis (IPA). A repeat-interview process allowed for in-depth analysis and interpretation of the subjective lived experience of six Swiss secondary school teachers’ religious spirituality and its influence on their teaching practices. The key findings of this study were that spirituality is an important protective factor as well as a potent coping strategy for highly spiritual teachers. Spirituality is a key aspect of their teacher identity, but they implement spirituality often only through covert or indirect ways in the classroom. While they would wish to be able to implement it more directly, they feel that this is often not permissible. They perceive spirituality as a taboo topic in Swiss education and actively suppress aspects of it.","PeriodicalId":45928,"journal":{"name":"Journal of Beliefs & Values-Studies in Religion & Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80965049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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