Sentences with phrase «for teaching the case»

I'm reading NFIB v. Sebelius (the Obamacare decision) in preparation for teaching the case to my constitutional law students and came across the following most interesting passage in in Justice Ginsburg's opinion: «A mandate to purchase a particular product would be unconstitutional if, for example, the edict impermissibly abridged the freedom of speech, interfered with the free exercise of religion, or infringed on a liberty interest protected by the Due Process Clause.»

Not exact matches

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You've probably been taught that to - do lists are the key to smart time management, but a good motivational sales speaker knows that's just not the case for salespeople.

This case can be used to teach how branding can be used as a tool for spearheading culture change — not to exercise influence without authority — and how businesspeople can effectively work with a design firm.

The case method is the antithesis of how entrepreneurs build startups — it teaches pattern recognition tools for the wrong patterns — and therefore has limited value as an entrepreneurship teaching tool.

The National Center for Science Education, which supports the teaching of evolution in public education, is closely monitoring the case.

You can't teach understanding and compassion and love for thy neighbor and then not allow LGBT individuals into your fold, or in the case of the Catholic church, not allow divorcees (or those that marry a divorcee) to participate in all your sacraments.

When I teach Aristophanes THE CLOUDS, I of course dwell on the part when the poet shows us that a guy who loves his family not about to listen to «the case for incest.»

But they never offer guidance for a case in which the couple must do the hard work of obeying what the Church has taught for two thousand years.

I agree when you are show casing narrow minded traditions in church, and I am all for that, but now you are removing one of the most clearly attested teachings of the NT.

It seems to be in vogue today to find ways to attack the Church, to look for cases in history where it is claimed the Church may have been mistaken in its judgments and teachings.

This statement comes from one of my ninth graders in response to yet another lecture of mine on how important it is for students to bring their literature books to class — a particular hurdle in my case because I teach at a military school....

Nothing in that teaching precludes, and much in that teaching seems to invite, the hope that everyone» past, present, and future» will be saved, even as we are painfully aware that that may not be the case, and even as we guard against the sin of presumption, which is to take for granted that it will be the case with us.

It is difficult to find a clearly articulated case in Catholic social teaching for modern - style welfare states involving huge government intervention in the lives of families combined with enormous transfers totalling around a quarter of national income.

In such a case he must present his view in a way that does justice to the ecclesial importance of his opinion, to the continuation of his dialogue with the magisterium und also to his respect for the latter's teaching.

For that reason the Church teaches moral maxims with specific content to be observed by the faithful in every case where the inner structure of reality to which these principles apply is actually present and where this presence is recognized by the Christian.

In accord with the Church's teaching and appreciative of the scholarship of such as Cardinal Dulles and Christopher Molloy, I will also continue to make the case for the proposition that «the Catholic Church is the Church of Jesus Christ most fully and rightly ordered through time.»

A case in point is its GIST (Gerontology In Seminary Training) program, which provides teaching resources for seminarians who will one day be pastors to the elderly in their congregations, and who must understand their special needs and circumstances.

And in every case, we are taught that when it comes to having the penalty for sin removed from us, when it comes to having our sins cleansed, everything has already been done for us in the person and work of Jesus Christ.

Introduction Charles Hartshorne rests the case for his philosophy on its coherence and its adequacy to the facts of experience, including the well - established teachings of the physical sciences.

I found it telling that in making his case for the Christian view on capital punishment, Mohler does not once consider the teachings of Jesus Christ.

The case for Paul's teaching the doctrine of the atonement actually rests, not on this whole passage, but on one part of one verse, Romans 3:25.

The author is Archbishop Charles Chaput of Denver, the publisher is Doubleday, and the price should be no obstacle to a book that offers a fresh analysis of what has gone wrong with the Church in America, a convincing case for encouragement, wise counsel on how to engage the public square and, not incidentally, restored confidence in the ability of (some) bishops to teach on faith and morals.

As for the conclusion of Aidan O'Neill QC, that schools will be within their statutory rights to dismiss staff who refuse to use stories or textbooks promoting same - sex marriage and that parents who object to gay marriage being taught to their children will have no right to withdraw their children from lessons, does that sound at all unlikely, given the cases of the Strasbourg four, which were considered by the European Court of Justice in September?

In your excellent editorial article, you write: «There has been a long - tradition within Catholic catechesis for making a rational case for the immortal nature of men... She (the Catholic Church) needs to make a renewed case for her teaching concerning the human soul.

It is an approach G K Chesterton identified and criticised in his essay «The New Case for Catholic Schools», published in 1950 as part of a collection entitled The Common Man: «If Catholics are to teach Catholicism all the time, they can not merely teach Catholic theology for part of the time.

Protestants and Catholics will have to judge for themselves how well the declaration succeeds in stating «a consensus in basic truths,» and whether it makes the case that the 16th - century condemnations do not apply — even though they remain on the books as «salutary warnings,» to which teaching and preaching must attend.

For it must be noted that the Church's magisterium as such can not and does not seek to attribute to itself any real competence to decide on the degree of intrinsic scientific probability of a theory in cases where it does not at least provisionally declare the theory to be contrary to the teaching of Revelation.

In such a case, if it exists, the scientist would, of course, be compelled to withdraw his assent to the legitimate teaching authority of the Church, if it were supposed that he really considered the certainty of the scientific «result» as definitively truer and surer than the grounds which he had previously believed he possessed in justification for the claim of the Church to teach.

Of course, it is possible to reply that the alleged stumbling block occurs every day according to Christian teaching, because what here in the case of the first human being is felt to be contrary to the fundamental conceptions of metaphysics and the methodological basis of natural science, happens continually at the origin of every individual human soul, at the genesis of every single human being, for such souls equally with those of the first human beings, are created by God directly out of nothing.

«It seems to me that there is a persuasive case for believing that the doctrine of Humanae Vitae, regardless of the pastoral difficulty it causes, regardless of the philosophical and theological arguments thrown against it, regardless of the historical conditioning of its neo-scholastic framework, has been, and is being taught infallibly, that is, irreversibly and without error, by the Church's ordinary universal magisterium.»

Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education by William Kilpatrick Simon & Schuster, 336 pages, $ 23 Reclaiming Our Schools: A Handbook on Teaching Character, Academics, and Discipline by Edward A. Wynne and Kevin Ryan foreword by James S. Coleman....

Those materials which had proved most useful in preaching and teaching were the items which were finally preserved in the Gospels; but it was often the case that these particular items proved most useful for the same reason they had proved most memorable: they were intrinsically most significant.

The most interesting thing I've discovered lately is that Deuteronomy is all in Moses» words and there is a case for separating the 10 commandments from the Law (teaching) of Moses.

So far as the parables are concerned, it will be found that, where applicable, they are always the starting - point for our discussion, except in the case of the Kingdom teaching.

It should also be noted that just as in the case of the forgiveness of sins, so also in the case of the «coming of the Kingdom», the Lord's Prayer teaches disciples to pray for a continuation of that which they have already experienced: «Thy Kingdom come.»

Such naïveté is now impossible, for Freud taught us what the Bible knew — that the closer one gets to matters of decisive significance for the self (in this case, God), the less able he is to think disinterestedly.

This event and many others, such as the account of Sodom and Gomorrah, clearly teach that the Almighty God, creator of Heaven and Earth and the hosts thereof, whether things that visible or invisible, reacts to or punishes sin, sometimes violently so, and may result in the destruction of whole cities, as was the case for the above named cities [Then he said, «May the Lord not be angry, but let me speak once more.

Yet one issue comes up again and again, the case of usury, that teaching of the Church (for at least 1500 years) which condemned the taking of interest on loans as a sin.

In that case, what is there left for Christians to teach.

It is a delicate matter to decide in any given case whether we are in fact being referred to such an established pattern, or whether the writer is developing fresh teaching for the occasion.

And yes, there will be much chaos and many hard cases to deal with in the meantime, but we are not free to compromise the teaching of Christ for the weakness of human beings.

Stephen Prothero is a nut case who wants to force all religions to be taught at public schools:: «Prothero has argued for mandatory public school Bible literacy courses (along the lines of the Bible Literacy Project's The Bible and Its Influence), along with mandatory courses on world religions.»

It is not finally Jesus ethical teachings (which are not for the most part unique to him in any case) that inspire faith in him.

There may be other reasons to warn against the use of a condom in such a case, or to advise total continence, but these will not be because of the Church's teaching on contraception but for pastoral or simply prudential reasons — the risk, for example, of the condom not working.»

They call for increased use of case study teaching methods and of the practicum, for more attention to pressing social issues, for more deliberate globalization of the context of teaching, and for more care to teach students and not simply to teach subject matters.8

Central Christian moral teachings, especially those on love, marriage, and family life, are under constant attack and recent court cases in Britain have established that it is increasingly difficult for Christians to live and work according to their consciences.

In this case, that mastery too often turns Father X into a kind of ringmaster whose verbal antics, presumably intended to make the Mass more user - friendly, are a distraction from that toward which the Church's worship aims, according to the teaching of the Second Vatican Council: «The liturgy daily builds up those who are in the Church, making of them a holy temple of the Lord, a dwelling - place for God in the Spirit, to the mature measure of the fullness of Christ» (Constitution on the Sacred Liturgy, 2).

If we now suppose this feeling of unity to be taught as a religion, and the whole force of education, of institutions, and of opinion directed, as it once was in the case of religion, to make every person grow up from infancy surrounded on all sides both by the profession and the practice of it, I think that no one who can realize this conception will feel any misgiving about the sufficiency of the ultimate sanction for the happiness morality.