Lesson 5 Doubt Turns to Belief Trust God for Everything
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Edmund Pevensie As an Example of Lewis's 'New Kind of Man'
Inklings Forever: Published Colloquium Proceedings 1997-2016 Volume 6 A Collection of Essays Presented at the Sixth Frances White Ewbank Colloquium on Article 12 C.S. Lewis & Friends 5-29-2008 A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man' Pamela L. Jordan Taylor University Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation Jordan, Pamela L. (2008) "A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man'," Inklings Forever: Published Colloquium Proceedings 1997-2016: Vol. 6 , Article 12. Available at: https://pillars.taylor.edu/inklings_forever/vol6/iss1/12 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever: Published Colloquium Proceedings 1997-2016 by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man' Pamela L. Jordan A recurring theme in The Chronicles of excitement and eagerness to explore, likening their Narnia is that Narnia changes those who enter. The new adventure to being shipwrecked (he had read all narrator repeatedly notes the restorative power of the right books). Just as the debate about eating the Narnia and calls the reader's attention to the sandwiches brings tempers to a boil, Edmund is able difference in the children (and adults in The to diffuse the situation with his adventuresome spirit. -
A Study of Trumpkin, Trufflehunter, and Nikabrik
Inklings Forever: Published Colloquium Proceedings 1997-2016 Volume 10 A Collection of Essays Presented at the Tenth Frances White Ewbank Colloquium on Article 74 C.S. Lewis & Friends 6-5-2016 When Friendship Sours: A Study of Trumpkin, Trufflehunter, and Nikabrik Victoria Holtz Wodzak Viterbo University Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation Holtz Wodzak, Victoria (2016) "When Friendship Sours: A Study of Trumpkin, Trufflehunter, and Nikabrik," Inklings Forever: Published Colloquium Proceedings 1997-2016: Vol. 10 , Article 74. Available at: https://pillars.taylor.edu/inklings_forever/vol10/iss1/74 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever: Published Colloquium Proceedings 1997-2016 by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. When Friendship Sours: A Study of Trumpkin, Trufflehunter, and Nikabrik by Victoria Holtz Wodzak Vickie Holtz Wodzak earned her doctorate in medieval and eighteenth century British literature from the University of Missouri-Columbia in 1996. She now teaches writing and literature courses at Viterbo University, a Franciscan liberal arts institution. Her most recent scholarship has considered the influence of World War I on the work of Tolkien. She has presented at a variety of international, national, and regional conferences, and published her work in Tolkien Studies and Mythlore. In Lewis’s chapter on friendship in The Four Loves, he says that when individuals “share their vision—it is then that friendship is born” (92). -
“Appearance and Reality in the Silver Chair” 『東京成徳短期大学紀要』第 24 号 (1991)119 124.
野呂有子 “Appearance and Reality in The Silver Chair” 『東京成徳短期大学紀要』第 24 号 (1991)119 124. ⁻ On the Children in The Chronicles of Narnia, Part Ⅳ ―Appearance and Reality in The Silver Chair: (2)― Yuko Kanakubo Noro VII When the story began, Jill was a self-centered, proud girl. But she has now grown up spiritually through the many experiences she had since she came to Narnia. First of all, she saw Aslan. This was her greatest experience in Narnia. The girl with self-centered point of view met the Omnipotent being with multi-faceted point of view. This fact itself was an enormous influence upon her. She had been holding a certain concept of creatures with the shape of a lion, the creatures which appear to be lions. But Aslan, though His outward appearance was a lion, utterly destroyed her concept: He talked to her, He ordered her to find the lost prince, He taught her the four signs, He saved Eustace, and He blew her to the land of Narnia. He did all the things that “ordinary” lions never did. He uprooted her self-centered preoccupation to begin with: “I was wondering ― I mean ― could there be some mistake? Because nobody called me and Scrubb, you know. It was we who asked to come here. Scrubb said we were to call ― to Somebody ― It was a name I wouldn’t know ― and perhaps the Somebody would let us in ….” “You would not have called to me unless I had been calling to you,” said the lion. [25]6 Jill thought that it was she (and Eustace) that called to Aslan, but was told that the truth was quite to the contrary. -
1 the Chronicles of Narnia: Prince Caspian
1 THE CHRONICLES OF NARNIA: PRINCE CASPIAN 2 THE CHRONICLES OF NARNIA: PRINCE CASPIAN TABLE OF CONTENTS STORY CONTROLS PC XBOX 360 FAQ ACHIEVEMENTS WALKTHROUGH CAIR PARAVEL DEFEND CAIR PARAVEL FIND SUSAN’S HORN DESTROY THE TELMARINES’ WAR MACHINES SINK THE TELMARINES’ FLEET PROTECT THE BATTLEMENTS ESCAPE FROM CAIR PARAVEL RUINS OF CAIR PARAVEL SCALE THE CLIFFS FIND A GRAPPLING HOOK SCALE THE CLIFFS EXPLORE THE RUINS FIND PEVENSIES’ GIFTS FIND PETER'S SWORD AND SHIELD FIND LUCY'S CORDIAL FIND SUSAN'S BOW EXPLORE THE RUINS RESCUE TRUMPKIN FIND A SAFE PATH THROUGH THE WOODS MIRAZ'S CASTLE INFILTRATION DEFEAT THE SENTRIES DEFEAT THE SENTRIES ON THE TURRETS DEFEAT THE SENTRIES ON THE WALLS FIND A WAY INTO THE CASTLE BREAK INTO MIRAZ'S CHAMBERS RESCUE CORNELIUS FROM THE DUNGEONS RESCUE EDMUND AND TRUMPKIN BREAK INTO MIRAZ'S CHAMBERS MIRAZ'S CASTLE ASSAULT BREAK OPEN THE CASTLE'S ENTRANCE LOWER THE DRAWBRIDGE RISE THE PORTCULLIS ASSAULT MIRAZ'S CASTLE PURSUE MIRAZ RESCUE CORNELIUS FROM THE STABLE ASLAN'S HOW REACH ASLAN'S HOW EXPLORE ASLAN'S HOW PREVENT WHITE WITCH'S RETURN HELP LUCY FIND ASLAN EXPLORE ASLAN'S HOW DEFEAT MIRAZ BATTLEFIELD OF BERUNA DEFEAT GREGOIRE FIND A WAY TO THE CISTERN DESTROY THE PILLARS RESCUE CASPIAN AND GLENSTORM DEFEAT GLOZELLE DEFEAT THE TELMARINES COPYRIGHTS 3 THE CHRONICLES OF NARNIA: PRINCE CASPIAN STORY It’s been one year since the Pevensie children returned to the world but in Narnia it’s been 1300 yrs. The game picks up when The Pevensie got magically whipped to a beach with a ruined castle, they soon find out it’s Cair Paravel , where they once ruled as Kings and Queens. -
Hampstead Stage Company Presents a Study Guide
Hampstead Stage Company Presents A Study Guide Based on Hampstead Stage Company’s adaptation of Prince Caspian by C.S. Lewis Grades K-8 © 2018 Hampstead Stage Company About Hampstead Stage Company This year marks our 36th season! We are a nationally touring children’s theatre that brings high quality, professional theatre to schools, libraries, and communities all over the 48 contiguous states (everywhere but Hawaii and Alaska!). The Hampstead Stage Company’s goal is to bring great books to life through live theatre, sparking an interest in reading and creating a new way to use your imagination! The Hampstead Stage Company got its name from our founders, who came to America from the Hampstead area of London, England to pursue their dreams. Since its inception, our company has grown into one of the largest educational touring companies in the nation. Performing over 2,000 shows a year, we have performed for over twenty million audience members! Our interactive educational tours run year-round and are performed by two professional actors, each playing multiple roles. Our scripts are original adaptations, based directly on literary classics, and include children and adults from the audience. The plays last one hour, with a question and answer session following the performance. We travel to your space, and bring our own realistic sets and costumes; designed using extensive historical research. Our productions are flexible enough to fit into any assembly/performance space. Theatre performance helps us learn things about ourselves and the world around us. But more than that, by using our imagination we can be proud of who we are, create goals for ourselves, and even help the way we think in school and at home! Sometimes not every school gets to see live theatre —it’s thanks to your teachers and parents for bringing cool shows like this to your school! So, make sure to say thank you to them the way we do at the theatre – give them a round of applause!! The Hampstead Stage Company is a 501(c)(3) nonprofit organization. -
Prince Caspian
BASED ON THE NOVEL BY C.S. LEWIS 10 Lesson Series by Susan E. Harper & Curtis Ray PRINCE CASPIAN A TEN-WEEK COMPANION STUDY BASED ON THE NOVEL BY C.S. LEWIS Written by Susan E. Harper Updated by Curtis Ray Caring Hands Ministries Original Copyright © 1999 by Susan E. Harper Revised and Expanded Copyright ©2008 by Kidology Inc. Protect your integrity and help support our ministry by honoring the copyright of this material. You have purchased a single license copy for your own personal use within your local church ministry. It is not to be shared, loaned or copied for others outside of your own local church as you use the materials. If you did not purchase this copy from Kidology, we kindly ask that you visit www.kidology.org and purchase a copy for your own use. Thank you. 2 A Companion Study to PRINCE CASPIAN Adventure in Faith TABLE OF CONTENTS Introduction Using This Companion Study Unit Preparation Suggestions How it All Works LESSON 1: TRANSPORTED BACK TO NARNIA Lesson: God’s plans may not always be clear, but we are to have Faith He will provide. Application: Trust God to take care of you Chapters: 1-3 Video: 20:45-24:32 Memory Verse: Jeremiah 29:11 Bible Story: Ruth (Ruth 1-4) LESSON 2: INTRODUCING PRINCE CASPIAN Lesson: God wants us to have faith in Him, not the worldview. Application: Trust God not the world Chapters: 4-5 Video: 00:00-11:11 Memory Verse: Romans 10:17 Bible Story: Magi (Matt. 2:1-12) LESSON 3: OLD NARNIANS Lesson: God’s plans are bigger than our dreams, we must faithfully follow. -
Prince Caspian by C.S
BOOK BONES ! Prince Caspian by C.S. Lewis ! Key Insights • The planetary influence of Prince Caspian is Mars, the god of war and of forests. The central theme of this story is that obedient knighthood strengthens kingship. This is clearly symbolized with the oak chest (Jupiter’s tree) reinforced with iron bands (Mars’ metal). The chess piece Susan finds also symbolizes this theme: the piece is a knight (Mars) of gold and ruby (red and gold are Jupiter’s colors). The chess piece also connects Prince Caspian thematically with The Lion, the Witch, and the Wardrobe. • In order to be a good knight, a soldier (or subject) must always obey the king, even if he doesn’t agree with the orders. Trumpkin demonstrates this well, when he offers to look for the ancient Kings and Queens summoned by the horn—even though he has no faith in the old stories. Lucy, on the other hand, disobeys Aslan by not following him along the ridge when the company is trying to find their way to Aslan’s How. Trumpkin obeys but doesn’t agree; Lucy agrees but doesn’t obey. • Often the king’s orders are very difficult to follow, and the knights are afraid to obey them. But the king himself gives them courage they need to obey. In Prince Caspian Aslan asks nothing of his subjects that they can’t do—when they are fearful, he gives them the courage they need to simply obey. • The quality of each character in Prince Caspian is revealed in two ways: 1) belief in the old stories of Narnia, or 2) obedience to Caspian, the true king of Narnia. -
PRINCE CASPIAN Written by C
PRINCE CASPIAN Written by C. S. Lewis Adapted by Nicole Chavers Stratton Approved by the C. S. Lewis Company SCENE #1 Miraz, Queen, Young Caspian (Lights come up to reveal MIRAZ and his QUEEN. They are standing, looking rather bored and annoyed as CASPIAN plays with a kitten that a servant is holding.) MIRAZ: Well, boy, I suppose we must teach you to ride soon and use a sword. You know your aunt and I have no children, as of yet, so you might have to be King when I'm gone. How shall you like that, eh? YOUNG CASPIAN: I don't know. I shall have to ask my nurse. QUEEN: You know you can talk to us – don’t you, my boy? Your uncle wants to make you into a great ruler one day, but he can’t do that unless you tell him what fills that little head of yours all day. MIRAZ: Don’t waste your time, my love; sadly, he’s just like my brother. YOUNG CASPIAN: I was just thinking that – I wish I could have lived back in the old days. MIRAZ: What old days? YOUNG CASPIAN: When everything was quite different – all the animals could talk, and there were nice people who lived in the streams and the trees. And there were Dwarfs and lovely little Fauns in all the woods. And — MIRAZ: That's all nonsense! At your age you ought to be thinking of battles and adventures, not fairy tales. YOUNG CASPIAN: Oh, but there were battles and adventures in those days. -
Prince Caspian
Prince casPian eDUCATOr’s GUiDe ∞ VOCABULARY cOMPREHENSIOn criTICAL THINKING cREATiVe eXPRESSIOn acTiViTIES © 2008 C.S. Lewis Foundation TABLE OF CONTENTS Vocabulary/Comprehension Activities Chapter 1……………………………………………. The Island Chapter 2………………...……….... The Ancient Treasure House Chapter 3……………………...………...……………...The Dwarf Chapter 4………………..........The Dwarf Tells of Prince Caspian Chapter 5………...……….Caspian’s Adventure in the Mountains Chapter 6…………...………...….The People that Lived in Hiding Chapter 7……………….……….………….Old Narnia in Danger Chapter 8………………………….…... How They Left the Island Chapter 9…………………….……….…………..What Lucy Saw Chapter 10…………………………….…. The Return of the Lion Chapter 11………………………….……………. The Lion Roars Chapter 12……………............… Sorcery and Sudden Vengeance Chapter 13……………………….… The High King in Command Chapter 14………………………….….How All Were Very Busy Chapter 15……………………...…Aslan Makes a Door in the Air Glossary of Nature Terms Glossary of Narnian Creatures © 2008 C.S. Lewis Foundation 2 A NOTE TO THE TEACHER The resources that accompany this Study Guide to Prince Caspian were developed under the auspices of the C.S. Lewis Foundation by Summer 2006 interns Mallory Wilhelm (undergraduate honor English and French major at Grove City College, PA) and Matthew Goddard (honors graduate of the University of Southern California; major, English, minor, Art History). These interns worked under the supervision of Mrs. Deb Davis, longtime high school English instructor at The Pomfret School, CT. Final edits of these materials were subsequently made by Foundation staff and 2008 intern, Linda Hill (honors graduate of Arizona State University, English major). These materials have been designed specifically with the public school or mainstream educational setting in mind, primarily for use by students in the middle grades (5th – 8th). -
The Chronicles of Narnia</Em>, and How CS Lewis Created Christian
Linfield University DigitalCommons@Linfield Senior Theses 5-29-2015 The Chronicles of Narnia, and How C.S. Lewis Created Christian Fantasy Fiction Amanda Callow Linfield College - Online and Continuing ducationE Follow this and additional works at: https://digitalcommons.linfield.edu/dcestud_theses Part of the Literature in English, British Isles Commons, and the Modern Literature Commons Recommended Citation Callow, Amanda, "The Chronicles of Narnia, and How C.S. Lewis Created Christian Fantasy Fiction" (2015). Senior Theses. 3. https://digitalcommons.linfield.edu/dcestud_theses/3 This Thesis (Open Access) is protected by copyright and/or related rights. It is brought to you for free via open access, courtesy of DigitalCommons@Linfield, with permission from the rights-holder(s). Your use of this Thesis (Open Access) must comply with the Terms of Use for material posted in DigitalCommons@Linfield, or with other stated terms (such as a Creative Commons license) indicated in the record and/or on the work itself. For more information, or if you have questions about permitted uses, please contact [email protected]. The Chronicles of Narnia, and How C.S. Lewis Created Christian Fantasy Fiction By Amanda Callow Thesis submitted to the Department of Art and Humanities, Linfield College 05/27/2015 Signature redacted Signature redacted The Narnia series by C.S. Lewis is a shining example of twentieth-century childrens’ fiction. Many children (and adults) have fallen in love with the books, without ever knowing that it was not ultimately intended to solely be a work of fantasy. The genius of C.S. Lewis's The Chronicles of Narnia was to artfully combine traditional Christian themes and iconography, with symbols from other mythic traditions, and narrative elements of his own. -
From: the Good Guys and the Bad Guys Lou Markos, Ph.D
From: The Good Guys and the Bad Guys Lou Markos, Ph.D. Compared to the White Witch, the bad guy of Prince Caspian (Uncle Miraz) is a more standard villain, recognizable from both fiction and history. He is the power-hungry usurper who (like Claudius in Hamlet) kills his own brother in order to steal his throne. He even proves willing (as have many tyrants throughout history) to kill his young, innocent nephew (Caspian) as a way of securing his own dynastic line. Miraz is one in a long line of Telmarine Kings (some, like Caspian’s father, good, but most of them bad) who have seized control of Narnia and driven the talking beasts underground. In many ways, they have transformed the once innocent and carefree Narnia into a police state ruled by fear and suspicion. Again, the situation is a familiar one, but Lewis adds to it a subtle twist that brings out more fully the precise nature of Miraz’s evil. You see, it is not enough for Miraz that he and his heirs have expelled the talking beasts (and with them, their messianic hope in Aslan). Miraz’s true goal is to obliterate even the memory of Aslan and the talking beasts by converting those sacred memories into lies and superstitions. If he has his way, the history of Narnia will be so rewritten as to leave out both the sacrifice and resurrection of Aslan and the ancient faith and deeds of his followers. He is, to use the language of our own world, a secular humanist with a vengeance! When the young Caspian asks him about the “old stories” of Aslan and the Four Kings and Queens, Miraz ridicules the boy and attempts to strangle his yearning for the old days. -
C.S. Lewis' Passages: Chronological Age and Spiritual Development in Narnia
Volume 11 Number 3 Article 10 Winter 2-15-1985 C.S. Lewis' Passages: Chronological Age and Spiritual Development in Narnia Doris T. Myers Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Myers, Doris T. (1985) "C.S. Lewis' Passages: Chronological Age and Spiritual Development in Narnia," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 11 : No. 3 , Article 10. Available at: https://dc.swosu.edu/mythlore/vol11/iss3/10 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Admires the ways the Chronicles balance the idea that chronological age of characters is relatively unimportant with the concept of “spiritual age”—tasks of spiritual development associated with particular stages in life. Additional Keywords Lewis, C.S.—Characters—Chronological age; Lewis, C.S.—Characters—Spiritual development; Lewis, C.S.