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Peter Roberts [58]Peter A. Roberts [1]Peter M. Roberts [1]
  1.  8
    Philosophy of Education in a New Key: A Collective Project of the PESA Executive.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  2.  20
    Philosophy of Education in a New Key: Future of Philosophy of Education.Liz Jackson, MichaelA Peters, Lei Chen, Zhongjing Huang, Wang Chengbing, Ezekiel Dixon-Román, Aislinn O'Donnell, Yasushi Maruyama, Lisa A. Mazzei, Alison Jones, Candace R. Kuby, Rowena Azada-Palacios, Elizabeth Adams St Pierre, Jacoba Matapo, Gina A. Opiniano, Peter Roberts, Michael Hand, Alecia Y. Jackson, Jerry Rosiek, Te Kawehau Hoskins, Kathy Hytten & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1234-1255.
    What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...)
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  3.  66
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  4. Bridging Literary and Philosophical Genres: Judgement, Reflection and Education in Camus’The Fall.Peter Roberts - 2008 - Educational Philosophy and Theory 40 (7):873-887.
    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...)
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  5.  9
    Better Worlds: Education, Art, and Utopia.Peter Roberts & John Freeman-Moir - 2013 - Lexington Books.
    This book, with its attention to literature and the visual arts as well as traditional non-fiction sources, provides a distinctive, wide-ranging exploration of utopia and education. Utopia is examined not as a model of social perfection but as an active, ongoing, imaginative educational process — the building of better worlds.
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  6.  99
    Happiness, Despair and Education.Peter Roberts - 2013 - Studies in Philosophy and Education 32 (5):463-475.
    In today’s world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work of the great Russian writer, Fyodor Dostoevsky, I argue that despair, the origins of which lie in our reflective consciousness, is a defining feature of human (...)
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  7.  26
    Education and the Face of the Other: Levinas, Camus and (Mis)Understanding.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1133-1149.
    Among the most neglected of Albert Camus? literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key (...)
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  8.  26
    Acceptance, Resistance and Educational Transformation: A Taoist Reading of The First Man.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1175-1189.
    This article provides a Taoist reading of Camus’ posthumously published novel, The first man. With its focus on the early life of the central character, Jacques Cormery, The first man is a semi-autobiographical account of learning and transformation, but it is, like so many other stories of its kind, one sustained by complex tensions: between the comfort of the familiar and the promise of the new; between possibility and despair; between resistance and acceptance. A theme that binds some of the (...)
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  9.  49
    Education and the Limits of Reason: Reading Dostoevsky.Peter Roberts - 2012 - Educational Theory 62 (2):203-223.
    Philosophers of education have had a longstanding interest in the nature and value of reason. Literature can provide an important source of insight in addressing questions in this area. One writer who is especially helpful in this regard is Fyodor Dostoevsky. In this essay Peter Roberts provides an educational reading of Dostoevsky's highly influential shorter novel, Notes from Underground. This novel was Dostoevsky's critical response to the emerging philosophy of rational egoism. In this close reading of Notes from Underground, Roberts (...)
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  10.  82
    Bridging East and West—Or, a Bridge Too Far? Paulo Freire and the Tao Te Ching.Peter Roberts - 2012 - Educational Philosophy and Theory 44 (9):942-958.
    This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching, paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser, who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A summary of Fraser's account is (...)
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  11.  25
    Attention, Asceticism, and Grace.Peter Roberts - 2011 - Arts and Humanities in Higher Education 10 (3):315-328.
    The work of the French thinker Simone Weil has exerted an important influence on scholars in a wide range of fields. To date, however, her writings have attracted comparatively little interest from educationists. This article discusses some of the key concepts in Weil’s philosophy — gravity, grace, decreation, and attention — and assesses their significance for the arts and humanities in higher education.
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  12.  31
    Introduction: Camus and Education.Peter Roberts, Andrew Gibbons & Richard Heraud - 2013 - Educational Philosophy and Theory 45 (11):1085-1091.
  13.  49
    The Stranger Within: Dostoevsky’s Underground.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (4):396-408.
    In Fyodor Dostoevsky?s influential novel Notes from underground, we find one of the most memorable characters in nineteenth century literature. The Underground Man, around whom everything else in this book revolves, is in some respects utterly repugnant: he is self-centred, obsessive and cruel. Yet he is also highly intelligent, honest and reflective, and he has suffered significantly at the hands of others. Reading Notes from underground can be a harrowing experience but also an educative one, for in an encounter with (...)
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  14. Conscientisation in Castalia: A Freirean Reading of Hermann Hesse’s The Glass Bead Game.Peter Roberts - 2007 - Studies in Philosophy and Education 26 (6):509-523.
    This paper considers Hermann Hesse’s novel, The Glass Bead Game, in the light of Paulo Freire’s educational philosophy. The Glass Bead Game is set in Castalia, a “pedagogical province” of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of the Glass Bead Game. He (...)
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  15.  20
    Defending Freirean Intervention.Peter Roberts - 1996 - Educational Theory 46 (3):335-352.
  16.  32
    ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World.Peter Roberts - 2015 - Studies in Philosophy and Education 34 (6):623-634.
    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...)
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  17.  38
    Hope in Troubled Times? PESA and the Future of Philosophy of Education.Peter Roberts - 2009 - Educational Philosophy and Theory 41 (7):811-813.
  18.  54
    Ten Years On: Engaging the Work of Paulo Freire in the 21st Century.Peter Roberts - 2007 - Studies in Philosophy and Education 26 (6):505-508.
  19.  33
    Rethinking Conscientisation.Peter Roberts - 1996 - Journal of Philosophy of Education 30 (2):179–196.
  20.  11
    Introduction: Educative Strangeness.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (4):355-359.
  21.  22
    Intellectuals, Tertiary Education and Questions of Difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480–493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ?difference? is significant in at least two senses. First, work on the politics of difference allows us to consider the question ?For whom does the intellectual speak?? in a fresh light. Second, we can ask: ?To what extent, and in what ways, might our activities as intellectuals make a difference?? Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...)
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  22.  9
    Intellectuals, Tertiary Education and Questions of Difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480-493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ‘difference’ is significant in at least two senses. First, work on the politics of difference allows us to consider the question ‘For whom does the intellectual speak?’ in a fresh light. Second, we can ask: ‘To what extent, and in what ways, might our activities as intellectuals make a difference?’ Thinkers such as Foucault, Kristeva, Lyotard, and Bauman are helpful in addressing these questions. This paper (...)
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  23.  28
    Pedagogy, Neoliberalism and Postmodernity: Reflections on Freire's Later Work.Peter Roberts - 2003 - Educational Philosophy and Theory 35 (4):451–465.
  24.  39
    Epistemology, Ethics and Education: Addressing Dilemmas of Difference in the Work of Paulo Freire.Peter Roberts - 2003 - Studies in Philosophy and Education 22 (2):157-173.
  25.  32
    Doubt, Despair and Hope in Western Thought: Unamuno and the Promise of Education.Peter Roberts - 2015 - Educational Philosophy and Theory 47 (11):1198-1210.
    This article examines the importance of doubt in Western philosophy, with particular attention to the work of Søren Kierkegaard and Miguel de Unamuno. Kierkegaard’s pseudonymous author Johannes Climacus ventures down the pathway of doubt, finds it perplexing and difficult and discovers that he is unable to return to his pre-doubting self. In despair, the meaningfulness of his life is called into question. Unamuno, a great admirer of Kierkegaard, acknowledges the suffering that accompanies doubt while affirming the pivotal role of uncertainty, (...)
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  26.  12
    Education, Dialogue and Intervention: Revisiting the Freirean Project.Peter Roberts - 1994 - Educational Studies 20 (3):307-327.
    In the past two decades Paulo Freire's philosophy of education has been the subject of much discussion by academics, school teachers and adult educators in a variety of formal and informal settings. While Freire initially gained recognition for his work with adult illiterates in Brazil and Chile, since the early 1970s his ideas have found increasing application in Britain, the USA, Canada, Australia and New Zealand. This article reconsiders the literacy methods through which Freire initially attracted international attention. Freire's approach (...)
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  27.  7
    Paulo Freire and the Politics of Education: A Response to Neumann.Peter Roberts - 2016 - Educational Philosophy and Theory 48 (6).
    Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a Freirean perspective is always (...)
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  28.  5
    Pedagogy, Neoliberalism and Postmodernity: Reflections on Freire's Later Work.Peter Roberts - 2003 - Educational Philosophy and Theory 35 (4):451-465.
  29.  25
    First Page Preview.Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
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  30.  4
    Rethinking Conscientisation.Peter Roberts - 1996 - Journal of Philosophy of Education 30 (2):179-196.
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  31.  44
    Paulo Freire and Political Correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83–101.
    This paper addresses the issue of political correctness from a Freirean point of view. An identification of the range of areas to which the label ‘political correctness’ has been applied reveals a confusingly multifaceted term. The author concentrates on the key characteristics of intolerance, conformity, the impeding of questioning and criticism, the stifling of debate, and the denial of alternatives. Thus defined, ‘political correctness’ has no place in Freirean education.
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  32.  90
    A New Patriotism? Neoliberalism, Citizenship and Tertiary Education in New Zealand.Peter Roberts - 2009 - Educational Philosophy and Theory 41 (4):410-423.
    This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives being considered (...)
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  33.  2
    On the Public Pedagogy of Conspiracy: An EPAT Collective Project.Michael A. Peters, Nesta Devine, Peter Roberts, Sean Sturm, Sharon Rider, Andrew Gibbons, Fazal Rizvi & James Dunagan - forthcoming - Educational Philosophy and Theory:1-13.
    What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?
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  34.  11
    A Dilemma for Critical Educators?Peter Roberts - 1999 - Journal of Moral Education 28 (1):19-30.
    This article addresses some of the philosophical issues arising from debates over "political correctness" and "great books" in the early 1990s. Partly as a result of these battles, the notion of "correctness" now carries a highly pejorative connotation. The author suggests that a distinction needs to be drawn between (a) transmitting a political or moral view and (b) doing this in a dogmatic way. For one well-known educational figure, Paulo Freire, a "correct" approach to moral matters is a "critical" one. (...)
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  35. The Dream of a Journey to the East: Mystery, Ritual and Education in Hermann Hesse’s Penultimate Novel.Peter Roberts - 2008 - Paideusis: Journal of the Canadian Philosophy of Education Society 17 (1):45-58.
    The Journey to the East is Hermann Hesse’s most deeply personal book. This enigmatic novel, with its deceptively simple narrative structure, lends itself well to multiple interpretations. To date, however, little attention has been paid by educationists to the book. This paper attempts to address this lacuna in the literature, beginning with an examination of the autobiographical and dream-like qualities of the novel. This is followed by a detailed analysis of the ritual of confession undertaken by H.H., the narrator and (...)
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  36.  2
    Arcilla, R.V. (2020). Wim Wenders’s Road Movie Philosophy: Education Without Learning. London: Bloomsbury Academic. 157 pages. ISBN: 978-1-3501-1042-7. REVIEW. [REVIEW]Peter Roberts - 2022 - Studies in Philosophy and Education 41 (3):375-377.
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  37. Collective Obituary for James D. Marshall.Tina Besley, Brighouse, Ruth Irwin, Susan L. Robertson, Peter Roberts, Nicholas C. Burbules, Mark Olssen, Hugh Lauder, Richard Smith, David Aspin, Marc Depaepe, Kevin Harris, Denis Philips, Bruce Haynes, Nesta Devine, Robert Shaw, Graham Hingangaroa Smith, Roger Dale, Linda Tuhiwai Smith, Paul Smeyers, Lynda Stone, Colin Lankshear & Michael Peters - 2021 - Educational Philosophy and Theory 54 (4):331-349.
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  38. 3 Books Reviewed.Peter Roberts - forthcoming - Educational Philosophy and Theory:1-2.
  39. Ethics Research Compendium.Peter M. Roberts & Emily O. Perez (eds.) - 2013 - Gazelle [Distributor].
    This book present research in ethics with topics including a step-by-step guide to students; wellbeing and disadvantage; ethical disposition of accounting and business management students; collegiality of journals and self-citation on annual bibliometric scorings; trends of tainted publications and their authors' publication profiles; from bioethics to biopolitics and the limits of liberalism.
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  40. Performativity, Politics and Education: From Policy to Philosophy.Peter Roberts - 2022 - Brill.
    _Performativity, Politics and Education: From Policy to Philosophy_ provides a critique of educational policies and practices underpinned by the logic of performativity and offers an alternative approach grounded in a philosophy of hope, a valuing of collegiality over competition, and an ongoing commitment to intellectual dialogue.
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  41.  26
    Review of G. Kitching The Trouble with Theory. [REVIEW]Peter Roberts - 2009 - Educational Philosophy and Theory 41 (3):248-251.
  42.  46
    From West to East and Back Again: Faith, Doubt and Education in Hermann Hesse's Later Work.Peter Roberts - 2008 - Journal of Philosophy of Education 42 (2):249-268.
    This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...)
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  43.  10
    Peters on Wittgenstein Reviewed.Peter Roberts - forthcoming - Educational Philosophy and Theory:1-2.
    How many thinkers could expect to find themselves the subject of three books with an educational focus within the space of just a few short years? Relatively few, it might safely be claimed, partic...
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  44.  13
    Paulo Freire and Political Correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83-101.
    This paper addresses the issue of political correctness from a Freirean point of view. An identification of the range of areas to which the label ‘political correctness’ has been applied reveals a confusingly multifaceted term. The author concentrates on the key characteristics of intolerance, conformity, the impeding of questioning and criticism, the stifling of debate, and the denial of alternatives. Thus defined, ‘political correctness’ has no place in Freirean education.
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  45.  8
    Echoes From Freire for a Critically Engaged Pedagogy. [REVIEW]Peter Roberts - 2016 - Educational Philosophy and Theory 48 (3):319-321.
  46.  16
    Navigating the Maze: Ethics Approval Pathways for Intellectual Disability Research: Table 1.Allyson Thomson, Peter Roberts & Alan Bittles - 2014 - Journal of Medical Ethics 40 (11):782-786.
  47.  4
    Acknowledging Despair, Qualifying Happiness: Hopeful Education. [REVIEW]Peter Roberts - 2020 - Studies in Philosophy and Education 39 (5):573-575.
  48.  9
    Author's Response.Peter Roberts - 2017 - Educational Philosophy and Theory 49 (14):1463-1466.
  49.  7
    From West to East and Back Again: Faith, Doubt and Education in Hermann Hesse's Later Work.Peter Roberts - 2008 - Journal of Philosophy of Education 42 (2):249-268.
    This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of ‘the East’ in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed ‘the East’ through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...)
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  50.  17
    Defining Literacy: Paradise, Nightmare or Red Herring?Peter Roberts - 1995 - British Journal of Educational Studies 43 (4):412 - 432.
    In the past fifty years, hundreds of definitions of 'literacy' have been advanced by scholars, adult literacy workers, and programme planners. This paper analyses three major approaches to the problem of defining literacy: quantitative, qualitative and pluralist. The pluralist perspective, while not without its difficulties, appears to have the most to offer in understanding literacy in the contemporary world.
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