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Abstract
The development of compassion for others through awareness and service is a basic ingredient in most recipes for spiritual growth. In many religious traditions, this is measured by the movement from solipsistic individuality to a shared concern for and participation in the larger community. Increasingly, educators believe that the public schools can also function as communities in support of the development of understanding and compassion. To do so requires the provision of a context that is incontrovertibly shared, such as the framework of democracy, in which individual and community are both highly valued. A most effective pedagogy is the structuring ...