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...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[2018]
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| In: |
Religious education
Jahr: 2018, Band: 113, Heft: 4, Seiten: 380-391 |
| IxTheo Notationen: | CF Christentum und Wissenschaft KAH Kirchengeschichte 1648-1913; Neuzeit KAJ Kirchengeschichte 1914-; neueste Zeit KDB Katholische Kirche |
| Online-Zugang: |
Volltext (Resolving-System) |
| Zusammenfassung: | 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. |
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| ISSN: | 1547-3201 |
| Enthält: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2018.1456107 |
