Sentences with phrase «paideia school»

Member, Securities Litigation and Business Law White Collar Subcommittees, American Bar Association Founder, Former Treasurer and Member, Board of Directors, ServeHAITI President and past Chairman, The Childhood Autism Foundation in Georgia (CADEF) Member, Advisory Board, Autism Resource Center at Emory University Member, Board of Directors, Midtown Assistance Center, Atlanta GA Former Chairman of the Board, Paideia School, Atlanta Member, Board of Trustees, Dickinson College, Carlisle PA

She has taught art at Agnes Scott College, Georgia State University, The Atlanta College of Art and The Paideia School.

She has taught art as an adjunct professor at Georgia State University, Atlanta College of Art and Agnes Scott College; and from 2004 to 2014 at The Paideia School.

He began his career at the Paideia School in Atlanta teaching K - 12 and earning his doctorate in human studies at Emory University.

In 2009 Richard co-founded the Queens Paideia School, a private alternative school in western Queens.

(Walter Enloe, coauthor of Project Circles and Learning Circles and former lead teacher and principal of the Paideia School and Hiroshima International School) This book offers a rare combination?a fresh perspective on student learning, a serious effort to measure success, and a practical way to inform discussions about schools as a learning environments.

Not exact matches

Adopt - A-School Since 1999, John Wheeler, CEO of Rockford Construction, has ensured the kids at Henry Paideia Academy, a school in a tough part of Grand Rapids, Michigan, want for nothing.

It follows, third, that theological schooling as paideia focuses on the student because it supposes that for the student to understand God some kind of shaping or forming of the student is required.

As paideia, the Christian thing is inherently a school.

In current discussions of the nature and purpose of theological education Edward Farley has invoked the older of these two models of excellence in schooling when he describes his book Theologia as an essay «which purports to promote a Christian paideia.»

Furthermore, as paideia, theological schooling generates its own writings that are intended not only for use within Christian communities but also as contributions to the cultural life of the communities» host societies.

Furthermore, it is compatible with the various construals of the subject matter of theological schooling (Word of God, Christian experience, Christian tradition — paideia as «Christian culture» - or various combinations of these).

The Greek word paideia meant at once «schooling,» «culturing,» and «character formation.»

But Plato's was the way of understanding paideia that historically most deeply influenced Christian theological schooling.

Even when, as with the Protestant Reformers, knowledge of God is reserved for the eschaton and theological schooling focuses on faith, schooling remains a practice of paideia — notably, in Calvin's academy in Geneva.

Second, theological schooling on the model of paideia requires divinely assisted conversion of the one who learns.

Rather, as claimed by Clement of Alexandria and, with much greater intellectual power, Origen, his pupil and successor as head of the Alexandrian Catechetical school, Christianity is paideia, divinely given in Jesus Christ and inspired Christian scriptures, focused in a profound conversion of soul, and divinely assisted by the Holy Spirit.

As we saw in chapter 2, North American theological schools are located on various «Roads» and «Streets,» all of which in one way or another have historically taken paideia as the model of excellent schooling.

It can not be stressed too much that paideia as a model of excellence in theological schooling continues to be very powerfully influential in theological schooling today.

If the latter is stressed, technique becomes dominant, the substance by which the student is to be «molded» is lost, and again schooling ceases truly to be paideia.

That paideia became the model for excellence in theological schooling was simply inherent in the way the Christian thing was construed by Christians and pagans alike in a Hellenistic culture that understood itself to be paideia

As a schooling, Christian paideia must be seen as a process of slow («vegetable») growth requiring a climate and nutrients.

But because its governing interest is «religious,» theological schooling on the model of paideia has characteristically been disengaged from the public realm in the sense of the realm of political, social, and economic power, its arrangement and its management.

In accord with the «Athens» type, Wood insists that what makes theological schooling excellent schooling is that it shapes sound theological judgment; through this paideia we acquire a habitus, albeit a habitus for action that is self - critical in the modern sense of «critique» — a sense that ancient Athens knew nothing of.

Because it was the picture of schooling celebrated in the culture of ancient Greece, we will let «Athens» stand for a type of schooling for which paideia is the heart of education.

Almost a century and a half after Clement of Rome, Clement of Alexandria and his brilliant student Origen were self - consciously affirming, not that Christianity was like paideia, not that it could simply make use of received paideia, but that Christianity is paideia, given by God in Jesus Christ, turning on a radical conversion possible only by the Holy Spirit's help, and taught only indirectly by study of divinely inspired Scriptures in the social context of the church understood to be in some ways a school.

This model does not cohere easily with the paideia model of excellent theological schooling.

Thus there are schools in which paideia's focus on students» understanding of God plays almost no role whatever, neither in shaping what is taught and how, nor in the conventions governing how faculty and students interrelate, how faculty are selected, and how the school manages its common life.

And yet theological schools in North America are inescapably driven to try to meet standards set both by paideia and by the research university as models of excellence in schooling.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Accordingly, what will make schooling «theological» is that it shapes human persons so that they are formed by the habitus of theology (paideia) and capacitated to engage in truly critical reflection.

Although both proposals adopt paideia as the type of education appropriate to theological study and explicitly or implicitly urge its modification to embrace certain types of Wissenschaft, they disagree strongly about whether there is some transcendental structure that is self - identically, universally in all types of theological schooling, no matter where it is located.

Our proposal suggests that theological schooling, paideia - like, helps capacitate persons with habitus.

Is what it does more in accord with paideia than with wissenschaftlich «professional» schooling, more modeled on «Athens» or on «Berlin»?

That is quite clearly in accord with schooling on the model of paideia.

Does the fact that this proposal pictures theological schooling as a kind of «formation» of people mean that it implicitly adopts the model of theological schooling as paideia?

Voice of Experience: High Standards and Achievement Hallmark of Paideia Approach Principal Les Potter looks back on his years at an inner - city school that adopted the Paideia approach to teaching and learning.

Second, we were somewhat surprised to see that an applicant's intention to use a child - centered, inquiry - based instructional model (such as Montessori, Waldorf, or Paideia) made it less likely that the school would succeed academically in its first years.

We're starting to see examples, including efforts by a partnership between the National Paideia Center at the University of North Carolina and New Visions for Public Schools in New York City, of how these modules can serve as building blocks to create new courses.

With this in mind, the National Paideia Center and New Visions for Public Schools in New York City have partnered to design a Common Core literacy - saturated experience for middle and high school social studies and language arts classes.

Such programs as Paideia, Microsociety, and the Coalition of Essential Schools already use project - based and hands - on learning, embrace alternative assessments, and encourage students to apply their knowledge to real - life problems.

Staff at Bunte's Cincinnati school, Silverton Paideia Academy, saw the impact the arts had on students» success and went on to «deeply embrace» arts integration.

Thomas MacLaren High School (Colorado Springs)- is the only public «classical «high school in Colorado with strict attention to the Paideia education philosophy which comes from the Greeks and the University of ChSchool (Colorado Springs)- is the only public «classical «high school in Colorado with strict attention to the Paideia education philosophy which comes from the Greeks and the University of Chschool in Colorado with strict attention to the Paideia education philosophy which comes from the Greeks and the University of Chicago.