Sentences with phrase «called false teachers»

Several people have disagreed with me here and I haven't called them false teachers.

They're called false teachers and prophets.

The author of one recent article called me a false teacher, a heretic, an unbeliever, an apostate, and even a crank!

Is Paul judging them by calling them false teachers?

Not exact matches

We weren't called to a ministry of exposing false teachers.

I will say, however, that calling someone a false teacher and condemning them to hell is not going topersuade me to change my position.

False teachers are called wells without water.

It is possible the Judaizers were teaching something similar, and it may be that this is another example of where Paul is using a literary technique called epistolary diatribe to quote and refute the false teachers, but either way, Paul's point is clear.

I am certainly not saying that we always have to agree with one another; Jesus called out false teachers with great passion.

I guarantee all of you that the majority of those who call themselves Christians (sincere or not) are under the tutelage of false teachers and profiteers.

The book of Jude calls people who pervert the scriptures heretics and false teachers, Romans 6:1 - 2 calls people who turn from God's grace inmoral, and God constantly calls on to people to come to the light.

I have never called Jeremy a false teacher, what I have said is that he is in error on this particular doctrine.

Since you have the «one» correct interpretation of the Bible, you obviously need your own blog rather than trying to take over someone elses and in the process call the writer of that blog and many of the people who comment there false teachers and other demeaning terms.

Just last night my wife and I were discussing these comments and noted that name - calling (false teacher, carnal, or whatever) often elicits responses in kind (and so it did).

7) I am not set on calling those who disagree with me false teachers.

Never the less, there are millions of people following ignorant false teachers calling themselves Christians.

False teachers must be called out and condemned for the good of the church.

Jeff Peneston, a 9th grade earth science teacher in Liverpool and a 2011 New York state teacher of the year, says Cuomo's call for tougher teacher evaluations is based on a false premise and bad logic.

He has argued that the meeting was «co-opted by special interests» in a systematic effort to circumvent constructive dialogue, a claim that New York State United Teachers and parents» groups call false and insulting.

SYRACUSE, N.Y. — Jeff Peneston, a 9th grade earth science teacher in Liverpool and a New York state teacher of the year in 2011, says Gov. Andrew Cuomo's call for tougher teacher evaluations is based on a false premise and bad logic.

Science teachers take note: The site includes a feature called SciCheck, which focuses on false and misleading scientific claims used for political influence.

My high - school philosophy teacher would call it a «false duality», because it says that climate change is either a moral challenge or an economic one, when in fact, it's both, and meeting the challenge one way doesn't preclude meeting it the other.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).