Search results for 'Religion Study and teaching' (try it on Scholar)

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  1. James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.score: 264.0
    This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
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  2. Assist Prof Dr Aytekin Demircioğlu (1998). An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy. Philosophy 2 (25):36.score: 243.0
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  3. J. S. Krüger (1982). Studying Religion: A Methodological Introduction to Science of Religion. University of South Africa.score: 228.0
     
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  4. Samuel U. Erivwo & Michael P. Adogbo (eds.) (2000). Contemporary Essays in the Study of Religions. Fairs & Exhibitions Nig. Ltd..score: 220.0
     
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  5. Ninian Smart (1968). Secular Education and the Logic of Religion. London, Faber.score: 201.0
     
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  6. Clement Charles Julian Webb (1929). Religion and the Thought of to-Day. London, Oxford University Press, H. Milford.score: 201.0
     
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  7. Iulia Grad (2010). Sebastian Şebu, Monica Opriş, Dorin Opriş, Metodica predării religiei/ Methodology of Teaching Religion. Journal for the Study of Religions and Ideologies 6 (16):177-178.score: 198.0
    Sebastian Şebu, Monica Opriş, Dorin Opriş, Metodica predării religiei (Methodology of Teaching Religion) Reîntregirea Publishing House, Alba Iulia, 2000.
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  8. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.score: 189.0
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  9. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 183.0
     
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  10. Eleanor Abdella Doumato & Gregory Starrett (eds.) (2007). Teaching Islam: Textbooks and Religion in the Middle East. Lynne Rienner Publishers.score: 180.0
     
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  11. Frederick Charles Copleston (1988). Russian Religious Philosophy: Selected Aspects. University of Notre Dame.score: 174.0
     
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  12. Luke G. Mlilo & Nathanaël Yaovi Soédé (eds.) (2003). Doing Theology and Philosophy in the African Context =. Iko, Verlag für Interkulturelle Kommunikation.score: 174.0
  13. Edward Augustus Sillem (1964). Groping for God. Glen Rock, N.J.,Paulist Press.score: 174.0
     
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  14. Nathanaël Yaovi Soédé (2005/2007). Sens Et Enjeux de l'Éthique, Inculturation de l'Éthique Chrétienne: Approche Théologique Africaine. Editions Ucao.score: 174.0
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  15. Richard King (1999). Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'. Routledge.score: 169.0
    Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
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  16. Stanley Hauerwas (2007). The State of the University: Academic Knowledges and the Knowledge of God. Blackwell Pub..score: 162.0
    In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern university because these (...)
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  17. A. N. Bystrov (2006). Kont͡septualʹnye Podkhody K Issledovanii͡u Psikhologicheskoĭ Struktury Lichnosti I Dei͡atelʹnosti Podrostka. Arkhangelʹskiĭ Gos. Tekhnicheskiĭ Universitet.score: 162.0
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  18. Caroline Crocker (2010). Free to Think: Why Scientific Integrity Matters. Leafcutter Press.score: 162.0
     
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  19. Mary Jeanne[from old catalog] File (1958). A Critical Analysis of Current Concepts of Art in American Higher Education. Washington, Catholic University of America Press.score: 162.0
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  20. George F. McLean (ed.) (1966). Christian Philosophy in the College and Seminary. Washington, Catholic University of America Press.score: 162.0
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  21. George F. McLean (ed.) (1962). Philosophy and the Integration of Contemporary Catholic Education. Washington, Catholic University of America Press.score: 162.0
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  22. Masatoshi Ueki (2012). Bukkyō Hontō No Oshie: Indo, Chūgoku, Nihon No Rikai to Gokai. Chūōkōronshinsha.score: 162.0
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  23. Walter Feinberg (2013). Teaching Religion in Public Schools: Review of Warren A. Nord, Does God Make A Difference? [REVIEW] Educational Theory 63 (4):431-438.score: 144.0
    In this review of Warren Nord's Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities, Walter Feinberg provides a detailed analysis of Nord's argument that the study of religion should be constitutionally mandated as a corrective to the overwhelmingly secular course of study offered in contemporary public schools and universities. Nord bases his claim on both constitutional and educational grounds. His constitutional argument is that, due to their secular bias, schools fail in (...)
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  24. Mohammed Y. A. Rawwas, Ziad Swaidan & Jamal Al-Khatib (2006). Does Religion Matter? A Comparison Study of the Ethical Beliefs of Marketing Students of Religious and Secular Universities in Japan. Journal of Business Ethics 65 (1):69 - 86.score: 126.0
    This study was designed to examine the determinants of and differences between the ethical beliefs of two groups of Japanese students in religious and secular universities. Multiple regression analysis revealed that students of the Japanese religious university perceived that young, male, relativistic, and opportunistic students tended to behave less ethically than did older, female, and idealistic students. Students of the Japanese secular university perceived that male, achievement-oriented, and opportunistic students tended to behave less ethically than did female and experience-oriented (...)
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  25. Syed Mamun Mahmud & Aasim Ahmad (2009). Patients as Teaching Tools: Merely Informed or True Consent. [REVIEW] Journal of Academic Ethics 7 (4):255-260.score: 126.0
    Using patients as teaching tools raise many ethical issues like informed consent, privacy, confidentiality and beneficence. The current study highlights issues on respecting patient’s choice and acquiring informed consent with its spirit rather than as mere formality. The study was conducted in out-patient department of The Kidney Center Postgraduate Training Institute Karachi Pakistan in May 2008 to July 2008. All patients who had come for the first time to see the author were included in the study. (...)
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  26. Steven M. Cahn (ed.) (2005). Ten Essential Texts in the Philosophy of Religion: Classics and Contemporary Issues. Oxford University Press.score: 126.0
    Offering a new approach to teaching the philosophy of religion, this anthology is organized around ten of the most widely read texts in the field. Presented in their entirety, these classics serve as a framework for a variety of accessible contemporary essays that are also included. The book's unique structure gives students the opportunity to study in depth complete historical works while also conveying a sense of how today's philosophers have explored related issues. Editor Steven M. Cahn (...)
     
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  27. Cristina Nistor & Rares Beuran (2014). Exploring Media and Religion - With a Study of Professional Media Practices. Journal for the Study of Religions and Ideologies 13 (37):178-194.score: 120.0
    The article focuses on how media and religion relate, investigating the specific professional practices of media reporting on religion. Journalism is objective, while religion is subjective – however, scholars agree that today it is difficult to imagine religion isolated from the relation with media. Therefore, the media coverage of religion, that includes identifying the proper approaches to objectively frame subjective topics, becomes a challenge. The paper provides a theoretical background on the main characteristics of the (...)
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  28. Farid Panjwani (2005). Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion. British Journal of Educational Studies 53 (3):375 - 393.score: 120.0
    Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill (...)
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  29. Bogdan Mihai Radu (2010). Young Believers or Secular Citizens? An Exploratory Study of the Influence of Religion on Political Attitudes and Participation in Romanian High-School Students. Journal for the Study of Religions and Ideologies 9 (25):155-179.score: 120.0
    In this paper, I explore the effects of religious denomination and patterns of church-going on the construction of political values for high-school students. I argue that religion plays a role in the formation of political attitudes among teenagers and it influences their political participation. I examine whether this relationship is constructed along denominational lines. From a theoretical perspective, previous research heralded the compatibility between Western Christianity and the democratic form of government. Samuel Huntington, in his famous Clash of Civilization, (...)
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  30. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 120.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  31. Mihaela-Cornelia Frunza, Sandu Frunza, Catalin-Vasile Bobb & Ovidiu Grad (2010). Altruistic Living Unrelated Organ Donation at the Crossroads of Ethics and Religion. A Case Study. Journal for the Study of Religions and Ideologies 9 (27):3-24.score: 120.0
    Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} This article discusses a series of ethical and religious elements that occur in the debate concerning altruistic living unrelated organ donation. Our main focus is on the ethical attitude of altruist donation. In order to illustrate the connections between ethics and religion we use as a case study (...)
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  32. Mark R. Schwehn (1993). Exiles From Eden: Religion and the Academic Vocation in America. Oxford University Press.score: 120.0
    In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientation and calls for a "spiritually grounded education in and for thoughtfulness." The reforms he endorses would replace individualistic behavior, the "doing my own work" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian (...)
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  33. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 120.0
     
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  34. Jonathan Garb (2010). Moshe Idel's Contribution to the Study of Religion. Journal for the Study of Religions and Ideologies 6 (18):16-29.score: 112.0
    The article discusses the contribution of Moshe Idel’s vast research to the field of religious studies. The terms which best capture his overall approach are “plurality” and “complexity”. As a result, Idel rejects essentialist definitions of “Judaism”, or any other religious tradition. The ensuing question is: to what extent does his approach allow for the characterization of Judaism as a singular phenomenon which can be differentiated from other religions? The answer seems to lie in Idel’s definition of the “connectivity” between (...)
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  35. Helen De Cruz (2013). Cognitive Science of Religion and the Study of Theological Concepts. Topoi:1-11.score: 108.0
    The cultural transmission of theological concepts remains an underexplored topic in the cognitive science of religion (CSR). In this paper, I examine whether approaches from CSR, especially the study of content biases in the transmission of beliefs, can help explain the cultural success of some theological concepts. This approach reveals that there is more continuity between theological beliefs and ordinary religious beliefs than CSR authors have hitherto recognized: the cultural transmission of theological concepts is influenced by content biases (...)
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  36. William James (1902/2002). The Varieties of Religious Experience: A Study in Human Nature: Being the Gifford Lectures on Natural Religion Delivered at Edinburgh in 1901-1902. Dover Publications.score: 108.0
    After completing his monumental work, The Principles of Psychology, William James turned his attention to serious consideration of such important religious and philosophical questions as the nature and existence of God, immortality of the soul, and free will and determinism. His interest in these questions found expression in various works, including The Varieties of Religious Experience, his classic study of spirituality. Based on the prestigious Gifford Lectures on Natural Religion he gave at the University of Edinburgh in 1901 (...)
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  37. Glenn Parsons (2008). Teaching & Learning Guide For: The Aesthetics of Nature. Philosophy Compass 3 (5):1106-1112.score: 108.0
    Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of animals, (...)
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  38. Jennifer G. Jesse (2011). Reflections on the Benefits and Risks of Interdisciplinary Study in Theology, Philosophy, and Literature. American Journal of Theology and Philosophy 32 (1):62 - 73.score: 108.0
    In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...)
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  39. Ann Taves (2009). Religious Experience Reconsidered: A Building Block Approach to the Study of Religion and Other Special Things. Princeton University Press.score: 108.0
    I don't know of any other book like it."--Wayne Proudfoot, Columbia University "This is a terrific book. -/- The essence of religion was once widely thought to be a unique form of experience that could not be explained in neurological, psychological, or sociological terms. In recent decades scholars have questioned the privileging of the idea of religious experience in the study of religion, an approach that effectively isolated the study of religion from the social and (...)
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  40. G. Wolstenholme (1985). Teaching Medical Ethics in Other Countries. Journal of Medical Ethics 11 (1):22-24.score: 108.0
    In the past 20 years, around the world, there has been an explosion in the teaching of medical ethics. As the dust begins to settle, it would appear that such teaching is likely to have its most effective impact not during the undergraduate period but at the immediate postgraduate level and in continuing education. Whilst important contributions can be made by teachers of religion, philosophy and law, probably the essential wisdom, capable of standing a doctor in good (...)
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  41. Ioannis Kyriakakis (2012). Traditional African Religion, Cosmology and Christianity. Journal for the Study of Religions and Ideologies 11 (32):132-154.score: 102.0
    In this article I am applying the anthropological term of "cosmology" to the study of Christianity in order to place plural Christian settings under a wider methodological perspective. I am drawing on the findings of my fieldwork in Southwestern Ghana, where I met twelve different Christian denominations and five traditional healers operating in one village. I am sketching a concise image of the local Nzema cosmology and then I am launching an attempt to present its Christian equivalent. Informed by (...)
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  42. Antonio Sanchez-Bayon (2014). Freedom of Religion at Large in American Common Law: A Critical Review and New Topics. Journal for the Study of Religions and Ideologies 13 (37):35-72.score: 102.0
    This paper is a critical and comparative legal historical study, which offers a global vision of the U.S. Legal System, according to the religious factor impact and its complex dimensions (e.g. religious liberty, Church-State relations, welfare state & solidarity). The principal goal is the deconstruction of the fake official History, elaborated after the Second World War (e.g. inferences, impostures, fallacies). At the same time, it shows the social development (and the kind of commitment in each period), and how it (...)
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  43. Jacek Tomczyk & Grzegorz Bugajak (2009). On Evolution and Creation: Problem Solved? The Polish Example. Zygon 44 (4):859-878.score: 99.0
    We present the results of research carried out as a part of the project “Current Controversies about Human Origins: Between Anthropology and the Bible”, which focused on the supposed conflict between natural sciences and some branches of the humanities, notably philosophy and theology, with regard to human origins. One way to tackle the issue was to distribute a questionnaire among students and teachers of the relevant disciplines. Teachers of religion and the natural sciences (biology, chemistry, and physics) and students (...)
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  44. James D. G. Dunn (1975). Jesus and the Spirit: A Study of the Religious and Charismatic Experience of Jesus and the First Christians as Reflected in the New Testament. S.C.M. Press.score: 99.0
    In this book James D. G. Dunn explores the nature of the religious experiences that were at the forefront of emerging Christianity.
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  45. John Karabelas (2012). Collingwood, Fairy Tales and Totemism: A Historical Study on the Origins of European Religion (and Society). Collingwood and British Idealism Studies 17 (2):203-223.score: 98.0
    This paper suggests that Collingwood's fairy tales writings can be read as a historical study on the origins of European religion. His interest in fairy tales belongs to a clear tradition, whose members include John Ruskin, Benedetto Croce and most importantly Giambattista Vico, that realised the potential of fairy tales as evidence for historical knowledge. In this context fairy tales should be understood as myths that are not symbols but truthful, poetically expressed, narrations of the lives and societies (...)
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  46. Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.score: 98.0
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  47. Luther H. Martin (2004). Toward a New Scientific Study of Religion. Behavioral and Brain Sciences 27 (6):744-745.score: 96.0
    Atran & Norenzayan (A&N) have proposed a study of religion based in the cognitive sciences. Their final conclusions, however, incorporate functionalist definitions. Further, key features by which they characterize religion are not instantiated by some historical evidence. Nevertheless, the foci of their arguments are central to any study of religion and should provoke further research and experimentation along the lines suggested.
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  48. Diane E. Jonte-Pace (ed.) (2003). Teaching Freud. Oxford University Press.score: 96.0
    One of the central questions of the field of Religious Studies is "What is religion and how might we best understand it?". Sigmund Freud was surely a paradigmatic cartographer of this terrain. Among the first theorists to explore the unconscious fantasies, fears, and desires underlying religious ideas and practices, Freud can be considered a grandfather of the field. Yet Freud's legacy is deeply contested. His reputation is perhaps at its lowest point since he came to public attention a century (...)
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  49. S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.score: 96.0
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...)
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  50. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 96.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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