Sentences with phrase «school way of thinking»

«That old - school way of thinking is something I've kept throughout my life.»

It's an old school way of thinking.

Sliwa called Long's comments «the old - school way of thinking» and said he's not looking to cut a «backroom deal.»

«That's an old - school way of thinking.

Not exact matches

As Stiglitz sees it, Americans, particularly on the right, embraced the Chicago school's way of thinking because it appeared to be the efficient solution to stimulating a stagnant economy.

«I come from five generations of sea captains and I thought it would be neat to pay my way through school by going to sea.

Because tax revenues are expected to exceed school building needs, Colorado public officials are already thinking of additional ways to use the tax windfall.

Amber and Danny started thinking of ways to increase their income while they were still in school.

Cayton's approach — he has lived in Nepal and melds Eastern and Western schools of thought — also rubbed her the wrong way.

Think back to your high school reading list and recall the story of Tom Sawyer and how he found a way to recruit his friends to help him paint a fence for his aunt.

That may be the thinking of many managers (even if they try to delegate) but it's not the best way to lead according to a new book by Kellogg School professor Keith Murnighan entitled Do Nothing!

Joseph Blasi is the J. Robert Beyster Distinguished Professor at Rutgers University's School of Management and Labor Relations and author of book, The Citizen's Share and the Third Way think tank policy report, Having a Stake.

Their design school was way ahead of the design thinking movement.

I think you're on the right track, but still caught up in the old school way of «how things are done».

Your customers may be adjusting to school routines, planning for Halloween or Thanksgiving, or thinking of ways to enjoy the outdoors before it gets too cold.

Fishon... you know how when you get older and you look back at pictures of when you were in high school and you think, «OMG, I can't believe I wore that and did my hair that way.

Because not only was he mostly unnoticed and thought a weirdo and a nerd in high school, he still goes through life that way; awkward, patronized, not the center of any group.

In addition, he wishes to sugge3st the ways to think about the issues, and to sketch a particular theological view as to the nature and functioin of the theological school.

Conversely, does the specific way in which this school «has to do with God» have the effect of minimizing the role of the disciplines and their ability to nurture in learners» capacities for independent and rigorous critical thinking?

Process thought is usually defined in one of three ways: (1) as any view of reality that is dynamic and relational and based on the findings of modern science, (2) identified with «the Chicago School,» the University of Chicago Divinity School, both in its earlier phase of applying evolutionary theory to historical research, seeing religion as a dynamic movement that reconstitutes itself in response to felt needs, as well as its later philosophical phase, and (3) synonymous with the philosophy of Whitehead and Hartshorne.

The second is to show how Buddhism, particularly the Zen school of Mahayana Buddhism, can contribute to an understanding of that ethic and that way of thinking about God.

Although my studies at these two schools introduced me to the scope and depth of Western thought on the issue of evil, the way in which the problem was defined was quite different from its definition in the black church.

Only someone who has suffered severe mental abuse in the form of catholic school and fundamentalist parents would think thus way.

Dewey actively sought out ways in which the habits of doing, thinking, and feeling required for a free and open community of inquirers could be fostered in the schools.

All over the country, parishes and schools are being encouraged to think of ways to thank their vicar for the annual «Thank Your Vicar Week».

Why can't we all just mind our own business when it comes to peoples bedrooms and wedding albums, neither side get's to preach in schools, though I understand how you would think of it as the atheist getting his way by just not having you preach your God to his children in a publicly funded school, but he's not sending an atheist spokesman to influence your children, he just doesn't feel it's right to allow the religious spokesman into the schools to influence any children on his tax dollar.

A way to make this point is to exploit two metaphors: We could think of questions about the communal identities and common life of diverse Christian congregations as the lens through which inquiry about all the various subject matters studied in a theological school could be focused and unified.

Before you say another word, think for a minute about how members of your faith continuously push for legislation to force others to your way of life, force your morality, spark witch hunts for radicalized members of other religions even though it's more often than not white guys gunning down crowds in schools, theatres, grocery store parking lots, etc..

Second, the socio - historical school failed to offer a satisfactory way of thinking of God.

God knows his children and will deal with each of us in the way He sees fit, regardless of what some idiot that went to divinity school may think.

Parents are urged to develop an atmosphere of mutual respect; to communicate on levels of fun and recreation as well as on discipline and advice; to allow a child to learn «through natural consequences» — that is, by experiencing what happens when he dawdles in the morning and is permitted to experience the unpleasantness and embarrassment of being late to school; to encourage the child and spend time with him playing and learning (positively) rather than spending time lecturing and disciplining (negatively), since the child who is misbehaving is often merely craving attention and if he gets it in pleasant, constructive ways, he will not demand it in antisocial ways; to avoid trying to put the child in a mold of what the parent thinks he should do and be, or what other people think he should do and be, rather than what his natural gifts and tendencies indicate; to take time to train the child in basic skills — to bake a cake, pound a nail, sketch or write or play a melody — including those things the parents know and do well and are interested in.

One way of acknowledging its revisability is to say that it can survive the critique laid for it by Wayne Proudfoot in his 1985 Religious Experience and, more importantly, by the postmodern culture for which Proudfoot speaks.13 If it ignores that kind of postmodern critique, I am suggesting, it will not deliver on the promise it has shown recently in the growth of The American Journal of Theology and Philosophy, in the founding of The Highlands Institute for American Religious Thought, in the resurgence of Columbia and Yale forms of neonaturalism and pragmatism in the work of Robert Corrington and William Shea, 14 and in the American Academy of Religion Group on Empiricism in American Religious Thought — as well as in the growing independent scholarship of those working out of the empirical side of process theology and the Chicago school.

But it does seem that a debate — between those who interpret Christian social thought in a social - democratic idiom and those whose idiom is that of the Austrian School of economics — would go a long way toward establishing a richer vision of Catholic social thought.

The political school of thought that supports the view that secularization is the only way forward argues against the Hindutva proponents who aim to revive and recast the role of religion in contemporary India.

All over the country, parishes and schools are being encouraged to think of ways to thank their vicar... More

In his latest book, first published in France in 1995, Hadot surveys with care the great schools of classical thought» Platonism, Aristotelianism >, Cynicism, Epicureanism, Stoicism, and Skepticism» and argues that they share not only a drive to offer rational explanations of the world but also a conception of philosophy profoundly different from the way that discipline currently understands itself.

Although his own choice was clearly on the side of the historical approach, there were elements in his thought which paved the way for a marked shift in focus of the Chicago School.

1, 1977, and available from the Center for Process Studies, David Ray Griffin, Executive Director, School of Theology at Claremont, 1325 N. College Ave., Claremont, Calif. 91711 Valerie C. Salving, «Androgynous Life: A Feminist Appropriation of Process Thought»; Marjorie Suchocki, «Feminism in Process»; Penelope Washbourn, «The Dynamics of Female Experience: Process Models and Human Values»; and John Cobb, «Feminism and Process Thought: A Two - Way Relationship.»

Think of it this way... if it can't be taught as fact in our public school system's or used in the making of law in a secular nation, then it truly doesn't stand its apparent ground to the manner it once might have.

It has been nurtured in many ways: by research into basic issues in theological education underwritten by competitive grants offered by the Association of Theological Schools (ATS) and funded by the Lilly Endowment, Inc.; by the work of some theological educators commissioned by the Endowment to think about these questions; and by a series of seminars and conferences convened by the ATS to discuss some of the results of this research and reflection.

But there is a school of thought out there that is coming to accept my way of eating as the healthy way.

«Honestly, I couldn't think of a better way to end my last year playing high school volleyball.

We lost against Watford we expect to win against Chelsea are we serious???? I dreamed we lost 4 1 I could not watch the match after we let the second in that nightmare was on I thought >> >> > as for that first goal it should not have stood as the goal came from dangerous play >> >> > unfortunately the team fell apart the unity has gone out the window >> >> players make school errors yet they earn 100 000 a week crazy carry on >> >> > I am sick of it I have had it with this punch >> > embarrassing carry on cant defend cant attack they only thing they can do is dwell with the ball side ways I am sick of this dwelling about with the ball

Larry Dierker, an Astros broadcaster and once a Houston fireballer himself, says, «The way he's throwing, if you didn't know how old he was, and you thought he was just coming out of high school, you'd draft him Number 1 in the nation on stuff alone.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7 - 12.

Those changes impair the development of an important set of mental capacities that help children regulate their thoughts and feelings, and that impairment makes it difficult later on for them to process information and manage emotions in ways that allow them to succeed at school.

My struggles with high - level math pushed me outside of my comfort zone and forced me to think of new ways of coping that were invaluable later in my high school career and also in college.

The piece doesn't offer much in the way of solutions, but I thought it did a great job of capturing the current, entrenched problems in school food, at least in large, urban districts like L.A. and Houston.

Children's Health Foundation has ignited a new way of thinking about the food in school lunch programs.

I gradually realized that our school system didn't think of education in the same way I did.