Inclusive Teaching Quotes

When Europeans arrived on this continent, they blew it with the Native Americans. They plowed over them, taking as much as they could of their land and valuables, and respecting almost nothing about the native cultures. They lost the wisdom of the indigenous peoples-wisdom about the land and connectedness to the great web of life…We have another chance with all these refugees. People come here penniless but not cultureless. They bring us gifts. We can synthesize the best of our traditions with the best of theirs. We can teach and learn from each other to produce a better America…

By first KNOWING that this power does exist, then using it with absolute confidence, you soon become wholly conscious of it. You soon know that it is all-inclusive in and through you. If you will but let it flow, it will rush to you in every instance. It flows to you as you let it flow from you. Stand forth as God and give it out. This is God your Father in you and you and your Father are one. Not servants but SONS, Sons of First Primal Cause. All that I AM has, is yours; for you are I AM.

Imagine a young Isaac Newton time-travelling from 1670s England to teach Harvard undergrads in 2017. After the time-jump, Newton still has an obsessive, paranoid personality, with Asperger’s syndrome, a bad stutter, unstable moods, and episodes of psychotic mania and depression. But now he’s subject to Harvard’s speech codes that prohibit any “disrespect for the dignity of others”; any violations will get him in trouble with Harvard’s Inquisition (the ‘Office for Equity, Diversity, and Inclusion’). Newton also wants to publish Philosophiæ Naturalis Principia Mathematica, to explain the laws of motion governing the universe. But his literary agent explains that he can’t get a decent book deal until Newton builds his ‘author platform’ to include at least 20k Twitter followers – without provoking any backlash for airing his eccentric views on ancient Greek alchemy, Biblical cryptography, fiat currency, Jewish mysticism, or how to predict the exact date of the Apocalypse. Newton wouldn’t last long as a ‘public intellectual’ in modern American culture. Sooner or later, he would say ‘offensive’ things that get reported to Harvard and that get picked up by mainstream media as moral-outrage clickbait. His eccentric, ornery awkwardness would lead to swift expulsion from academia, social media, and publishing. Result? On the upside, he’d drive some traffic through Huffpost, Buzzfeed, and Jezebel, and people would have a fresh controversy to virtue-signal about on Facebook. On the downside, we wouldn’t have Newton’s Laws of Motion.

I regard Christianity neither as an inclusive divine revelation nor as an historical phenomenon, but as a teaching which-gives us the meaning of life.

Viewing teaching as a moral endeavor filled with uncertain and inevitable dilemmas positions the teacher always as an inquirer.

I have determined from my work pastoring, preaching, and presiding in (Christian) congregations and teaching in college, university, seminary, and divinity school classrooms that people tend to hear neutral or inclusive language through a masculine cultural filter, so that they hear “the Spirit” as “He,” just as they hear “God” as “He,” no matter what I write or say, unless I specify “She.

Judaism teaches us the sentence, “The Lord is One,” is not exclusive to Adonai, but rather inclusive of everything, everything, everything! Did you get that? Everything is One. This means far more than the teaching we are all connected. That teaching could be speaking biologically, or even atomically. I am talking about more than even the microscopic connection we all share. More than our DNA.

You want to prove that the Bible is right? It is not done by self-fulfilling prophecies or by pointing to world events as prophecy fulfillment. That is not how you prove that the Bible is right. We prove that the Bible is right by radical obedience to the teachings of Jesus and by validating that Jesus' teachings actually do work and can make our world better. Let us love our enemies, forgive those who sin against us, feed the poor, care for the needy and oppressed, walk the extra mile, be inclusive not exclusive, turn the other cheek, and maybe then the world will start taking us seriously and believe our Bible!

As an individual, as a person with the power to affect other people with your words, actions, and expressions every single day, you can give people who see the world differently the gift of accepting who and how they are.

When I’m sitting by my gay friends in church, I hear everything through their ears. When I’m with my recently divorced friend, I hear it through hers. This is good practice. It helps uncenter us (which is, you know, the whole counsel of the New Testament) and sharpens our eye for our sisters and brothers. It trains us to think critically about community, language, felt needs, and inclusion, shaking off autopilot and setting a wider table. We must examine who is invited, who is asked to teach, who is asked to contribute, who is called into leadership. It is one thing to “feel nice feelings” toward the minority voice; it is something else entirely to challenge existing power structures to include the whole variety of God’s people. This is not hard or fancy work. It looks like diversifying small groups and leadership, not defaulting to homogeny as the standard operating procedure. Closer in, it looks like coffee dates, dinner invites, the warm hand of friendship extended to women or families outside your demographic. It means considering the stories around the table before launching into an assumed shared narrative. It includes the old biblical wisdom on being slow to speak and quick to listen, because as much as we love to talk, share, and talk-share some more, there is a special holiness reserved for the practice of listening and deferring.

With Him, the one all-important and all-inclusive thing is His own likeness. What matters to Him about all our teaching, about all our gatherings, about all our works and activities, is the measure in which His likeness appears as the result. Nothing else counts. We do not gather together for teaching, doctrine, “conference meetings”. Let this be established at the outset. We gather together, if we are in line with the divine desire, in order that there may be in us more likeness to God, as He judges everything in the Man whom He has ordained — IN the Man, not by the Man; in the Man, in what that Man is.

It’s this authentic sisterhood that heals the wounds of our experience of being targeted by the ‘shadow feminine’ – such as immature ‘mean girls’ of all ages who compare, gossip, judge, compete, or exclude other women, often in subtle and manipulative ways. Inclusion is the way of the sacred feminine – that’s the healing power of circle as a practice.

He wanted to teach the children that all bodies are beautiful. Among the pupils at Tomoe were some who had polio, like Yasuaki-chan, or were very small, or otherwise handicapped, and he felt if they bared their bodies and played together it would rid them feelings of shame and help to prevent them from developing an inferiority complex. As it turned out, while the handicapped children were shy at first, get soon began to enjoy themselves, and finally they got over their shyness completely.

[I]n addition to being a Spirit person, healer, and wisdom teacher, Jesus was a social prophet. There was passion in his language. Many of his sayings (as well as actions) challenged the domination system of his day. They take on pointed meaning when we see them in the context of social criticism of a peasant society. His criticisms of the wealthy were an indictment of the social class at the top of the domination system. His prophetic threats against Jerusalem and the temple were not because they were the center of an “old religion” (Judaism) soon to be replaced by a new religion (Christianity) but because they were the center of the domination system. His criticism of lawyers, scribes, and Pharisees was not because they were unvirtuous individuals but because commitment to the elites led them to see the social order through elite lenses. Jesus rejected the sharp social boundaries of the established social order and challenged the institutions that legitimated it. In his teaching, he subverted distinctions between righteous and sinner, rich and poor, men and women, Pharisee and outcasts. In his healings and behavior, he crossed social boundaries of purity, gender, and class. In his meal practice, central to what he was about, he embodied a boundary-subverting inclusiveness. In his itinerancy he rejected the notion of a brokered kingdom of God and enacted the immediacy of access to God apart from institutional mediation. His prophetic act against the money changers in the temple at the center of the domination system was, in the judgment of most scholars, the trigger leading to his arrest and execution.

LCB instructors have warned us about the hierarchy of sight, a system where society privileges those who have more sight. Blind people sometimes internalize the hierarchy of sight, with those who are totally blind deferring to the partially sighted, and the partially sighted deferring to the fully sighted. Such classifications divide the blind community and contribute to our oppression. The training program has been teaching us to recognize and resist the oppressive system. I don't want a blind world where the one-eyed man is automatically king.

Jesus understood the sacred texts and God’s intention for humanity. So when we read the Bible through the lens of Jesus’ redemptive life and ministry, we are better able to discern God’s revelation. Jesus welcomed every kind of person into God’s community—especially the outcast, the alien, the marginalized, the forgotten, and the foreigner. Reading the Bible through the lens of Jesus’ redemptive life and ministry we see over and over again, God’s radically inclusive grace that welcomes all who have faith. Let us examine three passages that show how Jesus’ teachings illuminate God’s extravagant welcome.

Those who are weak have great difficulty finding their place in our society. The image of the ideal human as powerful and capable disenfranchises the old, the sick, the less-abled. For me, society must, by definition, be inclusive of the needs and gifts of all its members. How can we lay claim to making an open and friendly society where human rights are respected and fostered when, by the values we teach and foster, we systematically exclude segments of our population? I believe that those we most often exclude from the normal life of society, people with disabilities, have profound lessons to teach us. When we do include them, they add richly to our lives and add immensely to our world.

These examinations and certificates and so on--what did they matter? And all this efficiency and up-to-dateness--what did that matter, either? Ralston was trying to run Brookfield like a factory--a factory for turning out a snob culture based on money and machines. The old gentlemanly traditions of family and broad acres were changing, as doubtless they were bound to; but instead of widening them to form a genuine inclusive democracy of duke and dustman, Ralston was narrowing them upon the single issue of a fat banking account. There never had been so many rich men's sons at Brookfield. The Speech Day Garden Party was like Ascot. Ralston met these wealthy fellows in London clubs and persuaded them that Brookfield was the coming school, and, since they couldn't buy their way into Eton or Harrow, they greedily swallowed the bait. Awful fellows, some of them--though others were decent enough. Financiers, company promoters, pill manufacturers. One of them gave his son five pounds a week pocket money. Vulgar . . . ostentatious . . . all the hectic rotten-ripeness of the age. . . . And once Chips had got into trouble because of some joke he had made about the name and ancestry of a boy named Isaacstein. The boy wrote home about it, and Isaacstein père sent an angry letter to Ralston. Touchy, no sense of humor, no sense of proportion--that was the matter with them, these new fellows. . . . No sense of proportion. And it was a sense of proportion, above all things, that Brookfield ought to teach--not so much Latin or Greek or Chemistry or Mechanics. And you couldn't expect to test that sense of proportion by setting papers and granting certificates...

In 2010, the dominance of inclusive fitness theory was finally broken. After struggling as a member of the small but still muted contrarian school for a decade, I joined two Harvard mathematicians and theoretical biologists, Martin Nowak and Corina Tarnita, for a top-to-bottom analysis of inclusive fitness. Nowak and Tarnita had independently discovered that the foundational assumptions of inclusive fitness theory were unsound, while I had demonstrated that the field data used to support the theory could be explained equally well, or better, with direct natural selection—as in the sex-allocation case of ants just described. Our joint report was published on August 26, 2010, as the cover article of the prestigious journal Nature. Knowing the controversy involved, the Nature editors had proceeded with unusual caution. One of them familiar with the subject and the mode of mathematical analysis came from London to Harvard to hold a special meeting with Nowak, Tarnita, and myself. He approved, and the manuscript was next examined by three anonymous experts. Its appearance, as we expected, caused a Vesuvian explosion of protest—the kind cherished by journalists. No fewer than 137 biologists committed to inclusive fitness theory in their research or teaching signed a protest in a Nature article published the following year. When I repeated part of my argument as a chapter in the 2012 book The Social Conquest of Earth, Richard Dawkins responded with the indignant fervor of a true believer. In his review for the British magazine Prospect, he urged others not to read what I had written, but instead to cast the entire book away, “with great force,” no less.

Favoritism is Good (The Sonnet) My favorite language in the world is Turkish, Because its culture electrifies my scars. My favorite language in the East is Telugu, Because its music emboldens my nerves. My favorite language in the West is Spanish, Because it teaches me the worth of freedom. Favorite ancient tongues are Arabic 'n Sanskrit, For one embodies peace, another assimilation. My favorite science of all is electronics, For it empowers my imagination untainted. My favorite philosophy is everyday curiosity, It helps me transcend all sectarian intellect. My favorite religion in the world is service, Because it transforms an animal into human. I don't care what you believe or don't, As long as your behavior speaks compassion. Favoritism is a civilized faculty, when practiced beyond blood and border. Problem is when you see nothing at all, beyond the rim of your family and culture.

The teaching conundrum had been solved. Teaching evolves where the costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. Teaching is not favored when the pupil can easily acquire the information on their own or through copying others. Nor is it favored when imparting traits that are difficult to learn, as teachers generally do not possess the information to pass on to their relatives. These restrictions typically lead to few circumstances under which teaching would be efficacious. Models that allow for cumulative cultural knowledge gain, however, suggest that teaching evolved in humans despite, rather than because of, our strong imitative capabilities, and primarily because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. The analyses suggest that human teaching and cumulative culture evolved together, through mutual reinforcement.

Our joint report was published on August 26, 2010, as the cover article of the prestigious journal Nature. Knowing the controversy involved, the Nature editors had proceeded with unusual caution. One of them familiar with the subject and the mode of mathematical analysis came from London to Harvard to hold a special meeting with Nowak, Tarnita, and myself. He approved, and the manuscript was next examined by three anonymous experts. Its appearance, as we expected, caused a Vesuvian explosion of protest—the kind cherished by journalists. No fewer than 137 biologists committed to inclusive fitness theory in their research or teaching signed a protest in a Nature article published the following year. When I repeated part of my argument as a chapter in the 2012 book The Social Conquest of Earth, Richard Dawkins responded with the indignant fervor of a true believer. In his review for the British magazine Prospect, he urged others not to read what I had written, but instead to cast the entire book away, “with great force,” no less.

Let’s find out where your shame came from by taking a look at your past. But before we do that, I want to address a common misconception people have about looking at their past. I have heard many people misinterpret the apostle Paul’s words: I am focusing all my energies on this one thing: Forgetting the past and looking forward to what lies ahead…Philippians 3:13 People use this verse to teach that a person should never reflect on their past to resolve their present problems. They think looking to your past is a sign of doubt and weak faith. “Good Christians” should forget about their past, they say, and focus on who they are as a believer in Jesus. That might sound good, but I couldn't disagree more. That kind of thinking is both unbiblical and illogical. It is unbiblical because Paul wasn’t telling people to forget past problems. He was simply referring to his former life when he sought to please God through religious works like praying, giving money, or fasting. He boasted about these religious habits as if they got him closer to God. But he stopped that kind of foolish thinking when he came to learn what Jesus had done for him. Paul wasn’t making an all-inclusive statement telling people to forget everything about their past. He was simply telling his personal story and encouraging people to find their acceptance from God based on his love, not on their good works. To read more into his words is to twist the meaning.

In other words, when you feel love, that means that the way you are seeing the object of your attention matches the way the Inner You sees it. When you feel hate, you are seeing it without that Inner Connection. You intuitively knew all of this, especially when you were younger, but gradually most of you were worn down by the insistence of those older and self-described “wiser” others who surrounded you as they worked hard to convince you that you could not trust your own impulses. And so, most of you physical Beings do not trust yourselves, which is amazing to us, for that which comes forth from within you is all that you may trust. But instead, you are spending most of your physical lifetimes seeking a set of rules or a group of people (a religious or political group, if you will) who will tell you what is right and wrong. And then you spend the rest of your physical experience trying to hammer your “square peg” into someone else’s “round hole,” trying to make those old rules—usually those that were written thousands of years before your time—fit into this new life experience. And, as a result, what we see, for the most part, is your frustration, and at best, your confusion. And, we also have noticed that every year there are many of you who are dying, as you are arguing about whose set of rules is most appropriate. We say to you: That overall, all-inclusive, never-changing set of rules does not exist—for you are ever-changing, growth-seeking Beings.

Every religion has a positive side that teaches love and inclusion, and a horrible side that celebrates hatred and exclusion.

Loving broken people when it is inconvenient is the way to have fuller inclusion in the life of Christ. Teach

And scholars of the mystical, or esoteric, or inner teachings of the world’s Great Traditions are fairly unanimous in saying that although the outer teachings of each tradition are considerably different, often even contradictory, the inner esoteric teachings, the teachings based not on beliefs but on direct spiritual experiences of Waking Up, show a remarkable similarity in what they say, which is why the mystics of virtually all the world’s religions have great ease in understanding each other, even as their exoteric brethren argue themselves silly.

you can imitate unselfishness. You can go through all sorts of highly refined forms of unselfishness, but you are still tied to the wheel of becoming by the golden chains of your good deeds, just as obviously bad people are tied to it by the iron chains of their misbehaviors. This manifests in many ways—from spiritually proud people who believe they possess the one true teaching, to those who claim they are the most tolerant and inclusive and accepting, which is only a game called being more tolerant and inclusive and accepting than everybody else. The egocentric being is always in its own trap.

beings we think of and therefore speak of as persons worthy of our respect, of inclusion in a peopled world.

What we fail to teach our children and what the community fails to see is that we need inclusion and acceptance, not superficial chesed. I’m not looking for someone to come and sit with my child, call her cute and feel like they’ve done something good. No, I need people to come alongside us during the hard times as well. You don’t just get to host my child for a meal or a night and check a box that you’ve done integration. True acceptance is completely integrating my child in all aspects of society.

Undoctrination Sonnet If we teach kids history, They say we're indoctrinating them. If we immunize them against disease, They say we're microchipping them. If we teach kids science, They say we're practicing blasphemy. If we teach kids biology, They say we're messing with their identity. With such mentality of a caveman, How on earth did you manage to conceive! I guess, to raise a human takes common sense, But to make a baby takes only genital breach. Hence it is more reason for reason to persevere. There is no way we can let stone age reappear.

The vision of the Center for Progressive Christianity is to encourage churches to focus their attention on those for whom organized religion has proven to be “ineffectual, irrelevant, or repressive.” They define progressive Christians as individuals who: (ProgressiveChristianity.org, “The 8 Points.” Accessed June 24, 2012) Believe that following the path and teachings of Jesus can lead to an awareness and experience of the Sacred and the Oneness and Unity of all life; Affirm that the teachings of Jesus provide but one of many ways to experience the Sacredness and Oneness of life, and that we can draw from diverse sources of wisdom in our spiritual journey; Seek community that is inclusive of ALL people, including but not limited to: a. Conventional Christians and questioning skeptics, b. Believers and agnostics, c. Women and men, d. Those of all sexual orientations and gender identities, e. Those of all classes and abilities; Know that the way we behave towards one another is the fullest expression of what we believe; Find grace in the search for understanding and believe there is more value in questioning than in absolutes; Strive for peace and justice among all people; Strive to protect and restore the integrity of our earth; and Commit to a path of life-long learning, compassion, and selfless love. To these guidelines, Borg adds two more key aspects of Progressive Christianity: Focus on this life more than on the next life; Accept a non-literal reading of the Bible.

Teachers are responsible for showing what an inclusive, caring community looks like, expressing confidence in the goal, and articulating how to make it work.

Christ is the Mediator of the new covenant, which is the fulfillment of the Abrahamic covenant. Jesus as the final covenant Mediator brings significant typological advance.[48] What Covenant Theology tends to miss is the determinate role of the mediatorial head of the covenant. For example, Covenant Theology teaches that the sign of the covenant is applied to the believer’s offspring rather than to the mediator’s offspring. Israel circumcised the offspring of Abraham, and the church is to baptize the offspring of Christ.[49] As R. Fowler White writes, “The genealogical principle continues without revocation, but not without reinterpretation under the new covenant.”[50] Inclusion within the covenant community can no longer be decided by interpreting the genealogical relationship between the covenant community and the covenant head in physical terms. The death, resurrection, and ascension of Christ the new covenant Mediator necessitate a spiritual relationship between the covenant community and the covenant head.[51] In other words, Christ has no physical offspring. He has no grandchildren. One becomes “of Christ” through union with Christ, which is appropriated through faith and baptism (Rom 6:4; Gal 3:27-28).

Only in self-sacrifice can man live fully as man, Catholic teaching states. Some people sacrifice for an idea, but really, John Paul argues, we give up our lives only for other people—or for God. And that true sacrifice requires love, which in turn requires true human contact. Community bonds make that love real. And so these two popes show us that true inclusion of the poor—by living in community with them—is the only way to carry out our duty to serve the poor.

Śāntideva quotes the Adhyāśaya-saṁcodana Sūtra on four qualities of a teaching by which it comes to be seen as the word of the Buddha: (a) It should be connected with the truth, (b) It should be concerned with the Dharma, (c) It should bring about renunciation of moral taints, (d) It should reflect the qualities of nirvāṇa, not saṁsāra.121 Rather than regarding the canon as being closed to further additions, in the way that the Tripiṭaka was supposed to have been at the First Council, the Mahāyāna clearly adopted an inclusive attitude, expressive of an openness to any teachings which were effective – itself a reflection of the new doctrine of upāya, ‘[skilful] means’ (see below). Some 600 Mahāyāna sūtras have survived to the present day, either in Sanskrit or in Tibetan and Chinese translations. In the following survey various groupings are suggested based on the nature of the teachings of the sūtras, but it should be borne in mind that, with only a few exceptions, these groupings were not self-conscious, and that many sūtras cut across any categories that are narrower than the general category of ‘Mahāyāna’.

Happiness is the successful state of life, pain is an agent of death. Happiness is that state of consciousness which proceeds from the achievement of one’s values. A morality that dares to tell you to find happiness in the renunciation of your happiness—to value the failure of your values—is an insolent negation of morality. A doctrine that gives you, as an ideal, the role of a sacrificial animal seeking slaughter on the altars of others, is giving you death as your standard. By the grace of reality and the nature of life, man—every man—is an end in himself, he exists for his own sake, and the achievement of his own happiness is his highest moral purpose. “But neither life nor happiness can be achieved by the pursuit of irrational whims. Just as man is free to attempt to survive in any random manner, but will perish unless he lives as his nature requires, so he is free to seek his happiness in any mindless fraud, but the torture of frustration is all he will find, unless he seeks the happiness proper to man. The purpose of morality is to teach you, not to suffer and die, but to enjoy yourself and live. “Sweep aside those parasites of subsidized classrooms, who live on the profits of the mind of others and proclaim that man needs no morality, no values, no code of behavior. They, who pose as scientists and claim that man is only an animal, do not grant him inclusion in the law of existence they have granted to the lowest of insects. They recognize that every living species has a way of survival demanded by its nature, they do not claim that a fish can live out of water or that a dog can live without its sense of smell—but man, they claim, the most complex of beings, man can survive in any way whatever, man has no identity, no nature, and there’s no practical reason why he cannot live with his means of survival destroyed, with his mind throttled and placed at the disposal of any orders they might care to issue.

Neuro Navigator: A person who may not have a neurodivergent brain, but loves and empowers someone who does. See also: Unconditional love.

By integrating humanistic theories, inclusive education principles, and feminist pedagogy into transformative teaching practices, educators can create learning environments that honour the unique identities and experiences of every student, fostering a culture of respect, empathy, and social justice.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

Imagine walking through a richly inhabited world of Birch people, Bear people, Rock people, beings we think of and therefore speak of as persons worthy of our respect, of inclusion in a peopled world.... There are intelligences other than our own, teachers all around us. Imagine how much less lonely the world would be.

If I had a child, I wouldn't teach them a single thing about the culture I was raised in - instead I'll hand over all the cultures I've assimilated throughout my life, so that one day they may grow up to be a whole human being, rather than a puny fragmented ape - so that they may become a large person in a small planet, rather than a small primate in a large world.

At the end of the day, we are Christians, not Paulinians, and so where there is conflict between the teachings of Paul and our Lord, then we should give precedence to the words and actions of Jesus.

Time does not need to be existent or nonexistent. Although from the Earth perspective it seems exclusive, the nature of time is actually inclusive. Time is both simultaneous and linear. It exists not only in time, but also in no time. Moreover, it exists in the space between the two—where the existence of time varies, depending on how you look at it. The point of view from which you observe events determines how you perceive the flow of those events in time. Time is a construct that

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

Some items from your home that you might consider your child having access to include.   Cheese grater.  A good starting activity for a four or five year-old is grating bars of soap. Real scissors. Children’s safety scissors are often clumsy to handle and can be difficult to maneuver. Teaching a child to cut with pointed scissors allows them to more quickly master fine motor skills. Utensils for cutting soft fruit and a cutting board. Make sure they are not too sharp, but not so dull that they are ineffective. Always supervise your child. Pots and pans, dishes, etc. for pretend play. Cleaning supplies such as a gentle vinegar and water (50/50) cleaning solution, sponges, dish soap, towels, short broom, dust pan, etc. Plants for daily care. Coat hanging racks placed at shoulder level of the child allow them to not only take responsibility for their own outerwear but to offer to take care of others as well. Sturdy, non-skid step stool or a handy learning tower (the one in the picture actually folds for easy storage). Accessible linens, including those that can be used for play. Encourage your child to make their own bed, even if it might be a bit messy by your standards. Always keep a few towels and washcloths where they can reach them as needed. A big basket that holds a few blankets and pillows allows a child to take some responsibility for their own level of comfort.     This list is by no means all-inclusive, nor are you required to use what is on it. The point is to take a look around your home and think about ways to implement many of your own household items into your routine. It is also meant to point out that even the youngest of children are often ready for a bit more responsibility than we give them credit for.

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While full inclusion inside our churches is ideal, that goal is secondary to making the gospel fully accessible. When considering the proper placement of any student of any ability, the first concern should always be positioning that individual in the setting with the culture and the teaching methods that est facilitate meaningful spiritual growth for them.

Material adverse effect" is a standard that is often employed in the softening of contract provisions. It is often used in more than one provision in a contract, and as a result may be separately defined: "Material adverse effect" means any material adverse effect on the Borrower’s business, assets, liabilities, prospects or condition (financial or otherwise). In order to fall within the ambit of this definition, the matter in question must be both material and adverse to the party. Materiality is a subjective concept; a change that would be reasonably likely to affect the other party’s evaluation of the transaction will generally be viewed as material. The change must also be adverse. Obviously, if it’s a change for the better, it isn’t covered. The definition refers to the areas where the material adverse effect has occurred: the party’s business, assets, liabilities, financial condition and prospects. Let’s look at examples of each of these. The loss of a customer that represented 40% of the borrower’s earnings would have a material adverse effect on its business. An uninsured casualty loss in respect of the borrower’s primary manufacturing plant would have a material adverse effect on its assets. The entering of a judgment against the borrower for damages in an amount equal to its total annual sales would have a material adverse effect on its liabilities. A loss of sales resulting in a diminution in cash flow that impairs the borrower’s ability to pay its operating expenses would have a material adverse effect on its financial condition. Lastly, the development of proprietary technology by a competitor that allows it to produce goods at a more favorable price may have a material adverse effect on the borrower’s prospects, because it may be forced to reduce its profit margins. Inclusion of the word "prospects" as a component of the definition of material adverse effect is almost always a point of contention. The party to whom the material adverse effect standard is applicable will argue that the use of prospects gives the other party too much room to speculate about the future impact of an event. The other party will argue that its counterparty’s future condition and performance is important to it, and the party should not be required to wait until a reasonably foreseeable bad result has occurred before having any remedies. Closely related to material adverse effect is material adverse change, referred to colloquially as "MAC.

Acknowledging the principles of individual differences, such as Howard Gardner's Multiple Intelligences theory and the recognition of diverse learning styles, allows transformative teaching to cater to the varied strengths and preferences of students, fostering a more inclusive and effective learning environment.

Utilizing collaborative learning strategies creates an inclusive and dynamic classroom environment where students actively engage with course material, exchange ideas, and learn from one another, enhancing both academic achievement and interpersonal skills.

The great wisdom traditions are trying to teach us that grief isn’t something from which to run. It’s a liminal space, a time of transformation. In fact, we can’t risk getting rid of our pain until we’ve learned what it has to teach us, and it—grief, suffering, loss, pain—always has something to teach us! Unfortunately, many of us have been taught that grief and sadness are something to repress, deny, or avoid. We would much rather be angry than sad. Perhaps the simplest and most inclusive definition of grief is “unfinished hurt.” It feels like a demon spinning around inside of us and it hurts too much, so we immediately look for someone else to blame. We have to learn to remain open to our grief, to wait in patient expectation for what it has to teach us. When we close in too tightly around our sadness or grief, when we try to fix it, control it, or understand it, we only deny ourselves its lessons.

Shankara’s views were gradually accepted, possibly because he presented brahman both as the cosmic principle and as a personal god (isvara), which added emphasis to the teaching of the later Upanisads and to that of Patañjali. Advaita Vedanta thus reinforced the teaching of the Bhagavadgitä and the concept of liberation (mukti) by grace (prasäda), faith (sraddha), and devotion (bhakti). It succeeded in reviving the ancient belief in the affinity of mankind with the world of nature. From being merely one of the darsanas, the Vedanta became an element that permeated all Hindu cults and dissolved sectarian distinctions. It gave to the Supreme Essence (paramätman), Vishnu and Shiva the common, all-inclusive designation, ‘Isvara’.

In its simplest terms, allyship is about mentorship or sponsorship across race lines. It's about creating opportunities for colleagues of color that can help them advance in their careers. Think promotions, attendance at conferences, nominations for awards or speaker-positions, inclusion on high profile committees, teaching your young colleagues of color the soft skills and rules of the game that they might not have learned otherwise. Ask what they need, share what you can offer, and see what makes the most sense. Don't assume you know what they need, and don't ask for kudos for your behaviour. Contribute to the change and know that the benefits of your efforts will come back to you.

Before we can appreciate kie-ei we need to appreciate what it is we are relying upon and unreservedly throwing ourselves into—the Buddha, the Dharma, and the Sangha. Usually we understand Buddha to be the historical Buddha. From an inclusive perspective, we say that all beings are Buddha. Also, Buddha is the teacher. We see Dharma as being the teachings of the Buddha, the medicine to heal the sickness, and sometimes it is the ten thousand things. We understand Sangha as the practitioners of the Buddha’s Dharma, our companions along the way, and we also understand it as the whole phenomenal universe, all sentient beings.

Bea's brain was full of unkind thoughts about herself. She could still hear Caz laughing... How do I stop feeling bad about myself? she thought.

the late Augustinian tradition on these texts has been so broad and mighty that it has, for millions of Christians, effectively evacuated Paul’s argument of all its real content. It ultimately made possible those spasms of theological and moral nihilism that prompted Calvin, as I have noted, to claim that God predestined even the fall of humanity, and that he hates the reprobate. Sic transit gloria Evangelii. This is perhaps the most depressing paradox ever to have arisen in the whole Christian theological tradition: that Paul’s great attempt to demonstrate that God’s election is not some arbitrary act of predilective exclusion, but instead a providential means for bringing about the unrestricted inclusion of all persons, has been employed for centuries to advance what is quite literally the very teaching that he went to such great lengths explicitly to reject.

Domestic cats are different. Apart from lions, there are no cats that move in packs, so they see their inclusion in a family as being part of a litter, and as such there will be parents and other kittens, your children. When your cat brings a live mouse into the house, they’re trying to teach you and your kids how to hunt. They must think we’re stupid when we never catch any mice of our own.

This question turns on one point. We must decide whether the children of believers are to be treated the same way as they were in the Old Testament. So, we must determine whether the New Testament teaches a change on the status of believers’ children. Is there continuity or discontinuity on the inclusion of believers’ children into the new covenant, and thus new covenant signs and rites?

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

When used thoughtfully and purposefully, technology can amplify the impact of teaching and learning, making education more engaging, accessible, and inclusive for all students.

The Black democratic tradition teaches us much that all Christian democrats should support: the ongoing battle for an inclusive democracy; the equal dignity and worth of all persons; the moral and legal right of everyone in society to political participation; the protection of human rights, with special focus on the mistreated, marginalized, and minoritized; the struggle for advances in economic democracy and basic economic justice; and the vigorous protection and improvement both of democratic norms and democratic institutions. These norms and institutions are always at risk, but especially when those in power don't like the results of free and fair elections, and even more so when the decisive votes are provided by people of color that some powerful people, in their heart of hearts, think never really belonged in the first place.

If the gospels were written down by eyewitnesses, then what do we do with the gospel of Mark as he was not one of the original 12 disciples? Well, there is good literary and historical evidence that inform us that Mark’s gospel came from the teaching and preaching of the Apostle Peter (see Acts 12:12– 17, 15:37; 1 Peter 5:13).10 Interestingly, theologian David Garland notes, “Simon Peter is the first and last mentioned disciple in the gospel (1:16, where his name is mentioned twice in the Greek text; and 16:7). These ‘two references form an inclusion around the whole story, suggesting that Peter is the witness whose testimony includes the whole.’”11 Mark’s gospel then is based upon a reliable historical witness. It was most likely written in Rome, to believers undergoing persecution (Mark 8:31–38; 10:30, 38–39), who were familiar with Scripture (Mark 1:2, 7:6, 9:12–13, 10:47–48, 12:26), who were non-Aramaic speakers (Mark 5:41; 7:11, 34; 14:36; 15:22, 34), sometime in the A.D. 60’s, before the destruction of Jerusalem (Mark 13).

The audacity of the Gurus in using Muslim and Hindu names for God is noteworthy. Partly a prudent move – because going to a Muslim village and preaching about Krishna using terms completely unfamiliar would have been unwise – it is also a mark of the inclusiveness which was intrinsic to Sikhism from its outset.

For innovative questioning to gain traction, there has to be a willingness throughout the company to build on ideas, to keep the tone of questioning generally positive (à la appreciative inquiry), and to use language that is open and inclusive (How might we?). Responding to exploratory questions with highly practical ones (How much will it cost? Who’s going to do all this new work? What happens if the idea fails?) can have an important place in the discussion, but not necessarily at the early stages. Part of building a culture of inquiry is teaching people to defer judgment while exploring new ideas and big questions. This is necessary because many of46 us are conditioned to react to questions by trying to answer them too quickly or by countering them “devil’s advocate” style.

The original Christmas present, wrapped in muslins and rags rather than in decorative paper, does not merely come to give; he is himself a gift, the gift, the most outlandish demonstration of love that God could possibly offer. Everything he gives to the crowds who follow him—good news, sight, speech, ritual cleanliness, hearing, bread, teaching, peace, social inclusion, forgiveness, table fellowship, life—is in some way a precursor to his gift of himself, of his own accord, as a ransom for many.

We are all Differently the Same.

The subjects of this practice of inclusivity are first the poor and outcast. This is articulated both generally, in terms of Jesus’ ministry to the “crowd,” and specifically, in terms of episodes involving the disabled (2: 1ff.; 10: 45ff.), the ritually unclean (1: 45ff.; 5: 25ff.), the socially marginalized (2: 15ff.; 7: 24ff.); and women and children (10: 1ff.). This solidarity is perhaps best represented in the first episode of the passion narrative (above, 12, B, i), in which Jesus is pictured residing at the house of a leper, and there teaches that one woman's act of compassion outweighs all the pretensions to faithfulness of his own disciples (14: 3–9). Because it is often raised in political readings of the Gospel, the question must be addressed: Does Mark's story portray Jesus as the author of a “mass movement?” This might be suggested not only by his clear “preferential option” for the poor of Palestine, but the evident class bias in the narrative. There are those who would see some of Jesus’ “popular” actions, such as the wilderness feedings (above, 6, D, ii) or the procession on Jerusalem, as indicative of mass organizing. But we must keep in mind that Mark's discipleship narrative articulates a definite strategy of minority political vocation. That is, Jesus creates a community that is expected to embrace the messianic way regardless of how the masses respond to the “objective conditions for revolution.” In what sense, then, do we understand Jesus’ solidarity with the poor?

The removal of financial barriers of cost, fee, and price from events is very relevant to multicultural communities because it allows them full access to the teachings.

Our Western mentality is often inclined toward individualism and the personal goal of healing or attainment of some achievement, whether spiritual or material. This can produce the belief that we should be able to awaken on our own, that we would awaken on our own given the right conditions, and that if we do not awaken on our own, something is wrong or broken with the teachings, the teacher, or ourselves. Yet the teachings of community and sangha invite us into the experience that not only are we not supposed to do this alone but actually we cannot do this alone. We can only awaken within the compassionate arms of our communities together, in solidarity.

My faith is not a faith to be held over others or a faith that forces others into submission but an inclusive, universal faith constantly asking what the gift of Mystery truly is and how we can better care for the earth we live on, who constantly teaches us what it means to be humble.

Right Mindfulness accepts everything without judging or reacting. It is inclusive and loving.

Dr. Roger Walsh, as I mentioned, is a psychiatrist and a Buddhist teacher. When he teaches meditation retreats, he often has daily sessions where he meets with individual students one-on-one and addresses the issues that are coming up in their meditation practice specifically and their life in general. And he says that around 80 percent of the issues that come up are mostly psychotherapeutic, not spiritual or meditative, and so he responds with therapeutic techniques and suggestions, not meditative or spiritual ones. If he’s anywhere near typical, then meditation teachers in particular (and spiritual teachers in general) who are not also using therapeutic techniques are giving responses to their students that are off the mark 80 percent of the time, and thus not ultimately helpful, or not as helpful as they could be.

Clearly, when western cultures absorbed Christianity, they got an all-inclusive package: ancient Hebrew rituals and myths steeped in lost purpose, scantily recorded and broadly misinterpreted teachings of Jesus, revisions and distortions by Paul, twisted cosmology and superstitions supplied by priesthoods and bureaucratic/political distortions innate to man’s traditional endeavors.

When students are taught, their minds expand and open. When students are indoctrinated, their minds narrow and close. Friedersdorf quotes a parent of a child in the program—a parent who was generally supportive of the school’s “BLM week”: They present every issue with such moral certainty—like there is no other viewpoint. And we’re definitely seeing this in my daughter. She can make the case for defunding the police, but when I tried to explain to her why someone might have a Blue Lives Matter sign, why some families support the police, she wasn’t open to considering that view. She had a blinding certainty that troubled me. She thinks that even raising the question is racist. If she even hears a squeak of criticism of BLM, or of an idea that’s presented as supporting equity, she’s quick to call out racism.109 The problem in all these cases is not the inclusion of SJF ideas in a student’s education—it’s the teaching of those ideas as if they’re Bible verses in a religious school, not to be challenged or questioned.

The gaze should be inclusive and extensive.

But because the power of "whiteness" is based on exclusion (who I think you aren't) and not inclusion (all the things I believe you can be, and will be, and have to teach me), it's not real solidarity. It doesn't travel well.

Diana Enriquez, a dedicated dual-language social studies teacher at West Oak Middle School, teaches grades 6-8. She began her career as a special education paraprofessional after graduating from Illinois State University in 2016. Holding certifications in Social Science (6-12) and ESL/Bilingual Education, she is passionate about fostering an inclusive learning environment.