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Tổ chức Baccalaureate Quốc tế · IB Diploma · Religion and Society · SL Chủ đề 1 5:32 Giọng đọc tiếng Anh · phụ đề tiếng Anh + 中文 được ghi trực tiếp
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Definitions of religion emphasize different features and can include or exclude different practices.
宗教的定义强调不同的特征，可能包含或排除不同的实践。
State the criterion and test its implications; distinguish academic description from devotional commitment.
请陈述标准并检验其含义。 区分学术描述与虔诚承诺。
One definition requires belief in a deity; another stresses shared practice and community.
一种定义要求信仰神灵，另一种强调共同的实践与社群。
The same activity can count as religion under the second but not the first, so name your definition and its context before you classify.
同一活动按第二种定义可算作宗教，按第一种却不算，所以归类之前先说明你采用的定义及其语境。
This case is invented for practice.
此案例为练习而编写。
Task: one definition requires a deity; another emphasizes practices and community.
任务：一个定义要求有神祇。 另一个强调实践与社群。
Explain why they may classify the same activity differently.
请解释为何这两种定义可能对同一活动做出不同分类。
The criteria differ, so classification can differ without either account having described the activity fully.
标准不同，因此分类方式可能不同，且两种描述均未完全涵盖该活动。
Examine context, participant meanings and the purpose of classification; avoid declaring one universal definition from an invented example.
请审视背景、参与者的含义以及分类的目的；避免仅凭虚构的例子就宣称存在一个普适的定义。
Keep the interpretation within the supplied evidence.
解释应严格限于所提供的证据范围内。
Test the deity-only definition with a hypothetical meaningful communal practice whose participants make no deity claim.
用一种假设的、具有实际意义的集体实践来检验“仅限神祇”的定义，该实践的参与者并不宣称有神。
Pause and give an individual answer with reasons.
请先暂停，完成这道原创练习再继续。
The definition excludes the practice by its stated criterion, while a practice/community definition might include it.
该定义根据其明确标准排除了这一实践，而基于实践或社群的定义则可能将其包含在内。
This tests consequences and purpose of classification; it does not settle a universal definition or classify a real tradition without evidence.
这旨在考察分类的后果与目的；若无证据支持，它既不能确立普适性定义，也无法对真实传统进行归类。
Keep the interpretation within the supplied evidence.
请严格依据所提供的证据进行解读。
Change asks what adapts; identity asks how belonging is constituted; interpretation asks how meaning is formed; power asks who authorizes or controls. Use a separate evidence link for each concept, not four labels on one observation.
变化问什么在适应。 身份认同问归属感如何构成。 诠释问意义如何形成。 权力问谁授权或控制。 每个概念需使用独立的证据链接，而非在一个观察点上贴四个标签。
The new meeting format is the change. Whether it preserves the practice is a question of identity and interpretation, which members debate. The committee choosing the final rule shows power.
新的聚会形式体现变化；它是否保留原有实践，关乎身份与诠释，成员对此存在争论；由委员会决定最终规则则体现权力。
Support each concept with evidence from the case.
每个概念都要用案例中的证据说明。
This case is invented for practice.
此案例为练习而编写。
Original case: a community changes meeting format; members debate whether it preserves their practice; a committee chooses the final rule.
原始案例：一个社区改变了会议形式。 成员们讨论这是否保留了他们的传统做法。
Analyse all four concepts.
委员会最终确定了规则。
The format change supplies adaptation; membership debates supply identity; differing accounts of preservation supply interpretation; committee decision-making supplies power.
分析全部四个概念。 格式变化提供适应性；成员辩论提供身份认同；关于保护的不同叙述提供解释力；委员会决策机制提供权力。
Ask whose accounts are absent and whether dissent can affect the rule.
请思考哪些叙述被缺席了，以及异议能否影响规则。
In a second fictional community, all members vote on a format change.
在第二个虚构社区中，所有成员对格式变更进行投票。
Compare power with committee-only decision-making.
请将此权力与仅由委员会决策的权力进行比较。
Pause and give an individual answer with reasons.
请先暂停，给出个人答案并说明理由。
Voting changes the formal allocation of decision authority.
投票改变决策权的正式分配。
Examine agenda control, eligibility, information and whose proposals influence outcomes before inferring equal practical power.
在推断实际权力均等之前，请审视议程控制、资格、信息以及哪些提案影响结果。
Compare identity and interpretation debates separately, rather than assuming a voting rule settles all four concepts.
请分别比较身份与解释的争论，不要假设一条投票规则能解决所有四个概念。
A focused inquiry connects an approved issue with a course concept and relevant evidence.
聚焦式探究将经批准的问题与课程概念及相关证据联系起来。
Compare source origin, method, purpose and scope.
比较来源、方法、目的和范围。
Keep uncertainty and researcher position visible.
保持不确定性和研究者立场的可见性。
The committee leaflet and one member's account disagree about who shaped the decision.
委员会的传单和一名成员的叙述对谁主导了决定说法不一。
Plan to compare each source's purpose and position, look for further records, and report only the contact and evidence you actually have.
计划比较每个来源的目的与立场，寻找更多记录，并且只报告你真正获得的接触和证据。
This case is invented for practice.
此案例为练习而编写。
Task: a committee leaflet and one member's account disagree about who shaped a decision.
任务：一份委员会传单与一名成员的陈述在谁塑造了决策这一问题上存在分歧。
Plan an inquiry without fabricating engagement.
请在不虚构参与情况的前提下设计探究方案。
Ask how authority was exercised in a bounded setting.
请思考在特定范围内权威是如何行使的。
Compare minutes if available, document purpose and approved voluntary accounts; distinguish formal rules from practice.
如有记录，请对比会议记录、文件目的及经批准的自愿账目；并区分正式规则与实际做法。
Neither one interested source nor one dissenter settles the whole issue.
无论是利益相关方还是反对者，都无法单独解决全部问题。
Decision minutes are unavailable.
决策纪要不可用。
What can the inquiry conclude from the leaflet and one account?
根据传单和一份记录，探究能得出什么结论？
Pause and give an individual answer with reasons.
请先暂停，给出个人答案并说明理由。
It can compare the public justification and the individual's reported experience, with attribution and limits.
它可以对比公开理由与个人陈述的经历，并指出归因与局限。
It cannot reconstruct every decision or hidden motive.
但它无法重构每一个决策或隐藏动机。
Revise the question to the available source claims, identifying minutes or varied independent accounts as precise missing evidence.
请将问题修正为现有史料的论断，将会议纪要或不同的独立记载视为确切的缺失证据。
Attendance changes after both a local service and migration change.
出席率既受本地服务影响，也随移民而改变。
How would you investigate meaning without reducing religion to one social cause?
若不将宗教简化为单一社会成因，你将如何探究其意义？
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。