Sentences with phrase «by teaching problem»

Teachers support the informal - to - formal transition by teaching problem solving strategies and showing pupils how maths can be used to model problems in familiar contexts.

Not exact matches

As if it wasn't bad enough for man to try to run his affairs independently of God and His standards, it has been made even worse by religion teaching us that all our problems are actually blessings from God.

I have some serious problems with some fundamental theological beliefs taught by Martin Luther, but I also appreciate his many brilliant spiritual insights, not the least of which is «Where God builds a church the devil builds a chapel.»

The occasion for the teaching is a problem for Jesus by the Pharisees, who ask him if it is lawful under any circumstances for a man to divorce wife.

Or am I contributing to the problem by helping support this institution - one that has some amazing people but are dedicated to teaching students more about how evolution is wrong than in following the call of Jesus to love your enemies.

Chief among these problems were certain teachers who had risen up within the church and were leading people astray by what they taught.

With proper teaching by actual Catholic teachers, or teachers instructed on Catholic doctrine, none of this presents a problem.

I figured the mention of Socrates might have had the implication... One can teach someone by using logic, to understand what the tool is, and where the problems lie, if one chooses.

The problem under consideration has been clarified considerably by Hendrikus Boers, who identifies several points in the New Testament at which christological exclusivism is clearly transcended: (1) the authentic teachings of Jesus, which «did not bring the love and forgiveness of God, but affirmed its presence... by articulating it» (6:23); (2) Paul's treatment of the «faith of Abraham» in Rom.

Throughout the process of teaching and learning, we should acknowledge completed steps by our students, give them a feeling of accomplishment for having grasped the point, solved the problem, parsed the sentence correctly, rendered the accents properly, and so on.

is answered by saying, «Teach them to meet the challenge of these problems.»

Recognizing the inadequacy of an education that teaches facts and figures but ignores questions of morality and meaning, Harvard attempted to address the problem in the early 1980s by adding a «moral reasoning» course requirement to its core curriculum.

Church authority has added to its problems by failing to recognize explicitly the somewhat provisional nature of its teaching in these areas.

Gothard's teachings involve rules upon rules all dealing with the outward, dress, hair, smiling, bright eyes, no birth control or dating, no higher education for girls who must stay in the home until the father decides what they should do, how God blesses and is happy with you if you do such and such, so many rules, those who really wanted to please God were under the weight of things they could never accomplish... plus the male regime and women having to be careful not to defraud men by their dress or looks made it so easy for sexual predatory behaviors to take hold and the woman at fault for the man's problems and such... ARGH!!!!!!!!!!!! No wonder some of the children of this regime became athiests.

The social doctrine teaches that the problem of poverty is best addressed by empowerment: enabling poor people to enter the circle of productivity and exchange in society.

Failure in love and life is a requisite for success in teaching, and the problems of TV teachers are solved by leaving their profession — not by towns raising taxes, building schools, or giving higher salaries.

We can not solve the many problems we confront today by direct appeal to Paul's teaching.

The CENTURY addressed other personal sins and moral failings, regularly speaking to the problems caused by lax divorce laws, and occasionally writing about the evils of gambling, tobacco, and the «sex consciousness» that would accompany the «vociferous demand for the teaching of sex hygiene» in public schools.

The historical problem presented by the Gospels is, then, not the problem of determining whether the character of the early Christians, their faith, and the exigencies of their life and work have colored and overlaid the facts of Jesus» teaching and life, but is, rather, the problem of determining just how we should use our knowledge of this fact in our efforts to get back to the so - called historical Jesus» own words and life.

If the Easter faith is understood primarily as the conviction of the exaltation of the crucified Jesus to be Lord and Savior, it is possible to understand how it could have arisen among the dispirited disciples as their response to the «offence» of the crucifixion of their Master, while they wrestled with that problem in the light of the impact made on them by the life and teaching of Jesus, and in the light of their study of the scriptures, of their current convictions about similar figures and of their belief about God.

Recognize the effectiveness of teaching about alcoholism and its solution by having drunks tell other drunks about their former problem, their victory, and the way out.

Original Sin then - that overlooked but vital doctrine of the reality of our state, and the introduction into the material universe for the first time of «the problem of evil» - teaches the rupturing of that living, holy communion of good by which, from the first pair, men were to minister life and fulfilment to one another through Christ.

One has heard of a certain seminary professor who teaches his students that «God can not be called almighty because of the problem posed by evil, but unsurpassable, yes, certainly».

Luther and the reformers solved the problem by their teaching concerning the church.

The majority of religions today teach that for one, God is the ruler of this world and that he «works in mysterious ways» and therefore the problems we see today are simply by - product.

The problem is that what you say, people who think they have the knowledge don't do what is taught by Jesus, go out and love thy neighbor.

... I had been taught to preserve my orthodoxy by closing my mind to other options... I began to realize that, if I were to face the problems of the Nigerian situation squarely, I would have to become more open than I had been.

Although Pius XII was influenced by the fundamental changes in economic theory initiated by Keynes, it was not until Pope John XXIII in 1961 published Mater et Magistra (Mother and Teacher) that a new methodology and the identification of the problem of «development» emerged, requiring substantial changes in the social teaching of the Church which were expressed in Pacem in Terris (Peace throughout the World) in 1963.

One of the chief problems with Childs's approach — not usually discussed by scholars — is pedagogical and has to do with the present climate of Old Testament teaching.

The term «Christ,» on the other hand, makes it clear that the problem that he is dealing with is the teachings of Christianity, especially with respect to what various groups have meant by «following Christ,» For the same reason, I think, he deals primarily with leading Christian theologians, rather than with denominations or historical movements.

And it, by «hear the Word of God» you literally mean hearing scripture quoted and / or taught, my first thought is that an iPod can fix that problem — but my feeling is that you sell both God and yourself short.

The problem is that Jesus did not teach his followers to conform to the image of masculinity and power presented by the world, but instead explicitly taught the opposite — «Blessed are the meek,» «Blessed are the merciful,» «Blessed are the peacemakers,» «Blessed are those who are persecuted.»

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

This problem will become worse: an earlier Auburn study indicated that nearly 60 percent of the faculty now teaching in the practical fields will be eligible to retire by 2008.

I have discovered, after years of teaching others how to make pastry, that the most common problem, by a mile, is making small pieces out of your butter and / or not keeping ingredients cold.

Companies in the food processing and production industry thatstruggle with tough and re-occurring problems can increase productivity, and save time and money, by utilising root cause analysis (RCA) techniques taught by training company Sologic in collaboration with The Red Cat Partnership.

We will give her tools as she grows older to deal with problems on her own, but I will not teach her the lesson that we won't always be there by letting her CIO.

And the problem can get particularly acute when it comes to a teacher's criticism of a student's work — an indispensable part of good teaching, but an experience that for many disadvantaged students is weighed down by questions of trust: Is my teacher criticizing my work because he's trying to help me improve or because he doesn't respect me?

So we're telling them what to do instead of teaching them how to problem - solve by collaborating with them,» she says.

In any case, just see # 3, below, to learn how to modify it with an older baby so you donʼt teach her to pee on the floor (again, a common problem faced by some ECers).

By anticipating problems and offering choices, parents teach kids which behaviors will yield positive results and which ones won't.

By learning the tools that I teach, you'll start to learn how to solve these types of parenting problems easily, without thinking about it.

The recently revised and updated guide for kids uses illustrations and everyday examples to show how to stand up to bullies, siblings, and even parents by teaching them to identify their feelings, build relationships, handle anger constructively, make choices based on personal values, resolve problems, and deal with sticky situations.

Scharringhausen and Polonczyk, who are certified by the International Infant Massage Association and have been teaching massage classes for about a year, not only teach massage techniques but some child care, enabling parents to talk about child - related problems with other parents.

Teach problem - solving skills by brainstorming solutions together.

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A fascinating chapter considers the work of a young chess instructor in Brooklyn who turns unmotivated low - income students into chess champions by teaching them new ways to solve problems and recover from failures.

Even parents who lead a very active lifestyle will experience the «go juice» in their child, as they have been taught by us to keep on the move, but when its time to relax a little and our child remains «on the go» we then see this as a problem in them.

Teach your child step - by - step instructions for tackling problems and she'll gain confidence in her ability to handle uncomfortable situations.

If you believe that the reason your child is not doing school work is caused by some sort of behavior problem, then you need to find a discipline answer that will teach them to do their work.