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Summary In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.
Key works educationethicsmoral reasoningsocial-cognitive domain theorywell-being
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  1. added 2019-03-18
    Philosophy for Children Through the Secondary Curriculum.Lizzy Lewis & Nick Chandley (eds.) - 2012 - Continuum.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written by (...)
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  2. added 2019-03-18
    Philosophy and Educational Policy.Anthony O'Hear - 2000 - Royal Institute of Philosophy Supplement 45:135-156.
    There is a country where teachers have high status, and in which they have qualifications on a par with members of other respected profession. Parents and children have high aspirations and high expectations from education. Children are fully aware of the importance of hard and consistent work from each pupil. Schools open on 222 days in the year, and operate on the belief that all children can acquire the core elements of the core subjects. It is not expected that a (...)
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  3. added 2019-03-18
    Extending Philosophy for Children Into the Standard Curriculum.Mark Weinstein - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    For those of us who have experienced Philosophy for Children in the schools, it has become increasingly clear that the program meets the educational needs of school children viewed as autonomous and thoughtful rational agents. As expressed by Matthew Lipman, philosophy is concerned with "the improvement of reasoning proficiencies, clarification of concepts, analysis of meanings, and fostering of attitudes that dispose us to wonder, inquire, and seek meaning and truth." These traditional philosophical goals, as implemented through the various curricula developed (...)
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  4. added 2019-03-17
    Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Walter Omar Kohan & Magda Costa Carvalho - forthcoming - Studies in Philosophy and Education:1-15.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
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  5. added 2019-03-13
    Book Review: The Routledge International Handbook of Philosophy for Children. [REVIEW]Jane Gatley - 2017 - Journal of Philosophy in Schools 4 (1).
    The Routledge international handbook of philosophy for children offers ‘a wide variety of critical perspectives on this diverse and controversial field, in order to generate new discussions and to identify emerging questions and themes’. As a collection of scholarly papers on Philosophy for Children, the volume is a thorough and detailed handbook which highlights the distance P4C has travelled since its inception 50 years ago. Several uses of this volume spring to mind. Somebody new to P4C would do well to (...)
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  6. added 2019-03-07
    Inception.Heather Rivera - 2012 - Philosophy Now 88:46-47.
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  7. added 2019-03-07
    Alice in Wonderland.Heather Rivera - 2012 - Philosophy Now 90:46-47.
    A feminist philosophical view of Tim Burton's version of the classic, Alice in Wonderland.
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  8. added 2019-03-07
    Tra infinito e povertà: il pensiero dell'ascolto.Antonio Chiocchi - 1996 - Avellino, Italia: Associazione culturale Relazioni.
    Saggio sulla "Scienza Nuova": la critica di Giambattista Vico al logos della modernità e il recupero dei cicli dell'infinito.
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  9. added 2019-03-04
    Mass-Audience Interactive Narrative Ethical Reasoning Instruction.Mark Piper - 2017 - International Journal of Ethics Education 2 (2):161-173.
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  10. added 2019-02-20
    O problema da formação em Filosofia para Crianças: pressupostos e práticas.Magda Costa Carvalho - 2018 - In Maria Teresa Santos (ed.), Filosofia e Crianças: Pressupostos e Linhas de um Curso. Évora, Portugal: pp. 134-154.
    O Programa de Filosofia para Crianças de Matthew Lipman e Ann Margaret Sharp tem pouco mais de 40 anos e à sua criação de imediato se sucederam a difusão e a adaptação em diversos contextos geográficos e culturais. Quer isto dizer que a história da Filosofia para Crianças, sobretudo nas últimas décadas, tem consistido numa marcha, mais ou menos vertiginosa, de inovação e renovação. E nem sempre este ritmo de rápida disseminação se tem mostrado compatível com a sedimentação de reflexões (...)
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  11. added 2019-02-09
    Examples of Aporia Questions Using Picture Books.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be fearless, (...)
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  12. added 2019-01-12
    Short Stories and Political Philosophy.Erin A. Dolgoy, Kimberly Hurd Hale & Bruce Peabody - 2018 - New York, NY, USA: Lexington Books.
    Short Stories and Political Philosophy: Power, Prose, and Persuasion explores the relationship between fictional short stories and the classic works of political philosophy. This edited volume addresses the innovative ways that short stories grapple with the same complex political and moral questions, concerns, and problems studied in the fields of political philosophy and ethics. The volume is designed to highlight the ways in which short stories may be used as an access point for the challenging works of political philosophy encountered (...)
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  13. added 2019-01-08
    Education Without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul Carron & Charles McDaniel - 2018 - Teaching Ethics 18 (1):79-96.
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  14. added 2018-11-09
    Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
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  15. added 2018-11-09
    Growing Up with Philosophy in Australia: Philosophy as Cultural Discourse.Simone Thornton & Gilbert Burgh - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 236‒249.
    As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...)
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  16. added 2018-11-09
    The Philosophical Classroom: An Australian Story.Gilbert Burgh & Simone Thornton - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: pp. 1-5.
  17. added 2018-09-05
    Filosoferen met Kinderen.Maria daVenza Tillmanns - 1992 - Prana 71.
  18. added 2018-09-03
    Philosophical Counseling and Teaching: "Holding the Tension" in a Dualistic World.Maria Davenza Tillmanns - 1998 - Dissertation, University of Illinois at Urbana-Champaign
    In this dissertation, I develop a theory of philosophical counseling and teaching. It is the outcome of my holding the tension of my practical and theoretical viewing points. Holding the tension is a term which Maurice Friedman coined to counter the idea of dichotomous either/or thinking and any attempt to synthesize thought into unity or fusion. ;This dissertation focuses on Buber's notion of the dialogical, which implies acknowledging the other's otherness. Buber's notion of other is diametrically opposed to the post-modern (...)
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  19. added 2018-08-29
    Aporia and the Implications for the Intuitive Knowledge of Children | Blog of the APA.Maria daVenza Tillmanns - 2018 - Blog of the APA.
    The compass we use to navigate life needs to be cultivated from an early age. My sense is that the arts, including Plato’s dialogues cultivate our navigational sense. It does not tell us rationally what is good or what is bad. It is not that simple. Remember, the stars we sail by, are not fixed, either. So we need to develop a sense for what may be right or not in any particular situation. We may have a general sense, but (...)
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  20. added 2018-08-29
    Can Philosophy with Children Be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
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  21. added 2018-08-28
    The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
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  22. added 2018-08-12
    Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
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  23. added 2018-07-27
    L'enseignement philosophique à l'Université de Neuchâtel (1910-1963).Daniel Schulthess - 2002 - In R. Scheurer (ed.), Histoire de l'Université de Neuchâtel, t.III. Neuchâtel: Université, Editions G. Attinger. pp. p. 400-406.
    The article sketches the biographies of the professors for Philosophy and Psychology at the University of Neuchâtel since its foundation in the year 1909, against the background of the intellectual climate in protestant French Switzerland.
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  24. added 2018-05-21
    Qué Es Filosofía Para Niños? Ideas y Propuestas Para Pensar la Educación.Walter Kohan & Vera Waksman - 1997 - Buenos Aires, Argentina: Oficina de Publicaciones del CBC.
  25. added 2018-05-12
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  26. added 2018-04-23
    Philosophy as Spiritual and Political Exercise in an Adult Literacy Course.Walter Kohan & Jason Wozniak - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):17-23.
    The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...)
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  27. added 2018-04-17
    Philosophy for Children: Towards Pedagogical Transformation.R. Scholl, K. Nichols & G. Burgh - 2009 - In Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA). Bathurst, Australia: Australian Teacher Education Association. pp. 1-15.
    Philosophical inquiry has the capacity to push boundaries in teaching and learning interactions with students and improve teacher’s pedagogical experiences. This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the effect of (...)
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  28. added 2018-04-16
    To Describe, Transmit or Inquire: Ethics and Technology in School.Viktor Gardelli - 2016 - Dissertation, Luleå University of Technology
    Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...)
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  29. added 2018-04-14
    Six Forms of Variety in Students' Moral Reasoning: An Age-Old Distinction Enabling New Methods and Findings.Ylva Backman & Viktor Gardelli - 2015 - Ethics and Education 10 (2):227-240.
    In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue (...)
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  30. added 2018-04-11
    On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1).
  31. added 2018-04-01
    Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  32. added 2018-04-01
    Ethics in Education: Philosophical Tracings and Clearings.Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.) - 2018 - Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean..
  33. added 2018-04-01
    Ethics Education as Philosophical Practice in Advance.Maughn Rollins Gregory - 2009 - Teaching Ethics 9 (2):105-130.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  34. added 2018-03-22
    What's Wrong with This Picture?: Teaching Ethics Through Film to Wyoming High School Students.Robert Colter & Joseph Ulatowski - 2013 - Teaching Philosophy 36 (3):253-270.
    We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of (...)
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  35. added 2018-03-22
    From philosophical to mathematical inquiry in the classroom.Nadia Kennedy - 2007 - Childhood and Philosophy 3 (6):289-311.
    This paper discusses some major similarities and differences between community of philosophical inquiry and community of mathematical inquiry , and offers a few examples of the implementation of CMI in the context of a school mathematics classroom. Three modes of CMI are suggested. The first mode facilitates inquiry into mathematical problems - that is, it provides a medium for “doing and talking mathematics.” In this case, CMI is primarily an avenue for problem solving—defining problems, interpreting them, working with different methods (...)
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  36. added 2018-03-05
    Philosophy for A2: Ethics and Philosophy of Mind.Michael Lacewing - 2015 - Routledge.
    Philosophy for A2 is an engaging textbook for the new AQA A2 Philosophy syllabus. Structured closely around the AQA specification this textbook covers the two units, Ethics and Philosophy of Mind, in a comprehensive and student-friendly way. All of the anthology texts are explained and commented on and woven into the discussion of the syllabus. With chapters on ‘How to Do Philosophy’ and exam preparation this textbook provides students with the philosophical skills they need to succeed. Each chapter includes: explanation (...)
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  37. added 2018-03-05
    Philosophy for A2: Unit 4: Philosophical Problems.Michael Lacewing - 2009 - Routledge.
    Philosophy for A2: Unit 4 is the definitive textbook for students of the current AQA Advanced Level syllabus for philosophy. Structured very closely around the AQA specifications for Unit 4: Philosophical Problems, Michael Lacewing helps students to engage with and understand the arguments of the five key texts: Hume's An Enquiry Concerning Human Understanding Plato's The Republic Mill's On Liberty Descartes' Meditations Nietzsche's Beyond Good and Evil . All chapters are helpfully subdivided into short digestible passages, and include: quiz questions (...)
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  38. added 2018-03-05
    Philosophy for A2: Unit 3: Key Themes in Philosophy.Michael Lacewing - 2009 - Routledge.
    Philosophy for A2: Unit 3 is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' sections for (...)
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  39. added 2018-02-27
    Philosophy in Schools.Michael Hand & Carrie Winstanley (eds.) - 2008 - London: Continuum.
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  40. added 2018-02-08
    Filosofia: Ensino Médio.Jairo Marçal - 2006 - Curitiba, Brazil: Secretaria da Educação do Estado do Paraná.
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  41. added 2018-01-17
    Living by Story.Don Michael Hudson - unknown - Foundations A New Series:36-37.
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  42. added 2018-01-17
    Afterword to Relational Odyssey.Don Michael Hudson - unknown - Afterword to Relational Odyssey:171.
    "Everything is a pretext for a good dinner.".
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  43. added 2018-01-17
    "And What of Beauty?" Compassionate Lifestyle.Don Michael Hudson - unknown - Sojourners (NA):42-46.
    We lose something central to our humanity when we divide our world into neat little packages of sacred and secular.
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  44. added 2018-01-17
    Reading the Word(L)D. Art, Beauty, and the Voice of God.Don Michael Hudson - 2003 - Sojourners Press:42-47.
    Art, beauty, and the voice of God. And what of beauty?
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  45. added 2018-01-17
    Love Language Lost: Martin Heidegger and the Fall of Language.Don Michael Hudson - 1999 - Mars Hill Review 15:47-55.
    It is quite fair to say that to the degree language works is also to the degree language does not work.
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  46. added 2018-01-17
    Living by Story--A Counselor's Creed.Don Michael Hudson - 1997 - Inklings Magazine:8.
    We live in a world of many odd-shaped pieces, a cosmic jigsaw puzzle that often seems to have been further complicated by cruel fate.
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  47. added 2018-01-17
    To FInd a Place: Sacred Living in a Secular World.Don Michael Hudson - 1997 - Mars Hill, USA: Mars Hill Review Fall.
    Compassion is called out of us when we see situations where there is an obvious absence of something or someone life-giving.
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  48. added 2018-01-17
    Forgetting to Remember: How We Run From Our Stories.Don Michael Hudson - 1997 - Mars Hill Review (8):41-65.
    Aimee did not want to survive; she neither wanted to live nor to die.
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  49. added 2018-01-17
    The Glory of His Discontent: The Inconsolable Suffering of God.Don Michael Hudson - 1996 - Mars Hill, USA: Mars Hill Review Fall.
    "He who is satisfied has never truly craved. And he who craves for the light of God neglects his ease for ardor." -Rabbi Abraham J. Heschel.
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  50. added 2018-01-17
    The Three Languages of Mentoring: Saul, Jonathan, and David--Which Will I Be?Don Michael Hudson - 1996 - Mars Hill Review:23-31.
    Our generation is turning to mentoring as an instrument of God to repair the ruin of our personal losses.
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