A central aim of the original Declaration of Bologna in 1999 was to give the opportunity of advancement in education to every European citizen. According to the declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programs of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.
{"title":"Cultivating a Capability for Empathy in the Bologna System – The Shortcomings of an Economical Approach to Education and the Importance of the Civil","authors":"Dirk Schuck, Lorenzo Pecchi","doi":"10.1093/jopedu/qhae001","DOIUrl":"https://doi.org/10.1093/jopedu/qhae001","url":null,"abstract":"\u0000 A central aim of the original Declaration of Bologna in 1999 was to give the opportunity of advancement in education to every European citizen. According to the declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programs of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"20 5","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review provides a summary of the argument made by Christopher Martin in his book “The Right to Higher Education: A Political theory.” It outlines how Martin makes a unique and in many ways compelling argument, but argues that a significant weakness of the book is that there is a lack of clarity around the concept of ‘higher education’ as Martin conceives it.
{"title":"“The Right to Higher Education: A Political Theory”, Christopher Martin, Oxford University Press, New York, NY, 2022, 252 pages, $74.00, ISBN: 9780197612910","authors":"Dustin Webster","doi":"10.1093/jopedu/qhae002","DOIUrl":"https://doi.org/10.1093/jopedu/qhae002","url":null,"abstract":"\u0000 This review provides a summary of the argument made by Christopher Martin in his book “The Right to Higher Education: A Political theory.” It outlines how Martin makes a unique and in many ways compelling argument, but argues that a significant weakness of the book is that there is a lack of clarity around the concept of ‘higher education’ as Martin conceives it.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"42 10","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to ‘The Gender Wars, Academic Freedom and Education’ by Judith Suissa and Alice Sullivan (2021)","authors":"","doi":"10.1093/jopedu/qhad085","DOIUrl":"https://doi.org/10.1093/jopedu/qhad085","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"9 4","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by Bakhurst (2020) who takes a strong view, opposed to our own. Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. In the sections that follow, we consider several ways we might weaken the alleged conceptual connection between teaching and knowledge. In the concluding section, we consider two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.
{"title":"Teaching and knowledge: uneasy bedfellows","authors":"Andrew Fisher, Jonathan Tallant","doi":"10.1093/jopedu/qhad086","DOIUrl":"https://doi.org/10.1093/jopedu/qhad086","url":null,"abstract":"\u0000 In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by Bakhurst (2020) who takes a strong view, opposed to our own. Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. In the sections that follow, we consider several ways we might weaken the alleged conceptual connection between teaching and knowledge. In the concluding section, we consider two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" 14","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inspired by the work of Hannah Arendt, this response essay focuses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the symposium is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five papers explore what it would mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each paper, focusing on five possible connections between them (change, orientation, time, situatedness, and immanence), the essay concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education ‘after’ progress.
{"title":"Finding One’s Way: A Response to the Idea of an Education after Progress","authors":"E. Langmann","doi":"10.1093/jopedu/qhad083","DOIUrl":"https://doi.org/10.1093/jopedu/qhad083","url":null,"abstract":"\u0000 Inspired by the work of Hannah Arendt, this response essay focuses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the symposium is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five papers explore what it would mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each paper, focusing on five possible connections between them (change, orientation, time, situatedness, and immanence), the essay concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education ‘after’ progress.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"131 s214","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I argue that epistemic injustice can result from transformative learning. Transformative learning causes a radical change in the structure of a student’s personal epistemic resources to bring them in line with the structure of a discipline’s shared epistemic resources. When those shared epistemic resources are biased, this transformation prevents students from retaining aspects of their personal epistemic resources which it is strongly in their interests (as well as in the interests of the broader epistemic community) to retain. In these cases, transformative learning causes epistemic injustice in the form of inferential injustice.
{"title":"Epistemic Injustice Through Transformative Learning","authors":"Fran Fairbairn","doi":"10.1093/jopedu/qhad082","DOIUrl":"https://doi.org/10.1093/jopedu/qhad082","url":null,"abstract":"\u0000 In this paper, I argue that epistemic injustice can result from transformative learning. Transformative learning causes a radical change in the structure of a student’s personal epistemic resources to bring them in line with the structure of a discipline’s shared epistemic resources. When those shared epistemic resources are biased, this transformation prevents students from retaining aspects of their personal epistemic resources which it is strongly in their interests (as well as in the interests of the broader epistemic community) to retain. In these cases, transformative learning causes epistemic injustice in the form of inferential injustice.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners.
{"title":"The Epistemic Urgency of Decolonised Curriculums","authors":"Azaan Akbar","doi":"10.1093/jopedu/qhad081","DOIUrl":"https://doi.org/10.1093/jopedu/qhad081","url":null,"abstract":"\u0000 In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"64 4","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper I make a case for differentiating the process of decolonization in education from the process of dismantling the values of the empire and their continuing, subliminal role in our thought and practice (the gaze of the empire). I argue that ignoring the empire within (particularly the word ‘empire’ itself) is what sustains the colonial gaze and what constitutes decolonization’s greatest obstacle. I employ a poststructuralist framework (Foucault, 1980), which helps me explore notions of power and knowledge through language and the gaze. To illuminate discussions, I make use of some of the historical context necessary to understand the spirit and the tragedy of empire, with its language as principal instrument, as well as some of the literary aspects (Magical Realism and poetry) that have been used to gaze at the colonized and redeem the conqueror.
{"title":"The Languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire","authors":"P. Ambrossi","doi":"10.1093/jopedu/qhad079","DOIUrl":"https://doi.org/10.1093/jopedu/qhad079","url":null,"abstract":"In this paper I make a case for differentiating the process of decolonization in education from the process of dismantling the values of the empire and their continuing, subliminal role in our thought and practice (the gaze of the empire). I argue that ignoring the empire within (particularly the word ‘empire’ itself) is what sustains the colonial gaze and what constitutes decolonization’s greatest obstacle. I employ a poststructuralist framework (Foucault, 1980), which helps me explore notions of power and knowledge through language and the gaze. To illuminate discussions, I make use of some of the historical context necessary to understand the spirit and the tragedy of empire, with its language as principal instrument, as well as some of the literary aspects (Magical Realism and poetry) that have been used to gaze at the colonized and redeem the conqueror.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"113 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonised, the process of decolonialisation becomes rhetoric, or as stated by Doharty et al. (2021), ‘lousy diversity double-speak’. We also question how much we can decolonise whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’etre is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognise the tensions and resistance to decolonialise, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher-practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanising and debilitating.
{"title":"A reflection on the teacher education curriculum and the decolonising agenda","authors":"Jo Byrd, Jack Bryne Stothard","doi":"10.1093/jopedu/qhad080","DOIUrl":"https://doi.org/10.1093/jopedu/qhad080","url":null,"abstract":"This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonised, the process of decolonialisation becomes rhetoric, or as stated by Doharty et al. (2021), ‘lousy diversity double-speak’. We also question how much we can decolonise whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’etre is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognise the tensions and resistance to decolonialise, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher-practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanising and debilitating.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focusing mostly on students who are marginalized along lines of race, gender, class, and ability, among others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well-established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice.
2007 年，米兰达-弗里克（Miranda Fricker）的名著《认识论的不公正》（Epistemic Injustice：权力与认知伦理》一书的出版，使教育哲学研究进入了一个蓬勃发展的领域。该书的论点为扩大教育中认识论问题的研究范围创造了条件，它超越了对认识论产品的分配和权力在课程开发中的作用的直接探讨。从那时起，教育哲学中关于认识论不公正的丰富学术研究考察了各种主题，包括认识论不公正对教师和学习者更广泛经验的影响（主要关注在种族、性别、阶级和能力等方面被边缘化的学生），以及认识论不公正对教育研究、政策和实践的影响。本特刊对这一研究方向进行了延伸，汇集了一系列文章，探讨了广泛的主题，其中一些主题在文献中已得到公认，而另一些主题则开辟了该领域新的研究方向。这样做的目的是将认识论不公正与教育的交集确立为一个具有重大意义和潜力的独特研究领域。在本文中，A. C. Nikolaidis 和 Winston C. Thompson 通过讨论这些文章介绍了本期期刊，解释了为什么教育是认识论不公正研究的核心（反之亦然），并探讨了构成本论文集的文章所揭示的认识论不公正和教育的复杂性质--即教育同时作为认识论不公正的肇事者和破坏者的共谋。
{"title":"Epistemic Injustice: Complicity and Promise in Education","authors":"A. Nikolaidis, Winston C. Thompson","doi":"10.1093/jopedu/qhad078","DOIUrl":"https://doi.org/10.1093/jopedu/qhad078","url":null,"abstract":"The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focusing mostly on students who are marginalized along lines of race, gender, class, and ability, among others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well-established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：