Sentences with phrase «taught from historical»

From fairy tales to sophisticated and complex concepts in modern society, all subjects are taught from historical and cultural origins.

These latter three subjects should be team - taught from a historical perspective by historians of theology, exegesis and social history.

Not exact matches

But in 2000, shortly after he started teaching at the University of Chicago's Graduate School of Business, Piotroski published a groundbreaking paper in the Journal of Accounting Research entitled «Value Investing: The Use of Historical Financial Statement Information to Separate Winners from Losers».

Since young adults perceive evangelical Christianity to be... «unconcerned with social justice», it's a shame that more evangelical churches don't know about the Just Faith program, which provides «opportunities for individuals to study and be formed by the justice tradition articulated by the Scriptures, the Church's historical witness, theological inquiry and Church social teaching» (from jusfaith.org/programs).

So, I'm offended by slavery, so remove all teachings of it, remove all historical artifacts from any public place, I don't want to see it.

And the book also offers a deliberately wide array of approaches to trinitarian issues, including not only historical and systematic theologians, but biblical scholars and analytic philosophers of religion, writing from a variety of theological and communal points of view» Roman Catholic, Protestant, and, in one case, Jewish (the New Testament scholar Alan Segal, who contributes an instructive if somewhat technical chapter on the role of conflicts between Jews and Christians in the emergence of early trinitarian teaching).

Professor Bultmann agreed with Dr. Albert Schweitzer (cf.. The Quest of the Historical Jesus) that eschatology was an essential part of the teaching of Jesus, but he differed from Dr. Schweitzer in his conviction that the ethical teaching of Jesus is inseparable from his eschatology: both are based on the certainty that man is not sufficient unto himself but is under the sovereignty of God.

The short version is: I don't think the Exodus did happen in historical time, but that doesn't at all detract from its powerful spiritual truth, or from the ways we've constituted our community through telling this story in the first person plural, and through embracing the teaching that the Exodus didn't just happen then but unfolds even now.

From all this you want to teach kids «historical facts»....

So if what Jesus said to Philip can't be used to teach us about the nature and character of God because it's historical narrative, then this same argument applies to every text in the Bible, and you can also not use anything from the Law, the Writings, the Prophets, the Gospels, or the Epistles.

We are called on to clarify what God in the historical labor for holiness and justice wrests from us as sound teaching.

I agree that religion ought to be taught in schools from an historical and factual standpoint and not favor any religious point of view.

First, it is plain that the empty tomb was not the originating factor since careful critical study of the material found at the end of all four Gospels makes it clear that the stories about the empty tomb are more in the category of Christian apologetic — however honestly believed and taught at the time when the Gospels were compiled from earlier oral tradition — than in that of historical reporting.

These questions are not without significance, touching on the person of Christ and the nature of faith, and the answers will only come from an engaged discussion of the authority of Scripture, the historical witness of the church, and the clarity with which the councils, creeds, and confessions give expression to the teaching of the Bible.

Where it was safe to teach from a perspective informed by historical criticism, successive editions of Bernhard W. Anderson's Understanding the Old Testament served as a standard introduction.

The three major religions, Judaism, Christianity, and Islam all draw from the same historical teachings.

We shall return to Jeremias's work on the parables again and again, for it is epoch - making in several respects, but for the moment we want only to call attention to the consequences of this work so far as a general view of the nature of the synoptic tradition is concerned the success of Jeremias's work demands that we accept his starting - point, namely, that any parable as it now stands in the gospels represents the teaching of the early Church and the way back from the early Church to the historical Jesus is a long and arduous one.

Indeed, on accepting this view of the tradition, one's first impulse is simply to give up the ghost and content oneself with selecting from the earlier strata of the tradition such teaching as is in keeping with one's overall view of the historical Jesus, making no systematic attempt to defend the authenticity of each saying used.

Third, they are more aware of the hermeneutical path from biblical and historical teaching to a modern industrial world.

More significantly, these studies tended to focus on «how - to» concerns, or the application of what was taught in the «theoretical» fields of biblical, historical and theological - ethical studies (each also separate from the others and supported by its own professional associations, journals, degree programs and faculties).

Not having such a theology of inspiration and interpretation, when Enns is wrestling with the concept of a historical Adam he strays from the doctrine of original sin, which teaches that original sin is passed on by generation, and allowsfor an interpretation that «all have sinned» through imitation or accident or, worse still, because we were created that way.

Before coming to Chicago, I knew of Perrin chiefly from his widely praised book on the authentic teaching of the historical Jesus, Rediscovering the Teaching of Jesus (Harper & Row, 1967), and from his small but highly regarded book, What Is Redaction Crteaching of the historical Jesus, Rediscovering the Teaching of Jesus (Harper & Row, 1967), and from his small but highly regarded book, What Is Redaction CrTeaching of Jesus (Harper & Row, 1967), and from his small but highly regarded book, What Is Redaction Criticism?

The singular nature of this moment may be that it provides the opportunity for a less inhibited engagement of Catholic teaching and democratic theory — less inhibited from the Catholic side because of the historical ascendancy of democracy in the framework of the Anglo - American experience, rather than the French revolutionary framework with its powerful animus against religion in general and Catholicism in particular.

The discourses of Jesus, for example, upon Baptism (3) and upon the Eucharist (6) reflect the same fundamental conception of the significance and necessity of these two rites; that this conception was that of the evangelist is plain, e.g. from 3:16 - 21, where Jesus» words have passed insensibly into the evangelist's reflection upon them; if the evangelist was the son of Zebedee, it would be natural to accept his accounts as substantially correct records of incidents and discourses from Jesus» ministry, but, if he was not, a comparison with the synoptic gospels and with the teaching of Paul and others on the sacraments would suggest doubts as to the historical value of both discourses.

The Christologies of the various forms of the kerygmata known to us from the New Testament and Christian history are not necessarily coherent with one another, still less necessarily consistent with the teaching of the historical Jesus, and historical research may well raise problems for a form of the kerygma, as, for example, research into the eschatology of Jesus raised problems for the older liberalism.

The Chef Instructor Training Program begins with two - weeks of intensive exposure to the world of school food, including an overview of the National School Lunch Program from an historical and policy perspective; the driving forces behind, and the consequences of, the modern American food system; the unique characteristics of, and limitations and opportunities within, a typical school food service operation; and in - depth exposure to the Cook for America ® curriculum and teaching methodology.

«From a historical perspective we can see that what has to be taught and learnt in schools has by no means always been what we assume today to be an integral or essential part of the curriculum.

Developed with classroom teachers, Genres in Writing breaks from the traditional use of the personal essay and teaches children how to approach, prepare and execute writing across multiple genres, such as the persuasive, expository and historical.

Edward M. Davey, right, works with his PLC colleagues, from left, Kathryn Harper, Ramille Romulus, and David Vincent, to devise the best ways to teach students about reading and understanding historical texts.

At Mid-Pacific Institute, where I teach a historical preservation course with the aid of our school technologist Tony Johansen, my students were lucky enough to work with CyArk to create 3D files from scratch.

The conference gathered academics and educators from around the world to discuss new ideas in literary and historical research around Shakespeare, as well as new strategies for teaching and learning of Shakespeare with a focus on his relevance as a playwright in secondary schooling.

Use this resource to transform how you teach Harper Lee's classic novel by integrating historical context, documents, and sources that reflect the African American voices absent from Mockingbird's narration.

The Brooklyn Historical Society offers educators unique resources for grades 4 — 12 on a range of fascinating topics that will enliven your teaching about the borough from its earliest colonial days to the present.

Civil Rights Historical Investigations is three teaching units that explore the civil rights movement from 1950s through 1970s.

It was with my mentors that I got to discuss the lessons that I had both observed and taught in the context of the most recent scholarship of History Teaching, to discuss the ramifications of the abolition of NC levels and plan a completely new History - specific model of assessment from scratch, and read and then discuss E.P. Thompson's Making of the English Working Class, both in the context of how we might introduce the content of Thompson's book into mixed ability classrooms in comprehensive schools, but also how Thompson's comments on the nature of historical change altered the way we thought about and taught historical change ourselves.

A revised and expanded teacher's guide from the Wisconsin Historical Society Press will help teachers fulfill the requirement of teaching about Wisconsin's American Indian nations and tribal communities.

According to publisher Routledge, the leading scholars who contribute have «look (ed) closely at this problem» and «examine why the teaching force is predominantly white from historical as well as contemporary perspectives.

Also, I do feel that we as readers must, at least occasionally, step outside our comfort zones and read historical fiction that may be hard for us, but can teach us so much beyond the view of history we get from whitewashed textbooks and mainstream media.

Genre: Health, Fitness & Dieting, Psychology & Counseling, History, Europe, Historical Study, Nonfiction, Education & Reference, Schools & Teaching, Professional & Technical, Education Size: 384 pages Free eBook download for Kindle from 12 May 2018 onward PDT / PST

On April 9, NEH announced $ 18.6 million in grants for a traveling exhibition and public programming exploring the role of blacks in American cinema from 1900 - 1970, a New York Historical Society touring exhibition on Black Citizenship in the Age of Jim Crow, development of undergraduate curriculum at the University of Dayton related to the life and work of Paul Laurence Dunbar, and research for a book on self - taught Louisiana painter Clementine Hunter (1887 - 1988).

This broad assortment of over 10,000 4» x 5» glass slides, formerly used to teach History of Architecture and Town Planning, encompasses historical sites, architecture, painting, sculpture, manuscripts, city planning, drawings, jewelry and mosaics from ancient history through the 20th century.

Exhibiting at Art Basel Hong Kong for the first time, PPOW is presenting a two - person booth that features historical paintings and drawings by the late Martin Wong, a self - taught Chinese - American painter and fabled figure of the East Village art scene that died from an AIDS - related illness in 1999, and glass - and - bronze sculptures that evoke elements of traditional Chinese landscape paintings from the Vermont - based Australian artist Timothy Horn, who's a recent addition to the gallery's stable.

«Ernest C Withers and Glenn Ligon: I Am A Man Teaching Galleries One and Two,» Contemporary Art Museum St Louis, MO, January 20 — March 28, 2006 «Down by Law, curated by The Wrong Gallery,» Whitney Museum of American Art, New York, NY, January 21 — May 15, 2006 «Collective Histories / Collective Memories: California Modern,» Orange County Museum of Art, Newport Beach, CA, February 6 — September 24, 2006 «Exhibition of Work by Newly Elected Members and Recipients of Honors and Awards,» American Academy of Arts and Letters, New York, NY, May 19 — June 12, 2006 «Legacies: Contemporary Artists Reflect on Slavery,» New - York Historical Society, New York, NY, June 16, 2006 — January 7, 2007; catalogue «The Past Made Present: Contemporary Art and Memory,» Museum of Fine Arts, Houston, TX, September 2, 2006 — January 15, 2007 «Group Dynamic: Portfolios, Series, and Sets,» Des Moines Art Center, Des Moines, IA, September 15 — December 29, 2006 «black alphabet: conTEXTS of contemporary african - american art,» Zacheta National Gallery of Art, Warsaw, Poland, September 22 — November 19, 2006 «Interstellar Low Ways,» Hyde Park Art Center, Chicago, IL, October 15, 2006 — January 14, 2007 «Process and Collaboration: Celebrating Twelve Years at 1315 Cherry Street,» The Fabric Workshop and Museum, Philadelphia, PA, December 2, 2006 — January 6, 2007 «Defamation of Character,» organized by Neville Wakefield, PS 1 Contemporary Art Center, Long Island City, New York, October 29, 2006 — January 8, 2007 «Voodoo Macbeth,» curated by David A Bailey, De La Warr Pavilion, East Sussex, UK, October 7, 2006 — January 22, 2007 «Yes Bruce Nauman,» Zwirner & Wirth, New York, NY, July 7 — September 9, 2006 «Gifts go in one direction,» curated by Alexander Nagel, apexart, New York, NY, July 5 — August 12, 2006 «SUBJECT,» Lyman Allyn Museum, New London, CT, May 13 — August 14, 2006 «Invitational Exhibition of Painting and Sculpture,» American Academy of Arts and Letters, New York, NY, March 7 — April 9, 2006 «Dark Places,» Santa Monica Museum of Modern Art, Los Angeles, CA, January 21 — April 22, 2006 «Skin Is a Language,» Whitney Museum of American Art, New York, NY, January 12 — May 21, 2006 «Portraits of Artists: A selection of photographic works from the collection,» Luhring Augustine, New York, NY, January 7 — February 11, 2006

An exhibition Borrowed Light: Selections from the Jack Shear Collection at the Tang Teaching Museum at Skidmore College featured works from a major gift of over 500 art historical photographs.

Jeff and David's article discusses changes in the teaching of legal writing from a historical perspective, providing us with a look back at the history of the teaching of legal writing, starting with the colonial era, up until the end of the civil war.

Without exception, I found the courses taught by practitioners to be far more interesting — the focus wasn't on the principles derived from cases, or the progression of historical development of the law — but on real cases and the day to day issues that they faced — what kinds of cases come up most often, what procedural issues delay cases, and how to work around them, real life ethical issues of clients who lie, or don't pay, or harass their lawyers — which judge thinks (or decides) which way — how to help a client that won't do what they need to do to get their kids back (and not get too involved at the same time).