Sentences with phrase «of practical education»

The internship gave me more of a practical education than any of my college marketing classes, and it was free.

The middle colonies in particular emphasized the importance of a practical education.

Not exact matches

Schools desperate to prove the practical applications of their degrees are funnelling unpaid labourers to employers: the Fairmont Waterfront Hotel in Vancouver was justifiably ridiculed when it advertised for four unpaid busboy «internships,» but the jobs were defended by Vancouver Community College, who said «even dishwashing» is an education.

Plus, receive practical financial planning advice, and discover the advantages of a higher education.

In short, you provide a good practical and profitable education in the correct application of options trades for the relative beginner to the seasoned trader.

I bring a lifetime of practical nonfiction writing success and content marketing experience based on the unchanging principles of market education, targeting ideal clients, and maintaining constant visibility.

«For higher - education institutions, such as Wellesley, the munibond market can be a practical and cost - effective way to raise capital,» says Eric Wild, Managing Director and Head of Morgan Stanley's Higher Education Finance Group, adding: «Investors understand and trust such institutions, which also tend to carry higher credit ratingeducation institutions, such as Wellesley, the munibond market can be a practical and cost - effective way to raise capital,» says Eric Wild, Managing Director and Head of Morgan Stanley's Higher Education Finance Group, adding: «Investors understand and trust such institutions, which also tend to carry higher credit ratingEducation Finance Group, adding: «Investors understand and trust such institutions, which also tend to carry higher credit ratings.»

This way of thinking about education reappeared among the Romans in the expression liberalia studia, «liberal studies» or studies liberated from the concerns of practical doing, studies concerned with all the activities that belong to «play.»

To make the congregation a central concern for theological education, we need a new pedagogical strategy that assumes that theology is a form of practical knowledge.

facts, information, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject.

«Practical Theology» provides the theme for much of today's discussion about theological education.

This vision of doxological theology is at odds with the standard fourfold division of seminary education in the West, which keeps «Bible,» «church history,» «theology» and «practical ministry» cordoned off from one another, For the Orthodox, theology is simply commentary upon the saints» commentary on scripture for the sake of the church's worship.

Along with this effort to provide a broader social understanding of religious institutions and a more sophisticated framework in which to explain the dynamics of religious life, practical theologians raise specific questions about education for contemporary religious leaders.

Reflecting on his experience of attending seminary after first gaining considerable experience in the parish, one older participant wondered if maybe we're doing it backwards»; in other words, perhaps schools ought somehow to require practical experience before — or at the beginning of — formal education (such an arrangement would, of course, run counter to essentially all currently respected educational theories) For himself, he said, the practical application of what was being taught in seminary was plain in light of his experience of parish ministry.

Lovin enters into the ongoing discussion of what theological education should be and how «practical theology» is to be understood and included.

Experienced voices are calling for a more central role for the practical disciplines — preaching, counseling, education and the like — which are often relegated to the intellectual margins of the seminary.

Furthermore, he argued, the point of theological education is not necessarily to acquire practical skills.

Knowledge — Information and skills acquired through experience or education; the theoretical or practical understanding of a subject.

In Germany, under the leadership of Rolf Zerfass and Norbet Mette, there has been an important revival of practical theology But a very powerful recent statement pointing to its revival can he found in Edward Fancy's recent book, Theologia: The Fragmentation and Unity of Theological Education

Brumbaugh sees process cosmology supplying a final vision of ourselves and the world «which reaches beyond science and the practical, and which should be the final satisfaction that concludes our education» (WPP 123).

He is simply interested in bringing theologia as a practical enterprise into all the traditional regions of practical theology — education, care, worship, preaching, spirituality, etc..

Farley's work points in the right direction, but more work needs to be done to establish practical theology as procedure and as method before it can become the center of theological education.

Although Thomas Groome in his widely celebrated Christian Religious Education (Harper & Row, 1980) does not actually use the term, he does in fact present a powerful practical theology of Christian education that constitutes the major reason for the book'sEducation (Harper & Row, 1980) does not actually use the term, he does in fact present a powerful practical theology of Christian education that constitutes the major reason for the book'seducation that constitutes the major reason for the book's success.

These are but a few samples of Brumbaugh's ventures in «applied metaphysics,» starting with basic metaphysical principles and following through their practical applications to education.

Administrators worry that doctoral students increasingly will be trained in the history of religion or comparative religions rather than in Bible, theology, ethics, church history and practical studies — the traditional fields of theological education.

And it isolated the specific regions of practical theology — pastoral care, religious education, homiletics, liturgics, etc. — from both fundamental and systematic theology on the one hand and critical engagement with world situations on the other.

I'm no education expert, but I've jumped through enough higher - education hoops to know the practical advantages and disadvantages of graduate school that are often left out of university welcome brochures.

Meditation, focused devotion, transcendental perception — all of these have been vital in the earlier religious communities of the West, but of late the spiritual classics, the books of practical spiritual disciplines, have become the best - kept secret in the education of pastors and laypeople.

We have lowered expectations, and have done a poor job of connecting education in the classical disciplines with practical theological reflection focused on nurturing excellence in congregational life.

Many of these practical judgments are required in education, which Dewey liked to call «the laboratory in which philosophic distinctions become concrete and are tested» (MW9: 339).

This was a fortuitous change of mind because practical or applied theology is still deemed less scholarly and the field of religious education still regarded as a woman's domain.

There is a need in theological education therefore to address also the practical and theological questions of media utilization, questions such as: What is the appropriate relationship between inter-personal, group and mass media in communicating the gospel?

But what more is needed to persuade us that, at least for practical purposes, education is a universal biological function, co-existent with the totality of the living world?

But this should not be construed as approval for nonintellectual practical or manual activity within the scope of liberal education.

In the same and in other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» education.

As we saw when we considered the application of this view to education, it runs into practical failures which show that something must be wrong.

Third, in both classical schooling and higher education, a self - conscious recovery of a biblical and philosophical understanding of created nature and the practical and spiritual relationship to it that fosters the human good must have a place in the curriculum.

Another damaging consequence of this technology of education, in addition to what we have seen, is its deduced practical rule that maximum learning efficiency should involve minimum student - with - student interaction.

Miller suggests practical applications — engaging in dialogue, clarifying the nature of the Gospel, and developing worship and education.

In a day when practical results are extolled, and education becomes technical training, a Christian perspective may help undergird a profounder dedication to the pursuit of understanding in itself.

In the so - called practical fields the unity is even greater; here there is common concern for developing relevant, effective preaching in the local church on the basis of Scriptures; for a religious education Christian rather than either humanistic or denominational in character; for guiding men into pastoral work that meets human needs.

This group, whose major goal is to help provide tools, concepts and practical suggestions for creating caring congregations, is also working toward models of ministry with handicapped persons and creating access to professional theological education for them.

With the glue gone that once held them together, Farley argues, the traditional disciplines — Bible, church history, systematic and practical theology — of the classic, fourfold curriculum will continue to function in a dispersed state until a new paradigm is located which can organize the pursuit and attainment of theological education.

Although my thinking is inspired by the seminal work Practical Theology: The Emerging Field in Theology, Church, and World, edited by Don Browning (Harper & Row, 1983), my thoughts essentially are an attempt to make sense of what I do, and thereby add one more opinion to the important effort to reform and renew theological education.

The consensus that will emerge embraces both practical education and general education, with the goals of the latter characterized as giving the student «the values, attitudes, and skills that will equip him to live rightly and well in a free society.»

An increasing number of seminaries has come into existence, and seminary education has become more professionalized — by emphasizing more specialized and practical training than a minister received a century ago.

Also, in a letter to Mark Barr concerning the possibility of being offered a post at Harvard, Whitehead says the post would be very attractive because it would provide him the opportunity of developing in systematic form his «ideas on Logic, the Philosophy of Science, Metaphysics, and some more general questions, half philosophical and half practical, such as Education» (ANW - 2 134).

Whether or not its proponents are aware of it, the psychological strategy of moral education faithfully translates the assumptions and ideals of Romantic modernism into its theoretical literature and practical pedagogy.

Such an amendment would return to the political process a prerogative that the U.S. Supreme Court has in recent years pre-empted: the right of the people and their elected representatives to determine, and to take practical steps to foster, those kinds of education that seem beneficial to the general welfare.

We read widely in theological education and practical theology, consulted scholars and listened not only to deans and presidents of theological schools, but also to outstanding ministers and to graduates of Vanderbilt teaching in seminaries and divinity schools.