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Moore, Mary Elizabeth Mullino – Religious Education, 2012
True freedom and true peace are cousins, but they can only work together if the freedom of one people is seen in relation to the freedom of another. Struggles for freedom and peace can only enhance each other if the peace people seek is a robust harmony in which conflict is embraced and people are encouraged to imagine a far stronger freedom and…
Descriptors: Civil Rights, Freedom, Altruism, Peace
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Moore, Mary Elizabeth Mullino – Religious Education, 2008
Women's stories often have unplanned vocational twists. In oral histories with thirty-four women from diverse contexts, Moore discovers the power of narration to reveal and shape women's vocational journeys. Analysis uncovers qualities of the women's journeys: facing unexpected turns; trusting spiritual-intuitive knowing; analyzing and responding…
Descriptors: Oral History, Females, Educational Practices, Career Development
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Bischoff, Claire; Moore, Mary Elizabeth Mullino – Religious Education, 2007
The thesis of this article is that teaching through oral history cultivates a spirit for justice and peace, as well as knowledge and skills that contribute to that spirit. The authors examine periodical literature focused on justice and peace education and analyze a course taught through oral history. Both the literature and case study yield…
Descriptors: Social Systems, Educational Practices, Peace, Empathy
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Moore, Mary Elizabeth Mullino – Religious Education, 1997
Argues that the quest to know God evokes fear. Explores the fear of knowing God (which includes the fear of questioning dominant metaphors of God) and the fear of knowing ourselves. Proposes an approach to education that inspires and encourages people to seek to know and respond to God. (MJP)
Descriptors: Beliefs, Cultural Influences, Educational Change, Epistemology
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Moore, Mary Elizabeth Mullino – Religious Education, 1995
Criticizes the concept that secular, rationalist thought is more objective than religious thought. Maintains that all human inquiry and interaction is rife with subjective bias and assumptions. Defends the teaching of religious subjects in public schools on this basis and calls for an "intersubjective" approach (acknowledging rationalist…
Descriptors: Beliefs, Controversial Issues (Course Content), Curriculum Development, Educational Objectives