Mediating Fruitful Encounters With Truth, Transcendence, and Difference by Teaching Critical Thinking
Cultivating a disposition of critical thinking among students and faculty can provide a means of addressing troubling cultural trends like breakdowns in public discourse, academic siloing, and disengagement from religion. This article expands the concept of critical thinking by engaging the work of...
| Autore principale: | |
|---|---|
| Tipo di documento: | Elettronico Articolo |
| Lingua: | Inglese |
| Verificare la disponibilità: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Pubblicazione: |
[2018]
|
| In: |
Religious education
Anno: 2018, Volume: 113, Fascicolo: 4, Pagine: 380-391 |
| Notazioni IxTheo: | CF Cristianesimo; scienza KAH Età moderna KAJ Età contemporanea KDB Chiesa cattolica |
| Accesso online: |
Volltext (Resolving-System) |
| Riepilogo: | Cultivating a disposition of critical thinking among students and faculty can provide a means of addressing troubling cultural trends like breakdowns in public discourse, academic siloing, and disengagement from religion. This article expands the concept of critical thinking by engaging the work of John Henry Newman and Bernard Lonergan. The latter part of the article narrates how one university has integrated Lonergan's "generalized empirical method" into the curriculum and faculty development with promising outcomes for collaboration across disciplines, faculty spirituality, and facilitating difficult conversations on campus. |
|---|---|
| ISSN: | 1547-3201 |
| Comprende: | Enthalten in: Religious education
|
| Persistent identifiers: | DOI: 10.1080/00344087.2018.1456107 |
