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teachings of Humanae Vitae, usually alongside adjectives like «divisive» and «controversial» and «outdated.»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 Prince
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 Prince
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 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 Karamazo
In vivid and characteristically exaggerated imagery Dostoevsky
teaches us this Christian lesson
in a story told in The Brothers Karamazo
in a
story told
in The Brothers Karamazo
in 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 condescensio
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 condescensio
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 condescensio
in 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.