Sentences with phrase «as teaching points»

An unbiased scientist would realize this oral tradition was put to writing 3,400 years ago as an teaching point to a chosen people not a lecture series at MIT.

Attached is a presentation with 2 sets of 5 questions and a third set with 7 questions that acts as a teaching point for solving equations, using the bar model to help picture equations and answers afterwards.

Not exact matches

Asked about the remarkable arrest, in which the suspect appeared to draw an object from his pocket and point it at the policeman, Chief Saunders answered: «The officers here are taught to use as little force as possible in any given situation.»

One team created a takeoff on Reader's Digest, teaching about customer service under such familiar headings as «Laughter, the Best Medicine» and «Points to Ponder.»

The art of integration kept it all working together, under one brand and one brand experience, with me as brand ambassador at each touch point, which is exactly what I teach today.

As Dan Lauer, founding executive director of UMSL Accelerate, points out, classes may even be taught by practicing entrepreneurs, as many in the UMSL Accelerate program arAs Dan Lauer, founding executive director of UMSL Accelerate, points out, classes may even be taught by practicing entrepreneurs, as many in the UMSL Accelerate program aras many in the UMSL Accelerate program are.

As someone who ran an international organization that has taught entrepreneurship to more than 600,000 young people, I see his point.

And in this episode of the podcast, you will hear from Tony and Ray as they discuss the evolution of Ray's career, the catastrophic mistakes he made that almost destroyed everything he built, and how the lowest points in his life taught him his biggest lessons.

Interviewer: Yeah, I think you brought up and interesting point about being vulnerable and companies need to do that, which is different from what we're taught as marketers.

What do you think Jesus meant when he said... as any TRUE prophet (one who speaks for G - d) would say... «Not one jot or one tittle (not the least point of the teachings) will pass away until heaven and earth pass away»???).

My point was that if you propose that, as a society, we teach children that there is no God, then you are doing what you claim to oppose: indoctrinating children with what is your personal belief.

In fact, Jesus» main two teaching points (which are in the Bible repeatedly) are to love God and to love your neighbor as yourself.

i beleive there is good out there, and as a Mom i want to make sure i live me life in a way that will make my daughter proud of me so i will introduce Church to her and i will teach her the commandments because whether or not Moses came down from the mountain with two tablets in his hands they are a good starting point to instill good morals.

The story is consistent with the Bible taken as a whole so there is no reason to doubt the teaching point for believers.

New resolutions can act as a rallying cry for further work on racial justice and racial unity, allowing SBC entities, churches and organizations to point to this resolution as a reason for continuing to preach, teach and speak out.

Gary: I think I agree with your point that «if 1 man and 1 woman was a normal teaching of Paul's» for all believers, then it follows that the text either means «this is only for the elders and higher positions» OR that the text was referring to some other situation, such as marrying a divorced woman.

I like your teaching very much and love it when you point out Christ and His love for me but will continue to ignore you as long as you point out the faults and errors of others.

In speaking of a sword, Jesus is using hyperbole and exaggeration to make the point that as a result of what He taught, there would be strife and division among people; yes, even among family members.

As long as we Christians keep arguing about words, we are missing the entire point of the teachings of Jesus... and we should go immerse ourselves in His teachings some morAs long as we Christians keep arguing about words, we are missing the entire point of the teachings of Jesus... and we should go immerse ourselves in His teachings some moras we Christians keep arguing about words, we are missing the entire point of the teachings of Jesus... and we should go immerse ourselves in His teachings some more.

At one point you define heresy as departure from the apostles» teaching and at another you define it as departure from historic church teaching.

I would lean against the side of the tub into Brian's arms for the contractions (he thanked his high school football coach often for teaching him a good three - point stance as he maintained it for almost 2 hours!).

In that book he made the point that the teaching of Jesus — his words as reported to us in the New Testament — has its peculiar importance for us in that it shows «who Jesus was» in terms of «what Jesus said.»

Well, I don't think the Apostles taught as roaming Rabbis because: a) they weren't rabbis (well, Paul was) b) I forget the other point

If I remember correctly the Lindsay Commission noted the teaching of history as the point at which rational and moral evaluations of traditional and modern cultures could be made most effectively.

When we apply this position to Diem's original criticism of Käsemann, that the latter presented Jesus as only teaching general truths rather than the kerygma, it becomes clear that Diem has overlooked the crucial point: Käsemann went beyond the view that Jesus taught God's fatherhood and man's freedom, to the assertion that «God has drawn near man in grace and requirement,» and Jesus «brought and lived the freedom of the children of God».

The other side of this is whether Milbank can do justice to the particularities of history, such as the practice and teaching of Jesus in its Jewish context, and the complexity of crises, conflicts and points of tension.

In fact, passages use for this purpose definitely and obviously do not teach a 7 year pretribulation rapture, as most good dispensationalist commentaries will point out.

Proponents of the movement to excommunicate Kerry point out that abortion differs from such issues as just war and capitol punishment in that Catholic teaching on the issue is unequivocal.

The whole point of Christianity is not to accept and affirm autonomous or self - created identities as ultimately determining of who someone is, but to define what it means to be a person in terms of Christian teaching.

There is, as the excellent Mrs Daphne McLeod has pointed out, a «total failure to teach the authentic Catholic Faith in Catholic schools, resulting in a staggering 90 \ % lapsation rate among school leavers».

All of them use the current values of secular society as the point of reference against which to present the moral teachings of the Catholic faith.

As this point it is apparent that the conservatives had Wesley's explicit teaching on their side.

As Pope Benedict has pointed out in his book on St Paul, Luther was right on Paul's teaching that we are justified by faith alone, provided this is a faith that works itself out in love (Gal 5:6).

Sending them out into the world with a covering of grace is what happens to us as His Royal Priesthood in His son, so this is consistent with NT teaching, as Peter points out in 1 Peter 2:9.

As Robert Chiles pointed out, during the nineteenth century, American Methodism as a whole shifted from Wesley's teaching of free grace to an emphasis on the freedom of the wilAs Robert Chiles pointed out, during the nineteenth century, American Methodism as a whole shifted from Wesley's teaching of free grace to an emphasis on the freedom of the wilas a whole shifted from Wesley's teaching of free grace to an emphasis on the freedom of the will.

As she continues to read, we hear about Paul's incarceration and persecution, about how Jesus is «the image of the invisible God, the firstborn over all creation,» about watching out for all those false teachings that circulated through the trade routes, about how we ought to stop judging each other over differences of opinion regarding religious festivals and food (I blush a little at this point and resolved to make peace with some rather opinionated friends before the next sacred meal), about how we should clothe ourselves with compassion, kindness, humility, gentleness, and patience, and love, about how we must forgive one another, about how the things that once separated Jew from Greek and slave from free are broken down at the foot of the cross, about how we should sing more hymns.

These youth share and engage in relationship with those present, not to necessarily teach, but to — as you so wisely pointed out — share what they feel and know in their hearts are ways in which God and Christ work through them and around them.

In particular, we may note that there are three points at which the Kingdom teaching of the synoptic tradition tends to differ both from Judaism and from the early Church as represented by the remainder of the New Testament: in the use of the expression Kingdom of God for (1) the final act of God in visiting and redeeming his people and (2) as a comprehensive term for the blessings of salvation, i.e. things secured by that act of God, and (3) in speaking of the Kingdom as «coming».

as T. W. Manson pointed out (T.W. Manson, Teaching of Jesus, pp. 82f.)

He recommends turning to pray even while during the sermon, «making many apostrophes to God, as Oh Lord, bless my people and teach them this point.»

This can be regarded as a form of liberal theology; so at this point I will simply argue that Wesley would support no holds barred biblical scholarship and rethink his teaching in its light.

Hittinger correctly points out that this new Thomism finds its point of reference in the human experience: «The Church has held Thomas as the master because humans themselves thirst for the kind of wisdom Thomas pursued and taught.

As we pointed out in chapter I, above, it is here that the modern attempt to reconstruct his teaching has been most successful and, today, the best - known feature of that teaching is its incomparable use of simile and analogy.

Jesus understood the Kingdom of God as being manifest in his ministry; all else in his teaching takes its point of departure from this central, awe - inspiring — or ridicule - inspiring, according to one's perspective — conviction.

I am intrigued that when Jesus stated ``... but not so among you, rather, you are to call no man your father... teacher... mentor... for you are all brothers», I think the model of «teaching» changed deeply into a model of equal disclosure and honesty, using perhaps the written Bible as a launching point for that disclosure and honesty.

This theme recurs in Maxine Greene's writing, as she points to the inherent link between the individual's consciousness and the social reality, a link that is fostered by narrative teaching.

My point is that it is better to be taught HOW to think (critical thinking skills) as opposed to being taught WHAT to think (dogma, woo, superstition, religion, bullshit indoctrination).

Our confusion then may be caused, as the good Bishop Berkeley put it regarding another matter, that we «raise a dust and then complain we can not see»; yet it is also due at points to a real lack of consistency in what the records tell us Jesus taught.

My point was that evolution should be taught as a theory and in relation to the theory of how we exist — other theories should be mentioned to open a dialogue amongst the students.

Any Catholic who rejects Catholic teaching, or who technically accepts it but minimizes it to the point of insignificance, is not a «moderate» Catholic but a dissenter, or one seeking approval from the world (a temptation Our Lord warns against)-- and should be identified as such.