The Mystical Sophia: More on the Great Grandmother in the Princess Books
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The Relationship Between Spirituality and Wisdom
DISSERTATION PROTECTIVE FACTORS AGAINST ALCOHOL ABUSE IN COLLEGE STUDENTS: SPIRITUALITY, WISDOM, AND SELF-TRANSCENDENCE Submitted by Sydney E. Felker Department of Psychology In partial fulfillment of the requirements For the degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Fall 2011 Doctoral Committee: Advisor: Kathryn M. Rickard Co-Advisor: Richard M. Suinn Lisa Miller Thao Le Copyright by Sydney E. Felker 2011 All Rights Reserved ABSTRACT PROTECTIVE FACTORS AGAINST ALCOHOL ABUSE IN COLLEGE STUDENTS: SPIRITUALITY, WISDOM, AND SELF-TRANSCENDENCE Past research consistently suggests that spirituality is a protective factor against substance abuse in adolescents and adults. Many other personality and environmental factors have been shown to predict alcohol abuse and alcohol-related problems, yet much of the variance in alcohol abuse remains unexplained. Alcohol misuse continues to plague college campuses in the United States and recent attempts to reduce problematic drinking have fallen short. In an effort to further understand the factors contributing to students’ alcohol abuse, this study examines how spirituality, wisdom, and self- transcendence impact the drinking behaviors of college students. Two groups of students were studied: 1. students who were mandated for psychoeducational and clinical intervention as a result of violating the university alcohol policy; 2. a comparison group of students from the general undergraduate population who had never been sanctioned for alcohol misuse on campus. Alcohol use behaviors were assessed through calculating students’ reported typical blood alcohol level and alcohol-related problems. Results showed that wisdom is significantly and negatively related to blood alcohol level and alcohol-related problems for the mandated group but not the comparison group. -
Solomon Reflects on the Meaning of Life
SESSION 11 Solomon Reflects on the Meaning of Life SESSION SUMMARY In this session, we are going to align ourselves with Solomon and ask some of the same questions he asked. As we pose these questions together, we should look for their resolution in the person and work of Jesus Christ. Knowing that God exists, we can experience a life of meaning, justice, and purpose. We also call others to seek answers to their questions by looking to Christ. SCRIPTURE Ecclesiastes 1:1-11; 3:16–4:3; 12:9-14 106 Leader Guide / Session 11 THE POINT Because God exists, life has meaning and purpose. INTRO/STARTER 5-10 MINUTES Option 1 What do you think of when you hear the word vanity? The term vanity can refer to breath, emptiness, something temporary, or meaninglessness. Throughout the Book of Ecclesiastes, Solomon used a from of this word at least 24 times. Solomon used this phrasing to demonstrate the meaninglessness of living life apart from God. The term vanity of vanities is a superlative, emphasizing the emptiness of a Godless life. Without God, life is empty, holds no real meaning, and provides no lasting significance. He showed that only God can add real meaning to life. • Does life seem meaningless to you? Why or why not? Believers do not have to go through life wondering if they have purpose or meaning. God brings purpose and meaning to life. Sometimes that feeling of hopelessness still seeps in. But a vibrant relationship with the Lord enables people to view their lives in a more positive way. -
MJAFT Session 5
Meeting Jesus Again for the First Time by Marcus Borg Study/Preparation Guide: Session 5 1. Read the following pages from MJAFT 1. Chapter 4: Jesus, the Wisdom of God: Sophia Become Flesh [pp 96-118] —or— 2. Summary on reverse — if you don’t have the book 2. Check out this on-line reference for a biography of Borg, a list of his books, as well as some supplementary information for our discussions: http://www.aportraitofjesus.org Focus Questions for our discussion: • What do you make of th eimage of Jesus as the “Wisdom of God”? [pp 96-7] • What strikes you about the role of Sophia in Hebrew wisdom tradition? [pp 98-102] • Discuss the associations between Jesus and Wisdom in: • The Synoptic Gospels [pp 102-3] • Paul [pp 103-7] • John [pp 107-8] • Discuss the meaning for you when Borg speaks of “both son and wisdom”. [pp 108-11] Summary: Chapter 5 Relation of Wisdom to Jesus is Christological NT images Jesus as emissary, child and incarnation of the wisdom of God — Jesus was the “Wisdom of God” Christology is that area of theology that focusers on the relationship between Jesus and God humanity and divinity: how they’re related, etc. Nicene Creed: 3-fold division shows developing Trinitarian dogma Use of Creed in church helps shape how we think of Jesus: i.e., “Son of God” “Son of God Christology is the core of the popular image of Jesus” (97) But, in NT period, there was no official Christology; NT has a number of images, metaphors, for imaging the significance of Jesus and his relationship to God Yes, “father/son” images abound, but also “Jesus as the embodiment ofr incarnation of “the wisdom of God” “Seeing this wisdom Christology can affect our image of Jesus in more than one way. -
Solovyov's Metaphysics Between Gnosis and Theurgy
religions Article Solovyov’s Metaphysics between Gnosis and Theurgy Aleksandr Gaisin The Graduate School for Social Research, IFiS PAN, 00-330 Warsaw, Poland; [email protected]; Tel.: +7953-154-6247 Received: 29 September 2018; Accepted: 8 November 2018; Published: 13 November 2018 Abstract: This article provides a reading of Vladimir Solovyov’s philosophy as expressed in his ‘Lectures on Divine Humanity’ and ‘The Meaning of Love’. It seeks to unpack his eclectic thought in order to answer the question of whether there is a Jewish Kabbalistic influence on the Russian thinker amidst his usual platonic, gnostic, and Schellengian tropes. Interested as a young man in Jewish Mysticism, Solovyov fluctuates in his ‘Lectures on Divine Humanity’ between a platonic reading of Schellengian Gnosticism and some elements of Kabbalistic origin. In ‘The Meaning of Love’, he develops a notion of love that puts him very close to what Moshe Idel calls ‘theosophic-theurgical Kabbalah’. Showing how ‘The Meaning of Love’ completes the narrative of ‘Lectures’, we can affirm that there is a certain Christian Kabbalistic line in Solovyov’s thought that culminates in his theurgical understanding of love. In this sense, Solovyov might be called a philosophical Marrano as he is certainly a heterodox theosopher that fluctuates between Christian Gnosis and Christian Kabbalah, never assuming a solid identity. Keywords: philosophical theology; heterodoxy; Judeo-Christianity; Russian religious renaissance; Christian Kabbalah; Vladimir Solovyov The enigmatic and eclectic nature of Solovyov’s thought is unveiled if we simply look at the early readings of his philosophy. Already, the Silver Age’s thinker and poet Dmitry Merezhkovsky deemed Solovyov as a Gnostic writer, immersed in Christian heresy (Merezhkovsky 1991, p. -
"Sophia": the Development of Jewish and Hellenistic Thought in the Christology of the New Testament
Furman Humanities Review Volume 29 Article 29 2017 The Divine "Sophia": The evelopmeD nt of Jewish and Hellenistic Thought in the Christology of the New Testament James Bergman '19 Follow this and additional works at: https://scholarexchange.furman.edu/fhr Recommended Citation Bergman, James '19 (2017) "The Divine "Sophia": The eD velopment of Jewish and Hellenistic Thought in the Christology of the New Testament," Furman Humanities Review: Vol. 29 , Article 29. Available at: https://scholarexchange.furman.edu/fhr/vol29/iss1/29 This Article is made available online by Journals, part of the Furman University Scholar Exchange (FUSE). It has been accepted for inclusion in Furman Humanities Review by an authorized FUSE administrator. For terms of use, please refer to the FUSE Institutional Repository Guidelines. For more information, please contact [email protected]. THE DIVINE SOPHIA: THE DEVELOPMENT OF JEWISH AND HELLENISTIC THOUGHT IN THE CHRISTOLOGY OF THE NEW TESTAMENT James Bergman The tradition of wisdom literature was a prominent theme within the Jewish Old Testament. This emphasis on the idea of wisdom continued into the apocrypha, which detailed the presence of a personified Wisdom that helped God create the heavens and earth. In the New Testament, Jesus is the cen- ter of the wisdom literature, becoming the teacher of proverbs and parables in the Gospels and in the letter of James, yet also the personified Wisdom in John. In general, both the wisdom teachings and the Wisdom Christology of the New Testament stemmed from the fundamentals of first century Jewish thought, showing a strong continuity between Judaism of the emerging Christian movement as it is reflected in the writings of the New Testament. -
Practical Wisdom
© Michael Lacewing Practical wisdom The syllabus defines practical wisdom as ‘the capacity to make informed, rational judgements without recourse to a formal decision procedure’. Many deontological theories argue that there is no formal decision procedure, and in fact even Kant, who has a formal decision procedure, argues that applying the Categorical Imperative correctly involves ‘judgment’, which cannot be formalized. However, the idea of practical wisdom is today most strongly associated with Aristotle, so we shall focus our discussion on his view of how to make moral decisions. Practical wisdom (Greek phronesis; sometimes translated ‘prudence’), says Aristotle, is ‘a true and reasoned state of capacity to act with regard to the things that are good or bad for man’ Nicomachean Ethics VI.5). So while practical wisdom involves knowledge of what is good or bad, it is not merely theoretical knowledge, but a capacity to act on such knowledge as well. This capacity requires 1. a general conception of what is good or bad, which Aristotle relates to the conditions for human flourishing; 2. the ability to perceive, in light of that general conception, what is required in terms of feeling, choice, and action in a particular situation; 3. the ability to deliberate well; and 4. the ability to act on that deliberation. Aristotle’s theory makes practical wisdom very demanding. The type of insight into the good that is needed and the relation between practical wisdom and virtues of character are both complex. Practical wisdom cannot be taught, but requires experience of life and virtue. Only the person who is good knows what is good, according to Aristotle. -
Women's Studies in the History of Religions
1 Women’s Studies in the History of Religions DAVID KINSLEY On the most archaic levels of culture, living as a human being is in itself a religious act, for alimentation, sexual life, and work have a sacramental value. In other words, to be— or rather, to become—a man means to be “religious.” —Mircea Eliade, A History of Religious Ideas o appreciate the radical impact women’s studies has had on the discipline Tof history of religions, it is necessary first to describe briefly how the his- tory of religions understands its task. The history of religions, which claims to be the objective, scientific study of religion, sets as its task nothing less than the study, in historical and cross- cultural perspective, of all human religious phenomena. It includes in its pur- view, not only sophisticated, literate, philosophical, and theological materials, but also popular expressions of human religiosity such as festivals, life cycle rituals, myths, and practices that are found only in oral traditions. The history of religions seeks to avoid an approach to human religiosity that privileges cer- tain materials as “higher” and others as “lower.” It assumes that all expres- sions of human religiosity are worthy of study. In the words of Mircea Eliade: “For the historian of religions, every manifestation of the sacred is important: every rite, every myth, every belief or divine figure reflects the experience of the sacred and hence implies the notions of being, of meaning, and of truth.”1 History of religions does not seek to evaluate one religion (or religious expression) vis-à-vis another with a view to declaring one superior to the other. -
WISDOM (Tlwma) and Pffllosophy (FALSAFA)
WISDOM (tLWMA) AND PfflLOSOPHY (FALSAFA) IN ISLAMIC THOUGHT (as a framework for inquiry) By: Mehmet ONAL This thcsis is submitted ror the Doctor of Philosophy at the University of Wales - Lampeter 1998 b"9tr In this study the following two hypothesisare researched: 1. "WisdotW' is the fundamental aspect of Islamic thought on which Islamic civilisation was established through Islamic law (,Sharfa), theology (Ldi-M), philosophy (falsafq) and mysticism (Surism). 2. "Due to the first hypothesis Islamic philosophy is not only a commentary on the Greek philosophy or a new form of Ncoplatonism but a native Islamic wisdom understandingon the form of theoretical study". The present thesis consists of ten chaptersdealing with the concept of practical wisdom (Pikmq) and theoretical wisdom (philosophy or falsafa). At the end there arc a gcncral conclusion,glossary and bibliography. In the introduction (Chapter One) the definition of wisdom and philosophy is establishedas a conceptualground for the above two hypothesis. In the following chapter (Chapter Two) I focused on the historical background of these two concepts by giving a brief history of ancient wisdom and Greek philosophy as sourcesof Islamic thought. In the following two chapters (Chapter Three and Four) I tried to bring out a possibledefinition of Islamic wisdom in the Qur'5n and Sunna on which Islamic jurisprudence (fiqh), theology (A-alim), philosophy (falsafq) and mysticism (Sufism) consistedof. As a result of the above conceptual approaching,I tried to reach a new definition for wisdom (PiLma) as a method that helps in the establishmentof a new Islamic way of life and civilisation for our life. -
What Is Philosophy.Pdf
I N T R O D U C T I O N What Is Philosophy? CHAPTER 1 The Task of Philosophy CHAPTER OBJECTIVES Reflection—thinking things over—. [is] the beginning of philosophy.1 In this chapter we will address the following questions: N What Does “Philosophy” Mean? N Why Do We Need Philosophy? N What Are the Traditional Branches of Philosophy? N Is There a Basic Method of Philo- sophical Thinking? N How May Philosophy Be Used? N Is Philosophy of Education Useful? N What Is Happening in Philosophy Today? The Meanings Each of us has a philos- “having” and “doing”—cannot be treated en- ophy, even though we tirely independent of each other, for if we did of Philosophy may not be aware of not have a philosophy in the formal, personal it. We all have some sense, then we could not do a philosophy in the ideas concerning physical objects, our fellow critical, reflective sense. persons, the meaning of life, death, God, right Having a philosophy, however, is not suffi- and wrong, beauty and ugliness, and the like. Of cient for doing philosophy. A genuine philo- course, these ideas are acquired in a variety sophical attitude is searching and critical; it is of ways, and they may be vague and confused. open-minded and tolerant—willing to look at all We are continuously engaged, especially during sides of an issue without prejudice. To philoso- the early years of our lives, in acquiring views phize is not merely to read and know philoso- and attitudes from our family, from friends, and phy; there are skills of argumentation to be mas- from various other individuals and groups. -
Durham E-Theses
Durham E-Theses Sophia and the Johannine Jesus Scott, James Martin Clark How to cite: Scott, James Martin Clark (1990) Sophia and the Johannine Jesus, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6231/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk SOPHIA AND THE JOHANNINE JESUS by JAMES MARTIN CLARK SCOTT The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. A Thesis Submitted to the UNIVERSITY OF DURHAM In Fulfilment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY <PhD> in the DEPARTMENT of THEOLOGY April 1990 MAR 19SI SOPHIA AND THE JOHANHINE JESUS Janes Martin Clark Scott This thesis examines the relationship between the Jewish figure of Sophia and the Johannine Jesus. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
PAGANISM a Brief Overview of the History of Paganism the Term Pagan Comes from the Latin Paganus Which Refers to Those Who Lived in the Country
PAGANISM A brief overview of the history of Paganism The term Pagan comes from the Latin paganus which refers to those who lived in the country. When Christianity began to grow in the Roman Empire, it did so at first primarily in the cities. The people who lived in the country and who continued to believe in “the old ways” came to be known as pagans. Pagans have been broadly defined as anyone involved in any religious act, practice, or ceremony which is not Christian. Jews and Muslims also use the term to refer to anyone outside their religion. Some define paganism as a religion outside of Christianity, Judaism, Hinduism, Islam, and Buddhism; others simply define it as being without a religion. Paganism, however, often is not identified as a traditional religion per se because it does not have any official doctrine; however, it has some common characteristics within its variety of traditions. One of the common beliefs is the divine presence in nature and the reverence for the natural order in life. In the strictest sense, paganism refers to the authentic religions of ancient Greece and Rome and the surrounding areas. The pagans usually had a polytheistic belief in many gods but only one, which represents the chief god and supreme godhead, is chosen to worship. The Renaissance of the 1500s reintroduced the ancient Greek concepts of Paganism. Pagan symbols and traditions entered European art, music, literature, and ethics. The Reformation of the 1600s, however, put a temporary halt to Pagan thinking. Greek and Roman classics, with their focus on Paganism, were accepted again during the Enlightenment of the 1700s.