Mrs Jennings talks of the «
intellectual life of the school», separate from academic achievement, with teachers setting up all kind of clubs and societies, and leaving pupils with a «stamp of curiosity».
Not exact matches
Orthodox
intellectual life in America has long been centered at St. Vladimir's, where John Meyendorff and Alexander Schmemann produced writings on liturgy and theology that remain must - reading for theologians, and at Holy Cross
School of Theology in Brookline, Massachusetts.
Should we attempt to have our distinct
intellectual perspectives heard, or must we simply give way before overwhelming trends, perhaps
living off the residual capital
of the old establishment or finding refuge at university divinity
schools?
The third noteworthy feature
of a theological
school as an «
intellectual center
of the Church's
life» is that its
intellectual work is at once disinterestedly theoretical and driven by a passionate interest.
Our
schools are part
of that rich tradition
of Catholic learning that gave the world its universities and colleges, its village
schools and mission
schools, its great centres
of learning and its small everyday ones, and its sense that
intellectual life is bound up with the
life of the soul.
Metaphysics has been a field
of study on its deathbed since Kant, its few
intellectual life - support systems having finally been unplugged by the very caretakers
of the profession that gave it birth — philosophers
of the positivist and linguistic
schools.
As the oldest child in a stable middle class family, Luther endured a childhood
of strict discipline at home,
school and church that left him with a sense
of inferiority, and emerged into university
life at a time
of great
intellectual ferment that challenged the entire educational system as well as the corruptions
of a politically powerful church.
We begin that effort by defining the theological
school as
intellectual center
of the Church's
life.
Wherever and whenever there has been intense
intellectual activity in the Church a theological
school has arisen, while institutions possessing the external appearance
of such
schools but devoid
of reflective
life have quickly revealed themselves as training establishments for the habituation
of apprentices in the skills
of a clerical trade rather than as theological
schools.
The neurological infrastructure is being formed that will support all
of a child's future capacities, including not only her
intellectual abilities — how to decipher and calculate and compare and infer — but also those emotional and psychological habits and abilities and mindsets that will enable her to negotiate
life inside and outside
school.
Establish a minority support group or other cultural outlets, since some minority graduate students drop out
of graduate
school because
of dissatisfaction with the social
life rather than the
intellectual environment.
Senior author Dr Abraham Reichenberg, Professor
of Psychiatry at the Icahn
School of Medicine at Mount Sinai and with King's IoPPN said: «It is important to bear in mind that many children will experience some difficulties with schoolwork or other
intellectual tasks at some point in their
lives, and only a small minority will go on to develop a psychotic disorder.»
Education requires the cultivation
of critique, or critical consciousness, and in my teenage high
school years, being intelligent or able to conscript concepts into the service
of sustained analysis was not something that earned one a lot
of attention with one's peers, and I was culturally shallow enough to want to be part
of the popular crowd, so I would often hide my
intellectual curiosity about
life, mostly during moments
of grinding loneliness.
Issues
of character and leadership suffuse the daily
life of the
school, but always, says Bohlin, with a sense
of intellectual purpose.
As a prolific writer and renowned public
intellectual, he frequently explored trends in American race relations and family
life, hailing, for instance, the controversial report, «Equality
of Educational Opportunity» (1966), by his friend James Coleman, which stressed the relationship between broken families and poor student performance in the public
schools.
Christensen is aware
of the strong class differences among children as reflected in
school achievement, but he is convinced by research that shows that a great part
of intellectual ability is determined by the experience
of the first 36 months
of life, particularly the amount and kind
of language directed to children.
Ferro and her co-director Deborah Hoard focused on U.S. public
schools which seek to create a «culture
of intellectual life» and to respect «the whole child as a learner and as an adult in training.»
Ferro explains these
schools seek to nurture a «culture
of intellectual life» and to respect «the whole child as a learner and as an adult in training.»
When I look back over my primary and secondary education, which by the standards
of schools 25 years ago was neither especially bad nor particularly good, I recall that by the 3rd or 4th grade it was clear to me that the really vital, onrushing streams
of my
intellectual life would flow outside the confines
of Greenwood Elementary
School.
Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the
intellectual richness
of home
life, played a larger role than the
schools themselves in causing differences in academic performance between public and private
schools.
In the end, we may need to accept the fact that the
school's - and the state's - role in this domain is simply limited: by its meager portion
of children's
lives, by its pedagogical weakness, by the absence
of political and
intellectual consensus, and by the modest capabilities
of state standards and tests.
At the end
of the discussion, Mr. Evans left the audience with a thought to ponder about
school safety; in addition to physical security, children need
intellectual and ambition safety: without a supportive environment that enables children to dream, they can't
live up to the full potential which he emphasized exists within every student.
June Jordan prepares urban youth to be: Community members who show respect, integrity, courage, and humility; Agents
of change in their
school, their neighborhoods, and the world; and
Intellectuals with the skills necessary to succeed in college and
life.
The results:
schools have been turned into giant test - prep centers, the
intellectual life has been squeezed out
of many classrooms, and some
of the best educators have gotten tired (or fired).
CES worked with
school districts and other entities to shape the policy conditions that support and promote
schools characterized by personalization, democracy and equity,
intellectual vitality and excellence, and graduates who experience success in all aspects
of their
lives: educational, professional, civic, and personal.
We've not only been wasting our time and money and resources in a fruitless argument, but we've been gambling with kids»
lives in the name
of this
intellectual debate about the minuscule difference between public charter
schools and traditional public
schools.
Creation science vs. evolution, Genetic engineering, Homelessness, Euthanasia & assisted suicide, Pledge
of Allegiance, Endangered Species, Organ Donation, Aging Population, Civil Rights, Racial Profiling, Drunk driving, Human Rights, World population, Children's rights, Alcohol & drinking, Gay Marriage, Disabilities Act, Acid Rain, Gangs, Drunk Driving, Animal Experimentation, War On Drugs, Language Policy, Famine Relief Efforts,
Intellectual Property, Creationism, Moral Decisions, Civil rights, Organ & body donation, Nuclear proliferation, Sweatshops, Tobacco, American Education Reform, Cameras in Courtrooms, Sex Education, Missile Defense System, Adoption, City Curfews, Legal System, Civil Liberties, Bilingual Education, Global warming, Violence in
schools, Legalization
of marijuana, Immigration, Violence, Juvenile Crime, Social Welfare, Peace, Space Exploration, Physician - Assisted Suicide, Consumer Protection, Islamic Fundamentalism, Fathers» / Mothers» Rights In Divorce, Racial profiling, AIDS, Censorship, Environmental protection, Gun control, Affirmative action, Islamic Fundamentalism, Human Cloning, Minimum Wage, Dating Campus Issues, Campaign Finance Reform, Immigration, Garbage And Waste, Iraq, Fat Tax On Food, Federal Deficit, Family Violence, Agriculture Technology, Afghanistan, Smoking, Animal rights, Gender issues, Ethnic Violence,
Intellectual Property, Foreign Policy, Dieting, Drug Policy, Social Welfare, War Crimes, Bilingual Education, Surrogate Mothers, Health Care System, Peer Pressure, Human Cloning, Speed Limits, Poverty, Same sex marriage, Homosexuality, Government vs. religion, Famine, Cuba, Amnesty, Endangered Oceans, Gay Rights, Legal System, Learning Disabilities, Islamic Fundamentalism Oceans,
Living Wills, Biodiversity, Bio Fuels, Fraud, Garbage And Waste, Africa Aid, Women in the Military, Minorities, Pro Choice Movement, Zero Tolerance, Hate Crime, Antarctica Research, Gay Parents, Medical Ethics, Homeland Security, Terrorism, Binge drinking, Abortion, Welfare, Prayer in
schools, Gangs, Death Penalty, Depression, Race Relations, Climate Change Policy, Agricultural Policy, Domestic Violence, Endangered, Endangered Species, Mass media Regulation, Conserving The Environment, Government Deregulation, Food Safety, Addiction, Gay Marriages, Academic Dishonesty, Organized Crime, Women's Rights, Chain Gangs, Anorexia Treatment, Water Pollution, Internet Hate Speech, Airline Safety Rules, Polygamy, Oil Spills, Legal System, Youth Violence, Computer Games.
The selected portraits include cultural and political figures admired by Neel, among them playwright, actor, and author Alice Childress; the sociologist Horace R. Cayton, Jr., whose 1945 Black Metropolis: A Study
of Negro
Life in a Northern City is among the key academic studies
of the African American urban experience in the early twentieth century; the community activist and cultural advocate Mercedes Arroyo; and the academic Harold Cruse, known for known for his widely - published academic book The Crisis
of the Negro
Intellectual (1967) and for teaching at LeRoi Jones's Black Arts Repertory Theatre /
School in Harlem.
Meanwhile, the interior is designed to provide a comfortable
living experience that reinforces the social and
intellectual connectivity that is at the heart
of the
school's mission.
The Zurich Financial Services Distinguished Visitors Program on Climate Change allows the Bren
School to attract international leaders in environmental policy, law, business, and science to enrich and expand the
intellectual life of the Bren
School community and share insights on issues critical to climate change.
The Zurich Financial Services Distinguished Visitors program will allow the Bren
School to attract international leaders in environmental policy, law, business, and science to enrich and expand the
intellectual life of the Bren
School community and share insight on issues critical to climate change.
Dr. Hill, who earned his MD from the University
of Southern California's Keck
School of Medicine, joins the firm in the
Intellectual Property Department and will also be a member
of the IP Litigation and
Life Sciences Practices.
The program has been adapted for adolescents between 13 - 18 years; upper primary
school students; students with a mild
intellectual disability; young people with an indigenous background and students who
live in out
of home care.
Drawing on the full breadth
of intellectual resources available across Harvard University's
schools and affiliated hospitals, the Center is designed to generate, translate, and apply knowledge in the service
of closing the gap between what we know and what we do to support positive
life outcomes for children, particularly those who are vulnerable, in the United States and throughout the world
The mission
of Early Head Start is to support healthy prenatal outcomes and enhance the
intellectual, social, and emotional development
of infants and toddlers to promote later success in
school and
life.
The model is based on the assumption that significant problematic substance use and the behaviours often associated with it cause development to essentially «arrest» in many areas
of the child's
life, including emotional, social, academic (
intellectual) and even physical development (consider the impact
of poor nutrition,
school dropout / disengagement, poor sleep habits, numbing
of emotions and failure to engage in healthy relationships).
In the parents
of children with ASD group the inclusion criteria for the primary caregivers were as follows: (a) their child had a medical diagnosis
of Asperger syndrome or childhood autism according to ICD - 10 [55] criteria; (b) their child had no
intellectual disability; c) their child
lived at home with them; (d) their child was between 5 and 17 years old; (e) their child attended a mainstream or inclusive
school; (f) no concomitant conditions in children with ASD; (g) no developmental disorders or serious health problems in other children in the family; (h) the parents were partners and
living together; (i) both
of them completed the questionnaires; (j) both
of them were biological parents
of the child.