Sentences with phrase «often teach other»

Students at High Tech High often teach each other: In one calculus class the students propose their own questions and answer them in front of everyone else.

Not exact matches

I feel that Americans are often taught to not burden others with problems, but I can not imagine going through this without the support of my community.

People in this job category often supplement their incomes in other ways, such as teaching acting at private acting schools.

Yet we take it for granted that our society produces machines and teaches people to do exactly that — and do it safely, statistically speaking, more often than any other mode of transportation.

Because gay people are taught from a young age that being gay is wrong and that having feelings for someone of the same sex is queer, they suppress those feelings and (with men especially) those feelings often get expressed through random sex acts with other men.

The NAE and other evangelical elites, often speaking for churches, have pivoted into a larger menu of political issues, even though lacking unequivocal scriptural and church teaching, and, no less important for Protestants, lacking consensus or even majority support from their own claimed constituencies.

Opponents of Catholic moral teaching, whether inside or outside the Church, seldom give actual arguments; more often, they demonize the «harsh,» «obsessive,» «judgmental» Catholic who emphasizes dogma and wants to tell others how to live their lives.

New testament didn't replace the teachings of the old, even though they often completely contradict each other, they were an addition to, just like the mormons believe that the book of mormon is an addition to the bible not a replacement.

And I've found that, very often, those with whom I most strongly disagree in one area have the most to teach me in some other area.

Churches are often a good place to bully because «good» Christians are supposed to be open to being «taught» and «corrected», which to a bully means they have the right to make others think and do as the bully directs.

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

It also taught me that clergy have to be on our guard against both parishioners and other clergy who have such disorders, particularly since we are often on ego - trips about «helping» people and get happy - clappy about spearheading redemption stories.

Shirl Hoffman, author of «Good Game: Christianity and the Culture of Sport,» says Christianity teaches «peace, humility, putting others before yourself,» while athletes are often more willing to cheat, hurt their opponents or take credit for their accomplishments.

I have often said in my preaching and teaching, and have heard many others say the same, that Jesus died in the cross so that we don't have to.

It is often taught to know the Bible, to teach others, and to truly understand theology, you need a Ph.D. from a leading seminary and expert knowledge of Greek and Hebrew.

On the other hand, the confusion of the two tasks has often meant that the significance of the proclamation of the «Word of God» has been lost sight of in the valid concern for the ministry of teaching.

A remarkable flourishing of spiritualities has combined thoughtfulness with passion, often by women who also write in other genres (academic and nonacademic), such as Loades, Soskice, Grey, Coakley, Hampson, Jantzen, Ursula King (a German teaching in Bristol), Sarah Maitland, Monica Furlong and Elizabeth Stuart.

Christians and other worshipers should never question why our young people and the often devout, question the teachings of religion and that of many churches.

In the name of the one who taught us to take up the cross, the church often took up the sword and nailed others to the cross (The Myth of a Christian Nation p. 81).

In the name of the one who taught us not to lord over others but rather to serve them (Matt 20:25 - 28), the church often lorded over others with a vengeance as ruthless as any version of the kingdom of the world ever has.

On the other hand, warm, enthusiastic, dedicated teachers who pour themselves into their teaching often have a lifelong impact on students.

Similarly, other points from doctrinal statements often represent key teachings from Scripture and can help guide our own study into Scripture, keeping us within the doctrinal boundaries of Christians from the past (See The Shape of Sola Scriptura for more on this idea).

When I was a pastor, I often felt God's pleasure when I studied Scripture and when I taught it to others.

Mahatma Gandhi (1869 - 1948), who often spoke of Jesus, wrote «the gentle figure of Christ, so patient, so kind, so loving, so full of forgiveness that he taught his followers not to retaliate when abused or struck but to turn the other cheek — it was a beautiful example, I thought, of the perfect man.»

They either don't recognize or choose not to recognize the obvious — that Jesus» teachings often counter the judgements later laid down in all those letters attributable to Paul and others.

Parents, without the benefits of philology, psychology, sociology and the other «ologies» of education, manage successfully to teach their children a reasonable command of their native language by the age of five, often younger.

As Islam spread to many countries the newly converted people often did not fully understand the teachings and practices; others who embraced Islam were actually only disguised as Muslims and introduced beliefs in contradiction to the Truth.

And since the man is something of a philosopher himself, though in a rude and coarse manner, perhaps he will appreciate my gesture better than did the other Jew, especially since he has often expressed a disdain for death - provoking Roman and Jew alike with his teachings and antics.

Msgr. Jaeger expanded upon that theme, noting that «while often presented as if it were absolutely new,» the teaching of Nostra Aetate «perfectly corresponds to the most ancient intuitions of Christian theology» when it affirms there can be, and in some cases are, «elements of truth and holiness» in other religions, particularly Judaism, as explained by St. Paul in the Epistle to the Romans.

One of the obvious difficulties with these suggestions is that the fundamental issue as to how the individual churches themselves have internalized different understandings of baptism as being a part of their existence and self - identity, an existence and identity which has very often been at least partially shaped as a reaction to the teachings propounded by other churches, has not been adequately addressed.

This principle of discontinuity, as it is often called, does not presuppose that Jesus was never in agreement with the Jews of his day or that his character and doctrine were generally out of phase with the teaching of the early Church, but simply that it is more difficult to account for dissimilar statements as originating from sources other than Jesus himself.

It is this second clause to which that other common phrase, «religious freedom,» refers, a phrase that has often been used to sum up the American teaching about religion.

often times (as an ancient teaching method), positives & negatives are laid side by side purposefully so that the meaning is clear... in other words, so people won't take it OUT OF CONTEXT.

Pastors often do have spiritual gifts of teaching and evangelism, which is why they often berate others for not studying or evangelizing more.

Schools belonging to conservative churches, on the other hand, are often very conscious of their Christian grounds, but they typically express this in terms of conservative mores, an emphasis on pious practices, and the teaching of Christian doctrine in the curriculum.

It took years of studying the history in which the Bible was written, learning about the other influences that often aren't taught in religious settings... and considering those religious influences, as well as the scientific and philosophical influences... to reach to the conclusions I have reached today — though I admit they still aren't and never will be perfect (like when I said IT doesn't care.

As I thought about how to apply these teachings practically, a lot of strategies came to mind — putting the needs of others before my own, buying less and giving more, humbling myself when engaged in political or theological debates, embracing rather than complaining about those «one - way relationships,» praying for others more sincerely, saying «yes» a little more often, working on that ubiquitous sense of entitlement and pride that keeps me from going the extra mile.

Too often, the teaching of English literature lacks the developmental sense that other disciplines have.

Many of us whose intuitive faith has been theologically informed by the Trinitarian and Christological Mysteries have found that the spiritual practices of other religious Traditions are often a more faithful expression of our theological beliefs than those taught in many of our «Christian» Churches.

My fourth question is as follows: If Christian teaching of universal human dignity was so central and so thoroughgoing, why has Christian practice so often violated the dignity both of Christians and of others?

Because I cook for others (I teach «healthy eating» to cancer patients) I often have lots of leftover bits and bobs.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

But his biggest asset is that indispensable — and indefinable — something called basketball savvy, which enables its lucky possessor to do many things instinctively in the heat of competition which others try, often vainly, to teach themselves through practice.

Often, we (and, women in particular) are taught to ignore our internal states, and what feels right / not right to us, in order to please other people.»

In science, above all subjects, there is often a big divide between the way Christians teach the subject and the way others do.

As a curriculum author, publisher and teaching advisor, I often hear the struggles that other women face and my purpose is to put the ideas and activities that you need at your fingertips!

Other children struggle — often in vain — to understand what they are taught.

We end up teaching the very behaviors we are trying to avoid, often because we know of no other way to relate to our children.

Parents are often unsure of how to deter these behaviors and teach their children other means of releasing aggression and frustration.

The other class taught me how important my mental health is, and how we often forget to take care of ourselves.