Abstract
Everything that has been discussed up this point about Deep-Dialogue/Critical-Thinking/Emotional-Intelligence/Competitive-Cooperation is brought to bear here on putting those insights into action in a full, integrative “whole child” education program—and is spelled out in substantive detail.
I am particularly grateful to Ashok Gangedean for drawing up an initial draft of this document, which we then edited and modified together, and I again have considerably further developed it here.
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Notes
See Thomas Kuhn, The Structure of Scientific Revolutions (Chicago: University of Chicago Press, 1962). For general information on Kuhn and his explanation of “paradigm shifts” in the natural sciences, which notion has subsequently be applied to all fields of knowledge, see http://en.wikipedia.org/wiki/Thomas_Kuhn.
See, e.g., Hans Küng, Theologie im Aufbruch (Munich: Piper Verlag, 1999);
Leonard Swidler, Club Modernity. For Reluctant Christians (Philadelphia: Ecumenical Press, 2011).
See Karl Jaspers, Vom Ursprung und Ziel der Geschichte (Zurich: Artemis, 1949), pp. 1943; trans. Michael Bullock, The Origin and Goal of History (New Haven: Yale University Press, 1953).
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© 2014 Leonard Swidler
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Swidler, L. (2014). Integrated Education through Deep-Dialogue/Critical-Thinking/Emotional-Intelligence/Competitive-Cooperation. In: Dialogue for Interreligious Understanding. Interreligious Studies in Theory and Practice. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137470690_17
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DOI: https://doi.org/10.1057/9781137470690_17
Publisher Name: Palgrave Macmillan, New York
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