Sentences with phrase «school tradition of»

As the first day of autumn arrives, so does the much anticipated high school tradition of homecoming.

Henry is an oil painter who studied in the Boston School tradition of painting.

The setup: Based on the Michael Lewis book, Oakland Athletics general manager Billy Beane (Brad Pitt) goes against the old - school traditions of baseball scouting and uses statistical analysis to build a competitive team of has - beens, cast - offs and other cheap talent.

Not exact matches

Breaking with tradition, Melania Trump and 10 - year - old son Barron plan to remain in New York City at least until the end of the school year.

University of Notre Dame students become part of a storied history, where carrying on school traditions is a built - in part of the experience: Pep rallies, homemade - boat races, and masses at chapel are among the activities available during students» four years on campus.

In keeping with McArdle family tradition, I was duly dispatched at the tender age of 8 by my stoic father and weeping mother to a British boarding school, there to learn independence and gentlemanly conduct in a setting unchanged since the glory days of the Empire.

However, built on an innovation out of the private school tradition, a lot of high growth will come, he says.

Although the regulatory saber - rattling in Washington might seem an inefficient means of creating policy, Valkenburgh, who holds a doctorate of jurisprudence from NYU Law School and was a 2013 Google Policy Fellow, believes this seemingly uncoordinated dance, with different definitions and points of view, to be in the highest tradition of American law.

The ping of an aluminum baseball bat is not a common sound at Pahokee High School, a place far more known for it's tradition of producing top pro and college football players.

At School Night, Sanchez will showcase Pisco - centric classics that pay homage to the flavors and traditions of his Peruvian roots, in addition to Whiskey and Agave - forward cocktails that honor the ingredients he's discovered and fallen in love with as part of his American experience.

In all the great spiritual traditions and all the great wisdom schools, part of the journey of becoming more human is often totemed against this notion of sort of waking up and coming out of these illusions.

Further, they are already aware of «disagreement about some theological matters» and the CCCU schools are committed to «certain essentials of the faith once for all delivered to the saints» simultaneously adhering to particular theological postures in one's particular school and its theological tradition.

To seriously entertain the possibility that the Christian tradition may hold some of the answers for which they are looking would be to go backward, even though for most of these writers it would be going back to where they had never been except as children with a Sunday School impression of Christian doctrine.

Theology Without Boundaries: Encounters of Eastern Orthodoxy and Western Tradition by Carnegie Samuel Calian Westminster / John Knox Press, 130 pages, $ 14.99 paper Calian, President and Professor of Theology at Pittsburgh Theological Seminary (a Presbyterian school), has written a book intended to acquaint Western Christians with the ecumenical contribution of Eastern Christians.

And there was something even odder when it was done in the name of the school's Catholic tradition ¯ by the Protestant chaplains in the official Georgetown office.

Indeed, over the years, Georgetown has been perhaps the clearest example of what many such schools practice: the whipsaw of «Catholic tradition,» in which the strongest declarations of Catholic identity come from the fund - raisers, the alumni association, and the public - relations office ¯ all the people trying to sell the university in a tight economic situation that requires a good bit of niche marketing.

The MORAL LIFE AND THE CLASSICAL TRADITION SEMINAR is a week - long program for advanced high school students interested in the origins of Western moral thought and its influence on Christian ethics.

Moral Life and the Classical Tradition: for rising high school juniors and seniors, with readings in Plato and Aristotle, and discussion of contemporary moral issues from a Judeo - Christian perspective.

And Roy Peachey's brilliant description of the emergence of the novel from the British tradition of Christian «protest», and of the related de-Catholicisation of the English school curriculum, sets the scene for the Church to reclaim this tradition in the name of true humanism.

I once spoke with a young woman who was raised in a very liberal mainline tradition who told me she left the church because, «I wasn't learning anything there about tolerance, love, and good stewardship of the planet that I wasn't learning at my public high school, so what was the point?»

They schooled me according to a black folk tradition that taught that trouble doesn't last always, that the weak can gain victory over the strong (given the right planning), that God is at the helm of human history and that the best standard of excellence is a spiritual relation to life obtained in one's prayerful relation to God.

In that «realist» tradition the intelligible actuality of a thing is not a projection from the mind of the observer — as in Kant and the subjective schools that come from him — but is an intrinsic aspect of the thing itself.

Only a fully observant and theologically Orthodox medical school would train and nurture truly religious and traditional physicians whose medical practice expresses the humanistic values of the tradition.

There are two main schools of thought on how to determine which variant is the right one, but both approaches use a tradition that has developed over time.

Dana is ordained in the Southern Baptist tradition and holds a Master of Divinity degree from Duke University Divinity School.

whatever a school's commitment to a particular theological tradition may mean, therefore, insofar as it is a school, it can not entail restrictions on the freedom of teachers and learners to differ and be in error.

What historical traditions determine the particularity of this school's culture and ethos?

A school's commitment to a particular theological tradition, sometimes symbolized by required subscription to a confessional statement, might be taken to mean a commitment to specifiable boundaries to what questions may be explored and what range of answers to those questions may be critically examined.

Furthermore, it is compatible with the various construals of the subject matter of theological schooling (Word of God, Christian experience, Christian tradition — paideia as «Christian culture» - or various combinations of these).

It is an integral part of every tradition of Christian schooling, whether that tradition is on the road from Nicaea or Trent or Augsburg (or Geneva, or Northampton, etc.).

There has also been a deliberate attempt to develop our particular situation into a strong culture for the College, mainly rooted in traditions that staff experienced in their own schools a generation ago, or in revivals of medieval traditions, such as that of the boy - bishop (a boy rules the College for a day on the feast of St Nicholas.)

Christian congregation; some have seen a theological school as distinct from but interrelated with congregations in ways analogous to the relation in the Reformed tradition between the congregation and its clergy; others have seen a theological school as related, not to congregations, but to a cadre of active clergy for whom it provides «in - service» or «extension» education.

The tug of an ancient, unchanged liturgical tradition becomes especially pronounced in this climate,» says Coakley, a professor at Harvard Divinity School.

in which that leading member of the «Bultmann school» exclaimed that he had no choice, if he wished to remain a historian, but to accept the historicity of the tradition that Jesus was an exorcist.

Such are the Wahhabi teachings concerning the fundamentals of the faith, but concerning the consequences, the particular requirements of religion, they follow the orthodox teachings of the school of Hanbali, which follows the Qur» an and the Hadith (Tradition), and refuses deduction — although they do not forbid the code of practices of any of the other Imams.

With today's Catholic universities drifting away from any recognizable connection to the Catholic tradition, dioceses closing parochial schools, and the Church's ability to influence politics at a historic low, it's absurd to speak of a «resurgent» integralism.

Though stimulated by an encounter with Zen, the speculations that follow go well beyond the perspective of Zen, though not necessarily beyond those of other, more theistic schools of Buddhism such as the Pure Land traditions.

The initiate is asked to kneel before a picture of the Guru Dev while his fellows also kneel and make their offerings and sing prescribed songs (hymns) of thanksgiving honoring the many former leaders of the Hindu tradition known as the School of Shankara.

Recently the faculty of Fuller Theological Seminary's school of world mission called on «Christians in all traditions to reinstate the work of Jewish evangelism in their missionary obedience.»

And to win the support of educators who do not share the neoconservative commitment to educational reform rooted largely, if not exclusively, in Western traditions, he argues that in pluralistic America, if schools do their job there can indeed be one cultural vocabulary.

I turn now to that other school of Tradition which has stressed freedom as the flagship of the self.

By long tradition the schools are deliberately responsive to the claims of truth and of other ideals of excellence.

What the schools of Tradition agree upon is that the self involves both reason and will; what divides them is the emphasis upon the one or the other.

There is a tradition that he founded the school but it is doubtful if he had much to do with the founding of the school.

As McCullough observed, «whatever the date may be, the school of Nisibis was in fact the continuation of the one at Edessa and the heir of its scholastic traditions.»

Then there are the dangerous questions that challenge the tradition itself, like why can't women teach men, why can't I teach your children in Sunday school if I'm not straight, what's this head of the household crap, why can't we have marriage equality, why is the church so myopic, and isn't it possible that the whole human race is connected and one and that there is no separation illustrated by the ancient paradigm of heaven and hell.

Lindbeck's «experiential - expressivist» model does a reasonably good job of accounting for the romantic and mystical streams of liberal theology, but it does not account for variants of liberal theology that make gospel - centered claims (such as the tradition of evangelical» liberalism), that base their affirmations on metaphysical arguments (such as the Whiteheadian process school) or that appeal to gospel norms and metaphysical arguments (such as the Boston personalist school).

The various schools of Tradition agree that natural reason relies upon experience for its initial signals of reality; hence, to start philosophy with sense and image is no crime, but it is a crime to end there.

If religion is understood in its elemental sense, and not merely in its sectarian expressions, it is entirely practicable for the public schools to educate religiously without violating any ideals of religious freedom, without partisanship for any historical tradition, and without transgressing the principle of persuasion, not compulsion, in all matters of faith.

When the school of Nisibis introduced the teaching of Theodore, there was a continuity with the existing theological tradition.