Sentences with phrase «teach them stories in»

Don't you assume that the Hindus, Native - Americans and everyone else who believes in a different creation story teaches those stories in their separate religious / cultural classes?

Not exact matches

A further search led Ivanov, then teaching math at a private school, to a story in a local community newspaper.

The following classes are all taught by accomplished, award - winning writers who have decades of experience in communicating ideas, telling stories, and captivating their audiences.

Established companies teach new brewers best practices for sanitation to reduce spoilage; they invite new breweries to events and often feature those brewers» beers in their taprooms; and they bring new brewers into their breweries to make beer, answer questions and swap war stories.

This internship will teach you the ins and outs of how a digital news site operates, from selecting stories to forming strategic editorial partnerships.

During Benedict XVI's April visit to the United States, hardly a story in the secular press failed to mention the teachings of Humanae Vitae, usually alongside adjectives like «divisive» and «controversial» and «outdated.»

This whole story is about race and for you, the author to ask us to follow in his teachings and not his color?

What if He takes His place in history / With all the prophets and the kings / Who taught us love and came in peace / But then the story ends, what then... But what if you're wrong / What if there's more / What if there's hope / You never dreamed of hoping for

That is why it is taught in school and the religios story is not.

This story is simply something that the church has no teachings, or story, these things are not taught or discussed at church as the church has no political agenda presented from the pulpit, in classes or meetings.

«The creation story is taught in science and there is no evidence that pupils learn scientific theories about the origin of the Earth.»

A friend of mine who teaches on the collegiate level recently told me, «I don't meet any young adults who've grown up in the church lacking at least one story of spiritual abuse.»

Our friends at Zondervan have created the most fun and thought filled Bible when it comes to teaching our kids about Jesus and the lessons in the stories.

Maciel's story, from a young man in Mexico who received a vision of what might be to the leader of a worldwide insurgency in fidelity to the Church's teaching, is affectingly told.

With some variations we have first a story that fits the situation confronted by Jesus in his ministry, reflects the social customs of Palestine in his day, and illustrates a point characteristic of his teaching.

At Fordham University in New York, a Catholic school, a proud mother of a grown gay son drew a standing ovation when she told a story about discovering the effect of church teachings on her child.

The stories about Jesus which are recorded in the gospels, had first been told and retold in the teaching and preaching ministry of the church.

(iii) you are a complete blowhard who has never studied one subject of university level biology, never been on an archaeological dig, never studied a thing about paleontology, geology, astronomy, linguistics or archaeology, but feel perfectly sure that you know more than the best biologists, archaeologists, paleontologists, doctors, astronomers botanists and linguists in the World because your mommy and daddy taught you some comforting stories from Bronze Age Palestine as a child.

The present volume is really a collection of studies, and it might easily have grown to twice its size if other topics had been included: for example the miracle stories — I should have liked to examine Alan Richardson's new book on The Miracle - Stories of the Gospels (1942)-- or a fuller study of the so - called messianic consciousness of Jesus, the theory of interim ethics, the relation of eschatology and ethics in Jesus» teachings — see Professor Amos N. Wilder's book on the subject, Eschatology and Ethics in the Teaching of Jesus (1939)-- the influence of the Old Testament upon the earliest interpretation of the life of Jesus — see Professor David E. Adams» new book, Man of God (1941), and Professor E. W. K. Mould's The World - View of Jesus (1941)-- or sonic of the topics treated in the new volume of essays presented to Professor William Jackson Lowstuter, New Testament Studies (1942), edited by Professor Edwin Princestories — I should have liked to examine Alan Richardson's new book on The Miracle - Stories of the Gospels (1942)-- or a fuller study of the so - called messianic consciousness of Jesus, the theory of interim ethics, the relation of eschatology and ethics in Jesus» teachings — see Professor Amos N. Wilder's book on the subject, Eschatology and Ethics in the Teaching of Jesus (1939)-- the influence of the Old Testament upon the earliest interpretation of the life of Jesus — see Professor David E. Adams» new book, Man of God (1941), and Professor E. W. K. Mould's The World - View of Jesus (1941)-- or sonic of the topics treated in the new volume of essays presented to Professor William Jackson Lowstuter, New Testament Studies (1942), edited by Professor Edwin PrinceStories of the Gospels (1942)-- or a fuller study of the so - called messianic consciousness of Jesus, the theory of interim ethics, the relation of eschatology and ethics in Jesus» teachings — see Professor Amos N. Wilder's book on the subject, Eschatology and Ethics in the Teaching of Jesus (1939)-- the influence of the Old Testament upon the earliest interpretation of the life of Jesus — see Professor David E. Adams» new book, Man of God (1941), and Professor E. W. K. Mould's The World - View of Jesus (1941)-- or sonic of the topics treated in the new volume of essays presented to Professor William Jackson Lowstuter, New Testament Studies (1942), edited by Professor Edwin Prince Booth.

The gospel was identified not with a teaching or a «religious» experience but with an action or history played out in the particular stories of individuals.

I would have been relegated to duties in the home or to the second story balcony where most likely I would not have benefited in any way from teaching which I could not see or hear (or offer).

Jesus was fond of calling the Pharisees a «brood of vipers,» plus his style as a traveling preacher was to teach in stories, or parables, that needed to stick in the minds of his audience.

They had digested what was taught about God in the creation story and what was taught about Jesus in the Gospels.

Perhaps he intended the story of the rich ruler and the camel to be understood in the light of his teaching as a whole: It is what is in one's heart, rather than the external trappings of one's life, that makes one clean or unclean.

Reading literature teaches them stories they can use as it also teaches them to see stories in everyday life.

actually you do nt have to prove the many deities or Gods that they really exist, because they really had existed in their times, They are part of the evolutionary process for us humans to transcend to higher consciousness.To simplify the analogy, when we were young and we are in the lower grade school, we were taught simple subjects not advance literatures but simple stories even mythicals, The same with religion, thousands of years ago when there was no science yet, primitive people had a religion, of course man made faiths to conform with their state of mind or intellect.But later atfter thousands of years we evolve into a more educated people and so new concept of God again was presented to them, another man made concept, and this go on and on, until a few thiousand years ago.monotheism, Judaism, christianity, islam, buddhism, etc also evolved, But with the accelerated evolution, these faith again is threatend with obsolesencs because of of scientific developments and education.In panthroteistic faith, the future religion needs to conform to evolutionary process, This proves that God is always there guiding the change.And it his will that made this a reality in history since the begining of the universe 13 billion years ago, and this will continue to exist until He will completely fulfill His will to infinity, Thats PANTHROTHEISM, the futue, man made religion under His guidance through scientifiic evoluition after the Bi Bang

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.

Their stories often suggest the appalling extent to which the church tends not simply to ignore sexual, physical, emotional and spiritual violence against women and children as a major crisis, but actually to provide theological justification for this violence in its teachings about male headship, women's subordination, and the sinful character of sexuality.

The Gospel story finds fulfillment and a new beginning in the birth, life, miracles, teachings, death, and resurrection of Jesus.

In vivid and characteristically exaggerated imagery Dostoevsky teaches us this Christian lesson in a story told in The Brothers KaramazoIn vivid and characteristically exaggerated imagery Dostoevsky teaches us this Christian lesson in a story told in The Brothers Karamazoin a story told in The Brothers Karamazoin The Brothers Karamazov.

This fact plays a very large part in the story of his life and in his teaching.

In A Million Miles in a Thousand Years, Miller explores the relationship between story and life in a way that manages to inspire without self - help and teach without condescensioIn A Million Miles in a Thousand Years, Miller explores the relationship between story and life in a way that manages to inspire without self - help and teach without condescensioin a Thousand Years, Miller explores the relationship between story and life in a way that manages to inspire without self - help and teach without condescensioin a way that manages to inspire without self - help and teach without condescension.

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.

Finally, if we are to take seriously an organic approach to narrative teaching, we will tell stories from different eras of history and different parts of the world, but we will also tell stories that are happening in our midst.

One could interpret the story in non-literal terms, as Freud or Jung might have, and simply describe it as a teaching story on how parental favoritism can lead to sibling rivalry.

To counteract that perspective, Hahn teaches that the gospel is a narrative that connects all of history together, and that people's lives have a place in that story.

And so what better place to teach persons personally than in a congregation where you have access to everything that makes up their personhood — their families, their work, the weather, their neighborhood, their sins, their stories — and over a period of years, sometimes decades.

I went to Catholic school 40 years ago and we were taught at that time in evolution and that the story of Adam and Eve was made up (like a parable) to teach, but wasn't actually true.

If we are going to teach a public ethic of eco-justice, we need public stories of eco-justice — public parables that have the capacity to communicate the meaning of our love for the earth and for people as citizens: the reality of the struggle for eco-justice in the ongoing history of our civic communities.

The combination of the poetic form in which many of Jesus» sayings were cast, the vitality of his utterance, and the wonder and marvel of his deeds had caused these teachings and stories to be repeated over and over, not only privately, but also in the services and instruction of the churches.

I did grow up christian, however, in Sunday School they never taught much more than «Love Jesus» and told us some of the stories without really explaining the significance.

His story, and that of other Chinese Indonesian Christians, has much to teach us as we consider whether or not to embrace Rod Dreher's Benedict Option (retreat in order to rebuild), or instead seek positive solutions to social problems in an America that judges us on the wrong side of history.

He organized fundraisers for slain journalists, taught convicts in Chicago to read, and risked his life to tell the stories of people living under the brutal rule of dictators.

Same BS I was taught in Catholic school and is the reason I, and many others, reject christianity not ony as being true, but as a moral story.

I was actually taught in Catholic school that they were both just stories and that Luke's was cribbed from various myths because he was a pagan and pagan gods came into the world with sensational events and circumstances.

The bible practically teaches the 2nd law of thermodynamics in the «fall of man» story.

As I listened to what I believe were instructions from the Lord, I could picture myself teaching truth compact in story form.

The main biblical evidence is (1) the stories of the creation (Gen.I: 26 - 27 with 5:1 - 2; 2:18 - 25) and the fall (3:16 - 20); (2) Jesus» respect for women, whom he consistently treated as men's equals (Luke 8:1 - 3; 10:38 - 42; 11:28 - 28; 13:10 - 17; 21:1 - 4; Mark 5:22 - 42; John 4:7 - 38; 8:3 - 11; 12:1 - 8; (3) references to women ministering in the apostolic church by prophesying, leading in prayer, teaching, practicing Samaritanship both informally and as widows and deacons, and laboring in the gospel with Apostles (Acts 2:17 - 21; 9:36 - 42; 18:24 - 26; 21:9 Rom.

To be sure, the distinction between personal convictions and the religious story of the nation remains sufficiently sharp in evangelical teachings that militant religious nationalism is the exception rather than the rule.

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.