«Using the Indian government's own numbers, just 4 percent of Compassion's funds in India are used for moral and
spiritual values education — values which transcend all religions,» said Oakley.
Not exact matches
The pope challenged young people to «create a world of brothers and sisters» and older generations to ensure that today's youth have «the material and
spiritual conditions for their full development,» including «safety and
education» as well as «lasting
values.»
Typically, students who are
education or business majors show an increase in religiosity during their time at college, meaning they regularly attend a religious service and place
value upon their
spiritual life.
Scientific
education is part of that heritage, fostering the «
spiritual values of humanism» by teaching the habit of questioning arbitrary authority.
«Children and young people,» the National
Education Association declared in Moral and
Spiritual Values in the Public Schools,
If I interpret the prospectus of the CMC correctly, the objective of the CMC namely to «impart to men and women an
education of the highest order in the art and science of medicine and to equip them in the spirit of Christ for service In the relief of suffering and promotion of health», that is, the idea of a combination of training in professional skills, moulding the technically trained in a culture of human
values and motivation, equipping them to utilize technology to serve «with compassion and concern for the whole person», the people especially the weaker sections of society, and giving
spiritual reinforcement of that culture by the «spirit of Christ» and the motto «Not to be Ministered unto but to Minister» derived from him, goes back in tradition to the founder herself (Prospectus MBBS Course p. 5).
Only such a serious, sustained, communally supported life in an alternate
spiritual identity can provide the discriminating vision and the energy for bringing about real
value change in higher
education.
When underlying
VALUES are deliberately identified during the discussions and debates about topics, issues and concerns raised in SMSC (Spiritual, Moral, Social and Cultural development) and fundamental British Values sessions, PSHE (Personal, Social, Health and Economic education) lessons and RSE (Relationships and Sex Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and ac
VALUES are deliberately identified during the discussions and debates about topics, issues and concerns raised in SMSC (Spiritual, Moral, Social and Cultural development) and fundamental British Values sessions, PSHE (Personal, Social, Health and Economic education) lessons and RSE (Relationships and Sex Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and ac
VALUES are deliberately identified during the discussions and debates about topics, issues and concerns raised in SMSC (
Spiritual, Moral, Social and Cultural development) and fundamental British
Values sessions, PSHE (Personal, Social, Health and Economic education) lessons and RSE (Relationships and Sex Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and ac
Values sessions, PSHE (Personal, Social, Health and Economic education) lessons and RSE (Relationships and Sex Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and ac
Values sessions, PSHE (Personal, Social, Health and Economic
education) lessons and RSE (Relationships and Sex Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and
education) lessons and RSE (Relationships and Sex
Education) slots, young citizens begin to appreciate the significance of how values provide standards, principles and signposts that guide decisions and
Education) slots, young citizens begin to appreciate the significance of how
values provide standards, principles and signposts that guide decisions and ac
values provide standards, principles and signposts that guide decisions and ac
values provide standards, principles and signposts that guide decisions and actions.
Education with self awareness, cultural
values, and morality is the single most important factor contributing to young people's chances of leading productive and responsible lives for the emotional, mental,
spiritual and physical well being.
Pastoral Auditor features surveys covering the breadth of pastoral issues, including Personal, Social, Health and Economic
Education; Citizenship;
Spiritual, Moral, Social and Cultural Development including British
Values; Personal Development, Behaviour & Welfare and General Pupil Opinion.
Each student's
spiritual development is nurtured through a
values - based
education that follows the teachings of Christ.
Other Resources Article by Jan Darsa and Martin E. Sleeper - Read «Where Ethics Meets History: A Synthesis of
Values, Sacred Texts, and the Humanities,» a chapter in Growing Jewish Minds, Growing Jewish Souls: Promoting
Spiritual, Social, and Emotional Growth in Jewish
Education, ed.
Across all subjects, cross-curricular themes and skills are explicitly mapped and taught: literacy, numeracy, Social, Moral,
Spiritual and Cultural
education and the fundamental British
Values of democracy, rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
The Wellbeing Alphabet supports a whole school approach to wellbeing, through Personal, Social, Health and Economic
education (PSHE);
Spiritual, Moral, Social and Cultural learning (SMSC) and British
Values.
In contrast to those advocating
education for individual liberation, some delegates wanted basic
education to stress moral and
spiritual values.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex
education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process /
Spiritual connection /
Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff
values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
More and more, pastors are realizing the
value of skills - based Marriage
Education programs to complement the
spiritual messages they give to their members.
The Wellbeing Alphabet supports a whole school approach to wellbeing, through Personal, Social, Health and Economic
education (PSHE);
Spiritual, Moral, Social and Cultural learning (SMSC) and British
Values.