Search results for 'Learning and scholarship Congresses' (try it on Scholar)

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  1.  31
    John Emery Murdoch & Edith Dudley Sylla (eds.) (1975). The Cultural Context of Medieval Learning: Proceedings of the First International Colloquium on Philosophy, Science, and Theology in the Middle Ages--September 1973. D. Reidel Pub. Co..
    JOHN E. MURDOCH AND EDITH DUDLEY SYLLA INTRODUCTION Conferences and colloquia are held and their results often published, but very rarely is any account ...
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  2. Gérald Berthoud & Beat Sitter-Liver (eds.) (1996). The Responsible Scholar: Ethical Considerations in the Humanities and Social Sciences. Watson Pub. International.
  3.  17
    Janette Ryan & Kam Louie (2007). False Dichotomy? 'Western' and 'Confucian' Concepts of Scholarship and Learning. Educational Philosophy and Theory 39 (4):404–417.
  4.  10
    E. J. Kenney (1966). Scholarship and Learning Dirk Carel Antonius Jacobus Schouten: Het Grieks Aan de Nederlandse Universiteiten in de Negentiende Eeuw, Bijzonder Gedurende de Periode 1815–1876. (Nijmegen Diss.) Pp. Xxxiv+543. Utrecht: Pressa Trajectina, 1964. Paper. [REVIEW] The Classical Review 16 (01):112-114.
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  5.  36
    Christopher J. Berry (1994). David Allan Virtue, Learning and the Scottish Enlightenment: Ideals of Scholarship in Early Modern History, Edinburgh, Edinburgh University Press, 1993, Pp. Viii + 276. Utilitas 6 (2):332.
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  6.  8
    Dong-Fang Shao (1998). Authority and Truth: The Tension Between Classical Learning and Historical Inquiry in Cui Shu's Scholarship. Journal of Chinese Philosophy 25 (3):321-344.
  7.  20
    Mark D. Johnston (1996). The Evangelical Rhetoric of Ramon Llull: Lay Learning and Piety in the Christian West Around 1300. Oxford University Press.
    Ramon Llull (1232-1316), born on Majorca, was one of the most remarkable lay intellectuals of the thirteenth century. He devoted much of his life to promoting missions among unbelievers, the reform of Western Christian society, and personal spiritual perfection. He wrote over 200 philosophical and theological works in Catalan, Latin, and Arabic. Many of these expound on his "Great Universal Art of Finding Truth," an idiosyncratic dialectical system that he thought capable of proving Catholic beliefs to non-believers. This study offers (...)
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  8.  7
    Richard Wightman Fox & Robert B. Westbrook (eds.) (1998). In Face of the Facts: Moral Inquiry in American Scholarship. Press Syndicate of the University of Cambridge.
    Recently there has been a renewed interest in moral inquiry among American scholars in a variety of disciplines. This collection of accessible essays by scholars in philosophy, political theory, psychology, history, literary studies, sociology, religious studies, anthropology, and legal studies affords a view of the current state of moral inquiry in the American academy, and it offers fresh departures for ethically informed, interdisciplinary scholarship. Seeking neither to reduce values to facts nor facts to values, these essays aim to foster (...)
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  9.  5
    Paul T. Gibbs (2004). Trusting in the University: The Contribution of Temporality and Trust to a Praxis of Higher Learning. Kluwer Academic Publishers.
    The world changes and we are encouraged to change with it, but is all change good? This book asks us to stop and consider whether the higher education we are providing, and engaging in, for ourselves and our societies is what we ought to have, or what commercial interests want us to have. In claiming that there is a place for a higher education of learning, such as the university, amongst our array of tertiary options the book attempts to (...)
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  10. Paul Oskar Kristeller (1974). Medieval Aspects of Renaissance Learning. Durham, N.C.,Duke University Press.
    The scholar and his public in the late Middle Ages and the Renaissance.--Thomism and the Italian thought of the Renaissance.--The contribution of religious orders to Renaissance thought and learning.--Bibliography (p. [115]-120).
     
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  11.  13
    Dorothy L. Sayers (1948). The Lost Tools of Learning: Paper Read at a Vacation Course in Education, Oxford, 1947. Methuen.
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  12. John Francis McCormick (1937). Saint Thomas and Life of Learning. Milwaukee, Marquette University Press.
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  13. Jeffrey M. Perl (ed.) (2011). Peace and Mind: Civilian Scholarship From Common Knowledge. Davies Group, Publishers.
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  14.  12
    Reginald Lane Poole (1920). Illustrations of the History of Medieval Thought and Learning. Frankfurt A. M.,Minerva-Verlag.
    Not much of this work was done at Leip ig.
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  15. W. Stanford Reid (1966). Christianity and Scholarship. Nutley, N.J.,Craig Press.
     
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  16. H. Evan Runner (1967). The Relation of the Bible to Learning. Rexdale, Ont.,Association for Reformed Scientific Studies.
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  17.  29
    Robyn Barnacle (2009). Gut Instinct: The Body and Learning. Educational Philosophy and Theory 41 (1):22-33.
    In the current socio-political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re-thinking the nature of mind-body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind-body relations. Elizabeth Wilson's account of the role of (...)
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  18.  11
    Massimo Riva (2015). Change of Paradigm: From Individual to Community-Based Scholarship. Humanist Studies and the Digital Age 4 (1):35-38.
    The title does not refer to the application of knowledge through faculty engagement in community-based research, teaching and service – something that is usually understood as community-engaged scholarship. The change of paradigm referred to in the title should be understood within the broader framework of the general transformation of our participatory or convergence culture in the age of social and “spreadable” media. As the Web 2.0 evolves toward the Web 3.0, or the semantic web, community-engaged scholarship remains one (...)
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  19.  26
    Guillermo Marini (2014). Aristotelic Learning Through the Arts. Studies in Philosophy and Education 33 (2):171-184.
    The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly (...)
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  20.  16
    Eugene Matusov (2007). Applying Bakhtin Scholarship on Discourse in Education: A Critical Review Essay. Educational Theory 57 (2):215-237.
    Recently, Bakhtinian philologists have charged scholars of education with misapplying Bakhtin’s scholarship in their field. In this critical essay, Eugene Matusov reviews two recent edited collections relevant to this issue: Arnetha F. Ball and Sarah Warshauer Freedman’s Bakhtinian Perspectives on Language, Literacy, and Learning and Bonny Norton and Kelleen Toohey’s Critical Pedagogies and Language Learning. He uses these texts to consider whether Bakhtin has been misapplied in education, how and whether Bakhtin’s literary scholarship can be useful (...)
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  21. Gregg Stern (2009). Philosophy and Rabbinic Culture: Jewish Interpretation and Controversy in Medieval Languedoc. Routledge.
    Jewish learning and thought in Languedoc -- 1250-1300: implications of original philosophic work and the diffusion of philosophic learning in Languedoc -- 1250-1300: Jewish contacts with Christian intellectuals and Jewish thought regarding Christianity -- Meiri's transformation of Talmud study: philosophic spirituality in a halakhic key -- 1300: on the eve of the controversy -- 1300-1304: knowledge and authority in dispute -- 1304-1306: the controversy peaks -- The effects of the expulsion: Jewish philosophic culture in Roussillon and Provence.
     
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  22.  25
    Edward Grant (2001). God and Reason in the Middle Ages. Cambridge University Press.
    Between 1100 and 1600, the emphasis on reason in the learning and intellectual life of Western Europe became more pervasive and widespread than ever before in the history of human civilization. Of crucial significance was the invention of the university around 1200, within which reason was institutionalized and where it became a deeply embedded, permanent feature of Western thought and culture. It is therefore appropriate to speak of an Age of Reason in the Middle Ages, and to view it (...)
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  23.  9
    Charles Bingham (2015). Philosophy for Children as a Teaching Movement in an Era of Too Much Learning. Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. I use (...)
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  24.  10
    Steve Payne & Jerry Calton (2007). Learning to Teach From the Heart. Proceedings of the International Association for Business and Society 18:536-540.
    This discussion applies a “scholarship of teaching and learning” (SOTL) perspective with regard to the authors’ introduction of “learning or wisdom circles” inbusiness ethics and business & society courses. Building upon the use of wisdom circles conducted at the 2005 and 2006 International Association of Business and Society (IABS) meetings and descriptions of “circles of trust” or learning circles for college classes found in several academic disciplines, we have set aside significant class time during academic semesters (...)
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  25.  4
    Heather Hoffmann & Adam Safron (2012). Introductory Editorial to 'The Neuroscience and Evolutionary Origins of Sexual Learning'. Socioaffective Neuroscience and Psychology 2.
    We (your guest editors) have established a productive professional and personal relationship through discussions of the role of experience and, in particular, basic learning processes in shaping sexuality in humans and animals. We are grateful to Harold Mouras as well as our contributors for allowing us to organize this special issue of Socioaffective Neuroscience & Psychology , which highlights what we believe to be an underrepresented perspective in the scientific study of sexual behavior and psychology. Craig (1912, 1918) suggested, (...)
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  26.  2
    Alan Blackwell, Alex McLean, James Noble & Julian Rohrhuber, Collaboration and Learning Through Live Coding (Dagstuhl Seminar 13382).
    This report documents the program and the outcomes of Dagstuhl Seminar 13382 "Collaboration and learning through live coding". Live coding is improvised interactive programming, typically to create electronic music and other digital media, done live with an audience. Our seminar was motivated by the phenomenon and experience of live coding. Our conviction was that those represent an important and broad, but seldom articulated, set of opportunities for computer science and the arts and humanities. The seminar participants included a broad (...)
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  27. David D. Cooper (2014). Learning in the Plural: Essays on the Humanities and Public Life. Michigan State University Press.
    Can civic engagement rescue the humanities from a prolonged identity crisis? How can the practices and methods, the conventions and innovations of humanities teaching and scholarship yield knowledge that contributes to the public good? These are just two of the vexing questions David D. Cooper tackles in his essays on the humanities, literacy, and public life. As insightful as they are provocative, these essays address important issues head-on and raise questions about the relevance and roles of humanities teaching and (...)
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  28. Douglas Greenberg & Stanley N. Katz (1994). The Life of Learning: The Charles Homer Haskins Lectures of the American Council of Learned Societies. Oxford University Press Usa.
    Each year since 1983 the American Council of Learned Societies has invited one of America's leading scholars to deliver the Haskins Lecture, in honor of Charles Homer Haskins, a distinguished scholar and teacher who was instrumental in the founding of the ACLS. In this volume, which commemorates the 75th anniversary of the ACLS, Douglas Greenberg and Stanley Katz bring together the lectures presented by ten of America's most distinguished scholars. Each lecture is a personal and intellectual glimpse into the "life (...)
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  29. Marianne E. Krasny, Cecilia Lundholm & Ryan Plummer (eds.) (2011). Resilience in Social-Ecological Systems: The Role of Learning and Education. Routledge.
    Resilience thinking challenges us to reconsider the meaning of sustainability in a world that must constantly adapt in the face of gradual and at times catastrophic change. This volume further asks environmental education and resource management scholars to consider the relationship of environmental learning and behaviours to attributes of resilient social-ecological systems - attributes such as ecosystem services, innovative governance structures, biological and cultural diversity, and social capital. Similar to current approaches to environmental education and education for sustainable development, (...)
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  30. Ping-Cheung Lo (2010). Matteo Ricci on the Innate Goodness of Human Nature: Catholic Learning and the Subsequent Differentiation of "Han Learning" from "Song Learning". Philosophy and Culture 37 (11):41-66.
    Academics have the impression that human nature is good advocate Confucianism, Christianity should make the evil human nature. So when Matteo Ricci and other missionaries to China, agree that people are basically good in the Chinese writings of contemporary scholars do not think that Ricci would have just done for the purpose of mission compromise and will be attached. This article do not support this view. Through on Aquinas' Summa Theologica, "read the relevant chapter and" Mencius "rigorous analysis, I believe (...)
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  31. David Mccabe (2012). Learning, Judgment, and the Rooted Particular. Arts and Humanities in Higher Education 11 (3):313-326.
    This article begins by acknowledging the general worry that scholarship in the humanities lacks the rigor and objectivity of other scholarly fields. In considering the validity of that criticism, I distinguish two models of learning: the covering law model exemplified by the natural sciences, and the model of rooted particularity that characterizes the humanities. With those two models set forth, I defend the humanities against the general challenge of lack of rigor by showing how objective standards of evaluation (...)
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  32. George M. Marsden (1998). The Outrageous Idea of Christian Scholarship. Oxford University Press Usa.
    At the end of his 1994 book, The Soul of the American University, George Marsden advanced a modest proposal for an enhanced role for religious faith in today's scholarship. This "unscientific postscript" helped spark a heated debate that spilled out of the pages of academic journals and The Chronicle of Higher Education into mainstream media such as The New York Times, and marked Marsden as one of the leading participants in the debates concerning religion and public life. Marsden now (...)
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  33. Judy Nagy (2011). Scholarship in Higher Education: Building Research Capabilities Through Core Business. British Journal of Educational Studies 59 (3):303 - 321.
    As performativity within the academy continues to escalate, this paper considers the place for building research capacities through a scholarship in teaching and learning initiative at an Australian university. While the tensions that exist between discipline research and scholarship in teaching and learning remain, evaluation data for a central higher education research group suggests that an alternative research pathway is possible through collegial structures. The drive towards performativity is not unique to Australia and the evidence presented (...)
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  34. Lisa Sarasohn (2002). Peiresc's Europe: Learning and Virtue in the Seventeenth Century. [REVIEW] Isis: A Journal of the History of Science 93:124-125.
    In his 1641 biography of Nicolaus‐Claude Fabri de Peiresc , Pierre Gassendi declared that all learned men acknowledged that the most noble Peiresc “had seized the glory of kings” . For Gassendi and his circle of savants, Peiresc, in his public life a member of the Parlement of Provence, was the pattern of beneficence and learning, heroic in his virtue, his magnificent mind, and his care for scholars and scholarship. Peter N. Miller, in his profound and riveting study (...)
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  35. Dana S. Dunn, Janie H. Wilson, James Freeman & Jeffrey R. Stowell (2011). Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences. Oxford University Press Usa.
    The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, (...)
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  36.  26
    Steve Fuller (2009). The Sociology of Intellectual Life: The Career of the Mind in and Around the Academy. Sage.
    1. The Place of Intellectual Life: The University -- The University as an Institutional Solution to the Problem of Knowledge -- The Alienability of Knowledge in Our So-called Knowledge Society -- The Knowledge Society as Capitalism of the Third Order -- Will the University Survive the Era of Knowledge Management? -- Postmodernism as an Anti-university Movement -- Regaining the University's Critical Edge by Historicizing the Curriculum -- Affirmative Action as a Strategy for Redressing the Balance Between Research and Teaching -- (...)
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  37.  17
    Michael Luntley (2008). Training and Learning. Educational Philosophy and Theory 40 (5):695-711.
    Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in 'Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley'takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues (...)
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  38.  11
    Peter Becker & William Clark (eds.) (2001). Little Tools of Knowledge: Historical Essays on Academic and Bureaucratic Practices. University of Michigan Press.
    This volume brings historians of science and social historians together to consider the role of "little tools"--such as tables, reports, questionnaires, dossiers, index cards--in establishing academic and bureaucratic claims to authority and objectivity. From at least the eighteenth century onward, our science and society have been planned, surveyed, examined, and judged according to particular techniques of collecting and storing knowledge. Recently, the seemingly self-evident nature of these mundane epistemic and administrative tools, as well as the prose in which they are (...)
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  39.  22
    Daniel B. Schwartz (2012). The First Modern Jew: Spinoza and the History of an Image. Princeton University Press.
    Ex-Jew, eternal Jew: early representations of the Jewish Spinoza -- Refining Spinoza: Moses Mendelssohn's response to the Amsterdam heretic -- The first modern Jew: Berthold Auerbach's Spinoza and the beginnings of an image -- A rebel against the past, a revealer of secrets: Salomon Rubin and the east European Maskilic Spinoza -- From the heights of Mount Scopus: Yosef Klausner and the Zionist rehabilitation of Spinoza -- Farewell, Spinoza: I. B. Singer and the tragicomedy of the Jewish Spinozist.
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  40.  58
    Jennifer Wilson Mulnix & M. J. Mulnix (2010). Using a Writing Portfolio Project to Teach Critical Thinking Skills. Teaching Philosophy 33 (1):27-54.
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind (...)
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  41. Jacques Barzun & Arthur Krystal (1989). The Culture We Deserve.
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  42.  9
    Thomas A. Wilson (1995). Genealogy of the Way: The Construction and Uses of the Confucian Tradition in Late Imperial China. Stanford University Press.
    Beginning in the Southern Sung, one Confucian sect gradually came to dominate literati culture and, by the Ming dynasty, was canonized as state orthodoxy. This book is a historical and textual critique of the process by which claims to exclusive possession of the truth came to serve power. The author analyzes the formation of the Confucian canon and its role in the civil service examinations, the enshrinement of worthies in the Confucian temple, and the emergence of the Confucian anthology, activities (...)
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  43.  14
    Enrique Correa Molina & Lynn Thomas (2013). Le Praticien Réflexif : Mythe Ou Réalité En Formation À l'Enseignement ? Phronesis 2 (1):1-7.
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  44. Seyyed Vali Reza Nasr (1992). Islamization of Knowledge: A Critical Overview. International Institute of Islamic Thought.
  45.  12
    Franz Rosenthal (1970). Knowledge Triumphant: The Concept of Knowledge in Medieval Islam. Brill.
    In "Knowledge Triumphant," Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ("'ilm"), for "ilm is ...
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  46.  5
    Christelle Lison (2013). La pratique réflexive en enseignement supérieur : d'une approche théorique à une perspective de développement professionnel. Phronesis 2 (1):15-27.
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  47. Lynn Thorndike & William A. Dunning Fund (1929). Science and Thought in the Fifteenth Century Studies in the History of Medicine and Surgery, Natural and Mathematical Science, Philosophy and Politics. Columbia University Press.
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  48. Vasile Țapoc (2005). Teoria Și Metodologia Științei Contemporane: Concepte Și Orientări. Cep Usm.
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  49. J. Peter Burgess (2000). Meaning and Science in Weimar Crisis and the Cultural Foundations of Reason. European University Institute.
     
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  50. Ruoshui Chen & Fansen Wang (eds.) (2005). Si Xiang Yu Xue Shu. Zhongguo da Bai Ke Quan Shu Chu Ban She.
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