This document provides the course description, objectives, requirements and schedule for HT 501: Early Christian History. The course is an introduction to the establishment and development of Christianity from its beginnings to the 5th century CE. It will examine major trends, figures and events through primary sources and secondary texts. Requirements include online discussion, two papers analyzing primary sources, a timeline chart and a final take-home exam. Students must complete all assigned reading and viewing before the start of class meetings from June 24-July 29.
This document provides the course description, objectives, requirements and schedule for HT 501: Early Christian History taught by Steven J. Beardsley in June 2013. The course is an introduction to the establishment and development of Christianity from its origins to 451CE, paying attention to trends, personalities and events. Primary sources and secondary texts will be used. Requirements include online discussion, two papers on primary sources, a timeline chart and a take-home final exam. The course will meet Monday through Wednesday for lectures and discussion.
This course provides a survey of over 2000 years of Christian history from its origins as a persecuted sect in the Roman Empire to its emergence in the modern world. The class will examine Christianity's spread throughout the empire, its adoption as the imperial religion under Constantine, the rise of the papacy in the west, eastern Byzantine Christianity, the schism between eastern and western branches, and the church's response to modern challenges. Students will read from textbooks on church history as well as primary sources. Coursework includes lectures, discussions, reading assignments, and written reflections. The goal is for students to understand the narrative of Christianity over time and be able to identify major figures, concepts, trends, and issues in both their historical and
This dissertation examines continuity and change in norms and practices related to children and childhood in the early Byzantine Empire from the 4th to 7th centuries. It analyzes how Christian thought and theology began to influence perceptions of children and impact daily family life. While Roman law gave fathers great authority over their households, Christianity sought to regulate private family matters and introduced new marital norms. Over time, Byzantine family law and social practices incorporated more explicitly Christian influences, though change was gradual. Christianity taught that all people, including children, were created in God's image and had inherent worth, shifting views away from seeing childhood as merely a transitional phase before adulthood.
The document discusses the dignity and vocation of women from a Catholic perspective. It summarizes how women are created in God's image and likeness, and how Mary exemplifies the ideal roles of womanhood as the Theotokos (Mother of God) and the new Eve. It explores how Jesus promoted the dignity of women and their important roles in the gospels and early Church as witnesses to the resurrection. Ultimately, it argues that women's vocations are found in spousal, maternal, and interpersonal relationships centered around giving and receiving love.
The document discusses the extent of paganism in the late 4th century Roman Empire and the increasing power of Christianity. It finds that while Christianity became the official state religion under Constantine, paganism was still widely practiced, especially in Rome, Athens, and the Roman senate. Meanwhile, the Christian clergy gained significant influence over government officials and Emperor Theodosius, pressuring him to take action against paganism. Prior emperors had also begun issuing laws against pagan practices. The rising power of bishops like Ambrose of Milan established the Church as an influential political force seeking to further Christianize the empire.
This document provides an introduction and table of contents for a book that examines passages from the Bible, Gospels, and Quran in light of modern scientific findings. It discusses the authenticity of the sacred texts and how they have been interpreted over time. The introduction notes that each religion considers its own scriptures to be divine revelation but do not always extend that recognition to other faiths' texts. It argues that an objective analysis should consider all three scriptures equally.
This document discusses whether God exists from different perspectives. It presents arguments for and against the existence of God, including that everything has a cause, there is evidence of design in the universe, and morality requires a divine source. It also examines supernatural phenomena like weeping statues and incorrupt bodies as potential evidence. The document explores how evolution and science relate to beliefs about creationism. Overall, it analyzes the question of God's existence from philosophical, theological, and scientific lenses without making a definitive conclusion.
This document provides the course description, objectives, requirements and schedule for HT 501: Early Christian History taught by Steven J. Beardsley in June 2013. The course is an introduction to the establishment and development of Christianity from its origins to 451CE, paying attention to trends, personalities and events. Primary sources and secondary texts will be used. Requirements include online discussion, two papers on primary sources, a timeline chart and a take-home final exam. The course will meet Monday through Wednesday for lectures and discussion.
This course provides a survey of over 2000 years of Christian history from its origins as a persecuted sect in the Roman Empire to its emergence in the modern world. The class will examine Christianity's spread throughout the empire, its adoption as the imperial religion under Constantine, the rise of the papacy in the west, eastern Byzantine Christianity, the schism between eastern and western branches, and the church's response to modern challenges. Students will read from textbooks on church history as well as primary sources. Coursework includes lectures, discussions, reading assignments, and written reflections. The goal is for students to understand the narrative of Christianity over time and be able to identify major figures, concepts, trends, and issues in both their historical and
This dissertation examines continuity and change in norms and practices related to children and childhood in the early Byzantine Empire from the 4th to 7th centuries. It analyzes how Christian thought and theology began to influence perceptions of children and impact daily family life. While Roman law gave fathers great authority over their households, Christianity sought to regulate private family matters and introduced new marital norms. Over time, Byzantine family law and social practices incorporated more explicitly Christian influences, though change was gradual. Christianity taught that all people, including children, were created in God's image and had inherent worth, shifting views away from seeing childhood as merely a transitional phase before adulthood.
The document discusses the dignity and vocation of women from a Catholic perspective. It summarizes how women are created in God's image and likeness, and how Mary exemplifies the ideal roles of womanhood as the Theotokos (Mother of God) and the new Eve. It explores how Jesus promoted the dignity of women and their important roles in the gospels and early Church as witnesses to the resurrection. Ultimately, it argues that women's vocations are found in spousal, maternal, and interpersonal relationships centered around giving and receiving love.
The document discusses the extent of paganism in the late 4th century Roman Empire and the increasing power of Christianity. It finds that while Christianity became the official state religion under Constantine, paganism was still widely practiced, especially in Rome, Athens, and the Roman senate. Meanwhile, the Christian clergy gained significant influence over government officials and Emperor Theodosius, pressuring him to take action against paganism. Prior emperors had also begun issuing laws against pagan practices. The rising power of bishops like Ambrose of Milan established the Church as an influential political force seeking to further Christianize the empire.
This document provides an introduction and table of contents for a book that examines passages from the Bible, Gospels, and Quran in light of modern scientific findings. It discusses the authenticity of the sacred texts and how they have been interpreted over time. The introduction notes that each religion considers its own scriptures to be divine revelation but do not always extend that recognition to other faiths' texts. It argues that an objective analysis should consider all three scriptures equally.
This document discusses whether God exists from different perspectives. It presents arguments for and against the existence of God, including that everything has a cause, there is evidence of design in the universe, and morality requires a divine source. It also examines supernatural phenomena like weeping statues and incorrupt bodies as potential evidence. The document explores how evolution and science relate to beliefs about creationism. Overall, it analyzes the question of God's existence from philosophical, theological, and scientific lenses without making a definitive conclusion.
IMHO, you cannot truly understand the history and theology of the modern Catholic Church until you read John O’Malley’s excellent histories, Trent, What Happened at the Council, and What Happened at Vatican II.
Was the Council of Trent a reactionary council? This is a common perception, that the Council of Trent initiated the Catholic Counter-Reformation to defend the Catholic Church from the influences of the Protestant Reformation started by Martin Luther, and that the Vatican II Council was a rejection of Trent, steering the Catholic Church in a more liberal direction. Father O’Malley’s history leads to a different conclusion, that the actual Council of Trent, as opposed to the later impressions of Trent, is really a progressive council that is a precursor to Vatican II. Indeed, the documents of Vatican II and the subsequent Catholic Catechism both cite the Council of Trent extensively.
The post Reformation polemics are to blame for this misunderstanding of the nature of the Council of Trent. In Father O’Malley’s words, “When Pope Pius IV confirmed the council’s decrees, he forbade the printing of commentaries or notes on them without explicit permission of the Holy See.” The Pope really had no choice, the Catholic Church was besieged, had the Pope not restricted access to the minutes of the Council of Trent, protestants would have taken out of context and distorted the debates to discredit the Church. But this prevented balanced scholarship on Trent for four hundred years, until long after Pope Leo XIII opened the Vatican Archives in 1880.
Please read our blog on the Council of Trent:
http://www.seekingvirtueandwisdom.com/council-of-trent-the-reform-council-foreshadowing-vatican-ii/
Please click on the Amazon links to purchase these books and support our channel:
Trent: What Happened at the Council, by John W. O'Malley
https://amzn.to/3B748US , Kindle: https://amzn.to/2XVjFZF
What Happened at Vatican II Paperback, by John W. O'Malley
https://amzn.to/3lY5xJb , Kindle: https://amzn.to/2XVjFZF
And the Learn25 video lectures:
https://www.learn25.com/product/the-council-of-trent-answering-the-reformation-and-reforming-the-church/
Marcus Aurelius was truly the philosopher-king that Plato dreamed of, he was both one of the good Roman Emperors and a Stoic Philosopher who ruled out of a sense of duty while living the modest stoic life.
The paradox of Marcus Aurelius is that as Roman Emperor he likely oversaw the brutal persecution of Christians, but as a Stoic philosopher his main work, the Meditations, offers a Stoic philosophy that reflects many Christian values and teachings. This paradox led some ancient Christians to hope that he indeed was a friend to Christians, including Tertullian and St Justin the Martyr, who was himself martyred under the reign of Marcus Aurelius. This paradox was explored by the ancient church historian Eusebius in his work Church History or Ecclesiastical History.
We review the history behind Marcus Aurelius, how he was the adopted son of his predecessor, Antonius Pius, who had been adopted by Hadrian. We learn how his marriage to the daughter of Antonius Pius, Faustina, led to the birth of Commodus, who succeeded him as emperor and began the decline of the Roman Empire due to his neglect of his responsibilities, he preferred performing as a gladiator to serving as a stoic Roman Emperor.
We review the history of the persecutions from Nero to Diocletian, and the series of letters between Pliny and Trajan discussing how Christians should be properly persecuted.
We review how modern historians view this paradox, including Henry Chadwick, Walter Kaufman, Matthew Arnold, Copleston, and McGuckin.
YouTube video:
https://youtu.be/-uQxq1O9xSY
Our blog: https://wp.me/pachSU-aC
Please support our channel, purchase these from Amazon, we earn a small affiliate commission:
Meditations (Dover Thrift Editions), by Marcus Aurelius
https://amzn.to/2W3nxqt
Practical Philosophy: The Greco-Roman Moralists
https://amzn.to/3rmSlOx
Famous Romans, Audiobook, by J. Rufus Fears, The Great Courses
https://amzn.to/3D6mMgE
The Meditations of Marcus Auerlius: Selections Annotated & Explained (SkyLight Illuminations)
https://amzn.to/3BsYgWR
A History of Philosophy, Vol. 1: Greece and Rome From the Pre-Socratics to Plotinus, by Frederick Copleston
https://amzn.to/2Wuh6wX
The History of the Church: From Christ to Constantine, by Eusebius (263-339), Penguin Classic, introduction by Andrew Louth
https://amzn.to/3eRbZgK
The Path of Christianity: The First Thousand Years Hardcover, by John Anthony McGuckin
https://amzn.to/2UHXMeW
The Early Church, by Henry Chadwick
https://amzn.to/36W9OUB
Who should study the Catholic and Lutheran Catechisms? Everyone! Everyone, even if you are neither Catholic nor Lutheran. Everyone who wants to live a godly life should study the Catechism. Both the Lutheran and Catholic Catechisms have sections for the Ten Commandments, the Sacraments, the Lord’s Prayer, and the Creeds. If you ignore the sections in the Large Catechism where Luther curses the Pope and calls him names, studying both the Catholic and Lutheran Catechisms will improve your soul. Vatican II teaches that Catholics can learn from their separated Protestant brothers, which means that Catholics can read Luther.
The Catholic Catechism was reviewed by thousands of bishops before publication, many thousands of suggestions were pondered, more thought and care was invested in the editing of the Catholic Catechism than probably any modern book in print. You ignore this wisdom at your moral peril. These teachings are not merely preachings, they are annotated by thousands of footnotes to both Scripture verses and the writings of the Church Fathers and the decrees of Vatican II, Trent, and the other councils, so you can go back to the sources yourself. By design, the Catholic Catechism references both the Eastern Church Fathers, so beloved by the Orthodox, and the Western Church Fathers, staring with St Augstine, in roughly equal proportion.
Cardinal Ratzinger, who would later become Pope Benedict, in an in-depth interview in 1985 that the spirit of Vatican II had faded, that it failed to generate a new enthusiasm, but instead Catholicism had become trapped in a spirit of “boredom and discouragement.” What the opponents and supporters of Vatican II shared in common is neither understood nor studied the actual decrees of Vatican II. The solution would be a new Catechism to summarize the teachings of Vatican II.
We are planning a course of study, starting with the Decalogue, or Ten Commandments, and read most of the works quoted in the footnotes of the Catholic Catechism, many of them are church fathers. We will also ponder what the church fathers, the medieval rabbis, Luther in his Large Catechism, and preachers and scholars can teach us about the Decalogue.
The video draws from this blog: http://www.seekingvirtueandwisdom.com/who-should-study-the-catholic-catechism/
Please support our channel when purchasing these books from Amazon:
Catechism of the Catholic Church, UCSSB Bishop's Edition
https://amzn.to/3kca1sT
Concordia: The Lutheran Confessions, Book of Concord
https://amzn.to/3ghTJxK
Introduction to the Catechism of the Catholic Church
https://amzn.to/37UXEMm
A Compendium of Texts Referred to in the Catechism of the Catholic Church
https://amzn.to/2W4cxK2
Gospel, Catechesis, Catechism: Sidelights on the Catechism of the Catholic Church, by Joseph Cardinal Ratzinger
https://amzn.to/3za3RQu
Ratzinger Report: An Exclusive Interview on the State of the Church
https://amzn.to/2W2DNIU
En the trinity_is_not_a_biblical_beliefLoveofpeople
The Trinity is not explicitly mentioned in the Bible and was not a doctrine that Jesus or his followers preached. It was a doctrine that developed gradually over centuries through theological debates and controversies. Major Christian references acknowledge that the Trinity as it is understood today was not a part of early Christian teachings and was not fully formulated until the 4th century. The doctrine of the Trinity was established at the Council of Nicaea in 325 CE under Roman Emperor Constantine, rather than being derived directly from the Bible or teachings of Jesus.
A Christian (Adventist) Attempt to Integrate Faith and Historyniwres
The document discusses strategies for integrating faith and history in teaching and scholarship. It proposes developing a Christian worldview, confronting assumptions in the history discipline, studying revealed actions of God in history, allowing a Christian worldview to suggest topics and guide fact selection, applying Christian understandings of human nature and moral standards, and focusing on spiritual factors like the role of the Christian church. The goal is to examine history through insights from the Christian faith.
The document summarizes the roots of medieval Europe, including Judaism, Greece, Rome, and the rise of Christianity. It discusses key figures like Jesus, Paul, and early Christian theologians like Augustine. It also outlines the development of the Roman Catholic Church and its doctrines. The church provided a template for medieval ideology and helped spread Christianity throughout Europe during this time period.
The document summarizes the roots of medieval Christianity in Judaism, Greece, and Rome. It discusses key figures like Jesus, Paul, and early Christian theologians who helped establish Christian doctrines and structures that shaped medieval society. The Roman Catholic Church formed the dominant religious ideology, establishing principles of biblical interpretation, sacraments, and dogma. Monasticism grew in influence with figures like St. Benedict, while early Church fathers like Augustine of Hippo shaped Christian theology and worldviews.
This document provides an overview of Christianity, including its origins, major beliefs, divisions, and history. It discusses that Christianity began as a Jewish sect in the 1st century AD and spread throughout the Roman Empire. The three largest Christian groups are the Catholic Church, Eastern Orthodox Church, and various Protestant denominations. It also summarizes key events like the Protestant Reformation in the 16th century and discusses the prevalence of Christianity in countries like the Philippines.
Science and Religion - The Genesis FloodJohn Wilkins
This document provides a historical overview of perspectives on the Genesis flood account from ancient times to modern day. It discusses how early Christian thinkers like Origen emphasized both the literal and allegorical meanings of scripture. During the Renaissance, scholars began critically examining the logistics and scientific feasibility of a global flood. By the 18th-19th centuries, advances in geology, biology and archaeology made a literal global flood seem untenable, leading to debates around flood geology and creationism. The document traces this intellectual history in 3 sentences or less.
Science and Religion: The Protestant ReformationJohn Wilkins
The Protestant Reformation and the Rise of Early Modern Science document discusses how the Protestant Reformation influenced the rise of modern science in several ways. The Protestant emphasis on sola scriptura and literal interpretation of the Bible prompted a new literal reading of the "Book of Nature." This led to a shift away from symbolic and allegorical interpretations of nature. Figures like Copernicus, Kepler, Galileo, Boyle, and Newton embraced an empirical approach to studying nature through experimentation and mathematics rather than symbolic meanings. Their work helped overthrow the old Aristotelian worldview and establish new mechanistic understandings of the natural world.
Studies in christian education- E.A SutherlandAntonio Bernard
This document summarizes the education system of early Protestant denominations in America and how it contributed to their failure to adequately spread the gospel message. It notes that while the Puritans rejected Catholic doctrines, they retained the Catholic system of education which focused heavily on Latin, Greek, and other classical subjects modeled after English universities. This papal-inspired education system failed to prepare missionaries to spread the third angel's message of Revelation 14. The document aims to help Seventh-day Adventists understand why the popular churches declined spiritually in 1844 and avoid similar mistakes as they approach the loud cry message.
These mysteries are revealed through the body. The body is created through the sex, the cells with which the body is made has feelings… It is very important to harmonize with the feelings and his emotions to respect the body. So in JPII’s anthropological vision of the human being, it was a new approach to see man in the light of Christ and in a perfect combination of body and soul, respecting both the realms and this is the fundamental and base of all his moral approach, to marriage and conjugal life.
Early Christians fought about heresies such as Docetism, Gnosticism, and Marcionism. The Apostles' Creed was an orthodox response developed around 150AD to establish correct Christian beliefs and distinguish them from heresies. It affirmed Jesus' humanity and the material world, and served as a symbol of faith for believers. Orthodox Christians also established the biblical canon and emphasized apostolic succession to defend against heretical teachings.
1) Paul of Tarsus was a significant early Christian missionary and theologian who lived between 10-67 CE.
2) He underwent a conversion experience on the road to Damascus and went on to establish Christianity across the Greco-Roman world through his missionary journeys and letters.
3) Paul played a pivotal role in developing early Christian theology and establishing Christianity as a distinct religion separate from Judaism, through his emphasis on salvation through faith in Christ alone.
The Protestant Reformation was an attempt in the 16th century to reform the Catholic Church in Europe. Reformers like Martin Luther wanted to restore faith in the church and questioned the corruption and power of Catholic Church leaders. Luther posted his 95 Theses criticizing the church in 1517, sparking the Protestant Reformation where Europeans broke away from the Catholic Church and formed new Christian denominations like Lutheran and Calvinist churches.
Protestant reformation an its consequencesasilkentent
The Protestant Reformation began in 1517 as a protest against corruption and abuses within the Catholic Church, led by Martin Luther. Luther's 95 Theses criticized the Church's sale of indulgences and doctrine of salvation, and emphasized faith alone and scripture as the sole religious authority. The printing press helped spread his ideas to a wider audience. Other reformers like Calvin and Henry VIII also challenged Catholic doctrine. This led to over a century of religious conflict between Protestants and Catholics, culminating in the Thirty Years' War.
St. Augustine was a Latin philosopher, theologian, and bishop in the 4th-5th centuries who was highly influential in the development of Western Christianity. He developed the concept of the Catholic Church as distinct from earthly authority. He believed the human mind needs divine illumination to understand truth. While his writings influenced medieval thought, he also had extreme views on sexuality that blamed women and led him to advocate controlling them to limit tempting men.
Saint Augustine of Hippo was born in 354 in Tagaste, Algeria to a Christian mother and pagan father. As a young man, he enjoyed worldly pleasures but was later converted to Christianity after hearing a voice tell him to "take up and read" from the Bible. He was baptized in 387 and went on to become a monk, priest, and bishop who wrote extensively and sought to combat heresy. Augustine believed that true happiness can only be found in God and that grace is the most important aspect of the Christian faith.
IMHO, you cannot truly understand the history and theology of the modern Catholic Church until you read John O’Malley’s excellent histories, Trent, What Happened at the Council, and What Happened at Vatican II.
Was the Council of Trent a reactionary council? This is a common perception, that the Council of Trent initiated the Catholic Counter-Reformation to defend the Catholic Church from the influences of the Protestant Reformation started by Martin Luther, and that the Vatican II Council was a rejection of Trent, steering the Catholic Church in a more liberal direction. Father O’Malley’s history leads to a different conclusion, that the actual Council of Trent, as opposed to the later impressions of Trent, is really a progressive council that is a precursor to Vatican II. Indeed, the documents of Vatican II and the subsequent Catholic Catechism both cite the Council of Trent extensively.
The post Reformation polemics are to blame for this misunderstanding of the nature of the Council of Trent. In Father O’Malley’s words, “When Pope Pius IV confirmed the council’s decrees, he forbade the printing of commentaries or notes on them without explicit permission of the Holy See.” The Pope really had no choice, the Catholic Church was besieged, had the Pope not restricted access to the minutes of the Council of Trent, protestants would have taken out of context and distorted the debates to discredit the Church. But this prevented balanced scholarship on Trent for four hundred years, until long after Pope Leo XIII opened the Vatican Archives in 1880.
Please read our blog on the Council of Trent:
http://www.seekingvirtueandwisdom.com/council-of-trent-the-reform-council-foreshadowing-vatican-ii/
Please click on the Amazon links to purchase these books and support our channel:
Trent: What Happened at the Council, by John W. O'Malley
https://amzn.to/3B748US , Kindle: https://amzn.to/2XVjFZF
What Happened at Vatican II Paperback, by John W. O'Malley
https://amzn.to/3lY5xJb , Kindle: https://amzn.to/2XVjFZF
And the Learn25 video lectures:
https://www.learn25.com/product/the-council-of-trent-answering-the-reformation-and-reforming-the-church/
Marcus Aurelius was truly the philosopher-king that Plato dreamed of, he was both one of the good Roman Emperors and a Stoic Philosopher who ruled out of a sense of duty while living the modest stoic life.
The paradox of Marcus Aurelius is that as Roman Emperor he likely oversaw the brutal persecution of Christians, but as a Stoic philosopher his main work, the Meditations, offers a Stoic philosophy that reflects many Christian values and teachings. This paradox led some ancient Christians to hope that he indeed was a friend to Christians, including Tertullian and St Justin the Martyr, who was himself martyred under the reign of Marcus Aurelius. This paradox was explored by the ancient church historian Eusebius in his work Church History or Ecclesiastical History.
We review the history behind Marcus Aurelius, how he was the adopted son of his predecessor, Antonius Pius, who had been adopted by Hadrian. We learn how his marriage to the daughter of Antonius Pius, Faustina, led to the birth of Commodus, who succeeded him as emperor and began the decline of the Roman Empire due to his neglect of his responsibilities, he preferred performing as a gladiator to serving as a stoic Roman Emperor.
We review the history of the persecutions from Nero to Diocletian, and the series of letters between Pliny and Trajan discussing how Christians should be properly persecuted.
We review how modern historians view this paradox, including Henry Chadwick, Walter Kaufman, Matthew Arnold, Copleston, and McGuckin.
YouTube video:
https://youtu.be/-uQxq1O9xSY
Our blog: https://wp.me/pachSU-aC
Please support our channel, purchase these from Amazon, we earn a small affiliate commission:
Meditations (Dover Thrift Editions), by Marcus Aurelius
https://amzn.to/2W3nxqt
Practical Philosophy: The Greco-Roman Moralists
https://amzn.to/3rmSlOx
Famous Romans, Audiobook, by J. Rufus Fears, The Great Courses
https://amzn.to/3D6mMgE
The Meditations of Marcus Auerlius: Selections Annotated & Explained (SkyLight Illuminations)
https://amzn.to/3BsYgWR
A History of Philosophy, Vol. 1: Greece and Rome From the Pre-Socratics to Plotinus, by Frederick Copleston
https://amzn.to/2Wuh6wX
The History of the Church: From Christ to Constantine, by Eusebius (263-339), Penguin Classic, introduction by Andrew Louth
https://amzn.to/3eRbZgK
The Path of Christianity: The First Thousand Years Hardcover, by John Anthony McGuckin
https://amzn.to/2UHXMeW
The Early Church, by Henry Chadwick
https://amzn.to/36W9OUB
Who should study the Catholic and Lutheran Catechisms? Everyone! Everyone, even if you are neither Catholic nor Lutheran. Everyone who wants to live a godly life should study the Catechism. Both the Lutheran and Catholic Catechisms have sections for the Ten Commandments, the Sacraments, the Lord’s Prayer, and the Creeds. If you ignore the sections in the Large Catechism where Luther curses the Pope and calls him names, studying both the Catholic and Lutheran Catechisms will improve your soul. Vatican II teaches that Catholics can learn from their separated Protestant brothers, which means that Catholics can read Luther.
The Catholic Catechism was reviewed by thousands of bishops before publication, many thousands of suggestions were pondered, more thought and care was invested in the editing of the Catholic Catechism than probably any modern book in print. You ignore this wisdom at your moral peril. These teachings are not merely preachings, they are annotated by thousands of footnotes to both Scripture verses and the writings of the Church Fathers and the decrees of Vatican II, Trent, and the other councils, so you can go back to the sources yourself. By design, the Catholic Catechism references both the Eastern Church Fathers, so beloved by the Orthodox, and the Western Church Fathers, staring with St Augstine, in roughly equal proportion.
Cardinal Ratzinger, who would later become Pope Benedict, in an in-depth interview in 1985 that the spirit of Vatican II had faded, that it failed to generate a new enthusiasm, but instead Catholicism had become trapped in a spirit of “boredom and discouragement.” What the opponents and supporters of Vatican II shared in common is neither understood nor studied the actual decrees of Vatican II. The solution would be a new Catechism to summarize the teachings of Vatican II.
We are planning a course of study, starting with the Decalogue, or Ten Commandments, and read most of the works quoted in the footnotes of the Catholic Catechism, many of them are church fathers. We will also ponder what the church fathers, the medieval rabbis, Luther in his Large Catechism, and preachers and scholars can teach us about the Decalogue.
The video draws from this blog: http://www.seekingvirtueandwisdom.com/who-should-study-the-catholic-catechism/
Please support our channel when purchasing these books from Amazon:
Catechism of the Catholic Church, UCSSB Bishop's Edition
https://amzn.to/3kca1sT
Concordia: The Lutheran Confessions, Book of Concord
https://amzn.to/3ghTJxK
Introduction to the Catechism of the Catholic Church
https://amzn.to/37UXEMm
A Compendium of Texts Referred to in the Catechism of the Catholic Church
https://amzn.to/2W4cxK2
Gospel, Catechesis, Catechism: Sidelights on the Catechism of the Catholic Church, by Joseph Cardinal Ratzinger
https://amzn.to/3za3RQu
Ratzinger Report: An Exclusive Interview on the State of the Church
https://amzn.to/2W2DNIU
En the trinity_is_not_a_biblical_beliefLoveofpeople
The Trinity is not explicitly mentioned in the Bible and was not a doctrine that Jesus or his followers preached. It was a doctrine that developed gradually over centuries through theological debates and controversies. Major Christian references acknowledge that the Trinity as it is understood today was not a part of early Christian teachings and was not fully formulated until the 4th century. The doctrine of the Trinity was established at the Council of Nicaea in 325 CE under Roman Emperor Constantine, rather than being derived directly from the Bible or teachings of Jesus.
A Christian (Adventist) Attempt to Integrate Faith and Historyniwres
The document discusses strategies for integrating faith and history in teaching and scholarship. It proposes developing a Christian worldview, confronting assumptions in the history discipline, studying revealed actions of God in history, allowing a Christian worldview to suggest topics and guide fact selection, applying Christian understandings of human nature and moral standards, and focusing on spiritual factors like the role of the Christian church. The goal is to examine history through insights from the Christian faith.
The document summarizes the roots of medieval Europe, including Judaism, Greece, Rome, and the rise of Christianity. It discusses key figures like Jesus, Paul, and early Christian theologians like Augustine. It also outlines the development of the Roman Catholic Church and its doctrines. The church provided a template for medieval ideology and helped spread Christianity throughout Europe during this time period.
The document summarizes the roots of medieval Christianity in Judaism, Greece, and Rome. It discusses key figures like Jesus, Paul, and early Christian theologians who helped establish Christian doctrines and structures that shaped medieval society. The Roman Catholic Church formed the dominant religious ideology, establishing principles of biblical interpretation, sacraments, and dogma. Monasticism grew in influence with figures like St. Benedict, while early Church fathers like Augustine of Hippo shaped Christian theology and worldviews.
This document provides an overview of Christianity, including its origins, major beliefs, divisions, and history. It discusses that Christianity began as a Jewish sect in the 1st century AD and spread throughout the Roman Empire. The three largest Christian groups are the Catholic Church, Eastern Orthodox Church, and various Protestant denominations. It also summarizes key events like the Protestant Reformation in the 16th century and discusses the prevalence of Christianity in countries like the Philippines.
Science and Religion - The Genesis FloodJohn Wilkins
This document provides a historical overview of perspectives on the Genesis flood account from ancient times to modern day. It discusses how early Christian thinkers like Origen emphasized both the literal and allegorical meanings of scripture. During the Renaissance, scholars began critically examining the logistics and scientific feasibility of a global flood. By the 18th-19th centuries, advances in geology, biology and archaeology made a literal global flood seem untenable, leading to debates around flood geology and creationism. The document traces this intellectual history in 3 sentences or less.
Science and Religion: The Protestant ReformationJohn Wilkins
The Protestant Reformation and the Rise of Early Modern Science document discusses how the Protestant Reformation influenced the rise of modern science in several ways. The Protestant emphasis on sola scriptura and literal interpretation of the Bible prompted a new literal reading of the "Book of Nature." This led to a shift away from symbolic and allegorical interpretations of nature. Figures like Copernicus, Kepler, Galileo, Boyle, and Newton embraced an empirical approach to studying nature through experimentation and mathematics rather than symbolic meanings. Their work helped overthrow the old Aristotelian worldview and establish new mechanistic understandings of the natural world.
Studies in christian education- E.A SutherlandAntonio Bernard
This document summarizes the education system of early Protestant denominations in America and how it contributed to their failure to adequately spread the gospel message. It notes that while the Puritans rejected Catholic doctrines, they retained the Catholic system of education which focused heavily on Latin, Greek, and other classical subjects modeled after English universities. This papal-inspired education system failed to prepare missionaries to spread the third angel's message of Revelation 14. The document aims to help Seventh-day Adventists understand why the popular churches declined spiritually in 1844 and avoid similar mistakes as they approach the loud cry message.
These mysteries are revealed through the body. The body is created through the sex, the cells with which the body is made has feelings… It is very important to harmonize with the feelings and his emotions to respect the body. So in JPII’s anthropological vision of the human being, it was a new approach to see man in the light of Christ and in a perfect combination of body and soul, respecting both the realms and this is the fundamental and base of all his moral approach, to marriage and conjugal life.
Early Christians fought about heresies such as Docetism, Gnosticism, and Marcionism. The Apostles' Creed was an orthodox response developed around 150AD to establish correct Christian beliefs and distinguish them from heresies. It affirmed Jesus' humanity and the material world, and served as a symbol of faith for believers. Orthodox Christians also established the biblical canon and emphasized apostolic succession to defend against heretical teachings.
1) Paul of Tarsus was a significant early Christian missionary and theologian who lived between 10-67 CE.
2) He underwent a conversion experience on the road to Damascus and went on to establish Christianity across the Greco-Roman world through his missionary journeys and letters.
3) Paul played a pivotal role in developing early Christian theology and establishing Christianity as a distinct religion separate from Judaism, through his emphasis on salvation through faith in Christ alone.
The Protestant Reformation was an attempt in the 16th century to reform the Catholic Church in Europe. Reformers like Martin Luther wanted to restore faith in the church and questioned the corruption and power of Catholic Church leaders. Luther posted his 95 Theses criticizing the church in 1517, sparking the Protestant Reformation where Europeans broke away from the Catholic Church and formed new Christian denominations like Lutheran and Calvinist churches.
Protestant reformation an its consequencesasilkentent
The Protestant Reformation began in 1517 as a protest against corruption and abuses within the Catholic Church, led by Martin Luther. Luther's 95 Theses criticized the Church's sale of indulgences and doctrine of salvation, and emphasized faith alone and scripture as the sole religious authority. The printing press helped spread his ideas to a wider audience. Other reformers like Calvin and Henry VIII also challenged Catholic doctrine. This led to over a century of religious conflict between Protestants and Catholics, culminating in the Thirty Years' War.
St. Augustine was a Latin philosopher, theologian, and bishop in the 4th-5th centuries who was highly influential in the development of Western Christianity. He developed the concept of the Catholic Church as distinct from earthly authority. He believed the human mind needs divine illumination to understand truth. While his writings influenced medieval thought, he also had extreme views on sexuality that blamed women and led him to advocate controlling them to limit tempting men.
Saint Augustine of Hippo was born in 354 in Tagaste, Algeria to a Christian mother and pagan father. As a young man, he enjoyed worldly pleasures but was later converted to Christianity after hearing a voice tell him to "take up and read" from the Bible. He was baptized in 387 and went on to become a monk, priest, and bishop who wrote extensively and sought to combat heresy. Augustine believed that true happiness can only be found in God and that grace is the most important aspect of the Christian faith.
The Protestant Reformation began as a call for reform within the Catholic Church by Christian humanists such as Erasmus, who believed the Church should focus more on living virtuously rather than just following beliefs. Martin Luther further called for reform and questioned Catholic doctrines like the selling of indulgences, leading to his excommunication. This sparked the growth of Protestantism and divisions in Christianity between Catholic and Protestant churches across Europe.
The document discusses key aspects of modernist architecture and design. It describes De Stijl's emphasis on simplicity, primary colors, and asymmetry. It profiles Le Corbusier and his five points of architecture. It examines two of Le Corbusier's works - the Villa Savoye, known for its pilotis and free floor plan, and Notre Dame du Haut with its soft forms and colored glass. It also covers the work of Ludwig Mies van der Rohe, including the Barcelona Pavilion with its free plan and use of steel and glass, and the Farnsworth House exemplifying the International Style.
Christian Humanism emerged during the Reformation as a movement that emphasized studying early Christian writings and the Bible to reform the Catholic Church and improve society. A leading figure, Desiderius Erasmus, criticized the Church's corruption and hypocrisy in his influential work "In Praise of Folly" and called for reform from within. Martin Luther also sought reform but eventually broke from the Church over doctrines like salvation by faith alone, sparking the wider Protestant Reformation across Europe in various forms such as Lutheranism, Calvinism, and the Church of England established under King Henry VIII.
The document discusses the causes of the Protestant Reformation in Germany in the 16th century. It examines factors such as corruption in the Catholic Church hierarchy, the spread of Renaissance and Humanist ideas which encouraged questioning of Church doctrines, and growing German nationalism which disliked Italian influence. Economic hardships and the fragmented political structure of the Holy Roman Empire also weakened the Church's authority. Martin Luther's posting of his 95 Theses in 1517 challenging indulgence sales triggered the Reformation, which spread rapidly with the help of the new printing press technology.
The document discusses several key aspects of Renaissance Humanism:
1) It promoted individualism, worldliness, learning, and a focus on antiquity and reform.
2) Several pieces of art are mentioned that exemplify Renaissance humanist ideals, including works by Raphael, Massys, da Vinci, Durer, and Brueghel.
3) Several documents from historical figures are summarized, including writings by Pico, Petrarch, Shakespeare, Erasmus, More, Vives, Columbus, Rabelais, that discuss humanist concepts of man's dignity, learning from history and philosophy, and skepticism of established institutions.
Humanism and new artistic techniques in the Italian Renaissance led to masterpieces in painting, sculpture, and architecture. Artists like Leonardo, Michelangelo, and Raphael studied human anatomy and perspective to depict idealized individuals and balance. Their works, alongside those of earlier Renaissance masters like Giotto, Donatello, Brunelleschi, and Botticelli, helped establish the individual and classical humanist ideals of the era.
The Protestant Reformation began in 1517 when Martin Luther nailed his 95 Theses to a church door in Germany, criticizing the Catholic Church's practices around indulgences. Luther's ideas of salvation through faith alone and the Bible as the sole religious authority spread rapidly through newly invented printing presses. At the Diet of Worms in 1521, Luther refused to renounce his writings and went into hiding. John Calvin further developed Protestant theology in France and Geneva. Meanwhile, King Henry VIII of England broke with Rome when the pope denied his annulment, establishing the Church of England. The Reformation ultimately divided Western Christianity into numerous denominations.
Modernism began as a rejection of past ideas and cultural norms in the 19th century, driven by new ideas from evolution, psychology, and socialism. Modernism in art covered 1863-1960s and focused on new ideas and using techniques as subject matter over representing subjects. Postmodernism emerged in the 1970s from scrutiny of modernism, questioning its lack of diversity and utopian ideals. Postmodernism embraces irony, appropriation, juxtaposition, and examining bias through deconstruction.
Humanism is an approach that focuses on human values and rejects religious beliefs, centering on human worth. Key figures in humanistic psychology include Abraham Maslow, who proposed the hierarchy of needs, and Carl Rogers, who developed the concept of the actualization tendency. Viktor Frankl focused on finding meaning and logotherapy. Humanistic psychology views humans as essentially good and focuses on healthy psychology rather than mental illness.
This document provides an overview of key concepts in postmodernism. It contrasts modern and postmodern eras, noting that postmodernism involves fragmentation, uncertainty, and constant choice rather than clear structure and identity. Some key features of postmodernism discussed include relativism, consumerism, transforming identity, disillusionment with progress, and the impacts of globalization and technology. Examples like reality TV, Disneyland, and blending religious practices are used to illustrate postmodern concepts.
The daily lesson plan summarizes Christianity over 5 days. It will review the historical background, sacred texts, beliefs and doctrines of Christianity. It will also cover Christian worship, observances, and the divisions within Christianity into Catholic, Orthodox, and Protestant sects. Students will learn about the core teachings of Christianity, the importance of religious observances for Christians, and issues like ecumenism and sexuality faced by Christianity. The purpose is for students to understand the brief history, fundamental beliefs, practices and related issues of Christianity by the end of the lessons.
The document provides an overview of Christianity, including its founder Jesus Christ, sacred texts of the Bible, core doctrines such as the Trinity, virgin birth of Jesus, his resurrection, and the last judgment. It also discusses Christian ethics centered around love and the Ten Commandments. The core teachings, beliefs, and issues of Christianity are examined through explaining its history and theological concepts.
This document lists several continuing education classes being offered at Richland College including: The Lost Books of the Bible, which will discuss biblical books rejected by the church or only used by some denominations; Life and Times of Jesus, covering important figures and contexts of 1st century Palestine; Is God Dead?, an open discussion class on the existence and nature of God and what happens after death from various perspectives; History of the Gospels, addressing the origin and development of the gospels; and Comparative Study: Christianity and Islam, comparing the fundamental beliefs and practices of these two religions based on their holy texts.
Let us vote on each of the sayings on Jesus, a red bead for each truly authentic saying of Jesus, a pink bead when the saying sure sounds like Jesus, gray, maybe, a black bead for a saying Jesus could not have said, although centuries of biblical scholars thought and taught otherwise.
Using this voting method, the self-appointed members of the Jesus Seminar in 1985 pronounced that only fifteen sayings were truly said by Jesus, while another seventy-five sayings were probably words of Jesus. There were a few eminent scholars in the group, most were middling academics, none were from the most eminent theological universities. But it was great television, great headlines, great press, controversial conspiracies, grabbing ten minutes of fame for this or that ignorant expert.
The original attendees of the Jesus Seminar have mostly been forgotten, with only a spare mention by Dr Wikipedia, but unfortunately the historical Jesus baton was passed to Bart Ehrman, one of the foremost textual critics of the New Testament, which means his specialty is examining the ancient Greek manuscript texts for variants. Dr Timothy Johnson wrote a book disputing the claims of the historical Jesus, The Real Jesus, which will be our main source. This book first looks back to the history of the church since the Reformation, and in the United States since World War II and the GI Bill, to understand how such beliefs can become widespread.
In addition to Professor Johnson's book, The Real Jesus, we will be consulting other works. If you wish to purchase these books, these links will help support our channel with a small affiliate commission:
The Real Jesus: The Misguided Quest for the Historical Jesus and the Truth of the Traditional Gospels, by Luke Timothy Johnson
https://amzn.to/3b0f77J
The Jesus Quest: The Third Search for the Jew of Nazareth, by Ben Witherington III
https://amzn.to/3C82S4O
Scripture in Tradition: The Bible and Its Interpretation in the Orthodox Church, by John Breck
https://amzn.to/3E5Kmuh
The History of Christian Theology, Audiobook, by Phillip Cary, The Great Courses
https://amzn.to/3m3l8qu
The Historical Jesus: The Life of a Mediterranean Jewish Peasant, by John Dominic Crossan
https://amzn.to/3CaZaYi
Meeting Jesus Again for the First Time: The Historical Jesus and the Heart of Contemporary Faith, by Marcus Borg
https://amzn.to/3puaHyk
The History of the Bible: The Making of the New Testament Canon, Audiobook, by Bart D. Ehrman, The Great Courses
https://amzn.to/3C6zQT2
The Greatest Controversies of Early Christian History, Audiobook, by Bart D. Ehrman, The Great Courses
https://amzn.to/2Zgcps4
These are my blogs on this topic:
https://wp.me/pachSU-5Z
https://wp.me/pachSU-63
https://wp.me/pachSU-7O
https://wp.me/pachSU-97
The Academy for Christian Thought seeks to (1) equip believers to strengthen their faith through critical thinking, (2) reach out to skeptics with a coherent Christian worldview, and (3) develop multimedia resources integrating faith with science and other religions. It does this through seminars, Bible training projects, field trips to museums to explore faith and science, and international outreach in Asia, Europe, Australia and Africa. Leaders in theology, the arts, and sciences have praised the ministry for addressing questions at the intersection of faith, culture, economics, science and other religions.
THE PLATONIC AND NEOPLATONIC TRADITIONS AND ROOTS OF CHRISTIANITYDr Ian Ellis-Jones
Excerpts from a major thesis written by Dr Ian Ellis-Jones - copyright Ian Ellis-Jones - all rights reserved - for information only - commercial use (except by copyright holder) prohibited
Over the first few centuries CE, Christianity spread throughout the Roman Empire and local Christian communities developed their own traditions and leadership structures. This led to diversity and theological disagreements. A series of ecumenical councils were held to address heresies and establish orthodox Christian doctrine, such as the divinity of Christ. Key events that helped form the universal Catholic Church included Constantine's legalization of Christianity in 313 CE and the councils of Nicea in 325 CE and Chalcedon in 451 CE which defined core Christological doctrines. By the end of the 4th century, the biblical canon was largely fixed and the Nicene Creed provided a common foundation of belief for dispersed Christian communities to unite as one church.
CHRIST AND CULTURE To Reinie CHRIST AND CULTURE VinaOconner450
CHRIST AND CULTURE
To Reinie
CHRIST AND CULTURE
Copyright, 1 95 1 , by Harper & Row, Publishers, Incorporate.ct,
Printed in the United States of America
All rights in this book are reserved.
No part of the book may be used or reproduced
in any manner whatsoever without written per
mission except in the case of brief quotations
embodied in critical articles and reviews. For
information address:
Harper & Row, Publishers, Inc. ,
10 East 53rd Street, New York, N. Y. 10022.
First HARPER TORCHBOOK edition published 1956
CONTENTS
FOREWORD
ACKNOWLEDGMENTS
]. The Enduring Problem
I. THE PROBLEM
II. TOW ARD A DEFINITION OF CHRIST
III. TOWARD THE DEFINITION OF CULTURE
IV. THE TYPICAL ANSWERS
2. Cbrist Against Culture
I. THE NE'V PEOPLE AND
"
THE WORLD
"
II. TOLSTOY
'
S REJECTION OF CULTURE
III. A NECESSARY AND INADEQUATE POSITION
IV. THEOLOGICAL PROBLEMS
3. Tbe Cbrist of Culture
ix
xi
1
11
29
39
I. ACCOMMODATION TO CULTURE IN GNOSTICISM AND ABELARD 83
II.
"
CULTURE-PROTESTANTISM
"
AND A. RITSCHL 91
III. IN DEFENSE OF CULTURAL FAITH I 0 I
IV. THEOLOGICAL OBJECTIONS 108
4. Christ Above Culture
I. THE CHURCH OF THE CENTER
II. THE SYNTHESIS OF CHRIST AND CULTURE
III. SYNTHESIS IN QUESTION
5. Christ and Culture in Paradox
I. THE THEOLOGY OF THE DUALISTS
II. THE DUALISTIC MOTIF IN PAUL AND MARCION
n1. DUALISM IN LUTHER AND MODERN TIMES
lV. THE VIRTUES AND VICES OF DUAI.ISM
vii
116
120
141
viii CONTENTS
6. Christ the Transformer of Culture
I. THEOLOGICAL CONVICTIONS
II. THE CONVERSION MOTIF IN THE FOURTH GOSPEL
III. AUGUSTINE AND THE CONVERSION OF CULTURE
IV. THE VIEWS OF F. D. MAURICE
7. A "Concluding Unscientific Postscript"
I. CONCLUSION IN DECISION
II. THE RELATIVISM OF FAITH
III. SOCIAL EXISTENTIALISM
IV. FREEDOM IN DEPENDENCE
Index
230
234
24 1
249
257
FOREWORD
The present volume makes available in print and in expanded
form the series of lectures which Professor H. Richard Niebuhr
gave at Austin Presbyterian Theological Seminary in January, 1 949,
on the Alumni Foundation. This lectureship was inaugurated in
1 945. Since that time the Seminary has had the privilege of present
ing to its students and alumni at the time of the midwinter convoca
tions the reflections of leading Christian thinkers on important
issues and, in part, of stimulating the publication of these refl.ec�
tions for the benefit of a wider audience.
The men and their subjects have been:
1945-Ernest Trice Thompson, Christian Bases of World Order
1946-Josef Lukl Hromadka, The Church at the Crossroads
1947-Paul Scherer, The Plight of Freedom
1948-D. Elton Trueblood, Alternative to Futility
194g-H. Richard Niebuhr, Christ and Culture
1950--Paul Minear, The Kingdom and the Power
1951 -G. Ernest Wright, God Who Acts
Dr. Niebuhr makes a distinguished contribution in this dear and
incisive study in Christian Ethics.
Austin Presbyterian Theological ...
001 Dna Essay P1 ~ Thatsnotus. ⇉DNA Structure and Replication Essay Example | GraduateWay. DNA Day Essay. Bio essay - Explain DNA replication | Biology - STPM | Thinkswap. Impressive Dna Essay ~ Thatsnotus. Arguing the benefits of contributing DNA Essay Example | Topics and .... Cascading Books: DNA Replication Essay. The Structure of DNA - GCSE Science - Marked by Teachers.com. ≫ Understanding of DNA Structure and Location Free Essay Sample on .... dna and protein essay | Mutagen | Dna. Biology- 2.05 DNA Reproduction.docx - DNA Replication Essay We all know ....
Turning Point 5: The Coronation of Charlemagne (800)sandiferb
The coronation of Charlemagne markes on the decisive turning points in Church History as a symbol of the beginning of Christendom, a complex society that prevailed in medieval Europe for almost 800 years.
IWRBS-Module-5.pptx introduction to world religionbryandomingo8
Christianity is one of the world's largest religions with over 2 billion followers worldwide. It is based on the teachings of Jesus Christ, who lived in Israel approximately 2000 years ago. Some of the core beliefs of Christianity include the Trinity of God as Father, Son, and Holy Spirit; the life, death, and resurrection of Jesus Christ; salvation through faith in Christ; and eternal life after death or judgment. Christianity was founded by Jesus and later established as a religion by his disciples and apostles through the spread of his teachings.
This course focuses on providing students with a chronological understanding of the life of Christ within its historical and cultural context. The course objectives are for students to demonstrate understanding of Christ's teachings, events and miracles; describe major life events in order; understand geographical movements; and gain social/cultural background knowledge from the Gospels. Students will read from biblical texts and complete assignments involving research papers and summarizing a Gospel.
Acf ss can we trust the biblical accounts of jesusjplett
Christianity has an evidence-based rooting in history. This presentation looks at the way Jewish scriptures were transmitted through the ages, the way the manuscript evidence shows the reliability of the OT and NT scriptures we have, and how we can trust the dates that the NT scriptures were written.
From 600-1450, religion played a major political role in Western Europe and the Middle East, according to the document. Christianity dominated all aspects of society in decentralized Western Europe after the fall of Rome. Meanwhile, Islam brought centralized rule to the diverse Middle East but allowed more secular and multicultural influences. As a result, major achievements in Western Europe were more religiously influenced, while the Islamic Empires combined religious, secular, and cultural achievements due to their location and government type.
From 600-1450 CE, religion played a major role in the development of Western Europe and the Islamic Empires, though it impacted each region differently. Christianity dominated all aspects of society in decentralized Western Europe following the fall of Rome. Meanwhile, Islam brought centralized rule and governance to the diverse Middle East but was less influential over achievements, which were also impacted by secular and multicultural ideas due to trade and scholarship. As a result, major developments in Western Europe were deeply religious in nature, while the Islamic Empires exhibited a blend of religious, scientific, and cultural influences.
The document discusses the emergence of the early Christian church following Pentecost. It covers three main topics: 1) The formation of the first Christian community in Jerusalem as described in Acts 2:42-47. 2) The persecution faced by the early church from Roman authorities who saw Christianity as a threat. Christians were persecuted for three centuries. 3) How the church developed and grew during periods of persecution, with martyrdom becoming a central theme in Christianity that inspired believers to remain firm in their faith.
This document provides an overview of the Introduction to World Religions and Belief Systems course curriculum for Grade 12 students in the Philippines. The course explores the main tenets and practices of nine major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. The curriculum is divided into 8 content areas that cover definitions of key terms, the historical origins and spread of the religions, their positive and negative impacts, and comparisons of beliefs. Students are assessed on their understanding through activities like discussions, presentations, research projects and written reflections. The goal is to help students understand and appreciate religious diversity and promote mutual understanding.
The document summarizes the position of the "Church of the Center" and one of its subgroups called the "Synthesists" or those who believe in a "Christ Above Culture" view.
The Church of the Center believes that believers irrationally combine devotion to Christ who rejects culture with devotion to culture that includes Christ. The Synthesists take a "both/and" approach - that Christ separates believers from overly accommodating views of culture but also from those who reject culture entirely. They believe Christ enters life from above with gifts like salvation that culture cannot provide on its own.
The Synthesists view has strengths in recognizing that the Creator and Savior are one, that salvation does not
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
1
Course Description
An introduction to the establishment, spread and development of the Christian faith up to and
including the Ecumenical Council of Chalcedon in 451 CE, paying particular attention to major
trends, personalities, and events influencing the life of the church during the first five centuries
as it took shape in the Jewish culture and the Greco-Roman world. Primary sources in translation
and secondary church history sources will be used.
Course Objectives
After successfully completing this course, the student will be able to understand the importance
of early Christian history and competently employ this knowledge in reading, research, and
ministry. This knowledge will also inform and contribute to a greater facility in dealing with the
New Testament, which is firmly rooted in the context of these earliest centuries.
finalsite, LiveText& Google+
This class will employ finalsite,LiveText& Google Plus to furnish online components to the
learning experience.
At the finalsite web site you will find copies of the syllabus and any other class materials in
Adobe Acrobat format, which you can view online and download. Also, you can utilize email
and threaded discussions to stay in contact with both the instructor and your fellow students. In
addition, announcements will be posted and a class calendar will be kept. You can reach the
course by going to Urshan Graduate School of Theology’s web site at http://www.ugst.edu. You
will need to click on the ―Students‖ button and sign in using your username and password that
can be obtained from UGST when you sign up for the course.
The LiveText website will be used exclusively to receive all written assignments (with the
exception of the online postings). I will not receive the papers for this course via email. You
must use LiveText. You can reach the LiveText website at https://www.livetext.com. If you do
not have a LiveText account, please contact Carolyn Simoneaux, Registrar. Please note that all
submission times are based on Eastern Standard Time.
Finally, it is essential for you to utilize a feature of your UGST email, namely Google+. It is
through the hangout function of Google+ that the class will live connect when not in session on
campus. The instructions for setting up your Google+ can be found by clicking this link. At the
times stipulated either in the syllabus or via further communication, you need to log-in online to
your UGST email account from a computer with functioning webcam/microphone. Please do so
5 minutes before the stipulated time. You will then receive an invitation to join a ―Hangout.‖
If you need any assistance or if you would like to attempt a trial run, please contact Marjorie
Truman (314-921-9290 ext. 7110).
2. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
2
Required Reading/Viewing(see reading/viewing requirements below)
* Also available in a Kindle Edition
John Philip Jenkins. Jesus Wars: How Four Patriarchs, Three Queens, and Two Emperors
Decided What Christians Would Believe for the Next 1,500 Years. New York, NY:
HarperCollins, 2011.*
In this fascinating account of the surprisingly violent fifth-century church, Philip Jenkins describes how
political maneuvers by a handful of powerful characters shaped Christian doctrine. Were it not for these
battles, today’s church could be teaching something very different about the nature of Jesus, and the papacy
as we know it would never have come into existence. Jesus Wars reveals the profound implications of what
amounts to an accident of history: that one faction of Roman emperors and militia-wielding bishops
defeated another.
Thomas F. Matthews. The Clash of Gods: A Reinterpretation of Early Christian Art. Princeton,
NJ: Princeton University Press, 1999.
Between the third and sixth centuries, the ancient gods, goddesses, and heroes who had populated the
imagination of humankind for a millennium were replaced by a new imagery of Christ and his saints.
Thomas Mathews explores the many different, often surprising, artistic images and religious interpretations
of Christ during this period. He challenges the accepted theory of the "Emperor Mystique," which,
interpreting Christ as king, derives the vocabulary of Christian art from the propagandistic imagery of the
Roman emperor. This revised edition contains a new preface by the author and a new chapter on the origin
and development of icons in private domestic cult.
Richard A. Norris. The Christological Controversy (Sources of Early Christian Thought).
Minneapolis, MN: Fortress Press, 1980.*
This book is a collection of texts designed to illustrate the development of Christian thought about the
person of Christ in the patristic era. The earliest text translated comes from the latter half of the second
century, when the ideas and problems, which were to dominate Christological thought in this period, were
first crystallized. The latest is the well-known "Definition of the Faith" of the Council of Chalcedon, which
generally has been accepted as defining the limits of Christological orthodoxy.
Cyril Richardson. Early Christian Fathers (Library of Christian Classics). New York, NY:
Touchstone, 1995.*
Richard E. Rubenstein. When Jesus Became God: The Epic Fight over Christ’s Divinity in the
Last Days of Rome. New York, NY: Mariner Books, 2000.*
The life of Jesus, and the subsequent persecution of Christians during the Roman Empire, have come to
define what many of us know about early Christianity. The fervent debate, civil strife, and bloody riots
within the Christian community as it was forming, however, is a story that is rarely told. Richard E.
Rubenstein takes readers to the streets of the Roman Empire during the fourth century, where a divisive
argument over the divinity of Jesus Christ was underway. Ruled by a Christian emperor, followers of Jesus
no longer feared for the survival of their monotheistic faith, but they found themselves in different camps—
led by two charismatic men—on the topic of Christian theology. Arius, an Alexandrian priest and poet,
preached that Jesus, though holy, is less than God, while Athanasius, a brilliant and violent bishop, saw any
diminution of Jesus' godhead as the work of the devil. Between them stood Alexander, the powerful Bishop
of Alexandria, in search of a solution that would keep the empire united and the Christian faith alive.
3. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
3
Everett Ferguson. Church History, Volume 1: From Christ to Pre-Reformation. Grand Rapids,
MI: Zondervan, 2005.*
Church History offers a unique contextual view of how the Christian church spread and developed. It did
so not in a vacuum, but in a setting of times, cultures, and events that both influenced and were influenced
by the church. Church History looks closely at the integral link between the history of the world and that of
the church.
Volume one explores the development of the church from the days of Jesus to the years prior to the
Reformation. Filled with maps, charts, and illustrations, it offers overviews of the Roman, Greek, and
Jewish worlds; insights into the church’s relationship to the Roman empire, with glimpses into pagan
attitudes toward Christians; the place of art and architecture, literature and philosophy, both sacred and
secular; and much more, spanning the time from the first through the thirteenth centuries.
Empires – Kingdom of David: The Saga of the Israelites. DVD. 2003.
Empires – The Roman Empire in the First Century. DVD. 2002.
Reading/Viewing Requirements (see required reading/viewing above)
The spine of the course is Everett Ferguson’s Church History, Volume 1: From Christ to Pre-
Reformation. We will be using the first 14 chapters (through Augustine, Pelagius, and
Semipelagianism).
Cyril Richardson’s Early Christian Fathers and Richard Norris’ The Christological
Controversyare collections of early Christian texts from the first five centuries, along with
introductory surveys of the period and the texts. It is from these books that you are to choose
two primary source texts to compare in your comparison paper and one additional primary
source text for your response paper. You are responsible for your exposure to this material, as
well as the introductions to each text.
Richard Rubenstein’s When Jesus Became God, John Philip Jenkin’sJesus Wars, and Thomas
Matthews’ The Clash of Gods are to be read in their entirety.
You are also to view both DVDs in their entirety before classes commence. This represents over
7 hours of important information, which should not be shortchanged and is considered class time.
If you are totally unfamiliar with the story of the Roman Empire, it is suggested that you also
watch Rome – Power & Glory. DVD. 1998.
Course Requirements
Your performance in the class will be evaluated by the following items and grading schedule:
1) Online posting and class participation – 10%.
2) Primary Sources Papers (2)
a. Comparison Paper – 15%
b. Response Paper – 15%
3) Chronological Timeline Chart (to be submitted with the Final/Take Home Exam) – 10%.
4) A Final/Take Home Exam (1) – 50%.
4. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
4
This course by its very structure requires class attendance. It also requires that all reading be
completed before we begin class at UGST on Monday, June24th
. All Primary Sources Papers
must also be completed and submitted to the instructor two weeks before class begins.
TWOIMPORTANTNOTES:
First, all work must be completed and turned in on time. If it is late, it will not be graded and
thus the student will receive no credit for that work. Again, online posting (due: June 3), primary
source papers (due: June 10), chronological timeline and final/take home exam (due: July 29)
must be completed and turned in on time in order to be graded and receive credit. Late is the
same as if you did not do it. All work should be done according to academic integrity and
avoiding all forms of cheating and plagiarism.
Second, all work must be edited. Good writers find a way to edit their writing. Utilize the
Writing Center at Urshan College for learning the rules of grammar, crafting a thesis statement,
or going about the task of writing up your research. For help with editing, find a fellow
classmate that knows how to edit. If you turn in unedited work, it will cost you. Examples of a
lack of editing are run-on sentences, sentence fragments, inconsistent use of tense, spelling
errors, and obvious misuse or absence of punctuation. Unedited writing having greater than 3 of
these errors per page will receive a grade no higher than a 2.5 (B-). Unedited writing having
greater than 5 errors per page will receive no credit. This is not about how well you express
yourself. This is about a fundamental level of competence and excellence required in all written
materials.
Online Posting
You are required to complete a posting on the discussion board of the Early Christian History
class. This can be found on the class website.
Under the discussion entitled ―Who Am I?‖, you are to compose an introduction of yourself
including the following information—name, where you are from, educational background, status
at UGST (on-campus vs. distance learning vs. auditor; M.T.S. vs. MDiv. vs. MACM; first-year,
second year, third year, etc.), why you are taking Early Christian History and what you hope to
get out of it. Feel free to add other details to the introduction and please read everyone else’s
introduction.
This posting must be completed the first Monday in June (June 3). The posting should be a
separate posting within the ―Who Am I?‖ discussion board. Please follow the example of the
professor.
Class Participation
Your vocal participation and interaction are essential to the success of the class and the
achievement of the course objectives. You must think, refine, question, articulate, and interact
with both your fellow students and the professor.
5. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
5
Primary Source Papers
The purpose of these short papers is to facilitate your knowledge of and interaction with some of
the key primary historical sources (the foundation of all modern forms of history) in early
Christian history. Without the primary sources, there is no history. The class sessions
themselves will be a sort of secondary source in which these (and other) primary sources are
discussed. You are responsible for familiarizing yourself with all of these primary sources in
advance of the class, though no more than three of these may be used for the papers.
Comparison Paper
The primary source comparison paper should contain the following elements:
no more than 4 and no less than 3 double-spaced typed pages (12 point font, 1‖ margins
all around and footnotes with consistent style);
a comparison of two primary sources from early Christian history (not already used in
response paper);
thedevelopment and execution of an argument that explains how the two worksunder
consideration illustrate an aspect of the development of early Christian history;
the argument must be based on the primary text and not on secondary sources. (For
example, one might argue that Paul was a radical Jew and cite passages from his letters.
An incorrect method for this paper would be to merely cite Daniel Boyarin’s book by that
name to make that argument.)
Response Paper
The primary source responsepaper should contain the following elements:
3 double-spaced typed pages (12 point font, 1‖ margins all around and footnotes with
consistent style);
an in-depth examination of one primary source from early Christian history (not already
used in comparison paper);
some supporting secondary sources may be briefly employed, but the argument must be
clearly your own;
begin with historical context for the author and the text (approximately 1.5 pages);
end with analysis and opinion concerning the significance and contribution of the text to
our understanding of early Christian history (approximately 1.5 pages).
The student is to read the primary source(s), consult any secondary sources (see recommended
resources below and any others found in research) necessary for filling in the gaps in historical
context (whether for the student or for the paper), and then write each paper according to the
above-specified elements.
Chronological Timeline Chart
The chronological timeline chart—to be turned in with the final/take home exam—should be a
class-long project. The purpose is to allow you to gain a sense of time and connectedness
concerning the major trends, personalities, and events influencing the life of the church during
the first five centuries. As you read in preparation for the class and write papers on the primary
sources, you should spend time plugging in people, places, events, writings, and any other items
6. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
6
which have struck you as having significance for the study of church history. There are no right
or wrong answers; however, time spent in organization and design will greatly influence both the
functionality of the chart and the value of your grade, though the timeline is more of a learning
aid than a measurement of learning or aptitude.The Chronological Timeline Chart will be due,
along with the Final/Take Home Exam, on Monday, July 29th
.
Final/Take Home Exam
The final exam will be a take-home assignment that will be distributed at the conclusion of
classes. It will be comprehensive and will require the student to draw upon all of the work done
in the class to date. The Final/Take Home Exam will be due on Monday, July 29th
.
Inclusive Language Policy
This class will follow Urshan Graduate School of Theology’s inclusive language policy: ―All
faculty are expected to bring Christian sensitivity to gender issues in all relationships at the
graduate school, remembering our historic commitment to women in ministry. Appropriately
inclusive language should be used in the classroom and in written communications. In addition
to setting a good example, faculty should train students in their verbal and written expressions to
employ inclusive language.‖
Contact Information and Office Hours
If you have any further questions or do not fully understand any part of the syllabus or the
structure of the class, please contact the Instructor.
Steven J. Beardsley Mobile: 302-709-1905
12 Balanger Road Church: 302-738-7899
Chapel Hill Email: sbeardsley@ugst.edu
Newark, DE 19711-3806
UGST Office: By appointment only
Home Office: By phone between the hours of 9 am and 9 pm EST
7. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
7
Class Schedule
Monday: 2-6 pm
Tuesday: 9-1 pm & 2-6 pm
Wednesday: 9-1 pm & 2-6 pm
Thursday: 9-1 pm & 2-6 pm
Friday: 9-12 pm& 1-3 pm
Class Timeline, Schedule, and Dates
April 1-June 24
Required Reading/Viewing
Reading primary sources and writing Primary Source Papers
Developing Chronological Timeline Chart
June 3
Online Postings due
June 10
All Primary Source Papers due
June 24-28
Classes on the campus of UGST
June 29-July 29
Completing Chronological Timeline Chart
Completing Final/Take Home Exam
July 29
Chronological Timeline Chart due
Final/Take Home Exam due
8. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
8
Course Recommended Resources
Marilyn McCord Adams. What Sort of Human Nature? Medieval Philosophy and the
Systematics of Christology. Milwaukee: Marquette University Press, 1999.
Henry Chadwick. The Early Church. New York, NY: Penguin Books, 1967.
F.L. Cross and E.A. Livingstone, Eds. The Oxford Dictionary of the Christian Church. 3rd
Edition. New York: Oxford University Press, 2005.
Everett Ferguson, Ed.Encyclopedia of Early Christianity. New York, NY: Garland Publishing,
Inc., 1990.
Robin Lane Fox.Pagans and Christians. New York, NY: HarperCollins Publishers, 1986.
W.H.C. Frend. The Rise of Christianity. Philadelphia, PA: Fortress Press, 1984.
Edward R. Hardy. Christology of the Later Fathers. Louisville and London: Westminster
John Knox Press, 1954.
Timothy Paul Jones. Christian History Made Easy. Torrance, CA: Rose Publishing, 1999.
J.N.D. Kelly. Early Christian Doctrines. Revised Edition. San Francisco, CA: Harper & Row
Publishers, 1978.
__________. The Oxford Dictionary of Popes. Oxford, England: Oxford University Press,
1986.
Joseph H. Lynch. The Medieval Church: A Brief History. London and New York:
Longman, 1992.
Colin McEvedy. The New Penguin Atlas of Medieval History. New York: Penguin,
1992.
John Meyendorff. Christ in Eastern Christian Thought. Crestwood, NY: St. Vladimir’s
Seminary Press, 1975.
Susan Lynn Peterson. Timeline Charts of the Western Church. Grand Rapids, MI: Zondervan
Publishing House, 1999.
Alexander Roberts, James Donaldson, and A. Cleveland Cox, Eds. Ante-Nicene Fathers. 10
Vols. Peabody, MA: Hendrickson Publishers, Inc., 1994.
Alexander Roberts, James Donaldson, and A. Cleveland Cox, Eds. Nicene and Post-Nicene
Fathers. First Series. 14 Vols. Peabody, MA: Hendrickson Publishers, Inc., 1994.
Alexander Roberts, James Donaldson, and A. Cleveland Cox, Eds. Nicene and Post-Nicene
Fathers. Second Series. 14 Vols. Peabody, MA: Hendrickson Publishers, Inc., 1994.
9. Steven J. Beardsley June, 2013
Adjunct Associate Professor of Biblical Studies HT 501: Early Christian History
9
Robert C. Walton.Chronological and Background Charts of Church History. Grand Rapids,
MI: Zondervan Publishing House, 1986.
Robert L. Wilken. The Christians as the Romans Saw Them. New Haven, CT: Yale
University Press, 1984.
Frances M. Young. From Nicaea to Chalcedon; A Guide to the Literature and its
Background. London: SCM Press, 1983.