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| john locke thoughts on education: SOME THOUGHTS CONCERNING EDUCA John 1632-1704 Locke, Robert Hebert 1831-1891 Quick, Ed, 2016-08-26 This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. |
| john locke thoughts on education: Some Thoughts Concerning Education John Locke, 18?? |
| john locke thoughts on education: The Conduct of the Understanding John Locke, 1802 |
| john locke thoughts on education: Some Thoughts Concerning Education John Locke, 1693 A work by John Locke about education. |
| john locke thoughts on education: The Educational Writings of John Locke John Locke, 1912 |
| john locke thoughts on education: Locke's Education for Liberty Nathan Tarcov, 1999-01-01 Locke's Education for Liberty presents an analysis of the crucial but often underestimated place of education and the family within Lockean liberalism. Nathan Tarcov shows that Locke's neglected work Some Thoughts Concerning Education compares with Plato's Republic and Rousseau's Emile as a treatise on education embodying a comprehensive vision of moral and social life. Locke believed that the family can be the agency, not the enemy, of individual liberty and equality. Tarcov's superb reevaluation reveals to the modern reader a breadth and unity heretofore unrecognized in Locke's thought. |
| john locke thoughts on education: Some Thoughts Concerning Education John Locke, 1779 |
| john locke thoughts on education: Some Thoughts Concerning Education John Locke, 1964 Highly recommended for general readers or professionals seeking to understand the origins of many current educational theories and practices.--Choice This book, one of John Locke's major works, is primarily about moral education--its role in creating a responsible adult and the importance of virtue as a transmitter of culture. However, Locke's detailed and comprehensive guide also ranges over such practical topics as the effectiveness ofphysical punishment, how best to teach foreign languages, table manners, and varieties of crying. |
| john locke thoughts on education: Feminist Interpretations of John Locke Nancy J. Hirschmann, Kirstie M. McClure, 2010-11-01 This collection considers one of the most important figures of the modern canon of political philosophy, John Locke. A physician by training and profession, Locke not only wrote one of the most important and well-known treatises of the modern canon, but also made important contributions in the areas of seventeenth-century law and public policy, epistemology, philosophy of language, religion, and economics. There has been a long-standing debate in feminist scholarship on Locke as to whether this early founder of modern liberal thought was a strong feminist or whether he ushered in a new, and uniquely modern, form of sexism. The essays grapple with this controversy but also move beyond it to the meaning of gender, the status of femininity and masculinity, and how these affect Locke's construction of the state and law. The volume opens with three of the early classic feminist essays on Locke and follows them with reflective essays by their original authors that engage Locke with issues of globalization and international justice. Other essays examine Locke's midwifery notes, his treatise on education, his writings on Christianity, his contributions to poor-law policy, his economic writings, and his Essay Concerning Human Understanding. In addition to essays by leading feminist theorists, the volume also includes essays by some leading Locke scholars for whom gender is not normally a primary focus, so that the volume should speak to a wide range of scholarly interests and concerns. Besides the editors, the contributors are Teresa Brennan, Melissa Butler, Terrell Carver, Carole Pateman, Carol Pech, Gordon Schochet, Mary Lyndon Shanley, Jeremy Waldron, Joanne Wright, and Linda Zerilli. |
| john locke thoughts on education: John Locke and Natural Philosophy Peter R. Anstey, 2013-04-04 Peter Anstey presents a thorough and innovative study of John Locke's views on the method and content of natural philosophy. Focusing on Locke's Essay concerning Human Understanding, but also drawing extensively from his other writings and manuscript remains, Anstey argues that Locke was an advocate of the Experimental Philosophy: the new approach to natural philosophy championed by Robert Boyle and the early Royal Society who were opposed to speculative philosophy. On the question of method, Anstey shows how Locke's pessimism about the prospects for a demonstrative science of nature led him, in the Essay, to promote Francis Bacon's method of natural history, and to downplay the value of hypotheses and analogical reasoning in science. But, according to Anstey, Locke never abandoned the ideal of a demonstrative natural philosophy, for he believed that if we could discover the primary qualities of the tiny corpuscles that constitute material bodies, we could then establish a kind of corpuscular metric that would allow us a genuine science of nature. It was only after the publication of the Essay, however, that Locke came to realize that Newton's Principia provided a model for the role of demonstrative reasoning in science based on principles established upon observation, and this led him to make significant revisions to his views in the 1690s. On the content of Locke's natural philosophy, it is argued that even though Locke adhered to the Experimental Philosophy, he was not averse to speculation about the corpuscular nature of matter. Anstey takes us into new terrain and new interpretations of Locke's thought in his explorations of his mercurialist transmutational chymistry, his theory of generation by seminal principles, and his conventionalism about species. |
| john locke thoughts on education: Ideas of Education Christopher Brooke, Elizabeth Frazer, 2013-07-18 There has always been a strong relationship between education and philosophy - especially political philosophy. Renewed concern about the importance and efficacy of political education has revived key questions about the connections between the power to govern, and the power to educate. Although these themes are not always prominent in commentaries, political writings have often been very deeply concerned with both educational theory and practice. This invaluable book will introduce the reader to key concepts and disputes surrounding educational themes in the history of political thought. The book draws together a fascinating range of educational pioneers and thinkers from the canon of philosophers and philosophical schools, from Plato and Aristotle, down to Edward Carpenter and John Dewey, with attention along the way paid to both individual authors like Thomas Hobbes and Mary Wollstonecraft, as well as to intellectual movements, such as the Scottish Enlightenment and the Utopian Socialists. Each thinker or group is positioned in their historical context, and each chapter addresses the structure of the theory and argument, considering both contemporaneous and current controversies. A number of themes run throughout the volume: an analysis of pedagogy, socialisation, schooling and university education, with particular relation to public and private life, and personal and political power references to the historical and intellectual context an overview of the current reception, understanding and interpretation of the thinker in question the educational legacy of the theories or theorists. This book will be of interest to students, researchers and scholars of education, as well as students and teachers of political theory, the history of political thought, and social and political philosophy. |
| john locke thoughts on education: John Locke M. V. C. Jeffreys, 2019-07-31 Originally published in 1967. Locke's views in the field of education had great influence in the UK and abroad; and the aim of this book is to present them in the context of his general philosophical thinking, since it was mainly as a philosopher that Locke won his place in history. Because Locke was at the same time very much a man of affairs, and an interesting character on his own merits, the book gives a fairly full account of his life and times. Some attention is paid to his relations with the brilliant political adventurer, Lord Shaftesbury, without whom Locke's own career would have been very different, and might not have offered the opportunities which led to his writings on education. The book seeks to emphasize the importance of Locke's empirical approach to truth - the method of modern science, without which the modern study of education, and the science of psychology in particular, would never have developed. |
| john locke thoughts on education: Second Treatise of Government John Locke, 2016-07-26 John Locke argues that all men are created equal in the sight of God. The Second Treatise outlines Locke's ideas for a more civilized society based on natural rights and contract theory. |
| john locke thoughts on education: Thoughts on the Education of Daughters Mary Wollstonecraft, 2014-03-20 First published in 1787, this book provocatively challenged eighteenth-century attitudes towards women, and paved the way for modern feminist thinking. It argues that women can offer the most effective contribution to society if they are brought up to display sound moral values and character, rather than superficial social graces. |
| john locke thoughts on education: Let's Be Reasonable Jonathan Marks, 2023-01-31 A conservative college professor's compelling defense of liberal education Not so long ago, conservative intellectuals such as William F. Buckley Jr. believed universities were worth fighting for. Today, conservatives seem more inclined to burn them down. In Let's Be Reasonable, conservative political theorist and professor Jonathan Marks finds in liberal education an antidote to this despair, arguing that the true purpose of college is to encourage people to be reasonable—and revealing why the health of our democracy is at stake. Drawing on the ideas of John Locke and other thinkers, Marks presents the case for why, now more than ever, conservatives must not give up on higher education. He recognizes that professors and administrators frequently adopt the language and priorities of the left, but he explains why conservative nightmare visions of liberal persecution and indoctrination bear little resemblance to what actually goes on in college classrooms. Marks examines why advocates for liberal education struggle to offer a coherent defense of themselves against their conservative critics, and demonstrates why such a defense must rest on the cultivation of reason and of pride in being reasonable. More than just a campus battlefield guide, Let's Be Reasonable recovers what is truly liberal about liberal education—the ability to reason for oneself and with others—and shows why the liberally educated person considers reason to be more than just a tool for scoring political points. |
| john locke thoughts on education: Works John Locke, 1928 |
| john locke thoughts on education: The Political Thought of John Locke John Dunn, 1969 In this analysis Locke emerges as not merely a contributor to English constitutional thought or a reflector of the socio-economic change in seventeenth-century England, but as an essentially Calvinist natural theologian. |
| john locke thoughts on education: The Educational Writings of John Locke John Locke, 1922 |
| john locke thoughts on education: John Wesley and the Education of Children Linda A. Ryan, 2017-11-06 Scholars have historically associated John Wesley’s educational endeavours with the boarding school he established at Kingswood, near Bristol, in 1746. However, his educational endeavours extended well beyond that single institution, even to non-Methodist educational programmes. This book sets out Wesley’s thinking and practice concerning child-rearing and education, particularly in relation to gender and class, in its broader eighteenth-century social and cultural context. Drawing on writings from Churchmen, Dissenters, economists, philosophers and reformers as well as educationalists, this study demonstrates that the political, religious and ideological backdrop to Wesley’s work was neither static nor consistent. It also highlights Wesley’s eighteenth-century fellow Evangelicals including Lady Huntingdon, John Fletcher, Hannah More and Robert Raikes to demonstrate whether Wesley’s thinking and practice around schooling was in any way unique. This study sheds light on how Wesley’s attitudes to education were influencing and influenced by the society in which he lived and worked. As such, it will be of great interest to academics with an interest in Methodism, education and eighteenth-century attitudes towards gender and class. |
| john locke thoughts on education: Corporal Punishment Patrick Lenta, 2017-09-14 The aim of this book is to assess the moral permissibility of corporal punishment and to enquire into whether or not it ought to be legally prohibited. Against the widespread view that corporal punishment is morally legitimate and should be legally permitted provided it falls short of abuse, Patrick Lenta argues that all corporal punishment, even parental spanking, is morally impermissible and ought to be legally proscribed. The advantages claimed for corporal punishment over alternative disciplinary techniques, he contends, are slight or speculative and are far outweighed by its disadvantages. He presents, in addition, a rights-based case against corporal punishment, arguing that children possess certain fundamental rights that all corporal punishment of them violates, namely the right to security of the person and the right not to be subjected to degrading punishment. Lenta’s approach is unique in that it engages with empirical literature in the social sciences in order to fully examine the emotional and psychological effects of corporal punishment on children. Corporal Punishment: A Philosophical Assessment is a philosophically rigorous and engaging treatment of a hitherto neglected topic in applied ethics and social philosophy. |
| john locke thoughts on education: A Call to Heroism Peter H. Gibbon, 2007-12-01 An “engaging and provocative” exploration of American history’s heroic figures—from how we define a hero to the monuments we build to honor them (Arthur Schlesinger Jr.). Heroic ideals are fundamental to the enterprise of American liberty and to the fabric of our nation’s culture. Throughout history, men and women such as George Washington, Thomas Edison, Martin Luther King Jr., and Lucretia Mott have brought together our society of dreamers and achievers. In A Call to Heroism, Harvard research associate Peter H. Gibbon surveys the lives, struggles, and accomplishments of these and other great individuals. It also considers the meaning of seven monuments and artworks dedicated to heroes, examining what these memorials say about the America of their time—and what they mean for us today. The result forges an enlightening understanding of what it means to be a hero. With a foreword by Peter J. Gomes “Fascinating and inspiring . . . Gibbon’s book emphasizes the importance of guiding young people to more realistic definitions of hero.” —The Christian Science Monitor “A concise history of the hero in America and a realistic formula for determining who deserves the accolade.” —The Tampa Tribune “This book is a delightful Grand Tour, taking us from war to sports to great literature. You will enjoy it.” —Jay Mathews, The Washington Post “Lively fare for classrooms and board rooms throughout the country.” —Arthur Schlesinger Jr. |
| john locke thoughts on education: Launching Liberalism Michael P. Zuckert, 2002 In this volume, prominent political theorist Michael Zuckert presents an important and pathbreaking set of meditations on the thought of John Locke. In more than a dozen provocative essays, many appearing in print for the first time, Zuckert explores the complexity of Locke's engagement with his philosophical and theological predecessors, his profound influence on later liberal thinkers, and his amazing success in transforming the political understanding of the Anglo-American world. At the same time, he also demonstrates Locke's continuing relevance in current debates involving such prominent thinkers as Rawls and MacIntyre. Zuckert's careful reconsideration of Locke's role as launcher of liberalism involves a sustained engagement with the hermeneutical issues surrounding Locke, an innovator who faced special rhetorical needs in addressing his contemporaries and the future. It also involves highlighting the novelty of Locke's position by examining his stance toward the philosophical and religious traditions in place when he wrote. Zuckert argues that neither of the dominant ways of understanding Locke's relations to his predecessors and contemporaries is adequate; he is not well seen as a follower of any orthodoxy nor of any anti-orthodoxy of his day, either philosophical or theological. He found a path to innovation that was philosophically radical but which was also able to connect with prevailing and accepted traditions. That allowed him to exercise a practical influence in history rarely, if ever, matched by any other philosopher. Zuckert illustrates that influence by showing how William Blackstone used Lockean philosophy to reshape the common law and how the Americans of the eighteenth century used Lockean philosophy to reshape Whig political thought. Zuckert argues that Locke's philosophy has continuing philosophic and political force, a proposition he demonstrates by arguing that Locke presents a form of political philosophy superior to that of the liberal theorists of our day and that he has solid rejoinders to contemporary critics of liberalism. |
| john locke thoughts on education: Selected Works (Cicero, Marcus Tullius) Marcus Tullius Cicero, 1960-09-30 Collecting the most incisive and influential writings of one of Rome's finest orators, Cicero's Selected Works is translated with an introduction by Michael Grant in Penguin Classics. Lawyer, philosopher, statesman and defender of Rome's Republic, Cicero was a master of eloquence, and his pure literary and oratorical style and strict sense of morality have been a powerful influence on European literature and thought for over two thousand years in matters of politics, philosophy, and faith. This selection demonstrates the diversity of his writings, and includes letters to friends and statesmen on Roman life and politics; the vitriolic Second Philippic Against Antony; and his two most famous philosophical treatises, On Duties and On Old Age - a celebration of his own declining years. Written at a time of brutal political and social change, Cicero's lucid ethical writings formed the foundation of the Western liberal tradition in political and moral thought that continues to this day. For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators. |
| john locke thoughts on education: John Locke Patrice Sherman, 2012-07-30 In 1689, John Locke wrote that individuals had the right to life and liberty. Soon, his ideas spread across the world and helped create a new system of rule. In this engaging biography, readers learn about the inspiring life of John Locke and his role in the Enlightenment. Featuring brilliant images and fascinating facts, this book will have readers eager to learn more about Locke's incredible life. The supportive text, glossary, and index combine to give readers the tools they'll need to better understand such topics as the Glorious Revolution and empiricism. |
| john locke thoughts on education: John Locke John Locke, 2002 Locke lived at a time of heightened religious sensibility, and religious motives and theological beliefs were fundamental to his philosophical outlook. Here, Victor Nuovo brings together the first comprehensive collection of Locke's writings on religion and theology. These writings illustrate the deep religious motivation in Locke's thought. |
| john locke thoughts on education: Some Thoughts Concerning Education. By John Locke, Esq , 1769 |
| john locke thoughts on education: Educational Philosophy in the French Enlightenment Dr Natasha Gill, 2013-06-28 Though Emile is still considered the central pedagogical text of the French Enlightenment, a myriad of lesser-known thinkers paved the way for Rousseau's masterpiece. Natasha Gill traces the arc of these thinkers as they sought to reveal the correlation between early childhood experiences and the success or failure of social and political relations, and set the terms for the modern debate about the influence of nature and nurture in individual growth and collective life. Gill offers a comprehensive analysis of the rich cross-fertilization between educational and philosophical thought in the French Enlightenment. She begins by showing how in Some Thoughts Concerning Education John Locke set the stage for the French debate by transposing key themes from his philosophy into an educational context. Her treatment of the abbé Claude Fleury, the rector of the University of Paris Charles Rollin, and Swiss educator Jean-Pierre de Crousaz illustrates the extent to which early Enlightenment theorists reevaluated childhood and learning methods on the basis of sensationist psychology. Etienne-Gabriel Morelly, usually studied as a marginal thinker in the history of utopian thought, is here revealed as the most important precursor to Rousseau, and the first theorist to claim education as the vehicle through which individual liberation, social harmony and political unity could be achieved. Gill concludes with an analysis of the educational-philosophical dispute between Helvétius and Rousseau, and traces the influence of pedagogical theory on the political debate surrounding the expulsion of the Jesuits in 1762. |
| john locke thoughts on education: Anthropology, History, and Education Immanuel Kant, 2007-11-29 Anthropology, History, and Education, first published in 2007, contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, had never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and cultural anthropology, the philosophy of history, and education which are gathered in the present volume. Kant repeatedly claimed that the question 'What is the human being?' should be philosophy's most fundamental concern, and Anthropology, History, and Education can be seen as effectively presenting his philosophy as a whole in a popular guise. |
| john locke thoughts on education: Some Thoughts Concerning Education By John Locke, Esq;. , 1745 |
| john locke thoughts on education: New Learning Mary Kalantzis, Bill Cope, 2012-06-29 Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike. |
| john locke thoughts on education: The Blank Slate Steven Pinker, 2003-08-26 A brilliant inquiry into the origins of human nature from the author of Rationality, The Better Angels of Our Nature, and Enlightenment Now. Sweeping, erudite, sharply argued, and fun to read..also highly persuasive. --Time Finalist for the Pulitzer Prize Updated with a new afterword One of the world's leading experts on language and the mind explores the idea of human nature and its moral, emotional, and political colorings. With characteristic wit, lucidity, and insight, Pinker argues that the dogma that the mind has no innate traits-a doctrine held by many intellectuals during the past century-denies our common humanity and our individual preferences, replaces objective analyses of social problems with feel-good slogans, and distorts our understanding of politics, violence, parenting, and the arts. Injecting calm and rationality into debates that are notorious for ax-grinding and mud-slinging, Pinker shows the importance of an honest acknowledgment of human nature based on science and common sense. |
| john locke thoughts on education: Reasoned Freedom Peter A. Schouls, 1992 In this lucid and penetrating book, Peter A. Schouls considers Locke's major writings in terms of the closely related ideas of freedom, progress, mastery, reason, and education. |
| john locke thoughts on education: Studies in Chinese Philosophy and Philosophical Literature Angus Charles Graham, 1990-01-01 Graham addresses several fundamental problems in classical Chinese philosophy, and in the nature and structure of the classical Chinese language. These inquiries and reflections are both broad based and detailed. Two sources of continuity bring these seemingly disparate parts into a coherent and intelligible whole. First, Graham addresses that set of fundamental philosophical questions that have been the focus of dispute in the tradition, and that have defined its character: What is the nature of human nature? What can we through linguistic and philosophical scrutiny discover about the date and composition of some of the major texts? What sense can we make of the Kung-sun Lung sophistries? A second source of coherence is Graham's identification and articulation of those basic and often unconscious presuppositions that ground our own tradition. By so doing, he enables readers to break free from the limits of their own conceptual universe and to explore in the Chinese experience a profoundly different world view. |
| john locke thoughts on 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 locke thoughts on education: The Philosophy of Childhood Gareth Matthews, 1994 Adult preconceptions about the mental life of children tend to discourage a child’s philosophical bent. By exposing the underpinnings of adult views of childhood, Matthews clears the way for recognizing the philosophy of childhood as a legitimate field of inquiry and conducts us through influential models for understanding what it is to be a child. |
| john locke thoughts on education: Some Thoughts Concerning Education. By Mr. John Locke , 1709 |
| john locke thoughts on education: The Reasonableness of Christianity, as Delivered in the Scriptures John Locke, 1695 |
| john locke thoughts on education: John Locke and Personal Identity K. Joanna S. Forstrom, 2011-10-27 One of the most influential debates in John Locke's work is the problem of personal identity over time. This problem is that of how a person at one time is the same person later in time, and so can be held responsible for past actions. The time of most concern for Locke is that of the general resurrection promised in the New Testament. Given the turbulence of the Reformation and the formation of new approaches to the Bible, many philosophers and scientists paid careful attention to emerging orthodoxies or heterodoxies about death. Here K. Joanna S. Forstrom examines the interrelated positions of Rene Descartes, Thomas Hobbes, Henry More and Robert Boyle in their individual contexts and in Locke's treatment of them. She argues that, in this way, we can better understand Locke and his position on personal identity and immortality. Once his unique take is understood and grounded in his own theological convictions (or lack thereof), we can better evaluate Locke and defend him against classic objections to his thought. |
| john locke thoughts on education: Critical Assessments John Locke, 1991 |
| john locke thoughts on education: Aristotle's "Politics" Aristotle, 2013-03-04 One of the fundamental works of Western political thought, Aristotle’s masterwork is the first systematic treatise on the science of politics. For almost three decades, Carnes Lord’s justly acclaimed translation has served as the standard English edition. Widely regarded as the most faithful to both the original Greek and Aristotle’s distinctive style, it is also written in clear, contemporary English. This new edition of the Politics retains and adds to Lord’s already extensive notes, clarifying the flow of Aristotle’s argument and identifying literary and historical references. A glossary defines key terms in Aristotle’s philosophical-political vocabulary. Lord has made revisions to problematic passages throughout the translation in order to enhance both its accuracy and its readability. He has also substantially revised his introduction for the new edition, presenting an account of Aristotle’s life in relation to political events of his time; the character and history of his writings and of the Politics in particular; his overall conception of political science; and his impact on subsequent political thought from antiquity to the present. Further enhancing this new edition is an up-to-date selected bibliography. |
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 …
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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 …
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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 …
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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 …
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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 …
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“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. …
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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 …
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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 …
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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 …
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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 …
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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 …
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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 …
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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 …
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“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. …
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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 …
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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 …
