Sentences with phrase «taught us the difficulties»

For instance, a school may assign children with similar achievement levels to the same classroom, in order to minimize teaching difficulty.

Also Tekken Card Tournament taught us the difficulties of good matchmaking in real - time, and the issues of real - time syncing of 200 units scared us to death, so we wanted something asynchronous.

Not exact matches

All these small little life things that occurred taught me that you are not alone in this world, and there are a lot of other people and their viewpoints are important to you, and then just watch them and be supportive of each other and all the difficulties they've had in life.

When teaching a first - year class of 350 students, Leblanc noticed several who had difficulty staying awake for the second half of his three - hour class.

We could have avoided a lot of difficulty without that issue, but even without considering market internals, history teaches that the longer value - conscious investors are wrong, the more seriously their views should be taken (remember Roger Babson).

Guarino, who teaches at Seton Hall University, holds that recognizably orthodox Christian thought can accommodate postmodernity's difficulties with identity and difference, unity and pluralism.

After all, Vatican II wisely taught, «No difficulty of the priestly life is to be concealed from seminarians» (Optatam totius, no. 9).

Once we accept that the language of Genesis is symbolic, then there is no difficulty in holding both what it really teaches about creation and what we have learned from modern science.

It is not taught by Jesus himself, and it can only with difficulty be read back into Paul.

It was not even taught by Jesus himself, and can only with difficulty be read back into the writings of Paul.

On the one hand, persons who have tried to pray without getting very far with it are apt to feel that if only someone would teach them — give them a book of instructions, or a course, or at least a lecture or two — the difficulties would all be cleared away.

When however to the legacy of criticisms ancient and near - modern there is added the firm acceptance of evolutionary philosophies of materialism or idealism contradictory in trend to Christian teaching, then every new difficulty, every fresh confusion of unabsorbed knowledge, every apparent retreat of conscious mind before reflex conditioned action, is taken as a new refutation of traditional Christian belief.

The second issue that could have beenaddressed is that raised by Patrick FitzPatrick who saw the «deprecation of reason in order to make faith more acceptable'a s a difficulty in Newman's approach to his teaching of the illative sense.

The difficulty we have is that much of the language we would wish to use has been corrupted such that it is ambiguous, so tolerance and human rights can now be used to suppress Catholic beliefs and the freedom of Catholics to teach.

One of these difficulties comes from his conviction that there is a very sharp contradiction between the despotic deity who as he thinks is dominant in the Old Testament literature and the picture of a loving God taught and revealed by Jesus.

It also laments the failure of the church to teach its members the basic stories of the gospel, and refers to the difficulty of raising children in a culture of consumerism and violence.

(It is because of specific difficulty attached to learning how to use the moral expressions of a language that we find novels more helpful than explicit ethical reflection in teaching us how to live morally.)

Clearly, the path of all Prophets through which they faced hardships and difficulties to deliver the message — being a shepherd in addition to teaching them to CARE and PROTECT their flock, it teaches them to be PATIENT in calling people to the way of the Creator (ALLAH)!

The major difficulty with «the traditional teaching of the church» is that it has taken little account of individual circumstances.

The Catholic Church teaches that Christ is present in the Eucharist as a causal agent, somehow giving us bodily strength and health, and Catholics» acceptance of that teaching is expressed in the way in which they receive that sacrament, but the doctrine of Christ's bodily presence in the Eucharist is one with which even Catholics today have difficulty, and it would be unrealistic to make it thecentre of the belief that Christ was the Son of God.

(Ibid., p. 127) Ogden is willing to use mythology in both teaching and preaching, although it causes difficulty in communication unless it is understood as myth.

The second difficulty is the fact that the Christians are disorganised, uncertain of their teaching and lacking in confidence.

I have no difficulty in using the non-biblical term «Trinity» because it makes sense of the Bible's teaching about the unity and diversity of the Godhead, the baptismal formula, the cry of praise that «Jesus is Lord!

Part of the difficulty with the «Once saved always saved» teaching is that people don't understand how the word «saved» is used in the Bible.

It is, after all, the relation between scientific theories and the official teaching of the Church that decides the question whether a scientist has difficulties in being a Christian believer and a Catholic.

«It seems to me that there is a persuasive case for believing that the doctrine of Humanae Vitae, regardless of the pastoral difficulty it causes, regardless of the philosophical and theological arguments thrown against it, regardless of the historical conditioning of its neo-scholastic framework, has been, and is being taught infallibly, that is, irreversibly and without error, by the Church's ordinary universal magisterium.»

One difficulty grows out of the presence of something in Jesus» teaching, namely, a certain strenuous and uncompromising quality; the other difficulty grows out of the lack of something, namely, light on what particular choices should be made between available alternatives in many concrete situations.

Overcoming a difficulty, and teaching someone else how to overcome a difficulty is love in action.

The modern difficulty in understanding the Church's teaching on married sexuality stems in large part from a failure to distinguish between lust and what is (or should be) normal sexual desire, i.e. between assertive and unregulated sexual desire, bent foremost on physical self - satisfaction, and simple sexual attraction, which can include a desire for union and is characterised by respect and regulated by love.

One who affirms a doctrine of apostolic succession culminating in the authority of the bishop of Rome must not only choose between succession of teaching or succession of office (as J. B. Lightfoot in his own day understood), but also surmount the historiographical difficulty posed by the early Church's transition from apostles to presbyters, and from presbyters to a single monarchical bishop.

One of the obvious difficulties with these suggestions is that the fundamental issue as to how the individual churches themselves have internalized different understandings of baptism as being a part of their existence and self - identity, an existence and identity which has very often been at least partially shaped as a reaction to the teachings propounded by other churches, has not been adequately addressed.

In Provoking the Gospel of Mark, storyteller Richard Swanson, who teaches at Augustana College in South Dakota, says the difficulties of Mark's ending become very clear when one performs it.

However, even if this is true, there is still the difficulty with God commanding the Israelites to engage in such warfare, especially in light of the teachings and example of Jesus.

Difficulties stimulate the mind, and we certainly face lots of hard questions when we assume that Scripture and doctrine teach a single, unified truth.

These difficulties have also taught me that life's disasters need not have the last word.

There was little difficulty in appropriating much of what Niebuhr taught, as well, within a Whiteheadian framework.

What the Old Testament especially teaches us is this: «that zeal is as essentially a duty of all God's rational creatures, as [are] prayer and praise, faith and submission; and, surely, if so, [then] especially of sinners whom He has redeemed: that zeal consists in a strict attention to His commands» a scrupulousness, vigilance, heartiness, and punctuality, which bears with no reasoning or questioning about them» an intense thirst for the advancement of His glory» a shrinking from the pollution of sin and sinners» an indignation, nay impatience, at witnessing His honor insulted» a quickness of feeling when His name is mentioned, and a jealousy how it is mentioned» a fullness of purpose, an heroic determination to yield Him service at whatever sacrifice of personal feeling» and an energetic resolve to push through all difficulties, were they as mountains, when His eye or hand but gives the sign» a carelessness of obloquy, or reproach, or persecution, a forgetfulness of friend and relative, nay, a hatred (so to say) of all that is naturally dear to us, when He says, «Follow me.»

He saw nothing in the record indicating that any participating teacher had injected religion into his secular teaching or had had any difficulty in refraining from doing so.

The Supreme Court interposed unsupported conclusions about the teachers in elementary and secondary parochial schools and concluded that the difficulties involved in avoiding the teaching of religion along with secular subjects would pose intolerable risks.

The Rector of the new University already knew Martin well; Staupitz had persuaded Dr Trutvetter a reliable man who had had enough, after twenty - five years, of the difficulties always generated in such a Complex ancient foundation as Erfurt was, to come over to teach at Wittenberg.

There is the same difficulty in reconciling the teaching of Jesus as given in the fourth gospel with that given in the synoptic gospels.

It is the fusion of these three elements in his representation of Jesus» life and teaching that makes it a matter of the greatest difficulty to distinguish in any particular discourse between what rests upon a deep understanding of the true meaning of Jesus» actual words and what is read into them in the light both of experience and of preconceived ideas as what the Word of God should fittingly proclaim.

Our difficulties with the teaching of Mary's physiological virginity during the birth of Christ, however, were far more pronounced.

If and when a person is trained solely in the general history of religions, he will have difficulty in fitting into the undergraduate teaching program.

Our class had no difficulty assenting to the common Christian teaching of the Council of Ephesus in 431, that Mary is the Theotokos, the one who gave birth to God.

We may have all kinds of difficulties in interpreting this as an emphasis in the teaching of Jesus, but this should not prevent us from recognizing that the emphasis is, in fact, there.

ibis difficulty with God's name was brought out in an experiment with a group of second - graders in an ecumenical setting who were being taught about the Jewish faith.

What we have just been noting about the interrelatedness of the prophetic and teaching functions will suggest the difficulty of separating the teacher and the prophet from each other; and, if they belong together, it seems on the whole more plausible to regard them as belonging to the local ministry.

and although there are many problems that admit of no certain solution, e.g. the difficulty of reconciling passages where the kingdom is spoken of as present with those where it is spoken of as future, there is at least sufficient evidence for reconstructing the main lines of Jesus» authentic eschatological teaching.

A child who is early taught that he is God's child, that he may live and move and have his being in God, and that he has, therefore, infinite strength at hand for the conquering of any difficulty, will take life more easily, and probably will make more of it, than one who is told that he is born the child of wrath and wholly incapable of good.»