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Three spiritual development theories and theorists (i.e., Parks, Fowler, and Helminiak) were compared with traditional cognitive development theory and theorists. The analysis reveals both commonalities between the two sets of theories and unique contributions to an understanding of student development on the part of spiritual development theory. Practical and research implications are described.
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Stored only when both papers are in the corpus — 93 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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