Sentences with phrase «which taught a set»

In addition, Lagemann also forged a leadership role for HGSE in development of core courses which taught a set of core competencies that are shared across the profession.

Not exact matches

For that they need programs such as the federal «Goals 2000» Act, which sets up national standards in education for «gender - equitable and multicultural» teaching.

They exist to teach a certain set of doctrines / beliefs to people who want to be indoctrinated in that system, which will convince certain types of churches that they are «experts» in doctrine and perhaps Bible and therefore should make a valued employee who will perpetuate the beliefs of the group.

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

When Jesus set in contrast a self - righteous Pharisee, saying to God, «I thank thee, that I am not as the rest of men,» and a contrite publican, praying, «God, be thou merciful to me a sinner,» (Luke 18:9 - 14) he was both summing up the best of his race's teaching on the true spirit of confessional prayer and indicating to his disciples the self - depreciation which must follow any such estimate of personal worth and possibility as he himself believed in.

And not only when we compare it with the setting of the life of Stone Age men, but also when we measure it by the framework within which the Church itself lived in those earlier times which constituted the classical periods of the Church's life and teaching.

She looks with sincere respect upon those ways of conduct and of life, those rules and teachings which, though differing in many particulars from what she holds and sets forth, nevertheless often reflect a ray of that Truth which enlightens all men (John 1:9).

So several of these leaders developed an approved set of doctrines and teachings which should be taught to all the new «converts» in all the churches, and quickly developed a system to train and send out a small army of teachers and priests to distribute these empire - approved church doctrines.

For they have taught that some receive it sacramentally only, to wit sinners: others spiritually only, those to wit who eating in desire that heavenly bread which is set before them, are, by a lively faith which worketh by charity, made sensible of the fruit and usefulness thereof: whereas the third (class) receive it both sacramentally and spiritually, and these are they who so prove and prepare themselves beforehand, as to approach to this divine table clothed with the wedding garment.

The programme sets out marriage as the morally right context within which sexual intimacy may be expressed while, of course, acknowledging that this moral teaching is rejected by many and infringed by others through human weakness.

It is also the onlyCatholic programme which I've seen which sets out the Church's moral teaching from the Catechism on masturbation and homosexuality, subjects which are frequently ignored by Catholic education programmes as too hard to teach in the current climate.

Their move to a Catholic church was taken as meaning only one thing: that despite the lip - service being paid by the diocese to the teaching that «non-celibate gay people should not be given Communion», the diocese of Westminster was in fact giving its tacit approval and support to a situation in which that was precisely what was happening, in a setting in which the Pope and the teaching of the Church were regarded with hostility and held up to contempt.

He makes two fine points: First, regardless of inner desires, we Christians are accountable to behavioral standards set forth in classic Christian sexual ethics, which inevitably revolve around the Christian teaching on marriage; and second, the current definitions of internal desires are a mess.

The illusion of the conviction of the Holy Spirit... which is really an emotional response to something being very wrong and the turmoil experienced when these feelings contradict all you've been taught by the church and its Pastor, who has set him / herself up as the supreme anointed authority under God and is due utmost and unquestionable respect.

As Seyyed Hossein Nasr writes, «For traditional man, Muslim or otherwise, that is a man whose life and thought are molded by a set of principles of transcendent origin and who lives in a society in which these principles are manifested in every sphere does not have cause to question the teaching of his religion.

But even then, teaching in Scripture has it's own unique set of characteristics which are not seen in most churches today.

By some it is regarded as an original poem setting forth Krishnaism based upon the Sankhya - Yoga philosophy, but modified later by the additions in which the Vedanta is taught.73 Others think that it is an old verse Upanishad worked over by a poet in the interest of Krishnaism, after the beginning of the Christian era.74

It is not possible, according to Catholic teaching, to avoid even the mere possibility of a conflict between sacred theology and science by delimiting beforehand and on principle the domain of reality to which the propositions asserted by each refer, in such a way that even the material object of each set of affirmations would be different from the start and as a consequence no contradiction at all would be possible (Denzinger 2109).

which then reminded me of the project I started several years ago where I set out to summarize all the theology I had been taught in Bible College and Seminary, and then ask the question that I never had time (or courage) to ask... But after a couple dozen posts, I got sidetracked again....

To take Mark's presentation of Jesus» teaching as normative, or final — as on the older «Marcan hypothesis» — is simply out of the question, and sets before the Christian religion, as we have seen, a problem which nineteen centuries have now demonstrated to be insoluble.

It is only when his ethics is separated from the ethical teaching of Judaism — which he deepened and spiritualized — and is then given a purely apocalyptic setting, that it can be described as «interim ethics.»

The church possesses, or better is possessed by, the principle of life «in Christ» — a life of discipleship that is not simply obedience to a set of moral truths supposedly taught by Jesus but a life in which «Christ dwells in our hearts by faith» and enables his people to act, insofar as they are able, in conformity with his pattern of human existence.

When the seasons of the church year set the mood for corporate worship, events in the life of Jesus become the prism through which all else is reflected.4 But when the civic calendar and family - life celebrations govern the worship of a congregation, it is much more difficult for the pastor to convey what it means to reflect about all of life in the light of the life and teaching of Jesus Christ.

Their reading of biblical teachings about particular kinds of sexual activity often fails to account for the cultural setting and circumstances in which each book of the Bible was written.

Once we have arrived at a reconstruction of an aspect of the teaching of Jesus, our next task is to seek to understand it, by which we mean to interpret it in its original setting and to arrive as closely as we can at its original meaning.

Moreover, recent research by Harvard psychologist Howard Gardner has devastated the optimistic assumptions of modern developmental psychology which has set the terms for much modern educational theory (see Frames of Mind: The Theory of Multiple Intelligences [Basic Books, 1983] and The Unschooled Mind: How Children Think and How Schools Should Teach [Basic Books, 1991]-RRB-.

Instead of teaching their own positive convictions, which can help overcome a dehumanizing orthodoxy and so transform the life of the church, these schools seem to think that they will transform society and church by offering this or that course in urban studies, by relocating the setting of education to the places «where people live,» and by increased field experiences.

The work of the Tertio Millennio Seminar is to equip our participants with the rich resources of Catholic social teaching, and to do so in a setting that underscores both how high the stakes are (one would be hard pressed to find anywhere a more poignant reminder of man's horrific capacity to abuse himself than in the rubble of the Birkenau crematoria, which our students visit), and, more importantly, the realistic hope that mankind can, and must, do much better.

Even though I did not receive teaching from a Church setting but rather from a marketplace ministry setting where they taught us «Externally Focused Church, Organic Church, which was really a good thing (new wine skin initiatives) but when we implemented and embraced it, we found that its not quite effective and in the end the leaders abandoned the project and most of us were in the dark on what is the next good program or system to follow.

In consequence, we can now see that what we have in the New Testament is what I have called throughout this book «the witness of apostolic faith», while the Old Testament has its particular Christian significance in giving us the background of the event of Jesus Christ in the religious faith, worship, and teaching about God's will and way in the world as these were set forth in the Jewish scriptures which then became part of the Christian Bible.

Without falling into that old rut of opposing the legalistic and the prophetic, we may discover in the very teaching of the Torah an increasing pulsation that turn by turn sets out the Law in terms of endlessly multiplying prescriptions and then draws it together, in the strong sense of the word, by summing it up in one set of commandments which only retain its being directed towards holiness.

So much of what is taught about the Bible is done in the context of the social & cultural setting in which it is delivered though, which could be why it appears to be more complicated than it is.

I would add that perhaps Paul's instructions that women should not teach or have authority over men (which would be a turn - off to outsiders in that culture), can serve as a reminder that women actually should be allowed to teach and have authority over men (in order to avoid our own set of turn - offs in the present culture.)

It took years of studying the history in which the Bible was written, learning about the other influences that often aren't taught in religious settings... and considering those religious influences, as well as the scientific and philosophical influences... to reach to the conclusions I have reached today — though I admit they still aren't and never will be perfect (like when I said IT doesn't care.

When I teach about practicing life at table, I ask learners to compare two meals which I set before them: a fast - food hamburger meal and the bread and cup of the Lord's Supper.

If theology is a way of life and a lens through which life is perceived and not simply a set of propositional statements, then teaching theology in the church should involve reflection on the life of the church — on worship and sacraments, ministry (ordained and lay) and mission.

Luther's attacks on the Pope continued, but besides the public controversy, he also worked to make his teaching known to «common people» and set about translating the New Testament into German, which was a brilliant piece of work and one which had a deep influence on the German language.

Instead of confronting the public school system or arguing before school boards for better teaching methods, we might do best by setting up small schools in which we try out our methods.

The Guardian: Louisiana education case highlights Bobby Jindal's creationism state Louisiana governor Bobby Jindal is rapidly emerging as a new «moderate» Republican voice, but a court case beginning Wednesday is set to shine light on a controversial policy in his state which sees government funding given to schools that teach creationism.

The Consultation for Promoting British Values in School is a hastily thrown together set of amendments to the Independent School Standards (2013) which ensured all independent schools» activities and teaching be informed by the 2010 Equalities Act.The consultation proposes strengthening the Independent School Standards regulations and extending these to all schools (state and independent), emphasising that a school's «written policy, plans and schemes of work -LSB-... must] not undermine the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.»

He suggests that students must do justice to the categories of first - century Judaism in terms of which the teaching was originally expressed, and must always set the teaching of Jesus in the context of the circumstances and situation of his ministry.

There are many non-literate peoples in existence today who of course have no written law, but whose lives are closely regulated by a well - recognized set of laws and customs which are taught to children by parents, and are enforced in one way or another by the community.

Both of these communions set forth teachings on sexuality, ordination, contraception and other issues with which it is difficult to imagine Held Evans agreeing.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

The result was a report titled «Teaching Adolescents to Become Learners,» published in June 2012, which for the first time represented noncognitive skills — or «noncognitive factors,» as the report called them — not as a set of discrete abilities that individual children might somehow master (or fail to master), but as a collection of mindsets and habits and attitudes that are highly dependent on the context in which children are learning.

Being at your baby's beck and call rather than practising «controlled crying», a parenting technique popular with the older generation that involves allowing a baby to cry for set periods of time (assuming they are not in any obvious pain) to teach them to soothe themselves, has deemed babywearing a method which spoils our children by the older generation.

Hands - on exploratory «field trips» including labyrinth visit, horse grooming and riding, low and high ropes course, Ashtanga yoga and a Doula Blessing (similar to a Mother Blessing), ALL designed with the purpose of teaching you the vital and mysterious skills doulas need to support families in intimate and vulnerable settings, as well as stretch you in your own personal growth, which is hands - down the most important tool in a doulas tool bag

In addition to her consulting work, Amy provided maternity care services to childbearing families for two years as a nurse in the postpartum and well - baby unit of a large teaching hospital and for four years as a nurse - midwife, during which she worked in the home, birth center, and hospital settings.

This isn't to say that there is no place for a crash course, but many crash courses, particularly those in large group settings or taught by hospitals are not childbirth classes in the true sense of the word, but more like glorified hospital tours, which also have their place for learning about hospital policies.

All of our classes are taught by expert teachers in an intimate setting which ensures that you learn and will have all your questions answered.