This document discusses principles of discipleship from the New Testament and early Christian history. It begins with an overview of discipleship in the Hellenistic world and examples of religious teachers who traveled with disciples. The document then outlines seven principles of discipleship from the New Testament: 1) Disciples are called by Jesus, 2) Disciples pay a cost to follow Jesus, 3) Disciples make new disciples in a principle of spiritual multiplication, 4) Disciple-making is holistic involving the heart, hands and mind, 5) Disciple-making is selective in the level of investment, 6) Disciple-making is a lifestyle, and 7) Disciple-makers assess a person's
Distinctives of the Christian Educator final versionjimnjcil
This document discusses the distinctives of Christian educators. It begins by defining a spiritual gift as a skill or ability given by God to Christians to serve the body of Christ effectively. It then outlines how the presentation will answer questions about how the Holy Spirit makes Christian educators distinct, the loves needed by Christian teachers, characteristics of the Christian classroom, and how Nyack's School of Education prepares Christian educators distinctively.
The document goes on to explain that Christian educators differ from non-believing teachers in that they use their spiritual gift of teaching under the Holy Spirit's direction. It discusses how Christian teachers can utilize secular research and theories as long as they are aligned with biblical truth. Finally, it summarizes that God promises success for
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
Using Teacher and Learner FQ--Faith Quotient--to Effect Teaching Style and Fa...Mark Eutsler
The document discusses using a teacher's and learner's "FQ", or "fruitfulness quotient", to help align teaching style with student needs and facilitate reconciliation through education. It defines FQ as assessing the degree to which spiritual fruits from Galatians 5:22 are manifested in one's experiences, interests, and passions. Understanding FQ can help teachers calibrate their approach and help students relate course material to their spiritual development and reconciliation with society.
This document provides an overview of a biblical basis for evangelism course. It includes the course schedule, announcements, syllabus details, and definitions of key terms like evangelism and a spiritual visit. The course emphasizes directly sharing one's faith through evangelistic fieldwork outside of class. Students are expected to have gospel conversations and make disciples. Biblical support for evangelism is provided from passages where Jesus commands his followers to make disciples of all nations and witnesses in his name.
Distinctives of the Christian Educator final versionjimnjcil
This document discusses the distinctives of Christian educators. It begins by defining a spiritual gift as a skill or ability given by God to Christians to serve the body of Christ effectively. It then outlines how the presentation will answer questions about how the Holy Spirit makes Christian educators distinct, the loves needed by Christian teachers, characteristics of the Christian classroom, and how Nyack's School of Education prepares Christian educators distinctively.
The document goes on to explain that Christian educators differ from non-believing teachers in that they use their spiritual gift of teaching under the Holy Spirit's direction. It discusses how Christian teachers can utilize secular research and theories as long as they are aligned with biblical truth. Finally, it summarizes that God promises success for
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
Using Teacher and Learner FQ--Faith Quotient--to Effect Teaching Style and Fa...Mark Eutsler
The document discusses using a teacher's and learner's "FQ", or "fruitfulness quotient", to help align teaching style with student needs and facilitate reconciliation through education. It defines FQ as assessing the degree to which spiritual fruits from Galatians 5:22 are manifested in one's experiences, interests, and passions. Understanding FQ can help teachers calibrate their approach and help students relate course material to their spiritual development and reconciliation with society.
This document provides an overview of a biblical basis for evangelism course. It includes the course schedule, announcements, syllabus details, and definitions of key terms like evangelism and a spiritual visit. The course emphasizes directly sharing one's faith through evangelistic fieldwork outside of class. Students are expected to have gospel conversations and make disciples. Biblical support for evangelism is provided from passages where Jesus commands his followers to make disciples of all nations and witnesses in his name.
1. The document discusses the philosophical concept of morality and its foundational principles, explaining that morality is based on natural law which says to do good and avoid evil.
2. It describes different versions of the natural law according to various philosophies and religions, all of which express the idea that one should treat others as one wants to be treated.
3. The document emphasizes that teachers must demonstrate good moral character as role models for students by displaying virtues like integrity, honesty, trust, fairness, respect, and responsibility.
The document outlines a lesson plan for religious education covering 6 lessons that teach about Christianity, other world religions, morality, and the life of Jesus. It includes introductions, vocabulary, and outlines for each of the 6 lessons covering topics like world religions, aspects of Christianity, the life of Jesus, and moral decisions. The plan is designed to provide students with an overview of different religions and teachings on morality.
Lifelong learning involves learning throughout one's life rather than limiting education to childhood or schooling. It began being promoted in the 1990s to help individuals adapt to rapid social changes. Lifelong learning can take various forms, including formal education through classes as well as informal learning from daily work and self-study. The benefits of lifelong learning include improving one's mind and self-esteem, creating better job opportunities, and allowing one to keep up with a constantly changing world. Techniques for becoming a lifelong learner include making a list of topics to learn about, spending time with intellectual people, dedicating time each day to learning new skills, and always carrying reading material.
a PDF file of the slides used in Session #1 of the "Shaping Spiritual Practices Program" seminar (SSPP) at Bethlehem Baptist Church, Tauranga, New Zealand on the 4th August 2014.
The Impact of Educational Theories on Educational PracticeMELINDA TOMPKINS
The document discusses several major educational theories: Perennialism focuses on teaching eternal truths and cultivating rational intellect through a classical liberal arts curriculum. Essentialism believes in a core set of essential knowledge and skills that should be taught using traditional methods. Behaviorism views learning as the acquisition of behaviors shaped by environmental stimuli and reinforcement. Progressivism emphasizes learning through real-world problem solving and making education relevant to students' lives and interests. Social reconstructionism believes education should lead social change and reconstruction of society. The document compares the key aspects of each theory.
The Vocation and Mission of the Religion TeacherMann Rentoy
This document is a prayer for educators, parents, and students during the pandemic. It asks God to bless and guide administrators, teachers, staff, and support their well-being and families as they continue Christ's teaching ministry. It prays that parents receive wisdom to make difficult decisions and not feel alone. Most of all, it asks God to enlighten and protect students, keep them safe from illness, and help them grow in grace. The prayer asks for these things through Mary's intercession and Christ our teacher.
1. What Does It Mean to be a Disciple of Jesus? KeynoteWilliam Anderson
The document discusses what it means to be a disciple of Jesus. It provides biblical passages where Jesus outlines what it means to be his disciple, including denying oneself, carrying one's cross, following Jesus, loving him above all else, obeying his teachings, loving other disciples, and bearing fruit. The document also discusses how disciples are to have Christ at the center and live for him rather than themselves, as exemplified by Jesus' life and ministry of doing the Father's will, depending on the Holy Spirit, studying God's word, spending time in prayer, loving and serving others through proclaiming the gospel, and making disciples.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
1. The document discusses various philosophies of nursing education including naturalism, idealism, pragmatism, realism, supernaturalism, existentialism, and humanism.
2. It provides definitions and key principles of each philosophy, and examines their implications for aims of education, curriculum, teaching methods, the role of teachers, and discipline.
3. The document also discusses modern philosophies like eclectism, which aims to develop a flexible educational philosophy by combining useful aspects from different philosophies.
The document discusses the foundations and history of Christian education from its earliest origins. It covers influences from Greek philosophers like Plato and Aristotle, as well as contributions from Jewish traditions. The teachings and examples of Jesus formed the primary foundation. Christian education was then institutionalized in the early church through practices like preaching, teaching, and offering counsel. It discusses how Christian education has evolved over time.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
This document discusses a book that aims to help teachers in New Zealand's increasingly diverse society understand the various world religions represented in their classrooms. It provides overviews of six major religions - Judaism, Christianity, Islam, Hinduism, Buddhism, and Sikhism - focusing on one visible aspect of each. The book and accompanying resources are meant to help teachers conduct inquiries into cultural diversity and religious practices in a way that is respectful, promotes critical thinking, and connects to students' lives.
This document provides an overview of research informed teaching (RIT). It begins by defining key terms like research and teaching. It then discusses the history of RIT, from medieval universities which focused on training clergy, to modern universities which emphasize a "facts first" approach. The document outlines different models of RIT and dispels three common myths about it. Five compelling reasons for practicing RIT are presented: it develops students' critical thinking, aligns with degree structures, introduces complexity and is exciting/authentic. Strategies for institutions to support RIT are discussed.
This document outlines Montessori principles and practices, including observing children with passive passion, celebrating collaboration, and being united in shared humanity. It emphasizes following each child through scientific observation of sensitive periods to cultivate all sensitivities. Teachers are to guide and observe children's independent work and spiritual development, creating a peaceful learning community through prescriptive practices promoting respect.
This document contains the notes from a professional development session on academic conversations. It includes an opening prayer, learning goals, a discussion of what academic conversations are and the role of teacher questioning. It also covers assessing academic conversations, the skills needed for students to participate, and examples of virtual academic conversations. The session aims to help teachers understand how to support literacy through sustained conversations about academic topics.
This is a study of Jesus as a genius. This is made clear in several ways that authors will write about here, but the results of His teaching have made Him the smartest man who ever lived.
The document outlines various philosophical, psychological, socio-cultural, and historical foundations of curriculum. It discusses perspectives like perennialism, essentialism, progressivism, constructivism, and reconstructionism. It also covers behavioral, cognitive, and humanist psychological theories. Socio-culturally, it notes schools exist within social contexts and can shape or reflect society. Historically, it briefly describes the evolution of education from ancient civilizations to the modern Philippine system.
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
Role of Christian Teachers in Cross Cultural MinistryArdith Conway
As Christian Teachers
Our belief and faith in God through Jesus Christ should be the first point of reference in our preparation for our classrooms, as we strive to be change lives, and not just make a living
INT-244 World Religion Topic 5a Buddhism.pdfS Meyer
This document provides information about key aspects of Buddhism. It begins with demographics on the worldwide population of Buddhists, noting that most live in China, Japan, and the United States. It then discusses the history and origins of Buddhism, including details about the life of Siddhartha Gautama, his path to enlightenment, and the formation of the first Buddhist communities. The document also outlines some of Buddhism's core teachings such as the Four Noble Truths, the Eightfold Path, and the Three Universal Truths of impermanence, suffering, and non-self.
INT-450 Cultural Anthropology Topic 4 Structure and Space.pdfS Meyer
The document discusses various aspects of cultural anthropology related to structure and space, including architecture and ethnography. It provides examples of Gothic cathedrals like Notre Dame, Moorish Revival synagogues in the US, neoclassical architecture like in the US Supreme Court, and concepts in Feng Shui about balancing energy forces through arrangement of spaces. Key principles in Feng Shui discussed include Qi or vital energy flow, the commanding position in a room, and the Bagua energy map representing eight life circumstances.
1. The document discusses the philosophical concept of morality and its foundational principles, explaining that morality is based on natural law which says to do good and avoid evil.
2. It describes different versions of the natural law according to various philosophies and religions, all of which express the idea that one should treat others as one wants to be treated.
3. The document emphasizes that teachers must demonstrate good moral character as role models for students by displaying virtues like integrity, honesty, trust, fairness, respect, and responsibility.
The document outlines a lesson plan for religious education covering 6 lessons that teach about Christianity, other world religions, morality, and the life of Jesus. It includes introductions, vocabulary, and outlines for each of the 6 lessons covering topics like world religions, aspects of Christianity, the life of Jesus, and moral decisions. The plan is designed to provide students with an overview of different religions and teachings on morality.
Lifelong learning involves learning throughout one's life rather than limiting education to childhood or schooling. It began being promoted in the 1990s to help individuals adapt to rapid social changes. Lifelong learning can take various forms, including formal education through classes as well as informal learning from daily work and self-study. The benefits of lifelong learning include improving one's mind and self-esteem, creating better job opportunities, and allowing one to keep up with a constantly changing world. Techniques for becoming a lifelong learner include making a list of topics to learn about, spending time with intellectual people, dedicating time each day to learning new skills, and always carrying reading material.
a PDF file of the slides used in Session #1 of the "Shaping Spiritual Practices Program" seminar (SSPP) at Bethlehem Baptist Church, Tauranga, New Zealand on the 4th August 2014.
The Impact of Educational Theories on Educational PracticeMELINDA TOMPKINS
The document discusses several major educational theories: Perennialism focuses on teaching eternal truths and cultivating rational intellect through a classical liberal arts curriculum. Essentialism believes in a core set of essential knowledge and skills that should be taught using traditional methods. Behaviorism views learning as the acquisition of behaviors shaped by environmental stimuli and reinforcement. Progressivism emphasizes learning through real-world problem solving and making education relevant to students' lives and interests. Social reconstructionism believes education should lead social change and reconstruction of society. The document compares the key aspects of each theory.
The Vocation and Mission of the Religion TeacherMann Rentoy
This document is a prayer for educators, parents, and students during the pandemic. It asks God to bless and guide administrators, teachers, staff, and support their well-being and families as they continue Christ's teaching ministry. It prays that parents receive wisdom to make difficult decisions and not feel alone. Most of all, it asks God to enlighten and protect students, keep them safe from illness, and help them grow in grace. The prayer asks for these things through Mary's intercession and Christ our teacher.
1. What Does It Mean to be a Disciple of Jesus? KeynoteWilliam Anderson
The document discusses what it means to be a disciple of Jesus. It provides biblical passages where Jesus outlines what it means to be his disciple, including denying oneself, carrying one's cross, following Jesus, loving him above all else, obeying his teachings, loving other disciples, and bearing fruit. The document also discusses how disciples are to have Christ at the center and live for him rather than themselves, as exemplified by Jesus' life and ministry of doing the Father's will, depending on the Holy Spirit, studying God's word, spending time in prayer, loving and serving others through proclaiming the gospel, and making disciples.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
1. The document discusses various philosophies of nursing education including naturalism, idealism, pragmatism, realism, supernaturalism, existentialism, and humanism.
2. It provides definitions and key principles of each philosophy, and examines their implications for aims of education, curriculum, teaching methods, the role of teachers, and discipline.
3. The document also discusses modern philosophies like eclectism, which aims to develop a flexible educational philosophy by combining useful aspects from different philosophies.
The document discusses the foundations and history of Christian education from its earliest origins. It covers influences from Greek philosophers like Plato and Aristotle, as well as contributions from Jewish traditions. The teachings and examples of Jesus formed the primary foundation. Christian education was then institutionalized in the early church through practices like preaching, teaching, and offering counsel. It discusses how Christian education has evolved over time.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
This document discusses a book that aims to help teachers in New Zealand's increasingly diverse society understand the various world religions represented in their classrooms. It provides overviews of six major religions - Judaism, Christianity, Islam, Hinduism, Buddhism, and Sikhism - focusing on one visible aspect of each. The book and accompanying resources are meant to help teachers conduct inquiries into cultural diversity and religious practices in a way that is respectful, promotes critical thinking, and connects to students' lives.
This document provides an overview of research informed teaching (RIT). It begins by defining key terms like research and teaching. It then discusses the history of RIT, from medieval universities which focused on training clergy, to modern universities which emphasize a "facts first" approach. The document outlines different models of RIT and dispels three common myths about it. Five compelling reasons for practicing RIT are presented: it develops students' critical thinking, aligns with degree structures, introduces complexity and is exciting/authentic. Strategies for institutions to support RIT are discussed.
This document outlines Montessori principles and practices, including observing children with passive passion, celebrating collaboration, and being united in shared humanity. It emphasizes following each child through scientific observation of sensitive periods to cultivate all sensitivities. Teachers are to guide and observe children's independent work and spiritual development, creating a peaceful learning community through prescriptive practices promoting respect.
This document contains the notes from a professional development session on academic conversations. It includes an opening prayer, learning goals, a discussion of what academic conversations are and the role of teacher questioning. It also covers assessing academic conversations, the skills needed for students to participate, and examples of virtual academic conversations. The session aims to help teachers understand how to support literacy through sustained conversations about academic topics.
This is a study of Jesus as a genius. This is made clear in several ways that authors will write about here, but the results of His teaching have made Him the smartest man who ever lived.
The document outlines various philosophical, psychological, socio-cultural, and historical foundations of curriculum. It discusses perspectives like perennialism, essentialism, progressivism, constructivism, and reconstructionism. It also covers behavioral, cognitive, and humanist psychological theories. Socio-culturally, it notes schools exist within social contexts and can shape or reflect society. Historically, it briefly describes the evolution of education from ancient civilizations to the modern Philippine system.
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
Role of Christian Teachers in Cross Cultural MinistryArdith Conway
As Christian Teachers
Our belief and faith in God through Jesus Christ should be the first point of reference in our preparation for our classrooms, as we strive to be change lives, and not just make a living
INT-244 World Religion Topic 5a Buddhism.pdfS Meyer
This document provides information about key aspects of Buddhism. It begins with demographics on the worldwide population of Buddhists, noting that most live in China, Japan, and the United States. It then discusses the history and origins of Buddhism, including details about the life of Siddhartha Gautama, his path to enlightenment, and the formation of the first Buddhist communities. The document also outlines some of Buddhism's core teachings such as the Four Noble Truths, the Eightfold Path, and the Three Universal Truths of impermanence, suffering, and non-self.
INT-450 Cultural Anthropology Topic 4 Structure and Space.pdfS Meyer
The document discusses various aspects of cultural anthropology related to structure and space, including architecture and ethnography. It provides examples of Gothic cathedrals like Notre Dame, Moorish Revival synagogues in the US, neoclassical architecture like in the US Supreme Court, and concepts in Feng Shui about balancing energy forces through arrangement of spaces. Key principles in Feng Shui discussed include Qi or vital energy flow, the commanding position in a room, and the Bagua energy map representing eight life circumstances.
INT-450 Cultural Anthrpology topic 4 Structure and Space.pdfS Meyer
The document provides an overview of architectural styles and concepts from different cultures and time periods. It discusses Gothic architecture and features of Notre Dame Cathedral, Moorish Revival synagogues in the US, neoclassical architecture influencing government buildings like the US Supreme Court, and concepts from Feng Shui regarding balancing energy forces through arrangement of spaces. Key elements like vaulted ceilings, stained glass windows, and emphasis on harmony are summarized.
INT-450 Cultural Anthropology Topic 4c Cultural ArtifactsS Meyer
This document discusses cultural artifacts and provides examples of different types of cultural artifacts, including myths, cultural texts, food, cultural/religious objects, and rituals/traditions. It focuses specifically on myths, providing definitions of myths, grand myths/meta-narratives, and examining the Christian worldview story as an example of a meta-narrative. It also discusses analyzing myths by looking at elements like characters, plot, themes, and how the myth shapes a culture's identity and worldview. National and religious myths are also examined. Finally, the document discusses cultural texts and provides guidance on analyzing cultural texts like literature, songs, art, and films.
INT-450 Chinese Tea Culture and Food EthnographyS Meyer
Tea originated in China over 2500 years ago when leaves from the Camellia Sinensis plant fell into water being drunk by the legendary Chinese emperor Shennong. Throughout Chinese history, tea became popularized as a medicine during the Han Dynasty and was used as a form of currency during the Song Dynasty. Chinese tea culture involves elaborate tea ceremonies and different types of tea are associated with Yin and Yang energies. Drinking tea is an important part of Chinese social and spiritual life.
This document provides an overview of Hinduism through its history, beliefs, and practices. It covers the major periods in Hinduism's development from the Indus Valley Civilization through modern India. Key beliefs discussed include Brahman, Atman, karma, and the concept of cyclic time through the Yuga cycle. The document also looks at Hindu scriptures, the Trimurti gods, and comparisons with Abrahamic religions. Overall, it serves as a comprehensive introduction to Hinduism for educational purposes.
MJTI PEP Unraveling the Israeli-Palestinian Conflict Part 4S Meyer
The document discusses the unraveling of the Israeli-Palestinian peace process. It provides context on key events like the Second Intifada and growth of Israeli settlements. The Second Intifada began after Ariel Sharon visited the Temple Mount, seen as a provocation by Palestinians. This led to widespread violence from 2000-2005. Efforts like the Roadmap for Peace and Sharm El-Sheikh Summit attempted to restart the peace process but faced challenges from the growth of Hamas and settler movement.
MJTI PEP Israeli-Palestinian Conflict Part 3S Meyer
The document discusses key players and spoilers in the Israeli-Palestinian conflict. It begins by reviewing previous weeks' topics on the origins of the conflict and the peace process. It then examines three major players: 1) UNRWA, the UN agency providing aid to Palestinian refugees, which faces criticism for its broad definition of refugees and descendants; 2) The Palestinian Authority led by Mahmoud Abbas, who has recognized Israel but also made controversial statements; 3) Israel's political parties including the left-leaning Labor Party. The document provides context on these groups' roles in the conflict and peace process.
Romans 10 discusses what constitutes true faith according to Paul. Paul argues that true belief leads to confession of faith, which is justified. True belief is not unconscious but rather a conscious and intentional choice to believe specific propositions about Jesus. Paul also stresses that true belief requires proclamation of the gospel so that people can hear and come to consciously believe. The passage emphasizes that salvation comes through a conscious faith in Christ alone, not unconscious belief or good works.
1. Early Zionists knew a Jewish state would displace Arabs but had no plan to expel them as they themselves had been refugees.
2. As fighting broke out in 1947-1948, upper and middle class Arabs fled cities, causing working class Arabs to panic.
3. Subsequent defeats of Arab militias by the IDF led to widespread panic and abandonment of villages.
4. Ben Gurion later ordered some expulsions of hostile villages to secure lines of communication and prevent return of refugees. Offers were made to allow return of some refugees but rejected by Arab leaders.
The document discusses the concept of ethnicity from a biblical and anthropological perspective. It begins by examining key biblical terms related to ethnicity like "goy" and "ethnos" and how they are used in a missiological sense in the New Testament. It then explores the components of ethnicity, noting that ethnic groups typically share a common lineage, culture, language, homeland, and religious beliefs. However, it notes that ethnic boundaries can change over time and are often defined by dominant cultures. The document also examines theories of ethnicity, including primordial, instrumentalist, and constructivist views, and discusses how ethnic identity develops over the lifespan according to Jean Phinney's model of ethnic identity development.
The document outlines 11 steps for effectively planning and carrying out a short-term missions trip over 9-12 months. It includes pre-planning tasks, selecting an established mission partner 6-12 months in advance, choosing team members 5-6 months out based on maturity and skills, fundraising starting 5-6 months out, arranging accommodations 4-5 months ahead, completing paperwork 4-5 months out, building community support 3 months ahead, training the team spiritually and practically 1-3 months out, preparing for challenges 1 month ahead, maintaining communication in the final month, and following up after the trip.
The document provides demographic information about Muslims worldwide and in the United States. It states that there are approximately 1.9 billion Muslims globally, making up 24% of the world's population. In the United States, there are over 4 million Muslims, with populations of 50,000-60,000 in Arizona. The document then discusses the Muslim community in the US, noting that most American Muslims are now established citizens who value education and hard work.
The document summarizes the ongoing conflict between Israel and Hamas in Gaza. It provides background on the Jewish and Palestinian narratives surrounding claims to the land. On October 7, 2023, Hamas launched over 5,000 rockets into Israel, killed 1,200 civilians, and took 239 hostages in Gaza. Israel responded by bombing Hamas and invading Gaza to remove Hamas and rescue the hostages. There are calls for a ceasefire, but Hamas has vowed to continue attacking Israel until it no longer exists. The future of the conflict and governance of Gaza remain uncertain.
This document provides an overview of the origins of the Israeli-Palestinian conflict. It begins by outlining the conflicting worldviews between the post-colonial perspective and the Jewish and Palestinian narratives. It then discusses the origins of European Jewry, tracing their historical connection to the land of Israel through archaeological evidence, literary evidence, and their continuous presence in the land for over 2000 years. It also examines the origins of the Palestinian people, noting that the local Arab population increased in the 19th century as the region developed and others were displaced from neighboring lands. Finally, it discusses the origins of the Palestinian refugee crisis, with the Israeli perspective being that Arab leaders told inhabitants to flee in 1948 but promised citizenship to those who remained, while
The document discusses different views of the relationship between Christianity and culture. It describes 5 views proposed by Richard Niebuhr: 1) Christ above culture, where God works through culture but it is subordinate to Christ, 2) Christ of culture, where Christ is associated with cultural achievements, 3) Christ against culture, where Christians must reject culture, 4) Christ transforming culture, where Christians affirm and seek to reform culture, and 5) Christ and culture in paradox, where the conflict between God and culture is ever present.
Judaism is a complex topic with debates around whether it constitutes a religion, ethnicity, or culture. The document discusses that Judaism is best understood as encompassing all three. It notes there are approximately 15.7 million Jews worldwide, with over half living in either Israel or the United States. The history section outlines how Jews came to live in different parts of the world, facing oppression and expulsion from places like England, Spain, and Eastern Europe in centuries past. Key Jewish beliefs discussed include monotheism, an oral tradition alongside the written Torah, and emphasis on study, family, and social justice in cultural practices.
INT-450 Topic 2a Reading Social Scientific Studies.pdfS Meyer
This document provides an overview of foundational figures and approaches in cultural anthropology. It discusses Franz Boas, considered the father of cultural anthropology, and his development of the theory of cultural relativism, which argued that cultures should be understood within their own contexts rather than being judged by Western standards. It also covers Boas' students Margaret Mead and Zora Neale Hurston and their influential ethnographic works on Samoan culture and African American communities, respectively. The document outlines different types of social scientific studies including ethnography, case studies, quantitative, qualitative, and mixed methods research. It provides guidance on how to critically read and analyze social scientific studies by considering factors like the researcher, methodology, findings, and implications.
The document provides an overview of the evangelism of Christianity in India. It discusses how St. Thomas arrived in India in A.D. 52 and established churches along the Malabar coast before being martyred in A.D. 72. Early converts included Malabar Jews and lower caste Hindus. While coastal areas welcomed Christianity's teachings, persecution continued inland. It also reviews the origins and spread of St. Thomas Christians in India and common elements of identity across religions in India.
1. The document discusses the ongoing conflict between Israel and Hamas in Gaza, providing background on competing narratives and key events. It summarizes Hamas' attack on October 7th that killed over 1,200 Israelis and captured hostages.
2. It then outlines the origins and narratives of both Jewish and Palestinian identities, examining the establishment of Israel in 1948 and displacement of Palestinians.
3. More recently, it discusses Hamas taking control of Gaza in 2007 and ongoing cycles of violence, with the latest major confrontation occurring on October 7th, 2023, which prompted Israeli invasion of Gaza. The implications and potential outcomes moving forward are debated.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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3. Final Assignments Due August 13
1. Personal Philosophy of, and Strategy for Evangelism
2. Persona Philosophy of, and Strategy for Discipleship
3
4. µαθητ
ή
ς mathetes
1. Disciple. An apprentice, a student, who learns from another teacher.
2. Someone who is constantly associated with a teacher, such as an apprentice
3. An adherent to a distinct school of thought taught by a speci
fi
c teacher
Bauer, W., F. W. Danker, W. F. Arndt, and F. W. Gingrich, eds. BDAG. 3rd Ed. (Chicago: University of Chicago, 2000.)
5. ִידמְלַתּ talmid
למד L.M.D. verb means “to teach.”
In Early Judaism (300 BC to 200 AD) ִידמְלַתּ meant “a disciple”.
Examples: training (skill), educating (knowledge), adherent to school of thought
Disciples of R. Gamaliel, Disciples of R. Hillel
ְמוּדלַת Talmud (400 AD) rabbinic commentary on the law comes from it
Kaiser, Walter C. Harris, R. Laird, Gleason L. Archer, and Bruce K. Waltke, eds. TWOT. Accordance edition, (Chicago: Moody Press, 1980).
7. Discipleship in Hellenistic World
1. Students in the process of learning
2. Adherents to the teachings of a great teacher
3. Career Followers of a Philosopher
Green, Brown, & Perrin, Dictionary of Jesus & the Gospels. 2nd Ed.; (Downers Grove: InterVarsity Press, 2013). “Discipleship”
8. Socrates! I supposed that philosophy should add to one's store of happiness. But the fruits
you reaped from philosophy look more like Anguish! You live a life that would drive a slave to
escape his master! Your meat and drink are pitiful: the cloak you wear is frumpy and you
never change it. You walk barefoot. And you refuse to take any pay…
Professors of other subjects try to make their disciples become like their teachers: If that’s
what you hope your disciples will become, then you are a professor of Misery!
Xenophon, Memorabilia, 1.6.3-4
http://www.perseus.tufts.edu/hopper/text?doc=Xen.%20Mem.%201.6
9. Disciples of Socrates were those throughout Greece who adhered to his school of thought.
http://www.perseus.tufts.edu/hopper/text?doc=Xen.%20Mem.%201.6
10. Apollonius of Tyana
15 - 100 AD
philosopher & religious teacher
Traveled throughout Middle East,
North Africa, and Persia
Miracle worker, and mystic
Dzielska, Maria; Stucchi, Sandro, Apollonius of Tyana in Legend and History, (L’ERMA di BRETSCHNEIDER, 1986)
11. Religious teachers and mystics
Traveled with their band of disciples, making money from their itinerate preaching.
Disciples were career followers of the teacher and members of their “band”.
14. While walking by the Sea of Galilee, he saw two brothers, Simon (who is called
Peter) and Andrew his brother, casting a net into the sea, for they were
fi
shermen. 9 And he said to them, “Follow me, and I will make you
fi
shers of
men.” Immediately they left their nets and followed him.
(Matt. 4:18-20 ESV)
14
15. Jesus decided to go to Galilee. He found Philip and said to him, “Follow me.”
Now Philip was from Bethsaida, the city of Andrew and Peter. Philip found
Nathanael and said to him, “We have found him of whom Moses in the Law and
also the prophets wrote, Jesus of Nazareth, the son of Joseph.” Nathanael said
to him, “Can anything good come out of Nazareth?” Philip said to him, “Come
and see.”
(John 1:43–46 ESV)
15
16. We are always trying to “win” people
• Win the lost to be open to the gospel.
• Win seekers to trust Christ and become believers
• Win new believers to become disciples
• Win disciples to consider full time Christian service
16
17. What are the implications that it is Jesus, not us, who calls Christians to a life of
discipleship?
That it is Jesus, not us, who calls disciples into the ministry?
17
18. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
18
19. Now great crowds accompanied him, and he turned and said to them, “If
anyone comes to me and does not hate his own father and mother and wife
and children and brothers and sisters, yes, and even his own life, he cannot be
my disciple. Whoever does not bear his own cross and come after me cannot
be my disciple. For which of you, desiring to build a tower, does not
fi
rst sit
down and count the cost, whether he has enough to complete it?…So
therefore, any one of you who does not renounce all that he has cannot be my
disciple.
(Luke 14:25–33 ESV)
19
20. What are the implications for us, as we disciple Christians, that there is a cost to
following Jesus?
20
21. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
3. Disciples make new disciples — Principle of Spiritual Multiplication
21
24. What are the implications in discipling Christians that our goal is spiritual multiplication?
25
25. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
3. Disciples make new disciples
4. Disciple-Making is holistic — Heart, Hands, Mind
26
26. A disciple is not above his teacher, but everyone when he is fully
trained will be like his teacher.
(Luke 6:40 ESV)
27
27. Disciples of Greek Sophists
• Lived with their teachers
• Lived by their teachers’ philosophy of life
• Made their living from itinerate teaching
28
28. Disciples of Greek Sophists
• Learned — The philosophy & principles of their teacher
• Believed — The religion & ideology of their teacher
• Behaved — Lived, acted, and behaved as their teacher
29
33. Terminology
• Learning Outcomes — Speci
fi
c, measurable, achievable goals
• Tasks — Activities we use to engage disciples in the learning process
• Assessments
34
34. Terminology
• Learning Outcomes — speci
fi
c, measurable, achievable goals
• Tasks — Activities we use to engage disciples in the learning process
• Assessments — How we determine if the disciple achieved the goal
35
49. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
3. Disciples make new disciples
4. Disciple-Making is holistic
5. Disciple-Making is selective — we choose whom we fully invest in
50
50. What you have heard from me in the presence of many witnesses
entrust to faithful men (and women), who will be able to teach others
also.
(2 Tim 2:2 ESV)
51
51. How do you determine the appropriate level of investment?
How do you assess a person’s faithfulness?
52
52. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
3. Disciples make new disciples
4. Disciple-Making is holistic
5. Disciple-Making is selective
6. Disciple-Making is a lifestyle
53
57. Disciple-Making is a Lifestyle
• Whom do you invite into your friend circle?
• How do you bring them along side you in ministry?
• How much time do you spend with them?
• How do you role model for them?
58
59. What boundaries do you set on your personal life?
How do you enforce those boundaries?
60
60. Principles of Discipleship in the NT
1. Disciples are called by Jesus
2. Disciples pay a cost to follow Jesus
3. Disciples make new disciples
4. Disciple-Making is holistic
5. Disciple-Making is selective
6. Disciple-Making is a lifestyle
7. Disciple-Makers assess readiness
61
62. Situational Leadership
High Task — High power distance, instruction,
directions, leader is the decision-maker
High Relationship — Personal involvement,
high investment of time
Low Task — Minimal instruction, follower
empowered to make decisions
Low Relationship — Launch, pull back and
release follower. Low time commitment.
Hersey & Blanchard, Management of Organizational Behavior., (Pearson, 1969)
63. How did Chuck Smith mentor
Lonnie Frisbee and Greg Laurie?
65. Soteriology
A branch of theology that explores the process of salvation
https://www.biblestudytools.com/bible-study/topical-studies/what-is-soteriology-and-why-is-it-essential-for-all-christians-to-know.html
67. Regeneration
Invisible act of God in which he imparts new spiritual life to us. This is
sometimes called being Born Again.
Grudem, Wayne. Systematic Theology (2nd Edition). Accordance electronic edition, version 2.0. Grand Rapids: Zondervan, 2020: Chapter 34
68. Conversion
Visible response to the gospel call, in which we sincerely repent of our sins
and place our trust in Christ for salvation.
Grudem, Wayne. Systematic Theology (2nd Edition). Accordance electronic edition, version 2.0. Grand Rapids: Zondervan, 2020: Chapter 35
70. Nicene Creed
I believe in one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible.
And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds; God
of God, Light of Light, very God of very God; begotten, not made, being of one substance with the Father,
by whom all things were made.
Who, for us men for our salvation, came down from heaven, and was incarnate by the Holy Spirit of the
virgin Mary, and was made man; and was also cruci
fi
ed for us under Pontius Pilate; He su
ff
ered and was
buried; and the third day He rose again, according to the Scriptures; and ascended into heaven, and sits
on the right hand of the Father; and He shall come again, with glory, to judge the quick and the dead;
whose kingdom shall have no end.
And I believe in the Holy Ghost, the Lord and Giver of Life; who proceeds from the Father and the Son;
who with the Father and the Son together is worshipped and glori
fi
ed; who spoke by the prophets.
And I believe one holy catholic and apostolic Church. I acknowledge one baptism for the remission of sins;
and I look for the resurrection of the dead, and the life of the world to come. Amen.
71
71. How we are saved
• Christ atoned for our sins by dying and rising again 3rd Day
• Grace - We are saved by the free gift of Grace (Christ’s work, not ours)
• Faith - We in some way receive the gift of salvation by believing
72
81. Roman Catholic
• Saved at Baptism
• Sealed with Holy Spirit at Con
fi
rmation
• Absolved of Mortal Sin at Confession
82
82. Sacrament of Confession
• Baptized Christians will go to purgatory for unforgiven “venial sins”
• Baptized Christians will go to hell for unforgiven “mortal sins”
83
83. Sacrament of Confession
• Confession — Confessing sins to the priest, agreeing they are wrong
• Contrition
• Absolution
• Satisfaction
84
84. Sacrament of Confession
• Confession — Confessing sins to the priest
• Contrition — Repentance, heartfelt remorse
• Absolution
• Satisfaction
85
85. Sacrament of Confession
• Confession — Confessing sins to the priest
• Contrition — Repentance, heartfelt remorse
• Absolution — Priest absolves you of your sins and prescribes actions
• Satisfaction
86
86. Sacrament of Confession
• Confession — Confessing sins to the priest
• Contrition — Repentance, heartfelt remorse
• Absolution — Priest absolves you of your sins and prescribes actions
• Satisfaction — Penitent follows prescribed actions to satisfy God’s wrath
87
87. Roman Catholic
• Saved through Baptism
• Sealed through Con
fi
rmation
• Preserved through Confession
• Sancti
fi
ed through Eucharist
88
88. 32 AD
Christ Died for our Sins
2023
Bread & Wine Become
Body & Blood of Christ
2023
We receive Grace
Through literal Body & Blood
Grace transmitted through the host Grace received by us
92. Lutheran & Anglican
Administration of the Sacraments
Sacraments are vehicles of grace
Faith must accompany sacraments
There must be a conversion experience
Salvation is NOT a lifelong process
93
93. What are the implications of Eucharistic Theology for Discipleship?
94
97. Five Articles of Remonstrance
1. Total Depravity
Edwin, Palmar The Five Points of Calvinism. Grand Rapids, MI: Baker Books. 1996
98. Five Articles of Remonstrance
1. Total Depravity
2. Unconditional Election
Edwin, Palmar The Five Points of Calvinism. Grand Rapids, MI: Baker Books. 1996
99. Five Articles of Remonstrance
1. Total Depravity
2. Unconditional Election
3. Limited Atonement
Edwin, Palmar The Five Points of Calvinism. Grand Rapids, MI: Baker Books. 1996
100. Five Articles of Remonstrance
1. Total Depravity
2. Unconditional Election
3. Limited Atonement
4. Irresistible Grace
Edwin, Palmar The Five Points of Calvinism. Grand Rapids, MI: Baker Books. 1996
101. Five Articles of Remonstrance
1. Total Depravity
2. Unconditional Election
3. Limited Atonement
4. Irresistible Grace
5. Perseverance of the Saints
Edwin, Palmar The Five Points of Calvinism. Grand Rapids, MI: Baker Books. 1996
109. Wesleyan Theology
1. Election — God can foresee who will be converted
2. Prevenient Grace — Grace restores free will so that we can choose Christ
3. Universal Atonement — Christ died for all people. Anyone can be saved.
4. Conditional Perseverance — Salvation is secured in Christ but conditional on
remaining in Christ & can be lost through apostasy.
Greathouse, William. An introduction to Wesleyan Theology. 1989
110. What are the implications of Wesleyan Theology for Discipleship?
111
113. When [the people] heard [the gospel] they were cut to the heart, and said to Peter,,,
“Brothers, what shall we do?” And Peter said to them, “Repent and be baptized every
one of you in the name of Jesus Christ for the forgiveness of your sins
(Acts 2:37–38 ESV)
Trembling with fear [the jailer] fell down before Paul and Silas…and said, “Sirs, what
must I do to be saved?” And they said, “Believe in the Lord Jesus, and you will be
saved.
(Acts 16:29–31 ESV).
114
114. A person must be baptized (by immersion) in order to be saved.
Ron Rhodes, The Complete Guide to Christian Denominations, Harvest House Publishers, 2005,
115. Some Churches of Christ
A person must be baptized by a member of the Church of Christ.
Ron Rhodes, The Complete Guide to Christian Denominations, Harvest House Publishers, 2005,
116. Reasoning:
If a true seeker is baptized by someone who was not properly
baptized themselves, then that seeker was baptized by a non-
Christian, therefore the seeker is not yet a true Disciple.
Ron Rhodes, The Complete Guide to Christian Denominations, Harvest House Publishers, 2005,
117. Therefore,
The true church is traced through the Church of Christ, through a
historical succession of Church outcasts back to Jesus.
Ron Rhodes, The Complete Guide to Christian Denominations, Harvest House Publishers, 2005,
118. What are the implications for Discipleship?
Ron Rhodes, The Complete Guide to Christian Denominations, Harvest House Publishers, 2005,
121. What does it mean to qualify a contact?
• How open are they to hearing & considering the gospel?
122
122. What does it mean to qualify a contact?
• How open are they to hearing & considering the gospel?
• What are some of their own beliefs and assumptions?
123
123. What does it mean to qualify a contact?
• How open are they to hearing & considering the gospel?
• What are some of their own beliefs and assumptions?
• How much of the gospel do they know & understand?
124
124. What does it mean to qualify a contact?
• How open are they to hearing & considering the gospel?
• What are some of their own beliefs and assumptions?
• How much of the gospel do they know & understand?
• What challenges or issues do they have in embracing Christ?
125
125. What does it mean to qualify a contact?
• How open are they to hearing & considering the gospel?
• What are some of their own beliefs and assumptions?
• How much of the gospel do they know & understand?
• What challenges or issues do they have in embracing Christ?
• What is their “Religious Identity Status?”
126
136. Emerging Adulthood
The time from the end of adolescence to the young-adult
responsibilities of a stable job, marriage and parenthood
https://www.apa.org/monitor/jun06/emerging
137. Emerging Adulthood
1. Age of identity exploration
2. Age of instability
3. Age of self-focus
4. Age of feeling in between
5. Age of possibilities
144. Identity Diffusion Identity Moratorium
Identity Foreclosure Identity Achievement
Low High
Low
High
Crisis
Commitment
Can’t decide
Doesn’t care
Can’t decide
Does care
Been decided
Didn’t care
Did decide
Did care
😐 🤔
☹ 😋
146. Case Study: Nadia
Nadia is a student at GCU from Jordan. Her family is Muslim. They
sent her to GCU because they wanted her to attend a concservative
school, where she’d not fall in with the wrong crowd. She is studying
home economics. She is engaged to Usama, a businessman in
Phoenix. Her plans are to finish GCU, get her degree, marry Usama,
and have children. Over lunch you asked her if this is what she
wants, she says “It is what I’m supposed to do as a good Muslim.”
147. Case Study: Chu
Chu is from Taiwan and is from a Buddhist family. He is a
barrista at Starbucks. You cant with him every time you visit
the store. He loves coffee. But he also likes to hike, take long
bike trips, meditate, do Yoga, and cook. You asked him what
he believes as a Buddhist. He responded, “I don’t know…
actually, I don’t really care!”
148. Case Study: Rachel
Rachel is a UCLA student. She grew up in Santa Monica, in a
Reform Jewish household. She’s taking Eastern Religion at
UCLA. She attends a meditation class in Santa Monica on
Tuesdays. She is going with her family to the Wilshire Blvd.
Temple for the Jewish high holy days this week. Yesterday,
over coffee, you told her about your church, and she actually
said she’d like to come with you one Sunday.
149. Case Study: Nate
Nate’s father is Roman Catholic, and his mother is Yakima
Indian. Nate is from Seattle. For years, he told people he’s
agnostic. However, in his last two years at U of W, he majored
in Native American studies. His senior project was to interview
his mother’s Yakima family members. He says he now prays,
attends religious events with his family, has a ritual bracelet
around his wrist, and communes with an Eagle spirit.