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| john dewey the child and the curriculum: The Child and the Curriculum John Dewey, 1956 |
| john dewey the child and the curriculum: The Child and the Curriculum John Dewey, 1956 |
| john dewey the child and the curriculum: The Child and the Curriculum John Dewey, 1902-01-01 |
| john dewey the child and the curriculum: 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 the child and the curriculum: The Child and the Curriculum John Dewey, 1902 |
| john dewey the child and the curriculum: The School and Society and The Child and the Curriculum John Dewey, 2013-07-19 This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a lost chapter, dropped from the book by Dewey in 1915. |
| john dewey the child and the curriculum: 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 the child and the curriculum: The Child and the Curriculum John Dewey, 1956 |
| john dewey the child and the curriculum: The Child and the Curriculum - Large Print Edition John Dewey, 2013-11 John Dewey had particular ideas about what would work when teaching children in a classroom setting, and in this very short, but very important book, he lays out his thoughts on the subject. This is the basis for hands-on learning, and helping students to relate the subject matter to their prior experiences in order to gain a deeper understanding of what they're learning. Essential reading for all teachers who work with children, and recommended for anyone interested in how education works. As relevant today as it was when it was first published back in 1902. This Large Print Edition is presented in easy-to-read 16 point type. |
| john dewey the child and the curriculum: 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 the child and the curriculum: 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 the child and the curriculum: 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 the child and the curriculum: CHILD & THE CURRICULUM INCLUDI John Dewey, 2008-11-01 Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience; cease thinking of the child's experience as also something hard and fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process. -from The Child and the Curriculum In this single volume, readers will find two of John Dewey's insightful essays on education in America. He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. 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 How We Think (1910), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939). |
| john dewey the child and the curriculum: The School and Society & the Child and the Curriculum John Dewey, 2009-12 This timeless book contains two John Dewey classics: The School and Society and The Child and the Curriculum. Both books reflect Dewey's style: concise and to the point. This text focuses on the effects and the power that teachers should have in affecting student lives. There is much discussion on Dewey's classic educative experiences and how education should be hands-on learning. In The Child and the Curriculum, Dewey asserts that curriculum should emulate real life challenges and occupations of everyday life. Learning occurs in doing and not in repeating facts and figures on multiple-choice tests. It also continues to show why coursework should not be limited to multiple-choice, fill-in-the-blank, and other methods of factoid memorization but rather coursework should include the exploration of skill-sets and also how the curriculum should provide a catalyst for knowledge and skill exploration. Like most Dewey books, The School and Society and The Child and the Curriculum should be required reading for all education programs and for all educators. Considered by many to be the only true American philosopher, Dewey once again provides a clear look at why education in America is sub-par in quality and effectiveness. |
| john dewey the child and the curriculum: My Pedagogic Creed John Dewey, 1897 |
| john dewey the child and the curriculum: THE CHILD AND THE CURRICULUM AND THE SCHOOL AND SOCIETY/ BY JOHN DEWEY. INTROD. BY LEONARD CARMICHAEL. John Dewey, 1956 |
| john dewey the child and the curriculum: Schools of To-morrow John Dewey, Evelyn Dewey, 1915 There has been no attempt in this book to develop a complete theory of education nor yet review any systems or discuss the views of prominent educators. This is not a text book of education, nor yet an exposition of a new method of school teaching, aimed to show the weary teacher or the discontented parent how education should be carried on. We have tried to show what actually happens when schools start out to put into practice, each in its own way, some of the theories that have been pointed to as the soundest and best ever since Plato, to be then laid politely away as precious portions of our intellectual heritage. - Preface. |
| john dewey the child and the curriculum: The School and Society John Dewey, 1900 |
| john dewey the child and the curriculum: The School and Society John Dewey, 2017-07-05 The three lectures presented in the following pages were delivered before an audience of parents and others interested in the University Elementary School, in the month of April of the year 1899. Mr. Dewey revised them in part from a stenographic report, and unimportant changes and the slight adaptations necessary for the press have been made in his absence. The lectures retain therefore the unstudied character as well as the power of the spoken word. As they imply more or less familiarity with the work of the Elementary School, Mr. Dewey's supplementary statement of this has been added. This edition affords a grateful opportunity for recalling that this little book is a sign of the coöperating thoughts and sympathies of many persons. Its indebtedness to Mrs. Emmons Blaine is partly indicated in the dedication. From my friends, Mr. and Mrs. George Herbert Mead, came that interest, unflagging attention to detail, and artistic taste which, in my absence, remade colloquial remarks until they were fit to print, and then saw the results through the press with the present attractive result—a mode of authorship made easy, which I recommend to others fortunate enough to possess such friends. It would be an extended paragraph which should list all the friends whose timely and persisting generosity has made possible the school which inspired and defined the ideas of these pages. These friends, I am sure, would be the first to recognize the peculiar appropriateness of especial mention of the names of Mrs. Charles R. Crane and Mrs. William R. Linn. And the school itself in its educational work is a joint undertaking. Many have engaged in shaping it. The clear and experienced intelligence of my wife is wrought everywhere into its IItexture. The wisdom, tact and devotion of its instructors have brought about a transformation of its original amorphous plans into articulate form and substance with life and movement of their own. |
| john dewey the child and the curriculum: Dewey on Education , 1971 |
| john dewey the child and the curriculum: Constructivist Teacher Education Virginia Richardson, 2005-08-15 bringing together issues of theory, research and practice in constructivist teacher education, this book raises the questions and offers answers as to how does one persuade students and teachers to change their fundamental beliefs and practices about teaching and learning. |
| john dewey the child and the curriculum: On Being a Teacher Jonathan Kozol, 2009-01-20 Jonathan Kozol, National Book Award-winning author and one of America’s foremost writers on social issues, offers a passionate and provocative critique on the role of the teacher in America’s public school system. Writing as a teacher, Kozol advocates an approach to education that is infused with ethical values: fairness, truth, and integrity, and a driving compassion for the world beyond the classroom. Kozol not only sheds light on what it means to be a teacher, but gives constructive suggestions on how teachers can work conscientiously within the system to foster these values in concert with parents, students and fellow teachers. |
| john dewey the child and the curriculum: Childhood in America Paula S. Fass, Mary Ann Mason, 2000 Anthology of fiction and nonfiction works presenting society's views of children and childrearing practices in the United States from Colonial times to the present. |
| john dewey the child and the curriculum: Experimenting with the World Harriet K. Cuffaro, 1995 Harriet K. Cuffaro offers a detailed account of how the educational philosophy of John Dewey may be translated into the everyday life of the classroom. Particular attention is given to learning from experience -- a fundamental concept in early education -- and the complexities involved in experiential learning. |
| john dewey the child and the curriculum: Philosophy of Education J.J. Chambliss, 2013-07-04 First Published in 1996. This first of its kind Encyclopaedia charts the influence of philosophic ideas that have had the greatest influence on education from Ancient Greece to the present. It covers classical thinkers as Plato, Augustine, Hypatia, Locke and Rousseau, as well as recent figures such as Montessori, Heldegger, Du Bois and Dewey. It illuminates time-hounded ideas and concepts such as idealism, practical wisdom, scholasticism, tragedy and truth, as well as modern constructs as critical theory, existentialism, phenomenology, Marxism and post-Colonialism. The coverage consists of 228 articles by 184 contributors who survey the full spectrum of the philosophy of education. |
| john dewey the child and the curriculum: The Schools Our Children Deserve Alfie Kohn, 1999 Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint. |
| john dewey the child and the curriculum: A Companion to John Dewey's "Democracy and Education" D. C. Phillips, 2016-12-19 This year marks the centenary publication of John Dewey’s magnum opus, Democracy and Education. Despite its profound importance as a foundational text in education, it is notoriously difficult and—dare we say it—a little dry. In this charming and often funny companion, noted philosopher of education D. C. Phillips goes chapter by chapter to bring Dewey to a twenty-first-century audience. Drawing on over fifty years of thinking about this book—and on his own experiences as an educator—he lends it renewed clarity and a personal touch that proves its lasting importance. Phillips bridges several critical pitfalls of Democracy and Education that often prevent contemporary readers from fully understanding it. Where Dewey sorely needs a detailed example to illustrate a point—and the times are many—Phillips steps in, presenting cases from his own classroom experiences. Where Dewey casually refers to the works of people like Hegel, Herbart, and Locke—common knowledge, apparently, in 1916—Phillips fills in the necessary background. And where Dewey gets convoluted or is even flat-out wrong, Phillips does what few other scholars would do: he takes Dewey to task. The result is a lively accompaniment that helps us celebrate and be enriched by some of the most important ideas ever offered in education. |
| john dewey the child and the curriculum: 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 the child and the curriculum: America's Public Schools William J. Reese, 2011-04-01 In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education. |
| john dewey the child and the curriculum: John Dewey’s Philosophy of Education J. Garrison, S. Neubert, K. Reich, 2012-09-06 John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves. |
| john dewey the child and the curriculum: Whole-Child Development, Learning, and Thriving Pamela Cantor, Richard M. Lerner, Karen J. Pittman, Paul A. Chase, Nora Gomperts, 2021-05-20 We discuss whole-child development, learning, and thriving through a dynamic systems theory lens that focuses on the United States and includes an analysis of historical challenges in the American public education system, including inequitable resources, opportunities, and outcomes. To transform US education systems, developmental and learning scientists, educators, policymakers, parents, and communities must apply the knowledge they have today to 1. challenge the assumptions and goals that drove the design of the current US education system, 2. articulate a revised, comprehensive definition of whole-child development, learning, and thriving that accepts rather than simplifies how human beings develop, 3. create a profound paradigm shift in how the purpose of education is described in the context of social, cultural, and political forces, including the impacts of race, privilege, and bias and 4. describe a new dynamic 'language' for measurement of both the academic competencies and the full set of 21st century skills. |
| john dewey the child and the curriculum: Moral Principles in Education & the Child and the Curriculum John Dewey, 2017-08-16 Two works by John DeweyThe Moral Principles in Education: Chapters Include, Though Are Not Limited To: The Moral Purpose Of The School - The Moral Training Given By The School Community - The Moral Training From Methods Of Instruction - The Social Nature Of Course Study - The Psychological Aspect Of Moral EducationAndThe Child and the Curriculum:John Dewey recognized that children's development and learning were anything but rational and orderly, he and his followers advocated a child-centered and community-centered curriculum to give students experiences that make rigorous intellectual demands in the contexts of democratic social living. The Child and the Curriculum looks at the process of education from both perspectives - child and curriculum. Dewey leads the reader to view the curriculum, what the child must learn, from the child's present state of mind. He also considers the teachers point of view as the vehicle that imparts and delivers the curriculum. Dewey understood that the structure of a child's mind is far different from that of an adult. A child does not have a framework in which to classify and place all the information he is receiving. The child is still developing both the context and the framework to process information about the world around him. The child's interests lie in the world of persons and relationships as opposed to that of facts and laws. |
| john dewey the child and the curriculum: 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 the child and the curriculum: Learning Relations Alexander M. Sidorkin, 2002 Annotation New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2002. Counterpoints: Studies in the Postmodern Theory of Education. Vol. 173 General Editors: Joe L. Kincheloe and Shirley R. Steinberg |
| john dewey the child and the curriculum: Connecting in College Janice M. McCabe, 2016-11-09 We all know that good study habits, supportive parents, and engaged instructors are all keys to getting good grades in college. But as Janice M. McCabe shows in this illuminating study, there is one crucial factor determining a student’s academic success that most of us tend to overlook: who they hang out with. Surveying a range of different kinds of college friendships, Connecting in College details the fascinatingly complex ways students’ social and academic lives intertwine and how students attempt to balance the two in their pursuit of straight As, good times, or both. As McCabe and the students she talks to show, the friendships we forge in college are deeply meaningful, more meaningful than we often give them credit for. They can also vary widely. Some students have only one tight-knit group, others move between several, and still others seem to meet someone new every day. Some students separate their social and academic lives, while others rely on friendships to help them do better in their coursework. McCabe explores how these dynamics lead to different outcomes and how they both influence and are influenced by larger factors such as social and racial inequality. She then looks toward the future and how college friendships affect early adulthood, ultimately drawing her findings into a set of concrete solutions to improve student experiences and better guarantee success in college and beyond. |
| john dewey the child and the curriculum: The Fruits of Opportunism Le Lin, 2022-10-14 An in-depth examination of the regulatory, entrepreneurial, and organizational factors contributing to the expansion and transformation of China’s supplemental education industry. Like many parents in the United States, parents in China, increasingly concerned with their children’s academic performance, are turning to for-profit tutoring businesses to help their children get ahead in school. China’s supplemental education industry is now the world’s largest and most vibrant for-profit education market, and we can see its influence on the US higher education system: more than 70% of Chinese students studying in American universities have taken test preparation classes for overseas standardized tests. The Fruits of Opportunism offers a much-needed thorough investigation into this industry. This book examines how opportunistic organizations thrived in an ambiguous policy environment and how they catalyzed organizational and institutional changes in this industry. A former insider in China’s Education Industry, sociologist Le Lin shows how and why this industry evolved to become a for-profit one dominated by private, formal, nationally operating, and globally financed corporations, despite restrictions the Chinese state placed on the industry. Looking closely at the opportunistic organizations that were founded by marginal entrepreneurs and quickly came to dominate the market, Lin finds that as their non-compliant practices spread across the industry, these opportunistic organizations pushed privatization and marketization from below. The case of China’s Education Industry laid out in The Fruits of Opportunism illustrates that while opportunism leaves destruction in its wake, it can also drive the formation and evolution of a market. |
| john dewey the child and the curriculum: Making Meaning Marilyn Narey, 2008-11-07 Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning”; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves. |
| john dewey the child and the curriculum: German Philosophy And Politics John Dewey, 2015-05-11 This early work is John Dewey’s 1915 treatise, “German Philosophy And Politics”. Within it Dewey explores the work of Kant, Fichte, and Hegal, but focuses primarily on Kant and his ideas of duty. This fascinating volume is highly recommended for those with an interest in German history and philosophy, and would make for a fantastic addition to any collection. Contents include: “German Philosophy: The Two Worlds”, “German Moral and Political Philosophy”, and “The Germanic Philosophy of History”. John Dewey (1859–1952) was an American psychologist and philosopher. Many classic books such as this are becoming increasingly rare and expensive. We are republishing this volume now in an affordable, modern, high-quality edition complete with a specially commissioned new biography of the author. |
| john dewey the child and the curriculum: ... Moral Principles in Education John Dewey, 1909 |
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 …
