Sentences with phrase «classical teachings of»

Ananda Yoga is focused is on â $ raising awarenessâ $ or â $ preparing for meditationâ $ through asana (physical poses), pranayama (energy control), meditation and the classical teachings of yoga philosophy.

Not exact matches

While Father Brown nowhere challenges classical Christian teaching regarding the suffering and death of Christ, he is theologically abstemious to a fault.

Religious folk often act as if the world would be filled with depravity if religion didn't exist, but the most important moral truths are universal — that's why they are found in the teachings of classical antiquity, Confucianism, Buddhism, etc..

University of Notre Dame Press, 248 pages, $ 34.95 This is a splendid example of the close reading of classical texts taught» or formerly taught» in the theological graduate schools of Yale.

The more important question is how magisterial Lutheranism could stumble into such a repudiation of classical Christian teaching on sex and marriage.

This traditional Western conception of deity — this classical theism — also teaches that God exists from the divine and of the divine; aseity is taken to be the root attribute of the divine.

Such a model of teaching is patently not perfect, but it does a better job than did the classical paradigm of bridging the gap between the discipline of New Testament studies as it actually exists and the students we actually face.

I mean, yeah, it's been classical judeo - Christian teaching for millennia that God is the giver and taker of life, he «kills» everyone!

And not only when we compare it with the setting of the life of Stone Age men, but also when we measure it by the framework within which the Church itself lived in those earlier times which constituted the classical periods of the Church's life and teaching.

Synan goes so far as to suggest occasionally that the primary purpose of classical Pentecostal churches in the providence of God was to preserve and mediate the Pentecostal teachings to the rest of Christendom.

Ultimately, classical Pentecostals will have to follow the charismatics in discarding some of these claims, but the process will be slow because these teachings have been so central to identity that most classical Pentecostals are unable to see what might lie beyond them.

Closely following the teachings of B.R. Ambedkar, the 20th Century symbol of Dalit power and protest, the Dalit asserted their separateness from other Hindus and demonstrated vehement opposition to classical Brahmanic Hinduism.12 However, it may be stated that Dalit movement in India is not yet homogenous and does represent diverse policies and means of liberation.

We have now in the United States... one hundred and twenty colleges... All of them teach Greek and Latin, but where are our classical students?

Small groups teach classical forms of prayer and even chant («Chant, It's Not Just for Monks Anymore»).

For several centuries the church fought classical drama because it was seen as a vehicle for the propagation of pagan philosophy, and it naturally resisted the use of drama to teach the faith.

Philosophy, history, poetry, and drama were also taught not as specialized departments of knowledge, but as components of the classical literary tradition.

On the one hand, there are those who emphasize the importance of «objective» education to be obtained through the teaching of Great Books, classical tradition, or technical knowledge.

The aim is, for the teacher, «covering the material»; for the student, speed and accuracy in «information retrieval,» The rigid application of this paradigm is well illustrated by the teaching of classical languages in the nineteenth century.

This act allowed each state to establish colleges «where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts.»

Furthermore, if we consider the teachings of «original» Buddhism to be identical with the nucleus of the older sources of the Himayana scriptures, then we must immediately admit that these teachings, as well as the whole «religion of Buddha,» underwent a marked change in their later development; and we can readily understand how, from the standpoint of the «classical ideal» this development might be viewed as nothing but deprivation and decline.

The classical Christian teaching about the universality and persistence of sin has not been the main cause of the rejection of this sober belief in progress though it is a ground for doing so.

I have learned that many of the classical sources I was taught to rely on so heavily, from Augustine to Tillich, sound very different when they are read with women's questions in mind.

What survives of the classical form of Christianity appears thin when compared with the substantial body of teaching in its heyday.

So Lambda and its allies are quite right to believe that, in getting the government to declare that millennia of classical, Jewish, and Christian teaching on homosexuality is nothing more than prejudice, «gay people have found far more success in the courts than in Congress» — or in any other institution with a measure of accountability to the American people.

«The effective program,» the report argues, «not only teaches in the classical sense of transmitting insight and knowledge, but also allows insight to emerge from the crucible of experience.»

Today the traditional and classical marks of the church — kerygma (worship and proclamation), didache (teaching), koinonia (community and fellowship) and diakonia (service)-- must take precedence.

I want to end with a citation from the 1985 statement of the Inter-Orthodox Symposium on the Lima documents; it takes its direction from the classical concept of reception: «Reception at this stage is a step forward «in the «process of our growing together in mutual trust...» towards doctrinal convergence and ultimately towards «communion with one another in continuity with the apostles and the teachings of the universal Church».

From «Legends of the Jews», which is a compilation of a vast amount of aggadah, i.e., exegetical texts in the classical rabbinic literature of Judaism, from the Mishnah, the two Talmuds and Midrash compiled by Rabbi Louis Ginzberg (1873 — 1953), who was a Talmudist and leading figure in the Conservative Movement of Judaism of the twentieth century who taught at the Jewish Theological Seminary of America (JTS) in New York City for half a century until his death in 1953:

The ecumenical conversations between the World Alliance of Reformed Churches and the Pontifical Council for Promoting Christian Unity distinguished three contemporary Reformed attitudes toward the Roman Catholic Church: of those who remain unconvinced that the Catholic Church has actually dealt with the fundamental issues that divided Rome and the Reformation, those who «have not been challenged or encouraged to reconsider their traditional stance» and remain «largely untouched by the ecumenical exchanges of recent times,» and those who have engaged «in a fresh constructive and critical evaluation both of the contemporary teaching and practice of the Roman Catholic Church and of the classical controverted issues.»

The same God is the author of our natural intellect as well as revelation, as classical Catholic theology so often reminds us, so we should not be surprised if what the Church teaches makes wonderful sense also just from a purely natural point of view and people end up doing what the Church recommends, not because she recommends it, but just because it is the most sensible thing to do.

The image of the «crucified God» is central to Christian teaching, though perhaps it has not often been taken seriously.2 Instead «God» has been ensconced, in classical theologies, as omnipotently immune to suffering and tragedy.

It will be difficult, but it is even more central to the goals of classical Christian teaching than the Trivium or the Great Books.

In place of the classical teaching that emphasized the disciplined flourishing of our natural potential, the Lockean approach attempts to contravene nature, to overcome our natural infirmity through natural aversion.

[4] Furnish showed that Paul was a critical and selective user of contemporary material, that his exhortations are significantly different from classical paraenesis, and that his specific ethical teaching is inseparably linked to his theological teaching.

According to classical Jewish teaching, the whole world was created for the sake of the Torah; the Torah can not simply be a subordinate part of a larger whole.

In honor of World Yoga Day, Father's day and the summer solstice, Kripalu Center for Yoga & Health's Larissa Hall Carlson will be teaching a free yoga class at Tanglewood, complete with live classical music.

Mises» personal and intellectual experience taught him vividly why the nationalism at the heart of Trumpism is the worst enemy of classical liberalism, the humane and liberating and wealth - generating tradition Mises sustained and furthered.

Now a faculty member in the Department of Physics at the University Namibia, he spends most of his time teaching courses such as classical mechanics, plasma physics, and astrophysics.

As a graduate student, she developed and presented a range of educational outreach and development programs, including a two - day discipline - specific pedagogical training for incoming teaching assistants, as well as four animated videos of classical ecology papers.

With degrees in philosophy and comparative religion, Beryl has traveled extensively in India, has been teaching the classical system of ashtanga yoga for 33 years, and training yoga teachers as «spiritual revolutionaries» since l980.

Getting our attention in present time is the fundamental teaching of classical yoga.

Jung Tao is the first and one of only three schools in the US teaching classical Chinese medicine which is grounded primarily in the ancient Taoist tradition and philosophy.

In addition with the teaching of 200 Hour YTTC, you shall be taken through advanced series of these two classical styles for complete evolution as a practitioner and teacher.

10 weeks program which includes 200 Hrs of Teaching skills, Self - development + 300 Hrs Classical Yoga Therapist Training

Rooted in classical Aṣhtāṅga (eight - limbed) Yoga and steeped in a community of practice, our 200 and 300 - hour and Prenatal Yoga Teacher Trainings offer a comprehensive program to deepen personal practice and develop a strong foundation for teaching.

Our Classical hatha Yoga training programs are taught with the Intelligence of Iyengar, passion of Ashtanga and mindfulness of Vipassana.

As part of the program, we studied classical teachings from Patanjali's Yoga Sutras, the Bhagavad Gita, the Hatha Yoga Pradipika, as well commentaries and ideas from other sources.

It is from this classical grounding that Babaji taught ancient scriptures of Yoga Sutras of Patanjali, Bhagavadgītā, and Samkhya Karika as well as the philosophy and practices of Ashtānga Yoga, Karma Yoga, Bhakti Yoga, Gyan Yoga, and Tantra Yoga.

Based on Joseph Pilates» original sequence of reformer exercises, this manual provides the most authentic interpretation of the classical Reformer Series, certain to provide an unparalleled visual and verbal backbone to support your teaching of both private clients and small group reformer classes.

Are you ready to take your yoga practice to a deeper, more meaningful level or teach others about the wonderful benefits of classical yoga?