Sentences with phrase «such false teachers»

(3) Finally your suggestion that II Peter 2:13,18 & 19 teach that such false teachers may be allowed to eat meals with the believers and even teach in the church is a horrible twisting of scripture!

Not exact matches

1 Timothy 4:1 - 6 foretold exactly about the fact that false teachers would teach about such doctrines, among them, forbidding marriage and goes on to refer to such teachings as teachings of demons.

Of believers / the godly / the just to whom he is writing, he uses the pronoun «you» (v. 1,3,13) But of the ungodly / the wicked / those who are reserved by God for judgment / the ungodly / etc the writer always designates such by the pronouns «them», «these», «their» and «they» (v. 1,2,3,4,5,6,8,10,11,12,13,14,17,18,19,2021,22) So your theory that the false teachers of verse 1 who bring upon themselves swift destruction / perdition are believers is entirely a fabrication divorced from the context!

And now, after the chain of continuity going back to the apostles has been broken, how on earth can anyone identify those following the true Way approved by Jesus Christ, with so many aggressive false teachers claiming to be approved by Christ and holding and gaining such incredible fame and power?

While there is no such things as a «heretic» in the traditional sense, there are «false teachers.»

Their teachers describe profound emotional reactions including anger, hostility, retribution (such as false accusations of teacher misconduct) and more subtle but equally disturbing behavioral changes of withdrawn participation and effort, depression, and more sick - day absences.

Some teachers who are not high - performing will be classified as such (false positives), while some teachers who are high - performing will not be classified as such (false negatives).

Of course, this immediate scoring requires that the teacher use selected - response items, such as multiple choice, matching, true or false, and the like.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).