Sentences with phrase «knowledge by teaching»

Currently Coura lives in New Jersey and is a licensed broker in NJ, NY, and FL and has recently branched into sharing her knowledge by teaching real estate courses.

Excited to share her passion for psychology she has done many media interviews, and is always happy to share her knowledge by teaching the occasional university course or supervising beginning psychologists.

Each practice area has attorneys who have distinguished themselves in their respective fields not only through successful practice, but also by publishing articles in leading legal publications and sharing their knowledge by teaching at local colleges, lecturing at seminars, and mentoring young lawyers.

She is enthusiastic about canine massage and loves sharing that knowledge by teaching a massage course for groomers at Wellington School of Animal Massage in Grand Rapids, Michigan.

Undergrads staffed the demonstration table, and they got to show off their maturing science knowledge by teaching younger kids.

Not exact matches

The most recent research, led by Joseph Allen, who teaches at Harvard's T.H. Chan School of Public Health, analyzed the performance of knowledge workers, including engineers, programmers, creative marketing professionals and managers.

Ask each member to bring new knowledge back by having him or her teach others during a working lunch.

By technical skills, I mean specialized knowledge that is hard to teach yourself on your own.

Employees develop and grow by teaching others, and the people in your organization get to learn from peers with first - hand knowledge of the business.

«That's something we can teach students by giving them the knowledge of how to manage risks.»

Micro Focus requires courses to be taught by Authorized Instructors to ensure high quality knowledge transfer to students.

Strike a balance between teaching interns new skills and giving them opportunities to contribute by using their existing knowledge and talents.

I was taught, for example, the Enlightenment mythology of the dark, anti-intellectual ages dominated by the Church and the growth of human knowledge and freedom brought by those who rejected religion and discovered science.

Paul taught salvation was a gift of God: Ephesians 2:8, Romans 5:15,16, and 18, 6:23 Paul taught salvation occurred when you believe the word of truth: Ephesians 1:13 Paul taught salvation was apart from works: Ephesians 2:9, Romans 11:6 Paul taught the believer is indwelt and sealed by the Holy Spirit unto the day of redemption: Ephesians 1:13, Ephesians 4:30 Paul taught repentance toward God, and faith toward our Lord Jesus Christ: Acts 20:21 Paul never taught baptism for salvation 1 Corinthians 1:14 - 17 Paul received his knowledge of the gospel from Jesus Christ: Galatians 1:11 - 12

Ravitch concludes by praising the «1000 schools [that] use the Core Knowledge Curriculum, which describes explicitly what shall be taught in the full range of liberal arts and sciences in each grade.»

At most, the teacher «teaches» only indirectly by providing the context in which the student may be graced himself or herself to come to that combination of immediate self - knowledge and God - knowledge which is the aim of paideia.

In his encyclical letter on the importance of St. Thomas» work, Pope Leo also alluded to the Church's need to maintain a deep study of science: «When the Scholastics, following the teaching of the Holy Fathers, everywhere taught throughout their anthropology that the human understanding can only rise to the knowledge of immaterial things by things of sense, nothing could be more useful for the philosopher than to investigate carefully the secrets of Nature, and to be conversant, long and laboriously, with the study of physical science.»

This may provide a clue for a way forward: Scripture teaches that all people have some knowledge of a Supreme Being in their reading of nature and in the testimony of their own hearts, however much such knowledge may have been distorted by individual and corporate sinfulness (Rm.

Ironically, Plato's dialogues, intended as a challenge to the notion that paideia would be accomplished by ways of conveying information, were themselves included in the mass of information conveyed in the name of teaching knowledge of the Good.

You can't understand whats real if you fight against knowledge, which has been a constant spin on the teaching's of Jesus, the one never called Christ by any man that knew him.

In twenty years of university teaching, poring over footnotes in journals devoted to the study of footnotes, attending conferences in which small increments of knowledge are swamped by large swathes of ignorance, and reading unimportant books about the important books that I haven't had time to read, I retained a longing for the ideal of the collegiate life.

Americans in the two opposing strains of Protestantism, the evangelical and liberal, along with many adherents of Pentecostal and holiness cults, would agree that religious knowledge is special knowledge that can not be taught or learned by ordinary means (Philip J. Lee, Against the Protestant Gnostics, 113).

Not knowing much about Mormonism (considered a cult by Evangelicals), Islam, Buddhism or Catholicism doesn't really say much about or imply much about knowledge of the Bible and its teachings.

As Paul recognized in the Christian Church the marks of the supernatural Messianic community, in so far as it was the Body of Christ, so John teaches that knowledge of God and eternal life are enjoyed by those who are united to Christ.

To have experienced and understood, in order to teach others to experience and understand, that all human enrichment is but dross except inasmuch as it becomes the most precious and incorruptible of all things by adding itself to an immortal centre of love: such is the supreme knowledge and the ultimate lesson to be imparted by the Christian educator.

Whereas «human reason and knowledge» was called very important by 96 percent of UU congregational leaders who took part in the multi-denominational Faith Communities Today (FACT) survey released early this year, the Bible was termed only «somewhat important» by 50 percent and had little or no importance to 48 percent as a source for worship and teaching.

The Bodhisattva attains the ninth stage, the stage of the «Good Ones,» by appropriating the knowledge called pratisamvid; he perfects his knowledge of the proclamation of the Teaching (pratibhana).

As the Benedictus Trust website explains: «In his book The Idea of a University Bl John Henry Cardinal Newman asserts that the primary purpose of a university should be to teach theoretical knowledge, following the distinction made by Aristotle in the first book of the Nicomachean Ethics between moral and intellectual virtues; the moral life concerned with practical knowledge and the intellectual life primarily concerned with theoretical knowledge — that is, «knowledge for the sake of itself».

Most people's knowledge of Jesus came from what they were taught in school and one in ten picked up their knowledge by watching TV shows.

The historical problem presented by the Gospels is, then, not the problem of determining whether the character of the early Christians, their faith, and the exigencies of their life and work have colored and overlaid the facts of Jesus» teaching and life, but is, rather, the problem of determining just how we should use our knowledge of this fact in our efforts to get back to the so - called historical Jesus» own words and life.

Let us continue to examine the nature of the synoptic tradition by considering the results of the work of the scholar who has probably done more than any other to make available to contemporary scholarship historical knowledge of the teaching of Jesus, Joachim Jeremias of Gottingen, whom we are proud to acknowledge as our teacher.

At most, the teacher «teaches» only indirectly by providing a context in which the learner may come to that combined self - knowledge and God - knowledge that is a «personal appropriation» of revealed wisdom.

One important aspect of the Renaissance in Europe was that by freeing their learning from the scholastic system, by taking teaching and learning from the monopoly of the clergy and making it available to other classes, the way was opened to new knowledge and new sciences which secured for Europe progress which the Muslims did not, or would not, recognize.

The most urgent immediate task, therefore, is the development of education on the basis of the sciences, both natural and social, for only with their help can society as a whole be taught to construct a life completely in accordance with that knowledge which has become the factor by which our age is distinguished from all preceding periods of history.

It stemmed from a fateful turning point that came at the height of medieval Islamic civilization, with the advent of «new interpreters of Islam who taught that acquisition of knowledge by Muslims meant only the study of Islamic theology.

The basic contrast between Aristotle and his mentor Plato is that Plato taught that the search for true knowledge involved turning from the senses inward to truths known by the soul.

The Catholic (or Christian) psychiatrist is easily caught in a bind if he or she tries to adhere to the moral teachings of his or her religion and to apply these teachings when treating patients, for any psychiatrist is also expected to keep abreast of medical knowledge, which now teaches that homosexuality is a deeply ingrained pattern of behavior that is probably established by the age of five years.

belief in anything without supporting evidence is a childrens game... We teach our children not to lie, judge a book by its cover, or to take anything at face value or to just believe without questioning... you know, we say stuff like check the source and don't believe everything you see / hear... should we teach seeking knowledge or to have faith in without?

Why in this country do we seem to teach that having faith in god is more important then having knowledge and wisdom based on lived experience rather then stories based on 2000 year old morals and ethics???? Lets grow up and start living up to our const.ituation, or is that just another truthless notion to which people claim to live by?

The problem is that what you say, people who think they have the knowledge don't do what is taught by Jesus, go out and love thy neighbor.

This is complemented by the teaching that Jesus enjoyed divine wisdom and human knowledge at the same time.

to madtown, Why Jesus was sent in Israel, because that place was part of the Roman Empire, the center of the worlds civilizatoon at that time, in the third century after Him, the Roman emperor, Constantine decreed that christianity was the official religion of the empire, and soo the teachings of Jesus inspired the whole empire, now the present Europe and the Middle East has prospered more than anywhere else in the world, The Americas was not even discovered yet by Columbus, With the prosperity of the empire was the growth of scientific knowledge that leads to what we are now, it happened because its part of Gods Will, History is its Reflectiom.

In fact, my primary concern has been that «knowledge by connaturality,» that «wisdom,» which my parents exemplified for me, and which Jacques Maritain and Michael Polanyi first taught me how to express.

That the knowledge has to be personally earned through exercising ones faith, study, prayer, and practicing the teachings so that one can know the good by doing those things.

Some of it was about Sufi like teachings on meditation and going only within and I will have to admit it was borderline a bit too mystical for me to understand... but then I tried to picture how they may have been influenced by Eastern meditation and that not by having the knowledge we have today, perhaps that made more sense then and perhaps even for some people it makes sense today.

They were the guardians of the body of Christian teaching, and this incorporated knowledge which, as they thought, had been communicated to man by God Himself, and consequently all future discoveries by man were bound to conform to the truth already received.

Luis de Molina S.J. (1535 - 1600) and most of the Jesuits taught that although God calls all to be glorifed, his gift of grace is conditioned by an intermediate knowledge, by which God sees beforehand how individuals freely react to grace and knows infallibly in advance how they will make use of the grace that has been given and elects those who cooperate with grace for eternal glory.

I guess my church is slacking by not teaching me, or any other Mormon I know, this seemingly vital piece of knowledge.

But the history of science — by far the most successful claim to knowledge accessible to humans — teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us» - Carl Sagan (from «The Demon - Haunted World»)

A third characteristic of the Sunnah is that it has been orally transmitted by men who have voluntarily devoted themselves to gaining religious knowledge and to teaching it.