The Myth of the Creation of Woman in Genesis 2: 18–23 and Its Possible Translations – the Consequences for Christian Anthropology
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Sin. Systematic Theology.Wayne Grudem
Systematic Theology Wayne Grudem Chapter 24! SIN What is sin? Where did it come from? Do we inherit a sinful nature from Adam? Do we inherit guilt from Adam? EXPLANATION AND SCRIPTURAL BASIS A. The Definition of Sin The history of the human race as presented in Scripture is primarily a history of man in a state of sin and rebellion against God and of God’s plan of redemption to bring man back to himself. Therefore, it is appropriate now to consider the nature of the sin that separates man from God. We may define sin as follows: Sin is any failure to conform to the moral law of God in act, attitude, or nature. Sin is here defined in relation to God and his moral law. Sin includes not only individual acts such as stealing or lying or committing murder, but also attitudes that are contrary to the attitudes God requires of us. We see this already in the Ten Commandments, which not only prohibit sinful actions but also wrong attitudes: “You shall not covet your neighbor’s house. You shall not covet your neighbor’s wife, or his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor” (Ex. 20:17 NIV). Here God specifies that a desire to steal or to commit adultery is also sin in his sight. The Sermon on the Mount also prohibits sinful attitudes such as anger (Matt. 5:22) or lust (Matt. 5:28). Paul lists attitudes such as jealousy, anger, and selfishness (Gal. 5:20) as things that are works of the flesh opposed to the desires of the Spirit (Gal. -
The Fall of Satan in the Thought of St. Ephrem and John Milton
Hugoye: Journal of Syriac Studies, Vol. 3.1, 3–27 © 2000 [2010] by Beth Mardutho: The Syriac Institute and Gorgias Press THE FALL OF SATAN IN THE THOUGHT OF ST. EPHREM AND JOHN MILTON GARY A. ANDERSON HARVARD DIVINITY SCHOOL CAMBRIDGE, MA USA ABSTRACT In the Life of Adam and Eve, Satan “the first-born” refused to venerate Adam, the “latter-born.” Later writers had difficulty with the tale because it granted Adam honors that were proper to Christ (Philippians 2:10, “at the name of Jesus, every knee should bend.”) The tale of Satan’s fall was then altered to reflect this Christological sensibility. Milton created a story of Christ’s elevation prior to the creation of man. Ephrem, on the other hand, moved the story to Holy Saturday. In Hades, Death acknowledged Christ as the true first- born whereas Satan rejected any such acclamation. [1] For some time I have pondered the problem of Satan’s fall in early Jewish and Christian sources. My point of origin has been the justly famous account found in the Life of Adam and Eve (hereafter: Life).1 1 See G. Anderson, “The Exaltation of Adam and the Fall of Satan,” Journal of Jewish Thought and Philosophy, 6 (1997): 105–34. 3 4 Gary A. Anderson I say justly famous because the Life itself existed in six versions- Greek, Latin, Armenian, Georgian, Slavonic, and Coptic (now extant only in fragments)-yet the tradition that the Life drew on is present in numerous other documents from Late Antiquity.2 And one should mention its surprising prominence in Islam-the story was told and retold some seven times in the Koran and was subsequently subject to further elaboration among Muslim exegetes and storytellers.3 My purpose in this essay is to carry forward work I have already done on this text to the figures of St. -
Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels
A R C H O N S HIDDEN RULERS THROUGH THE AGES A R C H O N S HIDDEN RULERS THROUGH THE AGES WATCH THIS IMPORTANT VIDEO UFOs, Aliens, and the Question of Contact MUST-SEE THE OCCULT REASON FOR PSYCHOPATHY Organic Portals: Aliens and Psychopaths KNOWLEDGE THROUGH GNOSIS Boris Mouravieff - GNOSIS IN THE BEGINNING ...1 The Gnostic core belief was a strong dualism: that the world of matter was deadening and inferior to a remote nonphysical home, to which an interior divine spark in most humans aspired to return after death. This led them to an absorption with the Jewish creation myths in Genesis, which they obsessively reinterpreted to formulate allegorical explanations of how humans ended up trapped in the world of matter. The basic Gnostic story, which varied in details from teacher to teacher, was this: In the beginning there was an unknowable, immaterial, and invisible God, sometimes called the Father of All and sometimes by other names. “He” was neither male nor female, and was composed of an implicitly finite amount of a living nonphysical substance. Surrounding this God was a great empty region called the Pleroma (the fullness). Beyond the Pleroma lay empty space. The God acted to fill the Pleroma through a series of emanations, a squeezing off of small portions of his/its nonphysical energetic divine material. In most accounts there are thirty emanations in fifteen complementary pairs, each getting slightly less of the divine material and therefore being slightly weaker. The emanations are called Aeons (eternities) and are mostly named personifications in Greek of abstract ideas. -
Janson. History of Art. Chapter 16: The
16_CH16_P556-589.qxp 12/10/09 09:16 Page 556 16_CH16_P556-589.qxp 12/10/09 09:16 Page 557 CHAPTER 16 CHAPTER The High Renaissance in Italy, 1495 1520 OOKINGBACKATTHEARTISTSOFTHEFIFTEENTHCENTURY , THE artist and art historian Giorgio Vasari wrote in 1550, Truly great was the advancement conferred on the arts of architecture, painting, and L sculpture by those excellent masters. From Vasari s perspective, the earlier generation had provided the groundwork that enabled sixteenth-century artists to surpass the age of the ancients. Later artists and critics agreed Leonardo, Bramante, Michelangelo, Raphael, Giorgione, and with Vasari s judgment that the artists who worked in the decades Titian were all sought after in early sixteenth-century Italy, and just before and after 1500 attained a perfection in their art worthy the two who lived beyond 1520, Michelangelo and Titian, were of admiration and emulation. internationally celebrated during their lifetimes. This fame was For Vasari, the artists of this generation were paragons of their part of a wholesale change in the status of artists that had been profession. Following Vasari, artists and art teachers of subse- occurring gradually during the course of the fifteenth century and quent centuries have used the works of this 25-year period which gained strength with these artists. Despite the qualities of between 1495 and 1520, known as the High Renaissance, as a their births, or the differences in their styles and personalities, benchmark against which to measure their own. Yet the idea of a these artists were given the respect due to intellectuals and High Renaissance presupposes that it follows something humanists. -
Do Creation and Flood Myths Found World Wide Have a Common Origin?
The Proceedings of the International Conference on Creationism Volume 5 Print Reference: Pages 517-528 Article 47 2003 Do Creation and Flood Myths Found World Wide Have a Common Origin? Jerry Bergman Northwest State College Follow this and additional works at: https://digitalcommons.cedarville.edu/icc_proceedings DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to [email protected]. Browse the contents of this volume of The Proceedings of the International Conference on Creationism. Recommended Citation Bergman, Jerry (2003) "Do Creation and Flood Myths Found World Wide Have a Common Origin?," The Proceedings of the International Conference on Creationism: Vol. 5 , Article 47. Available at: https://digitalcommons.cedarville.edu/icc_proceedings/vol5/iss1/47 DO CREATION AND FLOOD MYTHS FOUND WORLD WIDE HAVE A COMMON ORIGIN? Jerry Bergman, Ph.D. Northwest State College Archbold, OH 43543 KEYWORDS: Creation myths, the Genesis account of creation, Noah’s flood ABSTRACT An extensive review of both creation and flood myths reveals that there is a basic core of themes in all of the extant creation and flood myths. This fact gives strong evidence of a common origin of the myths based on actual historical events. -
How the World Was Made a Cheyenne Creation Myth
How the World Was Made A Cheyenne Creation Myth At the beginning of time, there was nothing but darkness. Maheo the All Spirit lived alone in this darkness. He was tired of the dark—there was nothing to see and nothing to hear. Maheo was very powerful and he decided to use his power to create the world. Maheo created water in the form of a great salty lake and decided that all life would come from this water. At first, he made animals that swim in the water like fish. Next, Maheo created the sand at the bottom of the giant salty lake. Then he created bottom-feeding creatures like snails, lobsters, and mussels to live on that sand. 1 © 2018 Reading Is Fundamental • Content and art created by Simone Ribke How the World Was Made Next, Maheo made animals that live on the water. These included many types of birds such as geese, terns, loons, and ducks. Maheo delighted to hear their wings flapping and their feet splashing on the water. But Maheo could only hear them, he could not see them. “I would like to see the things I created,” Maheo said to himself. So Maheo created light and delighted in seeing all the fish swimming in the water and all the birds swimming on the water. “How beautiful,” Maheo said to himself, for he was truly amazed by his creations. Soon, a goose called out to Maheo: “Great Maheo, thank you for making this wonderful world. We are so happy, but the birds are not fish. -
Using Scriptural Data to Calculate a Range-Qualified Chronology from Adam to Abraham
Using Scriptural Data to Calculate a Range-Qualified Chronology from Adam to Abraham With Comments on Why the "Open"-or-"Closed" Genealogy Question Is Chronometrically Irrelevant By: Thomas D. Ice, Th.M., Ph.D. Director, Pre-Trib Research Center Adjunct Professor, Tyndale Theological Seminary James J. Scofield Johnson, Th.D., D.C.Ed. Master Faculty, LeTourneau University Biblical Languages Instructor, Cross Timbers Institute Presented at the Southwest Regional Meeting of the Evangelical Theological Society at The Criswell College in Dallas, Texas on March 1, 2002. And God said, "Let there be lights in the firmament of the heaven to divide the day from the night; and let them be for signs, and for seasons, and for days, and for years...." (Genesis 1:14) I. Introductory Overview God intended that His human creatures would be able to use the sun to calculate time on Earth, in years.1 The regular amount of time used when the Earth orbits around the sun is called a "year."2 Because earthly sun-orbits recur on a regular3 basis (and that is reliable and true because God made it to be so), years are a reliable and true time-unit for quantifying time on the Earth.4 The physical universe exists in space, time, and matter-energy (the latter category being a more technical name for "stuff"). God made time "in the beginning," at the same time when He made space and matter-energy. God works in time, not because He must but because He wanted to. God made mankind to live, on Earth, inside time (and space and stuff). -
The Divine Wisdom of Michelangelo in "The Creation of Adam" Author(S): Maria Rzepińska Source: Artibus Et Historiae, Vol
The Divine Wisdom of Michelangelo in "The Creation of Adam" Author(s): Maria Rzepińska Source: Artibus et Historiae, Vol. 15, No. 29 (1994), pp. 181-187 Published by: IRSA s.c. Stable URL: http://www.jstor.org/stable/1483492 . Accessed: 28/08/2011 13:02 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. IRSA s.c. is collaborating with JSTOR to digitize, preserve and extend access to Artibus et Historiae. http://www.jstor.org MARIARZEPINSKA The Divine Wisdom of Michelangelo in The Creationof Adam The reemergence of long obscured details in Michel- Jesus from the Doni Tondo,de Tolnaysays, and he concludes angelo's newly cleaned frescoes on the ceiling of the Sistine that just as the female figure is the idea of Eve, so the putto is Chapel has prompted fresh interest in the ideological pro- the idea of Christ.3Michelangelo thus intended to convey the gram as a whole.' The focus of this article is one such detail in Platonic view that these two ideas had already preexisted in The Creation of Adam [Figs. 1-2]. This is a female figure sur- God's mind.4 rounded by smaller figures enveloped in the windblown Another interpretation of the puzzling female figure has mantle of the Creator,and identifiableas putti or angels. -
Every Creation Story
Every Creation Story Creation from chaos Chaos (cosmogony) Enûma Eliš (Babylonian creation myth) Genesis creation myth (Judaism, Christianity and Islam) Greek cosmogonical myth Jamshid Korean creation narratives Kumulipo Leviathan (Book of Job 38–41 creation myth) Mandé creation myth Pangu Raven in Creation Serer creation myth Sumerian creation myth Tungusic creation myth Unkulunkulu Väinämöinen Viracocha Earth diver Earth-diver Ainu creation myth Cherokee creation myth Iroquois creation myth Väinämöinen Yoruba creation myth Ob-Ugric creation myth Emergence Emergence Hopi creation myth Maya creation of the world myth Diné Bahaneʼ (Navajo) Zuni creation myth ( creation of self ) Ex nihilo Debate between sheep and grain Barton cylinder Ancient Egyptian creation myths Kabezya-Mpungu Māori myths Mbombo Ngai Popol Vuh World parent World parent Coatlicue Enûma Eliš Greek cosmogonical myth Greek cosmogonical myth Heliopolis creation myth Hiranyagarbha creation myth Kumulipo Rangi and Papa Völuspá Divine twins Divine twins Proto-Indo-European creation myths Regional Africa Ancient Egyptian creation myths Fon creation myth Kaang creation story (Bushmen) Kintu myth (Bugandan) Mandé creation myth Mbombo (Kuba, Bakuba or Bushongo/Boshongo) Ngai (Kamba, Kikuyu and Maasai ) Serer creation myth (cosmogony of the Serer people of Senegal, the Gambia and Mauritania) Unkulunkulu (Zulu) Yoruba creation Americas Mesoamerica Coatlicue (Aztec) Maya creation of the world myth Popol Vuh (Quiché Mayan) Mid North America Anishinaabeg creation stories Cherokee creation -
Sacred Art and the Beatitudes Obedience
The Creation of Adam BY MICHELANGELO BUONARROTI (C. 1511) Michelangelo Buonarroti, “The Creation of Adam.” Circa 1511. Fresco. Sistine Chapel, Apostolic Palace, Vatican City. DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG Sacred Art and the Beatitudes Our Ultimate End Is Heaven The Creation of Adam, by Michelangelo Buonarroti (c. 1511) Directions: Take some time to quietly view and reflect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your classmates. Conversation Questions 1. Whom do you see in this fresco, and what appears to be happening? 2. What do you notice about the colors the artist chose? How does the light look? Where is it coming from? 3. What are some feelings that this painting inspires in you? 4. How does Adam’s posture differ from the Father’s? 5. Why do you think Michelangelo painted the Father’s hand and Adam’s hand almost, but not quite, touching? 6. Who do you think are the figures with the Father? Why do you think so? 7. Read Genesis 1:26-27. How does this painting enhance your understanding of these verses? 8. Some physicians have suggested that the shape behind God the Father resembles the outline of a human brain. If this is true, why might Michelangelo have painted it that way? 9. How does this painting depict the ultimate end for which we are created? © SOPHIA INSTITUTE FOR TEACHERS 3 The Calling of St. Matthew BY CARAVAGGIO (C. 1599-1600) Caravaggio, The Calling of St. -
Lesson 2 the Fall of Man Genesis 2
Lesson 2 The Fall of Man Genesis 2 OBJECTIVE: To develop better work habits to improve your work. To understand rest is important for efficiency. To understand you are a unique and special person. Chapter One Review: God Worked Lesson Idea 1: Improve Your Work Habits In this chapter, God is completing His work. He worked for six straight days, designing and creating and forming all that He wanted upon the earth. QUESTION: What do we notice about God’s work habits from chapter one? Note five characteristics about the way God went about His work: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 5. ______________________________________ Describe your current work habits: _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ What is it that you need to change about your work habits in order to be more efficient? _________________________________________________________________________________________________________________________ One important point to note about God: *God had no one else to help Him. Everything He needed to design a world was within Him. What does that say about you, as one who is created in the image of God? Work Advice: “Spend time studying your craft.” Chapter Two: God Rested Lesson Idea 2: Take a Day for Rest Read Genesis 2:1-3 God did something very interesting after His six days of working. When everything was done, verse two says He rested. As a result, from all the work that He had done, all the energy He exhibited, and all the mental thinking, He rested. 6 God on the seventh day did two things: 1. He blessed the seventh day – He “praised” the seventh day 2. -
Comparative World Mythology
Comparative World Mythology Harriet Schlueter INTRODUCTION The high school where I teach is in the process of a transformation. It was once a predominantly white school with a high number of graduates going to four-year colleges on academic scholarships. In the past fifteen years, the focus has changed. Discipline relegates academics to the back seat. Many of our students come from lower income families and must work to make ends meet at home. They are happy to get the 70 they need for passing rather than strive for a higher grade because they do not have the time to do their homework. Many of the parents do not encourage the students in the way that is a teacher's dream. Most of the motivation comes from the students themselves or from the teachers. Few students have access to computers, books, magazines, or encyclopedias. The school also does not have adequate facilities to accommodate an entire classroom set aside to have one computer per student with a working printer. The only classrooms with a "class set" of computers are the computer labs. This makes it difficult to use the Internet as the powerful teaching and research tool it could be. Also, the library in my school has very few recent books on mythology. Some of the books even date back to the 1930's. Because the students do not have much time once they leave school to work on their projects, I have set up a unit that takes place in the classroom. It combines both group work and individual work.