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The intercultural dialogue: Preparing teachers for diversity

By Thor-André Skrefsrud. Waxmann, Münster, 2016, 152 pp. Religious Diversity and Education in Europe series, vol. 30. ISBN 978-3-8309-3413-4 (pbk), ISBN 978-3-8309-8413-9 (ePDF)

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Notes

  1. Wolfgang Welsch (born 1946) is a contemporary German philosopher, whose works are especially influential in the domain of (post)modern aesthetics.

  2. Socratic dialogue refers to a discussion format particularly suited to jointly finding an acceptable attitude to a particular moral or philosophical issue. It involves a small group of people, each of whom contributes an example relevant to the issue under discussion, and a moderator. Ideally, the end result is a consensus.

  3. Martin Buber (1878–1965) was a representative of a particular form of existentialism in 20th-century philosophy. His work encompassed many issues of Zionism; Buber proposed a stronger role of Jewish culture and religion within the Zionist vision of a Jewish state. What contributed to his distinctiveness among the existential philosophies was his thinking on the dialogue between “I-Thou” and “I-It”.

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Correspondence to Darko Štrajn.

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Štrajn, D. The intercultural dialogue: Preparing teachers for diversity. Int Rev Educ 64, 411–413 (2018). https://doi.org/10.1007/s11159-017-9700-z

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  • DOI: https://doi.org/10.1007/s11159-017-9700-z

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