Sentences with phrase «academic question of»

They engage in morning rituals such as motivational chants, the academic question of the day, and character education.

Some fascists are often conflated with conservatives; like Franco, and there is a legitimate academic question of whether Franco and the Falangists were quintessentially fascist, owing to their alliance with the aristocracy and church.

Not exact matches

That's the kind of question people ask before they even get to academic questions,» Patrick Sanchez, Superintendent of Newark, California Unified School District told CNBC.

The results of that research will no doubt interest Westland's fellow academics, but it seems the question is already settled among brands — blue is far and away the world's preferred color, and it also has a pleasant, relaxing effect on people.

That question is the topic of a big swath of academic literature, but the question itself is far from academic.

Over the last few days, leading CEOs, academics and designers spanning all industries engaged in an array of panels to grapple with hefty questions about business and design: What does it mean to be a designer in the 21st century?

To conduct this work, GAO analyzed household financial data, including retirement savings and income, from the Federal Reserve's 2013 Survey of Consumer Finances, reviewed academic studies of retirement savings adequacy, analyzed retirement - related questions from surveys, and interviewed retirement experts about retirement readiness.

In this configuration, class time is utilized for working through questions, collaboration, and problem - solving instead of lecture, ultimately resulting in greater student engagement and academic success.

Academics in economics that are not familiar with the finance literature, because this would give an outline of the questions involved.

While some academics have begun to question whether there needs to be new rules to limit the power of tech giants, almost no one in libertarian - leaning Silicon Valley thinks Facebook should be further regulated, with some saying it forces the best entrepreneurs to be more creative.

There is no question about Summer's academic qualifications and his wealth of policy making experience.

And these are questions I ask many of the academics I'm talking with, and I think we'll see universities, colleges and education very positively affected by these technologies, because I think we can educate students around the world.

Milosz was wary of the comfortable abstract formulas offered by the academic theologian; they seemed to have little to do with the horrible questions his life story had forced him to confront.

The liberation theologian does not first work out questions of the nature of God and Christ and the church in one context, such as that of the academic community, and then apply these answers to the social situation.

These are not questions of merely academic curiosity.

The academic success of faith schools is also often called into question.

But I would question whether fishermen are more given to flights of fancy than a doctor such as Luke or an educated academic such as Paul.

In general, academic theology spends too much time asking formal questions about the nature and method of theology and too little in actually doing the work of theology.

In order to mark the fortieth anniversary of the publication of Holloway's book, we invited some leading academics to write on this question of the primacy of Christ.

Although what he writes is open and unapologetic «heresy», at least Jack Mahoney has highlighted the fact that the question of science and religion is not some purely academic issue revolving around a few specialised philosophical and theological discussions.

And where custom dictates that for the sake of convenience we keep to the traditional academic structure, the philosophical question still remains as to whether biology (or psychology or any other human science) has a genuine right to autonomous existence.

Her answers to my series of questions were both astonishing and revealing: She confirmed for me that her academic team did not speak to a single patient, medical analyst, associate, or worker of Mother Teresa's before writing their paper against her; nor did they examine how all her finances were spent; nor did they speak with anyone at the Vatican involved with her sainthood cause, or consult the Vatican's medical board which certified the miracle attributed to Blessed Teresa.

Questions which the body politic or the academic world are unwilling to confront head - on are often dealt with through the medium of, say, science fiction: think of the Matrix films, or a novel such as Kazuo Ishiguro's Never Let Me Go.

The hotly debated question as to whether this implies that the Kingdom is to be regarded as present, inbreaking, dawning, casting its shadows before it, or whatever, becomes academic when we realize that the claim of the saying is that certain events in the ministry of Jesus are nothing less than an experience of the Kingdom of God.

The Ekklesia Project, begun in 1999, is something of an attempt to answer that question and close the gap between Hauerwas's academic project and the concrete life of churches.

Rather, the proposal is that study of every subject matter that is selected for study (using whatever academic disciplines are appropriate) be shaped and guided by an interest in the question: What is that subject matter's bearing on, or role in, the practices that constitute actual enactments, in specific concrete circumstances, of various construals of the Christian thing in and as Christian congregations?

Ironically, since the time Wiebe began his crusade the kind of intellectual agenda that worries him most — calling into question the very canons of objective science — has entered the academic scene not through theologians but through postmodern philosophy and radical forms of cultural criticism.

And that question is related to the question of academic freedom.

Academic theologies (with their focus on such questions as method, the disciplinary status of theology in the modern university, the relationships of theology and religious studies, and the development of public criteria for theological language) are obviously related principally to the public of the academy.

In the meantime, Wood appears to be sanguine that if the leading question of theological inquiry is kept explicitly in view, it is powerful enough not only to subsume the leading interest of each of the relevant academic disciplines but also to resist distortions that the institutionalization of the academic disciplines might tend to impose on theology.

Certainly a partial answer to this question comes from common sense: that the notion of «theology» has come to have academic and specialized meanings from which a general practitioner, with some justice, excludes himself.

The question was how much of that law we could know from natural reason (or academic philosophy), and how much we could know only from Scripture or the Church.

The modern university's emphasis on academic specialization and its skepticism about the possibility of discerning moral truth have deprived students of opportunities to pose and ponder life's biggest questions in the classroom.

In these circumstances, the first task of the university is «always to maintain the permanent questions front and center» (p. 252) The tiny band of academics who participate fully in the way of life «Plato saw in Parmenides, Aristotle in Plato, Bacon in Aristotle, Descartes in Bacon, Locke in Descartes and Newton,» are the soul of the university (p. 271) But that is the soul darkened by the eclipse at Cornell (and elsewhere) in 1969.

Whitehead states the wrong: «Mr. Russell, a scholar known in every major university of the world, impelled by motives which religion dare not disown, has been driven out of academic life and deprived of academic encouragement...» Whitehead «leave [s] the question here,» without drawing the conclusion explicitly: restore the lectureship to rectify the wrong.

In a variety of ways he has opposed the practice of «autonomous» interpretation outside the matrix of faith that is characteristic of the academic guild, which is preoccupied with historical questions, and which regards historical criticism as the goal and end of interpretation.

The question was taken up more seriously later when it lost its political significance and became a theological problem of academic interest.

It's a lively volume with contributions by Terry Teachout (drama critic for the Wall Street Journal), Carol Iannone (editor of Academic Questions), and Asia himself (a distinguished composer and professor of composition at U of A), among others, and they all get to the heart of the problem of high culture at the present time in America.

This raised questions about the Enlightenment idea that the sort of reason embodied in academic disciplines could liberate human beings from error and provide the basis of social life.

Former nagging questions of the meaning and verifiability of religious language a language thought to be totally inapplicable to ordinary experience — now seemed themselves to be anachronistic questions, reflective of ivory - tower intellectuals or academics quite out of touch with vast ranges of ordinary experience.

The question is not important, however, at this stage, and it would be both academic and pedantic to make a point of it.

As you have probably guessed, my questions about the book of Job are not purely academic.

And that is the greatest irony: for the spirit of criticism that among so many academics has fossilized into a pose has its origins nowhere but among the Greeks, who were the first to question critically everything from the gods to political power to their very selves, the first to live what Socrates called «the examined life.»

If this doctrine of the triunity of God were merely intellectual speculation or an intellectual answer to an intellectual problem, it might be interesting to academic minds; it might be a way of meeting a difficult question and providing a better or worse solution to that question.

While religious perspectives have nothing to do with the technical content of a lecture, they are relevant to a number of aspects of the academic situation.1 Where appropriate to the objectives of the course and closely connected with the subject matter, some of the questions which we have raised about the effects of an invention on society or the ethical dilemmas faced by the scientist can legitimately be mentioned in the classroom.

She doesn't read a lot of books or spend dozens of hours each week studying... but she always knows more theology than I do, and always asks penetrating questions which shoot holes through all my acadamagician ideas (Yes, I just coined that term... it's a cross between academic and magician... because that's what most theology is.

This is understandable since there is in the academic world an acceleration of questioning and pre-occupation with the problematic.

To an extent this apologetic tone still persists in many theologies of revelation, and even in this book we can not ignore those questions raised by the critical spirit of academic modernity.

What role should normative questions play in the academic study of religion, or any area of human endeavor?

Gathering under church auspices, and representing Christians from many parts of the world, leads to a kind of questioning rare among academics who assemble under academic auspices.