The Jerusalem Meeting of the International Missionary Council, March 24-April 8, 1928, Volume 2International Missionary Council, 1928 - Missions |
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activities Africa attitudes Bhagavad Gītā Bible board schools cation child Chinese Chris Christian character Christian education CHRISTIAN MISSION Christian purpose Christian religious education Christian schools Christian teaching Church Conference coöperation courses curricula curriculum educa emphasis essential evangelism experience faith fellowship gious education Gospel groups growth habits Hindu Hinduism Horace Bushnell human ideals ideas India individual influence institutions International Missionary Council ISABELLA THOBURN COLLEGE Jesus Christ knowledge learning living material means ment methods mind modern education moral National Christian Council National Education Association national systems nature non-Christian Old Testament personality possible practice principles problems psychology pupils regard relation religion religious instruction responsibility revealed schools and colleges sense social society spirit Sunday school systems of education task teachers tian tion to-day truth understanding values Varnasrama Dharma vital whole worship
Popular passages
Page 168 - And he gave some to be apostles ; and some, prophets ; and some, evangelists ; and some, pastors and teachers ; for the perfecting of the saints, unto the work of ministering, unto the building up of the body of Christ : till we all attain unto the unity of the faith, and of the knowledge of the Son of God, unto a fullgrown man, unto the measure of the stature of the fulness of Christ...
Page 78 - The bigger the unit you deal with, the hollower, the more brutal, the more mendacious is the life displayed. So I am against all big organizations as such, national ones first and foremost; against all big successes and big results; and in favor of the eternal forces of truth which always work in the individual and immediately unsuccessful way, under-dogs always, till history comes, after they are long dead, and puts them on top.— You need take no notice of these ebullitions of spleen, which are...
Page 78 - As for me, my bed is made: I am against bigness and greatness in all their forms, and with the invisible molecular forces that work from individual to individual, stealing in through the crannies of the world like so many soft rootlets, or like the capillary oozing of water, and yet rending the hardest monuments of man's pride if you give them time.
Page 57 - If any man willeth to do his will, he shall know of the teaching, whether it be of God, or whether I speak from myself.
Page 50 - ideas about morality " may be morally indifferent or immoral or moral. There is nothing in the nature of ideas about morality, of information about honesty or purity or kindness which automatically transmutes such ideas into good character or good conduct.
Page 18 - Deliberation is actually an imaginative rehearsal of various courses of conduct. We give way, in our mind, to some impulse; we try, in our mind, some plan. Following its career through various steps, we find ourselves in imagination in the presence of the consequences that would follow: and as we then like and approve, or dislike and disapprove, these consequences, we find the original impulse or plan good or bad.
Page 12 - ... sake of the Father who gave him that freedom. There is but one real test of a teacher's work. God and men alike will ask you that one question. It is not, "What have you taught your pupil to know?
Page 32 - To promote the development of an understanding and an adequate evaluation of the self. 2. To promote the development of an understanding and an appreciation of the world of nature. 3. To promote the development of an understanding and an appreciation of organized society. 4. To promote the development of an appreciation of the force of law and of love that is operating universally.
Page 55 - From the services in which I joined as a child I have taken with me into life a feeling for what is solemn, and a need for quiet and self-recollection, without which I cannot realize the meaning of my life.
Page 28 - study the facts," the idea being that statistics will tell us not only what is, but what ought to be. From one quarter comes the suggestion that objectives be determined by a count of noses, to see what the people want. From another quarter we are advised to make a list of all desirable human attributes or abilities, and then organize our educational subject matter so as to realize these attributes or abilities. A third suggestion is to the effect that frequency of use or of reference may be a satisfactory...