Titlebook: Catholic Education: Distinctive and Inclusive; John Sullivan Book 2001 Springer Science+Business Media Dordrecht 2001 education.experience

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inclusive

dithiolethione

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

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决定性

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

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misanthrope

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

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