I believe knowledge leads to understanding and understanding to appreciation of a different point of view, and different way of expressing things.
Quran 49 13 says that God has created us into different tribes, communities and nations, and expects us to have conflicts, and then says, the best among you are the ones who know each other, indeed, knowledge leads to understanding and understanding to acceptance and appreciation of God given uniqueness of each one of us, and when that happens conflicts fade and solutions emerge.
Indeed, knowledge leads to understanding and understanding to acceptance and appreciation of the God given uniqueness of each one of us, and with that conflicts fade and solutions emerge.
So, he adds, the best ones among you are those who will take the time to know each other, he knows that knowledge leads to understanding and understanding to acceptance and appreciation of different points of view.
"His extensive knowledge of young players across the country, understanding of the Hyundai A-League and understanding of the Central Coast Mariners were crucial decision making factors".
Of this was an example she showed from Renee [INAUDIBLE] work on understanding of the intuitive physics and understanding of what factors determine physical support.
Indeed, it seems that understanding of NOS and understanding of evolution may support each other, which in turn may promote acceptance of evolution as pointed out by Lombrozo et al. (2008).
It required current and future leaders to develop self-reflection, self-understanding, and a recognition and understanding of others' differences and then apply those skills to their actions and communications.
Based on the literature, we find that instruction has a significant and positive effect on acceptance and understanding of ET; acceptance and understanding, however, are not directly related.
The first pair of canonical variates indicated that understanding of evolution (.70) and understanding of NOS (.79) were associated with acceptance of evolution (.90) and perceptions of the necessity of addressing evolution in the classrooms (.30).30
