美女胸罩被剪掉_啊求求你停下来医生

美女胸罩被剪掉



      Religions at George School交换人生俱乐部

      Religions courses are designed to nurture your spiritual as well as academic development.

      As a Friends school, we share the essentials of Quaker faith, practice, and community, and will give you an appreciation for the ways these are embedded in the culture and everyday life of George School. But the Religions Department has an “s” in its name for a reason. We take a global—even universal—perspective, seeking to enhance your knowledge about the worlds’ great faith traditions.

      From varied classes to service learning, meeting for worship to co-op, our program will help you practice social-emotional, academic, contemplative, and global citizenship skills and provide a space of sanctuary in the midst of the stresses of adolescence.

      三级片日本

      Our Alumni 番茄网

      Sara received not only an education from George School, but also a new perspective on the world.

      Religions Fast Facts免费视频网站

      2018年国内精品视频

      meeting for worship, a time when we gather for quiet reflection

      美女又黄又免费的视频

      courses from Abrahamic Faiths to Theory of Knowledge

      japanese乱子

      deeply spiritual faculty members, 73% with advanced degrees

      裸男洗澡图片无遮挡

      hours invested in a life-changing service learning project

      More to Explore亚洲偷偷自拍高清

      无翼乌无漫画3d无遮

      A Mindful Look at Teaching成人播放器

      Tom Hoopes ’83, head of the Religions Department at George School, shared what he has learned about teaching religion at the historic Newtown Friends Meetinghouse.

      38在线电影

      Students Walk Across Campus to Map Out Solar System磁力猫最新版官网下载

      Students took a brisk walk across campus to map out the solar system in an exercise called “The Thousand-Yard Model,” or “The Earth as a Peppercorn.” The exercise is part of a Religions Department Cosmology course.

      Religions Courses苦瓜网

      十九禁漫画大全之无彩翼漫

      This required ninth grade course begins with an introduction to life at George School and to the application of Quaker practices as a framework for living. Through a combination of classroom activities and experiential learning, students learn about living responsibly in a Quaker community. Students are then introduced to the study of religions, and to the traditions of Hinduism, Buddhism, Judaism, Christianity, and Islam. Topics include the history and beliefs of each tradition, worship and ritual, festivals, sacred scriptures, and rites of passage. Students use factual information to engage in personal reflection on ethical and religious questions. The course develops the skills of synthesizing information and concepts, comparing different worldviews, independently following a term-length syllabus, working collaboratively, writing reflectively and critically, and applying information within different contexts. The course employs a variety of pedagogical methods including class discussion, lecture, informational and instructional videos, and documentary films. Homework includes reading, factual and reflective writing, in-class presentations, and small-group research projects.

      Open to: Freshmen

      黄页网站免费频道大全

      This required sophomore course allows students to explore dimensions of health and wellness that are developmentally appropriate for 16-year-olds, as an area of knowledge as well as a set of practical life skills. Topics include psychological health, spiritual wholeness, alcohol, marijuana and other drugs, social media, and human sexuality. Students use factual information to engage in ethical decision making with an emphasis on personal responsibility. The course develops the skills of synthesizing information and concepts, working collaboratively, discussing abstract and controversial topics, writing reflectively and critically, and applying information within different contexts. The course employs a variety of teaching methods including lectures, multimedia presentations, role-plays, and a great deal of class discussion. Assignments include reading, journal writing, in-class presentations, and small-group research projects. Woven throughout the course are opportunities for students to explore specific spiritual and wellness practices, and to cultivate positive habits of mind and of heart.

      Open to: Sophomores

      无翼乌全彩无遮挡漫画大全

      This term course will explore some of the most impactful religious traditions of our world: Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam. The historical origins, central teachings, devotional practices, and contemporary challenges within each religion will be considered in relation to common themes of human experience: the divine or sacred; suffering; ethics; love and compassion; wisdom and justice; death and beyond. The goals of the course are: to facilitate understanding of the essential claims of these influential religions; to identify similarities and differences of thought and practice among the traditions; and to help students articulate their own religious and spiritual attitudes and orientations. Some key questions that we are likely to engage include: What is meant by “religion” and how is it different from “culture” and “spirituality?” Why is it important to study religions, especially including ones we don’t follow? How have the religions we study in this course shaped how people think and behave, individually and collectively?

      This course satisfies the world religions graduation requirement.

      欧美girlsandpets最新

      This course explores the universality and evolution of myths throughout human history. Students investigate the reappearance of common motifs that portray eternal truths about mankind with particular focus on the mythologies of indigenous peoples. We explore such topics as the hero’s adventure, creation stories, God vs. Nature, initiation rituals, transcendence of death, the center of the world (axis mundis), and association with the infinite. Additionally, we examine the ways myths continue to influence popular culture such as Star Wars or the Harry Potter series.

      Open to: Juniors and seniors

      极品人妻系列销魂肉体

      This course is an interdisciplinary exploration of the diversity in African American religious traditions. From so-called slave religion to the prosperity gospel, students will be exposed to the evolution of Black people’s faith in the United States by learning about key persons, significant movements and influential institutions. Primarily guided by historical and sociological inquiry, students will engage primary and contemporary sources to uncover insight about African American culture with an eye toward the horizon in Black spirituality.

      Open to: Juniors and seniors

      国国内清清草原免费视频

      This course explores the nature of justice and forgiveness as a means of reconciliation, both in human relations as well as spiritual grounding. Students will frame these issues by looking at three distinct examples: the European Holocaust, the United States criminal justice system, and the work of the Truth and Reconciliation Commission in South Africa. Students will examine the attitudes toward justice and forgiveness as ordained by various faith traditions along with secular notions of restorative versus criminal justice.

      欧美肥老太交性视频

      Marcus Aurelius observed that “He who does not know what the world is does not know where he is, and he who does not know for what purpose the world exists, does not know who he is, nor what the world is.” In recent history, our understanding of cosmology has been dominated by stunning scientific discoveries focusing on the role of physical laws in governing the evolution of the universe. But what does this new story of the universe mean? Cultural observers note that as a species we are experiencing a cosmological crisis, no longer clear about our place and role in the universe, and as a result are facing some of the greatest ethical challenges in our history.

      This one-term religion course examines several cosmological models and their ethical implications, including both the biblical model and the emerging universe story, which reflects on the wisdom of science. Other cosmological models, such as Hindu, Aristotelian/Ptolemaic, and Aboriginal/Indigenous may be examined as time allows.

      Open to: Juniors and seniors

      午夜国产免费视频亚洲

      This term course is an introduction to active nonviolence and nonviolent conflict resolution. We begin by studying the emergence of nonviolence in Western thought by reading Thoreau, Gandhi, Dorothy Day, and Martin Luther King, Jr. We use the Global Nonviolent Action Database as a tool for identifying and exploring successful campaigns around the world. We consider the groundbreaking work of Erica Chenoweth, who is widely recognized for having “proved Gandhi right.” We examine several contemporary issues including the influence of feminism, the death penalty, the Danish and South African resistance movements, and, finally, resistance to mass incarceration and the successful activism of the Earth Quaker Action Team.

      Open to: Juniors and seniors

      宝贝养成记h

      This course allows juniors and seniors to delve deeply into the dimensions of health most affecting them at this stage in their lives, with an emphasis on decision making. Topics to be examined include joy, emotions, stress, chemical substances, social media, self-care, relationships, and human sexuality. This is a discussion-based course with an emphasis on ethical decision making and personal responsibility.

      Open to: Juniors and seniors

      迅雷电影在线观看高清

      This one-term course explores topics in theology and spirituality through a feminist lens. Students consider texts from several religious traditions, including Judaism, Christianity, Buddhism, Quakerism, Islam, Hindu and Wiccan/Goddess. The goal of this course is to support and nurture students’ spiritual curiosity and development, by grounding it in some of the perspectives that have re-interpreted patriarchal language and imagery about the nature of the divine, and the metaphysical powers of the universe. Students consider questions and insights that arise for them in relation to the reading, discussions, and their journaling and in connection with topics they are exploring in other courses, and in their lives outside of the classroom. Questions to be explored include: What is “feminism”? Who/what is “God?” What have been some of the different manifestations of the divine, and how does gender identity connect with them? Where are women in religious histories and stories? What are some of the gender-prescribed roles in various religions? What happened to the ancient goddesses and goddess religions?

      Open to: Juniors and seniors

      国语自产拍大学生在线观看

      In International Baccalaureate (IB) World Religions, students study a number of living world religions in an inquiring, open-minded, and empathetic way. The scope of the course is both broad and intensive, beginning with a survey of five world religions (including but not limited to: Hinduism, Buddhism, Judaism, Christianity, and Islam). The class will then move into a focused study of two in particular (to be selected from among those previously mentioned), at the discretion of the teacher.  World religions are studied in such a way that students will acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand and act in the world, and relate and respond to others. The experiential dimension to learning is of great importance in a course like this and so field trips and visits from outside speakers are included.  Students will be prepared for an internal oral assessment and for the IB World Religions SL exam.

      Open to: Juniors and seniors

      4399在线观看视频

      This one-term philosophy course encourages critical thinking about knowledge itself. Students ask and answer questions like these: What counts as knowledge? How is knowledge created? What are its limits? In other words, the focus is on how we know, rather than on what we know. The goals for students in this course are: 1) to gain an understanding of what it means to know something as a scientist, an artist, a mathematician, a philosopher, etc.; 2) to appreciate how the forms of knowledge relate to one another; and 3) to practice thinking and writing critically.

      Students in the IB diploma program must take the yearlong IB Theory of Knowledge course, not this course.

      Open to: Juniors and seniors

      午夜宫

      This is a synthesis course that examines some of the ways in which we acquire knowledge and understand the world around us. Students explore perception, reason, and language as basic means through which we understand our experience. The course also examines different areas of knowledge, such as mathematics, science, history, morality, politics, aesthetics, and religion.

      The course structure frequently employs the Socratic method to challenge students to analyze philosophical issues and to reflect on their own intellectual experiences. Students read a rich variety of texts and essays that raise religious, moral, aesthetic, and ethical questions and write reflective journal entries often in response to the reading. Each student in the course must prepare an oral presentation and submit a 1,200- to 1,600-word essay on one of ten theory of knowledge questions prescribed by the International Baccalaureate Organization.

      This yearlong course is required of all IB diploma candidates.

      99久高清在线观看视频

      Through extending themselves to others, students develop a sense of commitment; learn the potential rewards and frustrations involved in service; learn how specific agencies, cultures, and institutions operate; develop an appreciation for complex social support networks; and gain insight into their own values and life goals. Sixty-five hours of service are required of all George School students during junior or senior year. Service learning projects vary from intense, two-week experiences in a school-sponsored, domestic or international service project, to once-a-week experiences that extend throughout the school year, to preapproved independent projects. Service learning projects may be completed during the school year or over the summer. Each project must take the form of direct interaction with people who are disempowered because of social, racial, economic, or health factors. School-sponsored trips can accommodate limited numbers and require an application and screening process. Students are expected to submit proposals for most service projects well in advance of the project date. Each student is required to write a reflective journal that documents personal growth and understanding of the service experience. Some service learning projects have supplementary reading to orient students to the population being served.

      
          成 人影片 免费观看网站