Sentence examples for the development of intellect from inspiring English sources

But while Carter's book is ponderous, Tadié's is a thrilling journey through the development of intellect and sensibility.

But he rarely spoke about sports, preferring to stress the importance of the development of intellect in the making of a naval officer.

Indeed, Godwin's account of pleasure, in terms of the development of intellect and the exercise of its powers, means that the position looks more like perfectionism than it does a form of hedonistic utilitarianism (what is valued is the ideal as much as the pleasures which are integral to it).

Beginning in the colonial period, formal education was required to create a better, more enlightened society through the development of intellect as well as moral and spiritual character.

That is, what promotes the general good is the development of human intellect, but the general good just is the development of the human intellect.

Has there been spiritual evolution parallel to the development of our intellect?

Paradoxically, though, this combination of political stability and religious controversy may have been quite fortuitous for the development of Shakespeare's intellect and narrative gifts and for the great theatrical tradition of which he was a part.

"Up until the early 1900s, there was a widespread understanding that the use of the hands was essential to the development of character and intellect," said Mr. Stowe, 62. "More recently, we've had this idea that every child should go to college and that the preparation for careers in manual arts was no longer required".

Like most abolitionists, Washington had been opposed tocolonization, but after researching other resettlement options, he stated, in 1851 in The New-York Daily Tribune, that if African-Americans were "ever [to] find a home on earth for the development of their manhood and intellect it [would] first be in Liberia or some other part of Africa".

In contrast, Steiner sought a pedagogy that fostered the development of the whole child, eschewing a narrow focus on the intellect.

It necessarily addresses the development of the whole person, a training not only of the intellect, but of disposition and character.