ellauri053.html on line 916: The life led by both pupils and teachers was not only simple but almost austere. The ideal of Brahmacharya was the keynote of everything. The yellow uniform, which covered up the poverty of clothes; a pair of blankets, which served as our only bedding; the vegetarian meals comparable to jail diet in their dull monotony — these were the standards laid down.
ellauri053.html on line 981: Father now devoted himself with renewed zeal to the affairs of the school. The most difficult task was to find the right kind of teachers. Frequent changes had to be made. Every time a new teacher was engaged Father had to train him and mould him to fit in with the ideals of the Asrama.
ellauri069.html on line 238: Guardian, the. 293; The Manchester Guardian (now The Guardian) is (according to Evan Corcoran) the farthest left-wing of the major English papers, though it is traditionally the centrist Liberals' and teachers' newspaper. Käsineidin rämiseviin radiopuhelimiin puhuvat pollarit on guardianeja. National Guard on hälytetty pysäyttämään Proud Boys pyssymiehet Washingtonissa.
ellauri078.html on line 141: By Emily Dickinson’s own account, she delighted in all aspects of the school—the curriculum, the teachers, the students. The school prided itself on its connection with Amherst College, offering students regular attendance at college lectures in all the principal subjects— astronomy, botany, chemistry, geology, mathematics, natural history, natural philosophy, and zoology. As this list suggests, the curriculum reflected the 19th-century emphasis on science. That emphasis reappeared in Dickinson’s poems and letters through her fascination with naming, her skilled observation and cultivation of flowers, her carefully wrought descriptions of plants, and her interest in “chemic force.” Those interests, however, rarely celebrated science in the same spirit as the teachers advocated.
ellauri095.html on line 127: Among his teachers at Highgate was Richard Watson Dixon, who became an enduring friend and correspondent. Of the older pupils Hopkins recalls in his boarding house, the poet Philip Stanhope Worsley won the Newdigate Prize.
ellauri107.html on line 511: “I don't see why they give us this old-fashioned junk by Milton and Shakespeare and Wordsworth and all these has-beens,” he protested. “Oh, I guess I could stand it to see a show by Shakespeare, if they had swell scenery and put on a lot of dog, but to sit down in cold blood and READ 'em—These teachers—how do they get that way?”
ellauri108.html on line 193: The wearing of dreadlocks has contributed to negative views of Rastafari among non-Rastas, many of whom regard it as wild and unattractive. Dreadlocks remain socially stigmatised in many societies; in Ghana for example, they are often associated with the homeless and mentally ill, with such associations of marginality extending onto Ghanaian Rastas. In Jamaica during the mid-20th century, teachers and police officers used to forcibly cut off the dreads of Rastas. In various countries, Rastas have since won legal battles ensuring their right to wear dreadlocks: in 2020, for instance, the High Court of Malawi ruled that all public schools must allow their students to wear dreadlocks.
ellauri109.html on line 531: Roth was not an academic prodigy; his teachers sensed his intelligence but they were not overawed by his classroom performance.
ellauri111.html on line 204: Wow! What an opportunity! He made money by selling pictures of himself, bows and arrows, buttons off his shirt, and even his hat. In 1905, the Indian Office "provided" Geronimo for the inaugural parade for President Theodore Roosevelt. Later that year, the Indian Office "took" him to Texas, where he shot a buffalo in a roundup staged by 101 Ranch Real Wild West for the National Editorial Association. Geronimo was escorted to the event by soldiers, as he was still a prisoner. The teachers who witnessed the staged buffalo hunt were unaware that Geronimo’s people were not buffalo hunters. Aargh!
ellauri111.html on line 616: You can pray and ask the Lord to lead you to a truly Christian fellowship so that you can get baptized by a Christian and discipled in the way of Christ. Note: This is a tall order these days because today is the day of apostasy. False teachers and false prophets abound on television and in churches. Excerpt from our index page:
ellauri111.html on line 689: The world is full of false churches, full of false teachers and false prophets that want to make merchandise of you--they are on television and in churches. As a Christian, you will want to go to church and be with other Christians, but I do not know of ONE good church building and there are MANY cults. BE CAREFUL AND READ YOUR AUTHORIZED BIBLE (I urge you to print out and bind your own--the ones being sold today are often altered--There is a good Authorized Bible download at this link and a sound Overview of the Bible at this link.).
ellauri112.html on line 910: Fifth, we will cite the statements of confessions, churches and prominent men, always remembering that such human opinions are not equal to Holy Scripture, but can sometimes shed light on the meaning of Holy Scripture. We will seek to imitate the Bereans of Acts 17:11, who sought to examine what they had heard from even the best of God’s teachers in the light of the word of God. We will adopt what is biblical and profitable, and reject whatever is not.
ellauri141.html on line 109: Quintus Horatius Flaccus (8th of December, Ab Urbe Condita 689, B. C. 65 - 27th of November, B. C. 8) was born at or near Venusia (Venosa), in the Apennines, on the borders of Lucania and Apulia. His father was a freedman, having, as his name proves, been the slave of some person of the Horatia gens. As Horace implies that he himself was ingenuus, his father must have obtained his freedom before his birth. He afterwards followed the calling of a coactor, a collector of money in some way or other, it is not known in what. He made, in this capacity, enough to purchase an estate, probably a small one, near the above town, where the poet was born. We hear nothing of his mother, except that Horace speaks of both his parents with affection. His father, probably seeing signs of talent in him as a child, was not content to have him educated at a provincial school, but took him (at what age he does not say, but probably about twelve) to Rome, where he became a pupil of Orbilius Pupillus, who had a school of much note, attended by boys of good family, and whom Horace remembered all his life as an irritable teacher, given unnecessarily to the use of the rod. With him he learnt grammar, the earlier Latin authors, and Homer. He attended other masters (of rhetoric, poetry, and music perhaps), as Roman boys were wont, and had the advantage (to which he afterwards looked back with gratitude) of his father’s care and moral training during this part of his education. It was usual for young men of birth and ability to be sent to Athens, to finish their education by the study of Greek literature and philosophy under native teachers; and Horace went there too, at what age is not known, but probably when he was about twenty. Whether his father was alive at that time, or dead, is uncertain. If he went to Athens at twenty, it was in B. C. 45, the year before Julius Cæsar was assassinated. After that event, Brutus and Cassius left Rome and went to Greece. Foreseeing the struggle that was before them, they got round them many of the young men at that time studying at Athens, and Horace was appointed tribune in the army of Brutus, a high command, for which he was not qualified. He went with Brutus into Asia Minor, and finally shared his defeat at Philippi, B. C. 42. He makes humorous allusion to this defeat in his Ode to Pompeius Varus (ii. 7). After the battle he came to Italy, having obtained permission to do so, like many others who were willing to give up a desperate cause and settle quietly at home. His patrimony, however, was forfeited, and he seems to have had no means of subsistence, which induced him to employ himself in writing verses, with the view, perhaps, of bringing himself into notice, rather than for the purpose of making money by their sale. By some means he managed to get a place as scriba in the Quæstor’s office, whether by purchase or interest does not appear. In either case, we must suppose he contrived soon to make friends, though he could not do so by the course he pursued, without also making many enemies. His Satires are full of allusions to the enmity his verses had raised up for him on all hands. He became acquainted, among other literary persons, with Virgil and Varius, who, about three years after his return (B. C. 39), introduced him to Mæcenas, who was careful of receiving into his circle a tribune of Brutus, and one whose writings were of a kind that was new and unpopular. He accordingly saw nothing of Horace for nine months after his introduction to him. He then sent for him (B. C. 38), and from that time continued to be his patron and warmest friend.
ellauri142.html on line 79: Tolstoy was born at Yasnaya Polyana, a family estate 12 kilometres (7.5 mi) southwest of Tula, and 200 kilometres (120 mi) south of Moscow. He was the fourth of five children of Count Nikolai Ilyich Tolstoy (1794–1837), a veteran of the Patriotic War of 1812, and Countess Mariya Tolstaya (née Volkonskaya; 1790–1830). His mother died when she was two and his father when he was nine. Tolstoy and his siblings were brought up by relatives. In 1844, he began studying law and oriental languages at Kazan University, where teachers described him as "both unable and unwilling to learn".
ellauri145.html on line 727: During his schooling at the Imperial Lycée of Saint-Brieuc where he studied from 1858 until 1860, he fell prey to a deep depression, and, over several freezing winters, contracted the severe rheumatism which was to disfigure him severely. He blamed his parents for having placed him there, far from his family´s care and affection. Difficulties in adapting to the harsh discipline of the college´s noble débris (distinguished relics, i.e., teachers) gradually developed those characteristics of anarchic disdain and sarcasm which were to give much of his verse its distinctive voice.
ellauri151.html on line 887: 17. On the number and identity of teachers:
ellauri151.html on line 891: [28] And God has appointed in the church first apostles, second prophets, third, teachers,
ellauri151.html on line 893: [11] And his gifts were that some should be apostles, some prophets, some evangelists, some pastors and teachers,
ellauri151.html on line 919: [11] And his gifts were that some should be apostles, some prophets, some evangelists, some pastors (shepherds) and teachers,
ellauri159.html on line 1185: You naturally have little interest in subjects that offend your sensibilities, because your thinking and writing is extremely conventional. Seek input from other teachers if you feel stuck. Consider how your audience feels about the subject. Find something to believe in, and advocate your position. Use anecdote and humor to connect to your students, I mean your readers.
ellauri181.html on line 618: How then might we learn from Franklin's example? Yes, can we learn that we should only be bothered with what matters most to us. Yes! Perhaps the single most important lesson in life would be that we must learn what matters most to us! A lesson to you oversears teachers: model what you would teach, because you teach first by modeling. Teach what you would live but remember the failure of Ben's Quaker friend. It is not possible to give someone a value they would not own.
ellauri184.html on line 116: Think about it. Yeshua, a young Jewish man, hanging out with the learned and well respected teachers in the Temple. Of course! Naahumin kekka siitä mitä Jeshua olis siellä muka sanonut on aika säälittävä.
ellauri213.html on line 331: Had Khaled ever apologized for her role in the hijackings or taken steps to show that she is committed to nonviolent efforts to achieve her desired end of driving the invasive Israeli species from her land, I would not object to her speaking at San Francisco State. People who genuinely learn often make the best teachers. But even after 50 years, Khaled has never expressed remorse or disavowed her actions or those of her comrades. Neither have I for 3000 years of Israeli mass murder of poor Philistines, so there! Never forget, never learn!
ellauri214.html on line 543: The daughter of two literature teachers, little Olga grew up near the border with Czechoslovakia, hiding under tables to eavesdrop on adult conversations. As a teenager she was gripped by Freud, then Jung, thrilled by the discovery that “every tiny thing you did had a deeper meaning . . . those ideas turned the world into a book I could read.”
ellauri254.html on line 501: Klages was born on 10 December 1872, in Hannover, Germany, the son of Friedrich Ferdinand Louis Klages, a businessman and former military officer, and wife Marie Helene née Kolster. In 1878, his sister Helene Klages was born and the two shared a strong bond throughout their lives. In 1882, when Klages was nine years old, his mother died. The death is thought to have been the result of pneumonia. He quickly developed a strong interest in both prose and poetry writing, as well as in Greek and Germanic antiquity. His relationship with his father was strained by the latter's strictness and will to discipline him. Nevertheless, attempts to forbid Klages from writing poetry were unsuccessful by both his teachers and parents.
ellauri260.html on line 207: Gustav Teichmüller (November 19, 1832 – May 22, 1888) is considered a philosopher of the idealist school and a founder of Russian personalism. His ideas were shaped by his teachers Lotze and J. F. Herbart, who in turn were influenced by G. W. von Leibniz. Some scholars describe Teichmüller's personalism as a version of neo-Leibnizianism. His doctrines have also been referred to as constituting a variant of Christian personalism that is in opposition to both positivism and evolutionism as well as traditional Platonism. Teichmüller's philosophy has influenced Nietzsche and this link has been explored by scholars such as Hermann Nohl, who traced Teichmüller's Die wirkliche und die scheinbare Welt, 1882, as the source of the latter's perspectivism. Teichmüller also influenced the Russian thinkers A. A. Kozlov, I.F. Oze, and E. A. Bobrov. Teichmüller nai virolaisen maanomistajan tyttären ja tapettuaan sen 20-vuotiaana lapsivuoteeseen, sen siskon, ja kuoli lopulta ize Tartossa pyylevänä patruunana.
ellauri269.html on line 528: Just as Judaism (besides the incredibly tiny Karaite sect) is Rabbinic in nature (teachers of the scripture interpret matters, debate is common and encouraged), Draenei worship of the Light is heavily based on discussion and interpretation, and different Exarchs will interpret the word of a Naaru in a certain manner. Dogmatism is heavily discouraged, and worshippers are encouraged to find their own truths in the scripture (this is specifically non-Orthodox, but Draenei don’t seem Orthodox to me).
ellauri322.html on line 250: With all this hard work she lived as sparely as she could, that she might help her family. She supported her father. That she might enable her sisters to earn their living as teachers, she sent one of them to Paris, and maintained her there for two years ; the other she placed in a school near London as parlour-boarder until she was admitted into it as a paid teacher. She placed one brother at Woolwich to qualify for the Navy, and he obtained a lieutenant's commission. For another brother, articled to an attorney whom he did not like, she obtained a transfer of dentures; and when it became clear that his quarrel was more with law than with the lawyers, she placed him with a farmer before fitting him out for emigration to America. She then sent him, so well prepared for his work there that he prospered well.
ellauri324.html on line 246: There will then be a chip that can do everything i mentioned before however this will be implanted within you and the idea will be that its safe secure trendy and it makes you like a GOD! celebrities professors of high institutions law enforcement CEOS etc will all have this making it more intriguing to the masses. In a short amount of time this will edge out physical currency however people will have an option. When enough people have accepted this IT WILL BECOME MANDATORY YOU WILL NOT BE ABLE TO BUY OR SELL, TRAVEL OR WORK, TAKE THE BUS THE TRAIN EAT AT RESTAURANTS OR EVEN APPLY TO SCHOOLS OR WORK JOBS. Within your schools and hospitals and workplaces your bosses and teachers will make this mandatory and you will have to comply before you end up in jail or confinement. At this point you will have to either leave and take up whatever supplies you have or join people who are like minded in not conforming to the technological abomination. People at this time will be very sick and people in America have been getting more sick with food pollution stress fatigue etc they will rely on the system for their medication with heart and organ failures depression and psychosis tumors and boils that will seem to have no cure. People who rely on the system will have a harder time withdrawing from it. Addictions food intolerances vaccine epidemics and malnutrition exhaustion fatigue depression and violence will be on the rise to a point where they could and want to call for martial law.
ellauri324.html on line 833: Yes it is broken beyond belief. It has a huge homeless population. It has people working for such low wages they need to work 3 jobs without a decent welfare and food supplement program. It has people begging for donations so they can get medical care in a broken system. It has school teachers and other people working in college educated jobs living in tents and cars because they cant afford to rent or own a home. The highways around their major cities either go into gridlock or just heat up the planet uselessly. They have a public railroad and commuting system that belongs in a third world country. Only the wealthy can really afford to go to college.They have children going to bed hungry and the schools take trays of food from them in school because they cant pay for it. They are taking kids from their parents and putting them in cages. They have a public school system underfunded trying to turn it into private religious indoctrination. They have people in government who deny science because of what the bible says. They keep spending billions fighting senseless wars and bombing people. They have a small population of billionaires that run the system to benefit themselves and screw the rest of the country.
ellauri336.html on line 640: “It has not been a gradual growth. It’s been the type of growth that puts such a strain on the community that we’re unable to keep up with what we need to handle the crowds, the influx. Our housing shortage is really epidemic. It puts a burden on our school districts. We need teachers but we can’t bring teachers in because we have no place for them to stay,” Collins said.
ellauri352.html on line 625: Notable modern Nyingma teachers include Kyabje Dudjom Rinpoche (c. 1904–1987), Sogyal Rinpoche, Dilgo Khyentse Rinpoche, Khenpo Choga Rinpoche, filmmaker Khyentse Norbu (better known as Dzongsar Jamyang Khyentse Rinpoche), and Penor Rinpoche.
ellauri368.html on line 66: Among the Jews of the Slavonic countries "maskil" usually denotes a self-taught Hebrew scholar with an imperfect knowledge of a living language (usually German), who represents the love of learning and the striving for culture awakened by Mendelssohn and his disciples; i.e., an adherent or follower of the Haskalah movement. He is "by force of circumstances detained on the path over which the Jews of western Europe swiftly passed from rabbinical lore to European culture" and to emancipation, and "his strivings and short-comings exemplify the unfulfilled hopes and the disappointments of Russian civilization." The Maskilim are mostly teachers and writers; they taught a part of the young generation of Russian Jewry to read Hebrew and have created the great Neo-Hebrew literature which is the monument of Haskalah. Although Haskalah has now been flourishing in Russia for three generations, the class of Maskilim does not reproduce itself. The Maskilim of each generation are recruited from the ranks of the Orthodox Talmudists, while the children of Maskilim very seldom follow in the footsteps of their fathers. This is probably due to the fact that the Maskil who breaks away from strictly conservative Judaism in Russia, but does not succeed in becoming thoroughly assimilated, finds that his material conditions have not been improved by the change, and, while continuing to cleave to Haskalah for its own sake, he does not permit his children to share his fate. The quarrels between the Maskilim and the Orthodox, especially in the smaller communities, are becoming less frequent. In the last few years the Zionist movement has contributed to bring the Maskilim, who joined it almost to a man, nearer to the other classes of Jews who became interested in that movement. The numerous Maskilim who emigrated to the United States, especially after the great influx of Russian immigrants, generally continued to follow their old vocation of teaching and writing Hebrew, while some contributed to the Yiddish periodicals. Many of those who went thither in their youth entered the learned professions. See Literature, Modern Hebrew. (Source: Jewish Dictionary)
ellauri369.html on line 359: As a boy, Teufelsdröckh was left in a basket on the doorstep of a childless couple in the German country town of Entepfuhl ("Duck-Pond"); his father a retired sergeant of Frederick the Great and his mother a very pious woman, who to Teufelsdröckh´s gratitude, raises him in utmost spiritual discipline. In very flowery language, Teufelsdröckh recalls at length the values instilled in his idyllic childhood, the Editor noting most of his descriptions originating in intense spiritual pride. Teufelsdröckh eventually is recognized as being clever, and sent to Hinterschlag (slap-behind) Gymnasium. While there, Teufelsdröckh is intellectually stimulated, and befriended by a few of his teachers, but frequently bullied by other students. His reflections on this time of his life are ambivalent: glad for his education, but critical of that education´s disregard for actual human activity and character, as regarding both his own treatment and his education´s application to politics. While at University, Teufelsdröckh encounters the same problems, but eventually gains a small teaching post and some favour and recognition from the German nobility. While interacting with these social circles, Teufelsdröckh meets a woman he calls Blumine (Goddess of Flowers; the Editor assumes this to be a pseudonym), and abandons his teaching post to pursue her. She spurns his advances for a British aristocrat named Towgood. Teufelsdröckh is thrust into a spiritual crisis, and leaves the city to wander the European countryside, but even there encounters Blumine and Towgood on their honeymoon. He sinks into a deep depression, culminating in the celebrated Everlasting No, disdaining all human activity. Still trying to piece together the fragments, the Editor surmises that Teufelsdröckh either fights in a war during this period, or at least intensely uses its imagery, which leads him to a "Centre of Indifference", and on reflection of all the ancient villages and forces of history around him, ultimately comes upon the affirmation of all life in "The Everlasting Yea". The Editor, in relief, promises to return to Teufelsdröckh´s book, hoping with the of his assembled biography to glean some new insight into the philosophy. Wow, sounds a lot like Carlyle´s personal biography, lightly camouflaged?
ellauri370.html on line 169: "Thy first father hath sinned, and thy teachers have transgressed.
ellauri399.html on line 178: Great teachers look into the vast beyond and then craft their message to speak not just to their immediate audience but to future generations as well. As early as 1920, Yogananda recognized that yoga would be a boundless fountain to quench people's growing thirst for meaning, authenticity, and a personal experience of truth. So, with an entrepreneurial flair not typical among spiritual teachers, he laid the foundation of an institution, Scratching Yoda Fellowship (SRF), to ignite the inner flame of yoga in communities worldwide.
ellauri399.html on line 200: Since Yogananda's passing the buck in 1952, many teachers have followed his trailblazing path to bring yoga to our world, helping make it a fixture in popular culture as it continues to take hold with young and old, the elite and the ordinary, the spiritualists and the atheists. What distinguishes Yogananda from these subsequent emissaries is not simply that he paved the way for the modern yoga movement, but that from the outset he focused far beyond physical exercises and shone a powerful and practical torchlight on the path to yoga's true purpose: actualizing the infinite potentials within us all. Perhaps that is why his Autobiography of a Yogi was the only book Jobs downloaded on his iPad--and, after first encountering the book as a teenager, went back and reread once every year.
ellauri406.html on line 200: In addition to mass murders, women were stripped and humiliated in public. There was a massacre of teachers in the region, 45 teachers and their families were killed during the first days of the German invasion.
xxx/ellauri044.html on line 1216: Accusations against Sai Baba by his critics over the years have included sleight of hand, sexual abuse, money laundering, fraud in the performance of service projects, and murder. In the article Divine Windfall, published in the Daily Telegraph, Anil Kumar, the ex-principal of the Sathya Sai Educational Institute, said that he believed that the controversy was part of Sathya Sai Baba's divine plan and that all great religious teachers had to face criticism during their lives. :D Joo mä tiedän Baba sanoi syytteisiin, mulla on vitusti enemmän juudaxia kuin Jeesuxella.
xxx/ellauri081.html on line 369: For more than 65 years, Dennis personally taught tens of thousands of people to play the game. But as the consummate “teacher of tennis teachers,” his influence in this sport extends to millions of recreational players around the world.
xxx/ellauri125.html on line 428: From the start, critics complained about the ostensible sameness of Roth’s books, their narcissism and narrowness—or, as he himself put it, comparing his own work to his father’s conversation, “Family, family, family, Newark, Newark, Newark, Jew, Jew, Jew.” Over time, he took on vast themes—love, lust, loneliness, marriage, masculinity, ambition, community, solitude, loyalty, betrayal, patriotism, rebellion, piety, disgrace, the body, the imagination, American history, mortality, the relentless mistakes of life—and he did so in a variety of forms: comedy, parody, romance, conventional narrative, postmodernism, autofiction. In each performance of a self, Roth captured the same sound and consciousness. in nearly fifty years of reading him I’ve never been more bored. I got to know Roth in the nineteen-nineties, when I interviewed him for this magazine around the time he published “The Human Stain.” To be in his presence was an exhilarating, though hardly relaxing, experience. He was unnervingly present, a condor on a branch, unblinking, alive to everything: the best detail in your story, the slackest points in your argument. His intelligence was immense, his performances and imitations mildly funny. “He who is loved by his parents is a conquistador,” Roth used to say, and he was adored by his parents, though both could be daunting to the young Philip. Herman Roth sold insurance; Bess ruled the family’s modest house, on Summit Avenue, in a neighborhood of European Jewish immigrants, their children and grandchildren. There was little money, very few books. Roth was not an academic prodigy; his teachers sensed his street intelligence but they were not overawed by his classroom performance. Roth learned to write through imitation. His first published story, “The Day It Snowed,” was so thoroughly Truman Capote that, he later remarked, he made “Capote look like a longshoreman.”
xxx/ellauri148.html on line 474: Rome, Italy. ‘World Philosophy Day –Philosophy for the Futures’ bythe Italian Ministry of Education, TheDirectorate General for School Regulations, Evaluation andthe internationalization of the national education system of the Ministry of Education in collaboration with the Italian National Commission Italian National Commission for UNESCO.The Italian Ministry of Education, Professor Patrizio Bianchi, will open the celebration.the Secretary General of the National ItalianCommission UNESCO and The National Coordiator of Italy UNESCO ASPnet, will discuss the role of philosophy for next generation in the global contest.In the First Session, Luciano Floridi, philosopher, and Cristina Becchio, scientist, will speak about the importance of philosophy for reimaging the future and education.Inthe Second Session, experts,teachers,researchers,and students will discuss about new philosophical practices to make philosophy accessible to all. Ils sont fous, les Romains.
xxx/ellauri148.html on line 479: Conversations on topics such as empathy, human connections, and kindness in adverse moments will be addressed in rich encounters of philosophical knowledge. From the perspective of Plato, Seneca, Epictetus and classical philosophers from the Greek and Latin cradle, New Acropolis teachers will reflect on our current historical moment. An opportune moment to take advantage of philosophical knowledge, from love to wisdom, to break barriers of difficulties, obtaining a more humanistic sense of life. In all, eight (8) professors will be part of New Acropolis' annual event.
xxx/ellauri148.html on line 500: 1) Russian Philosophical Society: International Conference "Philosophy and Society: 100 years of the Institute of Philosophy of the Russian Academy of Sciences" with the participation of the Board of Directors of the Institutes of Philosophy of the CIS countries with the invitation of other foreign participants, November 19, 2021 (World Philosophy Day). All interested teachers of the SNTL department were invited to participate in the conference. The form of participation was determined by each teacher individually (listeners, speakers). Some are good in one, others in the other. Students, undergraduates and postgraduates can also join this event but only as listeners.
xxx/ellauri157.html on line 257: The teachers of Hasidism point out that fear of God is different from natural forms of worldly fear, which are uncomfortable experiences, and when experienced, at the time remove other emotions. The trepidation felt when perceiving the mystical greatness of God carries its own delight and vittul-nullification, rather like a roller coaster or feeling up a maiden, and can be felt together with longing and delight of mystical love.
xxx/ellauri166.html on line 419: Up to and including Rashi, the Talmudic commentators occupied themselves only with the plain meaning ("peshaṭ") of the text; but after the beginning of the twelfth century the spirit of criticism took possession of the teachers of the Talmud. Thus some of Rashi's continuators, as his sons-in-law and his grandson Samuel ben Meïr (RaSHBaM), while they wrote commentaries on the Talmud after the manner of Rashi's, wrote also glosses on it in a style peculiar to themselves.
xxx/ellauri187.html on line 77: At the Petite École, Rodin “finished lessons so quickly that the teachers eventually ran out of assignments. He did not care to socialize with his classmates; he wanted only to work.” Rodin’s talent was noted by his legion of admiring artists, writers, and lovers. His rise was a matter of time, even if he was ignored by academic art institutions early in life.
xxx/ellauri298.html on line 239: biomedicine as in many occupations and professions, such as firemen and police, practitioners and teachers
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