The Love of God As a Consistent Jewish Response to Modernity
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The Existentialism of Martin Buber and Implications for Education
This dissertation has been microfilmed exactly as received 69-4919 KINER, Edward David, 1939- THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION. The Ohio State University, Ph.D., 1968 Education, general University Microfilms, Inc., Ann Arbor, Michigan THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Edward David Kiner, B.A., M.A. ####*### The Ohio State University 1968 Approved by Adviser College of Education This thesis is dedicated to significant others, to warm, vital, concerned people Who have meant much to me and have helped me achieve my self, To people whose lives and beings have manifested "glimpses" of the Eternal Thou, To my wife, Sharyn, and my children, Seth and Debra. VITA February 14* 1939 Born - Cleveland, Ohio 1961......... B.A. Western Reserve University April, 1965..... M.A. Hebrew Union College Jewish Institute of Religion June, 1965...... Ordained a Rabbi 1965-1968........ Assistant Rabbi, Temple Israel, Columbus, Ohio 1967-1968...... Director of Religious Education, Columbus, Ohio FIELDS OF STUDY Major Field: Philosophy of Education Studies in Philosophy of Education, Dr. Everett J. Kircher Studies in Curriculum, Dr. Alexander Frazier Studies in Philosophy, Dr. Marvin Fox ill TABLE OF CONTENTS Page DEDICATION............................................. ii VITA ................................................... iii INTRODUCTION............................ 1 Chapter I. AN INTRODUCTION TO MARTIN BUBER'S THOUGHT....... 6 Philosophical Anthropology I And Thou Martin Buber and Hasidism Buber and Existentialism Conclusion II. EPISTEMOLOGY . 30 Truth Past and Present I-It Knowledge Thinking Philosophy I-Thou Knowledge Complemented by I-It Living Truth Buber as an Ebdstentialist-Intuitionist Implications for Education A Major Problem Education, Inclusion, and the Problem of Criterion Conclusion III. -
An Anselmian Approach to Divine Simplicity
Faith and Philosophy: Journal of the Society of Christian Philosophers Volume 37 Issue 3 Article 3 7-1-2020 An Anselmian Approach to Divine Simplicity Katherin A. Rogers Follow this and additional works at: https://place.asburyseminary.edu/faithandphilosophy Recommended Citation Rogers, Katherin A. (2020) "An Anselmian Approach to Divine Simplicity," Faith and Philosophy: Journal of the Society of Christian Philosophers: Vol. 37 : Iss. 3 , Article 3. DOI: 10.37977/faithphil.2020.37.3.3 Available at: https://place.asburyseminary.edu/faithandphilosophy/vol37/iss3/3 This Article is brought to you for free and open access by the Journals at ePLACE: preserving, learning, and creative exchange. It has been accepted for inclusion in Faith and Philosophy: Journal of the Society of Christian Philosophers by an authorized editor of ePLACE: preserving, learning, and creative exchange. applyparastyle "fig//caption/p[1]" parastyle "FigCapt" applyparastyle "fig" parastyle "Figure" AQ1–AQ5 AN ANSELMIAN APPROACH TO DIVINE SIMPLICITY Katherin A. Rogers The doctrine of divine simplicity (DDS) is an important aspect of the clas- sical theism of philosophers like Augustine, Anselm, and Thomas Aquinas. Recently the doctrine has been defended in a Thomist mode using the intrin- sic/extrinsic distinction. I argue that this approach entails problems which can be avoided by taking Anselm’s more Neoplatonic line. This does involve AQ6 accepting some controversial claims: for example, that time is isotemporal and that God inevitably does the best. The most difficult problem involves trying to reconcile created libertarian free will with the Anselmian DDS. But for those attracted to DDS the Anselmian approach is worth considering. -
A Gnostic Catechism
Ecclesia Gnostica A Gnostic Catechism Prepared by The Most Reverend Stephan A. Hoeller Los Angeles, California A.D. 1998 © Stephan A. Hoeller, 1998 Electronic Edition printed by The Gnostic Society Press, 2010 ii CONTENTS Preface ____________________________________________________________________ v Prayers and Creeds _____________________________________________________ 1 Lesson I. Of God And The Universe ___________________________________ 8 Lesson II. Of The Spiritual Worlds and the Demiurge ____________ 13 Lesson III. Of the Human Being ______________________________________ 18 Lesson IV. Of Gnosis and Salvation __________________________________ 21 Lesson V. Of the Lord Christ __________________________________________ 24 Lesson VI. Of Our Lady Sophia _______________________________________ 28 Lesson VII. Of the Holy Spirit and Grace ____________________________ 32 Lesson VIII. Of the Church and the Communion of Saints _______ 35 Lesson IX. Of the Sacraments or Mysteries ________________________ 41 Lesson X. Of the Sacraments, Considered Singly: Part I _________ 45 Lesson XI. Of the Sacraments, Considered Singly: Part II ________ 51 Appendix A. Prayer ____________________________________________________ 56 Appendix B. The Gnostic in the World ______________________________ 57 Bibliography ____________________________________________________________ 58 iii iv P R E F A C E Why a Gnostic Catechism? "A Gnostic Catechism? What a preposterous idea and a contradiction in terms to boot!" Such and similar objections are likely to be forthcoming in response to the present effort. The word "catechism" readily conjures up visions of dogmatic belief, enshrined in rigidly formulated articles and designed to be memorized and mindlessly recited by children and by adults of childish minds. Yet a catechism is truly but a compendium of instructions, usually of a religious nature, arranged in the form of questions and answers. -
The Foundations of Martin Buber's Authenticity
University of Rhode Island DigitalCommons@URI Open Access Master's Theses 1974 Wirklichkeit and Verantwortung: The Foundations of Martin Buber's Authenticity James Patrick Glasson University of Rhode Island Follow this and additional works at: https://digitalcommons.uri.edu/theses Recommended Citation Glasson, James Patrick, "Wirklichkeit and Verantwortung: The Foundations of Martin Buber's Authenticity" (1974). Open Access Master's Theses. Paper 1537. https://digitalcommons.uri.edu/theses/1537 This Thesis is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Master's Theses by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. WIRKLlg RKEI T AND YEfl ANTWORTUNGi i:£1HF: FOUNDATIONS OF rv1.:.a..R rfI N BUBER'S AUTHENTICI TY BY .,TAMES PA1fRICK GLASSON A THESIS SUBMIT'rED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTEROF ARTS IN PHILOSOPHY UNIVERSITYOF RHODEISLA ND 1974 THESIS ABSTRACT This study will investigate the foundations cf Ma-rtin Buber's authenticity. 1l1he problem of the foundations of authenticity arises in Jean-Paul Sartre who makes contra dictory claims when he says on the one hand there are no objective ethical values while on the other says "we ought to be authentic". The questions are 1 , Can authenticity be separated from objective values and still impose an obliga tion? And what are the foundations for saying "we ought to be authentic"? In the first section Buber's notion of Wirklich keit · (actuality) is examined and will be shown. to provide some legitimate foundation for authenticity oy implying an obliga.tion in reference to what man "ought to be". -
RELI 3850: God in Israel: Historical Encounters NOTE THIS COURSE OUTLINE IS NOT FINAL UNTIL the FIRST DAY of CLASS
RELI 3850: God in Israel: Historical Encounters NOTE THIS COURSE OUTLINE IS NOT FINAL UNTIL THE FIRST DAY OF CLASS. The most up‐to‐date version of the syllabus is on CULearn CARLETON UNIVERSITY GOD IN ISRAEL: HISTORICAL ENCOUNTERS COLLEGE OF THE HUMANITIES RELI 3850: TOPICS IN STUDY OF RELIGION ABROAD RELIGION PROGRAM Israel: May 4‐27, 2014 Dr. Deidre Public course web site for info and uploading blogs [email protected] about the course www.carleton.ca/studyisrael Dr. Shawna Dolansky Official Course Facebook page: public fb page for [email protected] friends and families to see where we are going. Post photos, videos, tweet about the course. https://www.facebook.com/studyisraelwithZC CU Learn site for readings and grades Description: This third‐year travel course will survey religious history through geographical exploration of famous sites all over Israel: biblical Israel at the Temple Mount; origins of Christianity out of Judaism in the Galilee and in Jerusalem; Second Temple Judaism at Qumran and Masada; Rabbinic Judaism in ancient synagogues and in a special exhibit at the Israel Museum; the Crusades at the ruins of a Crusader fortress; Jewish mysticism in 17th century Safed; the Holocaust at Yad Vashem; modern Israel at the Knesset, a kibbutz, the Baha’i Temple in Haifa, and the beaches of Tel Aviv. Required Texts: Required readings This travel course includes travel in Israel from prepare you for class lectures, May 4‐27 with course requirements beginning discussions and site visits. Always read before travel. the required text prior to the site visit. Course Requirements: Required texts include online readings 30% Participation linked through the CU Learn web site 20% Presentation or Web Page 50% Blogs or Research paper see details below YOUR PROFESSORS: As the Jewish Studies specialist of the Religion Program, Professor Deidre Butler brings together her general expertise in Jewish Studies and Religion with an emphasis on contemporary Jewish life, modern Jewish thought, Holocaust, and gender and sexuality. -
On Distorting the Love, of God* Τ D
BIBLIOTHECA SACRA 156 (January-March 1999): 3-12 ON DISTORTING THE LOVE, OF GOD* τ D. A. Carson JL he title of this series, "The Difficult Doctrine of the Love of God," might lead some to question my sanity. If I were speak• ing about "The Difficult Doctrine of the Trinity," or "The Diffi• cult Doctrine of Predestination," at least the title would be coher• ent. Is not the doctrine of the love of God easy, compared with such high-flown and mysterious teachings? W H Y THE DOCTRINE O F THE LOVE OF G O D MUST B E J U D G E D DIFFICULT This doctrine is difficult for at least five reasons. First, the over• whelming majority of people who believe in God, however they think he, she, or it may be understood, believe God is a loving Being. But that is what makes the task of Christian witnessing so daunting. For with increasing frequency this widely dissemi• nated belief in the love of God is set in some matrix other than biblical theology. The result is that when informed Christians talk about the love of God they mean something very different from what is meant in the surrounding culture. Worse, neither side may perceive that this is the case. Consider some recent products of the film industry, that celluloid preserve that both reflects and shapes American culture. Science-fiction space films may be divided into two kinds. Perhaps the more popular ones are the slam-bang-shoot-'em-up kind, such as July Fourth, or the four-part Alien series, complete with loathsome evil. -
Martin Buber and Immanuel Kant on Mutual Respect and the Liberal State
Martin Buber and Immanuel Kant on Mutual Respect and the Liberal State Steven M. DeLue Miami University Buber’s and Kant’s views as to how to achieve mutual respect are intertwined, contrary to the way each would likely see the other’s position. To this end, the author discussed each writer’s view of mutual respect and shows how the deficiencies in each are made up for in the arguments of the other. The author concludes by suggesting that a conception of liberal civil society, at its best and most democratic, embodied both Buber’s and Kant’s views of mutual respect. I. Introduction: Buber and Kant on Toleration and Mutual Respect Toleration, often considered a central value in a liberal regime that is committed to provide to each citizen fundamental rights, can ironically be liberalism’s undoing. Toleration suggests a “live and let” live attitude toward difference. People who practice toleration learn to ignore what they distrust or do not understand. And what people distrust or ignore, they may over time begin to fear and later, as fear grows, to hate. And when this happens, toleration itself becomes the source of illiberal attitudes toward difference. Since rights are in part protected by sympathetic rights- regarding attitudes, the mindset emanating from toleration can make it difficult to secure the rights that liberalism promises. In consequence, toleration must be buttressed by mutual respect, which directs people to communicate with each other in such a way that they create spaces in society for difference to thrive and for the rights of others, no matter how different, to be preserved (DeLue, 2002, 16-18). -
Foundations for Ethics
SECTION I Foundations for Ethics Change happens whether we want it or not. ▸ Introduction ealth care is in a constant state of change and challenge, which is likely to continue into its future. Therefore, this quote from the ancient philosopher, Heraclitus, rings true Hfor healthcare administrators (HCAs). In this introduction, consider an example of how change can affect care and its ethics. For example, the rapid growth of technology promises more efficient and effective care along with the ability to treat health conditions and improve outcomes. Of course, technology’s impressive outcomes will also bring challenges for health administrators in the areas of finance, staffing, and patient demands. How does this climate of change affect the HCA’s ability to pro- vide both fiscally sound and ethics- based health care? First, HCAs need to continue providing an environment where patients receive both appropriate and compassionate care. In addition, they must create, adapt, and support the complex healthcare system structure that responds to change. As stewards of current and future resources, HCAs are required to protect these resources and ensure that they are used ethically. These serious responsibilities can only increase in this epoch of change. To address these concerns, HCAs must also be prepared to go beyond patient care. They must respond to the business needs of health care with respect to the patient, staff members, organization, © Panuwat Dangsungnoen/EyeEm/Getty Images Dangsungnoen/EyeEm/Getty © Panuwat and the community. This challenge requires HCAs to have a base in ethics and apply their professional knowledge and skills. In addition, these challenges mandate a deeper application of ethics through appropriate behaviors that maintain both personal integrity and that of their organizations. -
Does Classical Theism Deny God's Immanence?
Scholars Crossing LBTS Faculty Publications and Presentations 2003 Does Classical Theism Deny God's Immanence? C. Fred Smith Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/lts_fac_pubs Recommended Citation Smith, C. Fred, "Does Classical Theism Deny God's Immanence?" (2003). LBTS Faculty Publications and Presentations. 147. https://digitalcommons.liberty.edu/lts_fac_pubs/147 This Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in LBTS Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. BiBLiOTHECA SACRA 160 (January-March 2003): 23-33 DOES CLASSICAL THEISM DENY GOD'S IMMANENCE? C. Fred Smith HE CONCEPT OF THE OPENNESS OF GOD has recently gained a foothold among some evangelical thinkers. Others who have T sought to refute this view have done so by emphasizing God's transcendent qualities. This article examines the criticism of clas sical theism by advocates of open theism and seeks to demonstrate that they portray classical theism inaccurately and that they have accepted a false understanding of God. OVERVIEW OF OPEN THEISM The movement's foundational text is The Openness of God, pub lished in 1994.l Most of what open theists have said since then amounts to a reiteration of arguments made in that book. Basic to open theism is the idea that God's being is analogous to that of humans, and so God experiences reality in ways similar to the ex periences of human beings. As evidence of this point Rice cites the fact that humankind is created in the image of God.2 In addition C. -
Becoming Dialogue; Martin Buber's Concept of Turning to the Other As Educational Praxis
BECOMING DIALOGUE; MARTIN BUBER'S CONCEPT OF TURNING TO THE OTHER AS EDUCATIONAL PRAXIS by Charles Scott Bachelor of Home Economics, University of British Columbia, 1983 DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Faculty of Education © Charles Scott 2011 SIMON FRASER UNIVERSITY Spring 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for Fair Dealing. Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Charles Scott Degree: Doctor of Philosophy Title of Thesis: Becoming dialogue; Martin Buber’s Concept of Turning to the Other as Educational Praxis Examining Committee: Chair: Dr. Robin Brayne Director, Graduate Programs, Faculty of Education ___________________________________________ Dr. Carolyn Mamchur, Professor Senior Supervisor ___________________________________________ Dr. Sean Blenkinsop, Assistant Professor Supervisor ___________________________________________ Dr. Celeste Snowber, Associate Professor [Internal - External] Examiner __________________________________________ Dr. Maurice Friedman, Professor Emeritus, San Diego State University [External] Examiner Date Defended/Approved: ___________________________________________ ii Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. -
Names of God Bible Study 5-30
Alpha & Omega A Study on the Names of God a contemplation on Identity and Self Worth based upon whose, rather than who, we are Kay Wyma & Candy Hill There is something in every Name of God which may breed faith in our souls. Whether we know him as Jehovah, Elohim, Shaddai, or Lord, or by whatsoever other name he has been pleased to manifest himself, that title becomes the ground of our confidence, and is the means of fostering faith in his people’s minds, when they come to understand its meaning. To a trembling people the Lord enlarges on his wonderful names. I think he also does it to excite our wonder and our gratitude. He that loves us so much is Jehovah: he that can create and destroy; he that is the self-existent God; he, even he, has set his heart upon his people, and loves them and counts them precious in his sight. It is a marvelous thing. The more one thinks of it, the more shall he be overwhelmed with astonishment, that he who is everything should love us…i - Charles Spurgeon Copyright 2018, Kay Wills Wyma Elohim Creator Jehovah/Yahweh Self-Existent One Jehovah Jireh The LORD will Provider Jehovah Nissi The LORD is our Banner El Roi God Who Sees Jehovah Rapha The LORD Who Heals Jehovah Raah The LORD is Shepherd Jehovah Shalom The LORD is Peace Jehovah Sabaoth The LORD of Hosts El Shaddai All Sufficient One El Elyon Most High God Abba Father Alpha & Omega A devotional on the Names of God & a study on Identity and Self-Worth based upon whose, rather than who, we are What’s in a name? A lot. -
CURRICULUM VITAE Jon D. Levenson Contents
CURRICULUM VITAE Jon D. Levenson Contents: Personal and Educational pp. 1–2 Areas of Specialization p. 2 Foreign Study p. 2 Prizes and Commendations p. 2–3 Teaching Experience pp. 3 Professional Societies p. 3–4 Offices Held pp. 4 Consulting Experience p. 4 Publications pp. 4–16 Academic Presentations pp. 17–28 Other Presentations pp. 28–40 Education: Ph.D. Department of Near Eastern Languages and Civilizations, Harvard University, 1975 M.A. Department of Near Eastern Languages and Civilizations, Harvard University, 1974 B.A. summa cum laude in English, Harvard College, 1971 Areas of Specialization: Theological traditions in ancient Israel (biblical and rabbinic periods) Literary Interpretation of the Hebrew Bible Midrash History of Jewish biblical interpretation Modern Jewish theology Jewish-Christian relations Foreign Study: One year of research in Jerusalem, Israel, on a full-salary grant from Wellesley College, 1980–81 Modern Hebrew language and culture at Ulpan Akiva, Netanya, Israel, summer 1971. Granted certificate from the Ministry of Education and Culture Italian language and art at the Centro di Cultura per Stranieri, University of Florence, Italy, summer 1968 Jon D. Levenson, CV Prizes and Commendations: Listed as one of “The Top 100 People Positively Influencing Jewish Life, 2015,” by the Algemeiner Journal. Listing by Choice of Inheriting Abraham: The Legacy of the Patriarch in Judaism, Christianity, and Islam as one of the Outstanding Academic Titles, 2013. Honorable Mention for the PROSE Award in Theology and Religious Studies, Association of American Publishers (for Resurrection: The Power of God for Christians and Jews, co-authored with Kevin J. Madigan), 2008.