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| john dewey 1939 experience and education: Experience And Education John Dewey, 2007-11-01 Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both traditional and progressive education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive ism about education, even such an ism as progressivism. His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. |
| john dewey 1939 experience and education: The School and Society John Dewey, 2008 The School and Society describes the rationale behind the University Elementary School that made his pedagogic approach famous.First published in 1900, The School and Society is regarded as the seminal work on educational ideas by one of the most importa |
| john dewey 1939 experience and education: The Handbook of Dewey’s Educational Theory and Practice Charles L. Lowery, Patrick M. Jenlink, 2019-08-05 In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications. |
| john dewey 1939 experience and education: How We Think John Dewey, 2012-07-12 One of America's most prominent pedagogues discusses training students to think well. This educational classic covers inductive and deductive logic, concrete and abstract thinking, and many other aspects of thought training. |
| john dewey 1939 experience and education: Using Experience for Learning David Boud, Ruth Cohen, David Walker, 1993-10-16 What are the key ideas that underpin learning from experience? How do we learn from experience? How does context and purpose influence learning? How does experience impact on individual and group learning? How can we help others to learn from their experience? Using Experience for Learning reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions. It also emphasizes the role of personal experience in learning: ideas are not separate from experience; relationships and personal interests impact on learning; and emotions have a vital part to play in intellectual learning. All the contributors write themselves into their chapters, giving an autobiographical account of how their experiences have influenced their learning and what has led them to their current views and practice. Using Experience for Learning brings together a wide range of perspectives and conceptual frameworks with contributors from four continents, and should be a valuable addition to the field of experiential learning. |
| john dewey 1939 experience and education: John Dewey's Democracy and Education Leonard J. Waks, Andrea R. English, 2017-05-02 John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. |
| john dewey 1939 experience and education: Dewey's Democracy and Education Revisited Patrick M. Jenlink, 2009 This book presents a collection of contemporary discourses that reconsider the relationship of democracy as a political ideology and American ideal (i.e., Dewey's progressivist ideas) and education as the foundation of preparing democratic citizens in America. |
| john dewey 1939 experience and education: Experience and Nature John Dewey, 1971 Analysis and evaluation of problem of knowledge, other systems, formulation of law, role of language, social factors. |
| john dewey 1939 experience and education: Freedom and Culture John Dewey, 1963 |
| john dewey 1939 experience and education: Democracy and Education John Dewey, 2005-01-01 It is not true there is no common interest in such an organization between governed and governors. The authorities in command must make some appeal to the native activities of the subjects, must call some of their powers into play. Talleyrand said that a government could do everything with bayonets except sit on them. This cynical declaration is at least a recognition that the bond of union is not merely one of coercive force. |
| john dewey 1939 experience and education: Democracy and Education John Dewey, 2008-01-01 Democracy and Educationis one of the major works written by John Dewey, who was an American philosopher and educational reformer during the early 20th century. In this publication, John Dewey's discusses his goals in relation to synthesize and expand the democratic or proto-democratic educational philosophies of Jean-Jacques Rousseau and Plato. Democracy and Education is highly recommended for those who are interested in reading one of the key works written by John Dewey and also for those who are discovering his popular educational writings for the first time. |
| john dewey 1939 experience and education: Democracy and Education John Dewey, 1916 The following pages embody an endeavor to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as seen from this point of view, and a critical estimate of the theories of knowing and moral development which were formulated in earlier social conditions, but which still operate, in societies nominally democratic, to hamper the adequate realization of the democratic ideal. As will appear from the book itself, the philosophy stated in this book connects the growth of democracy with the development of the experimental method in the sciences, evolutionary ideas in the biological sciences, and the industrial reorganization, and is concerned to point out the changes in subject matter and method of education indicated by these developments. -- |
| john dewey 1939 experience and education: John Dewey And American Education John Dewey, 2002 No Marketing Blurb |
| john dewey 1939 experience and education: The Oxford Handbook of Dewey Steven Fesmire, 2019 This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online. |
| john dewey 1939 experience and education: John Dewey John Dewey, 1970 |
| john dewey 1939 experience and education: The Later Works of John Dewey, Volume 13, 1925 - 1953 John Dewey, 2008 This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry (Volume 12 of The Later Works), as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance. |
| john dewey 1939 experience and education: The School and Society John Dewey, 2008-01-01 Originally published in 1899, The School and Society began as a series of lectures given to parents, professionals, and others at the University Elementary School. In this short volume, Dewey discusses the way in which education is fundamentally tied to a thriving democracy. The problem, according to the author, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In a country that requires the thoughtful pursuit of ideas by the populace in order to arrive at reasonable governance, this repressive form of education encouraged rote following and closed minds. Anyone interested in philosophy, education, and the general betterment of society will find Dewey's thoughts and early childhood learning progressive and intriguing. American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939). |
| john dewey 1939 experience and education: Theory of Valuation John Dewey, 1943 |
| john dewey 1939 experience and education: The Struggle for the American Curriculum, 1893-1958 Herbert M. Kliebard, 2004 First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| john dewey 1939 experience and education: Teachers, Leaders, and Schools Douglas J. Simpson, Sam F. Stack, 2010-10-27 John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society. Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today. |
| john dewey 1939 experience and education: International Handbook of Research in History, Philosophy and Science Teaching Michael R. Matthews, 2014-07-03 This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia |
| john dewey 1939 experience and education: Reconstruction in Philosophy John Dewey, 2008-10-01 Though best remembered today as a philosopher of early-childhood education through his influential 1899 work The School and Society and the essay The Child and the Curriculum, John Dewey also expended considerable thought on the progress of philosophy itself. In this striking book, first published just after the First World War in 1920, Dewey considers how, why, and when human affairs should prompt a new approach to concepts of morality and justice. How should the revelations of science in the 20th century, and its consequential technology, impact human thought? Is seeing knowledge as power philosophical supportable and desirable? Must we redefine what it means to be idealist? Where do politics and philosophy intersect? Deweys bracing explorations of these questions, and others, continue to enthrall thinking people and continue to be vitally relevantnearly a century after they were written. American educator and philosopher JOHN DEWEY (18591952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939). |
| john dewey 1939 experience and education: Experiential Learning David A. Kolb, 2014-12-17 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| john dewey 1939 experience and education: The Handmaid's Tale Margaret Atwood, 2011-09-06 An instant classic and eerily prescient cultural phenomenon, from “the patron saint of feminist dystopian fiction” (New York Times). Now an award-winning Hulu series starring Elizabeth Moss. In this multi-award-winning, bestselling novel, Margaret Atwood has created a stunning Orwellian vision of the near future. This is the story of Offred, one of the unfortunate “Handmaids” under the new social order who have only one purpose: to breed. In Gilead, where women are prohibited from holding jobs, reading, and forming friendships, Offred’s persistent memories of life in the “time before” and her will to survive are acts of rebellion. Provocative, startling, prophetic, and with Margaret Atwood’s devastating irony, wit, and acute perceptive powers in full force, The Handmaid’s Tale is at once a mordant satire and a dire warning. |
| john dewey 1939 experience and education: John Dewey and Education Outdoors John Quay, Jayson Seaman, 2013-04-19 In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself. Whether we knew it or not, all of us interested in the field of education have been waiting for this book. John Dewey and Education Outdoors is the tool we need to help understand and explain experiential education in general and outdoor education in particular. This is an expertly researched and written account of how and why outdoor education has developed, and been such a vital feature in exemplary educational practices. Because of this work I will no longer have to stumble through some inadequate explanation of the history and philosophy of outdoor education, I can now simply point to this book and suggest that everyone read it. —Dr. Dan Garvey, President Emeritus, Prescott College, Former President and Executive Director, Association for Experiential Education. John Dewey and Education Outdoors is a well-researched book that explores the tenets of Dewey within the contexts of progressive reforms in education. The authors provide detailed explanations of Dewey’s thoughts on education while exploring the historical intersections with outdoor education, camping, and environmental education. While situated within a historical perspective, this book provides insights relevant for today’s discussions on new educational reform possibilities, learning focused on the whole child that includes out-of-school time experiences such as camp, and the development of 21st century skills needed to navigate our global society. —Dr. Deb Bialeschki, Director of Research, American Camp Association. |
| john dewey 1939 experience and education: The School and Society John Dewey, 1915 First published in 1899, The School and Society describes John Dewey's experiences with his own famous Laboratory School, started in 1896. Dewey's experiments at the Labora-tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey's per-vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey's theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel's Educa-tional Principles; The Psychology of Occupations; and the Development of Attention. |
| john dewey 1939 experience and education: Exploring Art for Perspective Transformation Alexis Kokkos, 2021-05-12 We live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them. The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice. Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives. |
| john dewey 1939 experience and education: Dictionary of Education John Dewey, 1959 |
| john dewey 1939 experience and education: The Child and the Curriculum John Dewey, 1902 |
| john dewey 1939 experience and education: Schools of To-morrow John Dewey, Evelyn Dewey, 1915 |
| john dewey 1939 experience and education: The School and Society & The Child and the Curriculum John Dewey, 2012-03-07 The two short, influential books represent the earliest authoritative statement of the famed educator's revolutionary emphasis on education as an experimental, child-centered process. 4 halftones and 4 charts. |
| john dewey 1939 experience and education: Education Today John Dewey, 1986-04 |
| john dewey 1939 experience and education: Art as Experience , 2024 |
| john dewey 1939 experience and education: Experience and Nature John Dewey, 1929 In this series of lectures, Dewey presents the metaphysics underlying his influential views on science, ethics, education, and social reform. His starting point is that existence is a mingling of the stable and predictable with the shifting and hazardous. The notion of causality has a practical basis, and science is concerned with bringing about preconceived ends. On this basis, Dewey develops his conception of the mind as a manifestation of social interactions, and expounds his distinctive views on the mind-body problem, esthetics, and values in general. |
| john dewey 1939 experience and education: The Later Works of John Dewey, 1925 - 1953 John Dewey, Jo Ann Boydston, |
| john dewey 1939 experience and education: Dewey's Laboratory School Laurel Tanner, 1997 Laurel Tanner examines closely the practices and policies of Dewey’s Laboratory School from their inception to the current day. Dewey’s Laboratory School: Lessons for Today provides a wealth of practical guidance on how schools today can introduce Deweyian reforms the way they were originally—and successfully—practiced. It is filled with fascinating excerpts from the school’s teachers’ reports and other original documents. It will be an indispensable text in graduate courses in foundations, curriculum and instruction, early childhood education, instructional supervision, and philosophy of education and for professors, researchers, and general readers in these fields. Selected Topics: Dewey’s Developmental Curriculum—An Idea for the Twenty-First Century • Dewey’s School as a Learning Community • What Have We Learned from Dewey’s School? • Looking at Reform the Dewey Way “The most readable account published of Dewey’s Laboratory School and its lessons for American schools today.” —Elliot W. Eisner, Chair, Curriculum Studies and Teacher Education, Stanford University School of Education “In this fascinating account of the Dewey School, we can almost imagine ourselves as teachers in those fabled classrooms.” —Vivian Gussin Paley, Author and teacher “Laurel Tanner has written the book we should have had decades ago.” —John I. Goodlad, Co-Director, Center for Educational Renewal and President, Institute for Educational Inquiry “Tanner highlights what can be learned today from the setbacks and successes of John Dewey and the teachers at the [Laboratory School at the] University of Chicago.” —Lilian G. Katz, Director, ERIC Clearinghouse on Elementary and Early Childhood Education |
| john dewey 1939 experience and education: Encyclopedia of Educational Philosophy and Theory Michael A. Peters, 2017-09-18 This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the theory of practice, recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values. |
| john dewey 1939 experience and education: Dewey and Education in the 21st Century Ruth Heilbronn, Christine Doddington, Rupert Higham, 2018-05-14 This book makes a strong case for the abiding relevance of Dewey’s notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies. |
| john dewey 1939 experience and education: The Palgrave Handbook of Citizenship and Education Andrew Peterson, Garth Stahl, Hannah Soong, 2020-08-29 The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: Foundational thinkers on, and the theories of, citizenship and education; Citizenship and education in national and localised contexts; Citizenship and education in transnational contexts; Youth, advocacy, citizenship and education; Contemporary insights on citizenship and education; An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices. |
John 1 NIV - The Word Became Flesh - In the - Bible Gateway
John the Baptist Denies Being the Messiah. 19 Now this was John’s testimony when the Jewish leaders in Jerusalem sent priests and Levites to ask him who he was. 20 He did not fail to …
John 1 KJV - In the beginning was the Word, and the - Bible Gateway
26 John answered them, saying, I baptize with water: but there standeth one among you, whom ye know not; 27 He it is, who coming after me is preferred before me, whose shoe's latchet I …
John 1 NLT - Prologue: Christ, the Eternal Word - In - Bible Gateway
6 God sent a man, John the Baptist, 7 to tell about the light so that everyone might believe because of his testimony. 8 John himself was not the light; he was simply a witness to tell …
John 1 NKJV - The Eternal Word - In the beginning was - Bible …
John’s Witness: The True Light. 6 There was a man sent from God, whose name was John. 7 This man came for a witness, to bear witness of the Light, that all through him might believe. 8 …
John 6 NIV - Jesus Feeds the Five Thousand - Some - Bible Gateway
Jesus Feeds the Five Thousand - Some time after this, Jesus crossed to the far shore of the Sea of Galilee (that is, the Sea of Tiberias), and a great crowd of people followed him because they …
John 11 NIV - The Death of Lazarus - Now a man named - Bible …
The Death of Lazarus - Now a man named Lazarus was sick. He was from Bethany, the village of Mary and her sister Martha. (This Mary, whose brother Lazarus now lay sick, was the same …
John 5 NIV - The Healing at the Pool - Some time - Bible Gateway
John 5:4 Some manuscripts include here, wholly or in part, paralyzed—and they waited for the moving of the waters. 4 From time to time an angel of the Lord would come down and stir up …
John 16 NIV - “All this I have told you so that you - Bible Gateway
“All this I have told you so that you will not fall away. They will put you out of the synagogue; in fact, the time is coming when anyone who kills you will think they are offering a service to God. …
JOhn 19 NIV - Jesus Sentenced to Be Crucified - Bible Gateway
Jesus Sentenced to Be Crucified - Then Pilate took Jesus and had him flogged. The soldiers twisted together a crown of thorns and put it on his head. They clothed him in a purple robe …
John 8 NIV - but Jesus went to the Mount of Olives. - Bible Gateway
John 8:28 The Greek for lifted up also means exalted. John 8:38 Or presence. Therefore do what you have heard from the Father. John 8:39 Some early manuscripts “If you are Abraham’s …
John 1 NIV - The Word Became Flesh - In the - Bible Gateway
John the Baptist Denies Being the Messiah. 19 Now this was John’s testimony when the Jewish leaders in Jerusalem sent priests and Levites to ask him who he was. 20 He did not fail to …
John 1 KJV - In the beginning was the Word, and the - Bible Gateway
26 John answered them, saying, I baptize with water: but there standeth one among you, whom ye know not; 27 He it is, who coming after me is preferred before me, whose shoe's latchet I …
John 1 NLT - Prologue: Christ, the Eternal Word - In - Bible Gateway
6 God sent a man, John the Baptist, 7 to tell about the light so that everyone might believe because of his testimony. 8 John himself was not the light; he was simply a witness to tell …
John 1 NKJV - The Eternal Word - In the beginning was - Bible …
John’s Witness: The True Light. 6 There was a man sent from God, whose name was John. 7 This man came for a witness, to bear witness of the Light, that all through him might believe. 8 …
John 6 NIV - Jesus Feeds the Five Thousand - Some - Bible Gateway
Jesus Feeds the Five Thousand - Some time after this, Jesus crossed to the far shore of the Sea of Galilee (that is, the Sea of Tiberias), and a great crowd of people followed him because they …
John 11 NIV - The Death of Lazarus - Now a man named - Bible …
The Death of Lazarus - Now a man named Lazarus was sick. He was from Bethany, the village of Mary and her sister Martha. (This Mary, whose brother Lazarus now lay sick, was the same …
John 5 NIV - The Healing at the Pool - Some time - Bible Gateway
John 5:4 Some manuscripts include here, wholly or in part, paralyzed—and they waited for the moving of the waters. 4 From time to time an angel of the Lord would come down and stir up …
John 16 NIV - “All this I have told you so that you - Bible Gateway
“All this I have told you so that you will not fall away. They will put you out of the synagogue; in fact, the time is coming when anyone who kills you will think they are offering a service to God. …
JOhn 19 NIV - Jesus Sentenced to Be Crucified - Bible Gateway
Jesus Sentenced to Be Crucified - Then Pilate took Jesus and had him flogged. The soldiers twisted together a crown of thorns and put it on his head. They clothed him in a purple robe …
John 8 NIV - but Jesus went to the Mount of Olives. - Bible Gateway
John 8:28 The Greek for lifted up also means exalted. John 8:38 Or presence. Therefore do what you have heard from the Father. John 8:39 Some early manuscripts “If you are Abraham’s …
