Quote:
Originally Posted by hoyacoug
In fact, in some ways that was annoying because it led to a high degree of moral equivalence, but it led to much better debate and dialogue than I ever saw at BYU (which led to far more learning than I ever saw at BYU).
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But if the learning is in an environment saturated with an attitude of moral equivalence to what purpose is the learning? (btw, this is not a rhetiorical question, although it could be.) Within my experience better debate and dialogue and even learning (if by learning you mean acquisition of knowledge about positions revealed through more debate and dialogue) does not necesarily lead to a more significant achivement for the individuals involved. DO you think this is sometimes true?