星星
发表于 2025-3-26 21:46:47
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inclusive
发表于 2025-3-27 03:53:12
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dithiolethione
发表于 2025-3-27 05:29:42
Living Tradition,cation. Such holistic education has to face a number of criticisms. These criticisms can be divided into two broad categories, those relating to the effects of this kind of education within schools, and those relating to its effects within society. In this chapter I seek to address the first type of criticism.
intricacy
发表于 2025-3-27 12:03:09
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愚笨
发表于 2025-3-27 15:25:07
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决定性
发表于 2025-3-27 20:42:26
https://doi.org/10.1007/978-3-319-55197-5olic education. I then suggest that a critical appreciation of the relationship between these two polarities has a significance for Catholics that extends beyond schooling. In this second section I also show how those outside the Catholic community, concerned with promoting liberal democracy in a pl
Agnosia
发表于 2025-3-27 22:59:43
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Transfusion
发表于 2025-3-28 03:51:08
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misanthrope
发表于 2025-3-28 07:58:00
Nanduri R. Prabhakar,Ying-Jie Pengolic education, distinctiveness and inclusiveness, compatible, and, if so, how is their relationship to be understood? Does the claim to offer a distinctive philosophy of education, one which is seen as requiring, in the context of this country, the provision of separate, denominational schools, nec
惰性气体
发表于 2025-3-28 12:38:41
Adkham Paiziev,Martin Wolf,Fikrat Kerimovurriculum has a religious dimension, and, secondly, that all the disciplines, although autonomous, have a part to play in promoting the integral development of the whole person. One would need to add to such an appreciation a desire to integrate faith with both culture and life. This distinctiveness