Nor need ecumenical and interfaith partners refrain from
criticizing teachings of each other's faiths with which they strongly disagree.
Not exact matches
The document
criticizes «doctrinal or disciplinary security,» «an obsession with the law,» «punctilious concern for... doctrine,» «dogmatism,» «hiding behind rules and regulations,» and «a rigid resistance to change,» while reprimanding those who «give excessive importance to certain rules,» overemphasize «ecclesial rules,» believe that «doctrine... is a closed system,» «feel superior to
others because they observe certain rules,» have «an answer for every question,» wish to «exercise a strict supervision over
others» lives,» «long for a monolithic body
of doctrine guarded by all and leaving no room for nuance,» believe that «we give glory to God... simply by following certain ethical norms,» and «look down on
others like heartless judges, lording it over them and always trying to
teach them lessons.»
Wright
criticizes Reformers for failing to stress «the great narrative
of God, Israel, Jesus, and the world, coming forward into our own day and looking ahead to the eventual renewal
of all things» so that their readings
of the gospels «show little awareness
of them as anything
other than repositories
of dominical
teaching, concluding with the saving events
of Good Friday and Easter but without integrating those events into the Kingdom - proclamation that preceded them.»
States should seize the possibilities for more innovative approaches to school improvement posed by the Every Student Succeeds Act (ESSA), which replaces a law much
criticized for its heavy - handed federal role and for focusing schools heavily on
teaching for low - level multiple - choice tests in reading and math to the neglect
of other subject areas and higher - level skills.
While DeVos» lack
of teaching and school administrative experience was
criticized, it was her vocal support
of vouchers, charter schools, and
other mechanisms
of school choice that troubled some senators during her confirmation hearing.
While peer video sharing has generally been well received, two studies that implemented peer video sharing among student teachers noted some reluctance by the student teachers to share videos
of their own
teaching and to
criticize other student teachers» videos (Harford & MacRuairc, 2008; So, Pow, & Hung, 2009).