Sentences with phrase «who teach history»

A critical component of this project has been engaging with educators who teach this history well.

However, the definition has been broadened significantly to include the behavioral sciences and other areas, often to the dismay of some of our colleagues who teach history and geography.

Few are more aware of this isolationism than secondary school teachers, particularly those who teach history using standard texts that — not surprisingly — view the signal events of American history with a kind of national solipsism.

This article would be of great interest to teachers of the physical sciences and also to colleagues who teach history.

Katz, who teaches history at the University of Pennsylvania, sets out to describe American debates about the «undeserving» (working - aged) poor since the early 1960s.

Rosanova, who teaches history at nearby Naperville Central High School, has long contended West Street is too congested to add another park facility.

«So far, she has been good for the city and I'm not sure any of the plans presented by her challengers are feasible economically or otherwise,» said Kay, who teaches history at SUNY Oswego.

Also, newbie Alderman Tony Davis, who teaches history at Miller Middle School and has a master's in education, could teach at the college level.

While there, he was a student of Art Tillman, Southold's Democratic leader, who taught history.

«Students absolutely have solutions that can be implemented,» says Lauren Popkoff, who teaches history at Brooklyn College Academy, an alternative school for students — mostly low - income and minority students — who are deemed at risk of failing or dropping out of school.

For Fritts, who teaches history at Trinity - Pawling School in upstate New York and helps run Camp Arcadia in Maine each summer, the motivation to contribute each year is born of the strong relationships he developed at the Ed School.

Working in Turin Grove School with geography teacher Sarah DeLooze, and Adam Bishop who teaches history, John Bayley helps them to unlock the hidden talents of some exceptionally quiet Year 9 pupils.

This was written by Andrew Hartman, who teaches history at Illinois State University.

Many lived in unstable homes, said Aimee Saunders, who taught history at K12's Pennsylvania schools for four years until 2009.

AACTE congratulates 2016 National Teacher of the Year Jahana Hayes, who teaches history at John F. Kennedy High School in Waterbury, Connecticut.

That article was co-authored by Bradley, Bruce Fulton, the digital projects librarian at SIRLS, Marlene Helm, an associate librarian at the Arizona State Museum, and Katherine A. Pittner, a SIRLS doctoral student who teaches history at Pima Community College.

«He was an artist who understood the value of his own intuition and eye, who taught himself the history of photography, how to network, how to run a studio, and how to keep the public interested in him.»

Not exact matches

When Flombaum teaches computer - science courses, he uses storytelling skills acquired while studying creative writing, and incorporates history into his lessons, including highlighting the programmer who created the concept at hand.

I once got into a very polite conversation — tour guides don't argue with guests — with a nice but unyielding tourist who said, «You have to go into teaching because that's the only thing to do with a history major.»

She says while professors taught students the nitty gritty of business — marketing, accounting, financial management — it was the students who schooled faculty on Aboriginal culture and history.

Again, they don't teach much of this today, but you are the one who brought up «the history of both.»

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

Zinn, who died in 2010, has had an undeservedly outsized influence in the teaching of American history, and Daniels was rightly concerned about the use of Zinn's work in training primary and secondary schoolteachers to teach American history to youngsters.

And to say that Biblical teachings are invalid because there are other similar beliefs that have older known written sources invalidates the Biblical teachings also should take into consideration that for certain Biblical believers that all those truths whether they are known to have been placed in the Bible first or known thus far to have been placed elsewhere that they believe that they all come via deity who at the beginning of human history on this world dispensed those truths to humanity and that to those who believe in the biblical teachings believe that through time they are more complete than those of other ancient beliefs due to God restoring those truths through revelations given to later prophets like say Moses and other later Old and New Testament prophets and apostles.

So you agree that science teachers who want to teach psuedo - science in place of biology and natural history are unqualified to hold their jobs?

Similarly, those who build on traditions typically do so by adjusting traditional teachings to new findings in history and the sciences.

The artist, who dedicates himself to beauty, «teaches us that man can not be explained by history alone and that he also finds a reason for his existence in the order of nature.

A friend who taught Church history suggested I read George Herbert's book The Country Parson and the Temple (Paulist Press).

Because there are others who believe the same way I do, and we have the best Bible scholars, and the best seminaries, and the biggest churches, and the most authors, and our missionaries are very active overseas, and we agree with most of the teachings of the church throughout history... at least since the Reformation anyway... and I believe that with time, and a little education of how to really study the Bible, people will eventually see that what I believe is the right way to believe.

Rubenstein can teach the Christian that the God who stands aloof from the history of nations is the God who stands aloof from Auschwitz, and that the price of accepting a dehistorized or subjective God (the God who is absolute Subject and only Subject) is the abandonment of the objective world or reality as such to the realm of «flesh.»

As someone who studies and has taught history I certainly understand your position.

If I was alone on a desert island with nothing but the Bible, and no research tools to help me understand the background and history of who Jesus was and what He taught, and the cultural and theological forces He was facing, I doubt I ever would have understood Him in the way that Wright presents here.

Perhaps we are too determined by our history to transform ourselves in that way, but Mead allows those who preach and teach to hope that what we say and what people believe may still make a difference in what happens next.

Instead he is an ersatz theologian, a self - taught theologian, one who employs the history of religions only as a route into a non theological theology.

His own pet proof of «why there almost certainly is no God» (a proof in which he takes much evident pride) is one that a usually mild - spoken friend of mine (a friend who has devoted too much of his life to teaching undergraduates the basic rules of logic and the elementary language of philosophy) has described as «possibly the single most incompetent logical argument ever made for or against anything in the whole history of the human race.»

He pointed out the uniqueness of the messianic character of Israel's religion in whose sacred liturgy and moral teaching humanity is prepared to receive Christ who is «Lord of history and the human heart».

What St. John gives us is the psychological truth of The One who was God and Man in the unity of One Person, and gives us the work, teaching, claim, and impact of Him who was both, at one and the same time the Christ of Faith and the Christ of History.

Because of its long history, ISI has many contacts» both faculty and student» on campuses around the country, and a reader of this Guide will see that a great deal of information has come from actual interviews conducted with those who teach and learn on the respective campuses.

Nicea teaches dogmatically: the true God needs, and the gospel provides, no semidivine mediator of access to him, for the gospel proclaims a God who is not in fact distant, whose deity is identified with a person of our history. . .

Not only that, I've sort of figured out that Alexis de Tocqueville, author of the best book on America, thought that the French Catholic Pascal taught the truth about who we are, and that the psychology of Pascal more than the History of Rousseau (or the ambiguously natural / Historical Locke) explains to us best of all who we are.

Islam was also built on Jewish and Christian teachings, but it was more of an attempt by Arabs to regain their heritage from Europeans, who had pretty much taken control of all of religious history, even though everything in the Scriptures had happened in Arab lands.

(And this was taught by a lay teacher who was usually a history teacher, not by a religious.

We needed someone who could answer off the cuff the detailed attacks made on Church history and policy: opposition to the use of condoms to combat AIDS, magisterial teaching about homosexuality; the Church's historical attitude to slavery, involvement in the crusades, relations with the Jewish people; someone who could properly confront and contextualise the evil actions of some members of the Church - in Ireland or Rwanda, for example.

It is the same way for anyone who follows or criticizes a religion without knowing it's teachings and history — a completely unfounded argument, but one that sounds good to them and therefore must be right.

Islam in Modern History, by Wilfred Cantwell Smith, is a study of what is happening to Islam in a time of rapid transition; it is a thoughtful, sometimes disturbing, book which should be read by anyone who is teaching about Islam.

We do have a history of destroying those who could teach us to be better because we largely fear what we say we want in others and out of ourselves.

The authors disarmingly look for lessons that can be drawn by evangelicals from the reasons given by former evangelicals who have gone «home to Rome»: a richer worship, a greater depth in history, a religious certainty, an identifiably united Church, a firm teaching authority.

If more Christians studied the history of the Bible and the history of the early Church, not just the Bible itself, I think they would have much greater perspective on their religion, what has been taught to them and some of the why's (who decided what was «right» and what was «wrong» in early teachings) and how they have come to believe what they do.

What was I thinking teaching this kid - the one who lugged his 300 page illustrated encyclopedia of World History to preschool at age 4 - to ask questions?

If the Christ of Israel was in very fact the Word who is God in Person, then we must be able to show the continuity in this Church of the life, the action, the authority of very God, ever living to make intercession for us, ever operating with divine efficacy, ever teaching with divine infallibility: otherwise the Incarnation is an irrelevance of human history.