Sentences with phrase «school in concrete ways»

Not exact matches

How does the fact that it is a theological school constrain the concrete ways in which the disciplines function in these practices?

It is also the case that the school as a school is concrete in this way.

On the other hand, if the concrete way this school does «have to do with God» is ordered to education for ministerial functions, is it not then in practice using «having to do with God» for a further, ulterior purpose («educating for ministerial functions»), thus corrupting its proper theological character («having to do with God for God's own sake»)?

At bottom, changes in a school's concrete identity come by decisions it makes, deliberately or inadvertently, about three factors we noted in chapter 2 that distinguish schools from one another: Whether to construe what the Christian thing is all about in some one way, and if so, how; what sort of community a theological school ought to be; how best to go about understanding God.

A school whose concrete identity is that of a church - like community tending to understand God by way of contemplation is likely to include more course work in spirituality, especially ascetical theology, than is a school whose ethos is that of a cadre of clergy tending to understand God by the activist way.

If the goal that makes a school «theological» is to understand God more truly, and if such understanding comes only indirectly through disciplined study of other «subject matters,» and if study of those subject matters leads to truer understanding of God only insofar as they comprise the Christian thing in their interconnectedness and not in isolation from one another, then clearly it is critically important to study them as elements of the Christian thing construed in some particular, concrete way.

To speak in that way of factors that make a given theological school concrete is to speak very misleadingly.

But nothing is more concrete than the differences among the racial, gender, and socioeconomic locations of persons involved in theological schooling, nor more concrete than the differences among the practices through which persons have sought to understand God, nor more concrete than the differences between the ways in which models of excellent schooling have been institutionalized.

If one's expectations and hopes regarding a theological school are going to be concretely appropriate to the school in its concrete reality, then it is important to attend to the way that school weaves these factors together.

Innocent idealizations of theological education give way before concrete realities of the particular theological school whose ethos is the medium in which one now largely lives and whose polity constrains one's life in powerful but often elusive ways.

Future Ed School students, whether their programmatic experience is focused squarely or less directly on early education, will now be enrolled in a higher education institution that, in very concrete as well as symbolic ways, is organizing around the notion that the years before formal schooling are crucial.

We wanted to use this to enable schools to do a type of social norms intervention that offers concrete suggestions; for example, saying, «Here are ways that kids in our school have helped other kids, and here are the positive results that have occurred.»

The concept of transformations is one that permeates the middle school standards in a very concrete way.

By documenting and recognizing schools that invest in a range of ways to support each and every student, the Schools of Opportunity project provides concrete evidence that schools can pursue and achieve the promise of public education in a demschools that invest in a range of ways to support each and every student, the Schools of Opportunity project provides concrete evidence that schools can pursue and achieve the promise of public education in a demSchools of Opportunity project provides concrete evidence that schools can pursue and achieve the promise of public education in a demschools can pursue and achieve the promise of public education in a democracy.

This policy brief by Michael J. Petrilli and Marguerite Roza lists fifteen concrete ways that states can «stretch the school dollar» in these difficult financial times.

What are some concrete ways in which school districts can work on working conditions to make teachers stick around longer?

Specifically, research indicates that Black students tend to be field - dependent, visual, and concrete learners (Hale - Benson, 1986), whereas schools teach more often in verbal, abstract, and decontextualized ways.

There is no way I could ask my wife to take this leap with me if I didn't have some concrete data to back up that this is viable, we're not going to lose our house and I have two kids in high school.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10