The Agnostic God
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Challenging Humanism: Human-Animal Relations in Recent Postcolonial Novels
Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Borrell, Sally (2009) Challenging humanism: human-animal relations in recent postcolonial novels. PhD thesis, Middlesex University. [Thesis] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/6520/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated. -
Fall 2017 840:212:03 Religions of the Western World MW (2:15-3:35) HCK 214/DC
Rutgers University Dept. of Religion (848-932-9641) Fall 2017 840:212:03 Religions of the Western World MW (2:15-3:35) HCK 214/DC Instructor: Dr. James Pavlin Office: Loree Bldg. 134/DC Office Hours: MW 4:30-5:00 by appointment only, or before/after class in the classroom Email: [email protected] Course Description: The purpose of the course is to introduce the student to the academic study of religion by focusing on the monotheistic religions of the Near Eastern and Western traditions. After reviewing current methodologies and concepts related to the study of religion, the course will focus on the origin and development of the scriptures, beliefs, and practices of Judaism, Christianity, and Islam. Each religion will be studied with particular attention paid to readings of primary sources related to origins and historical developments in terms of theology, mysticism, and authority. SAS Core Code: Historical Analysis (HST), Social Analysis (SCL), Philosophical and Theoretical Issues (AHo) Required Texts: Ludwig, Theodore M. The Sacred Paths of the West, 3rd ed. Upper Saddle River, NJ: Pearson Education Inc., 2006. ISBN: 0-13-153906-X Van Voorst, Robert E. Anthology of World Scriptures: Western Religions. Belmont, CA: Thomson Wadsworth, 2007. ISBN: 0-495-17059-3 Study and Research Resources: The classroom experience will be enhanced through the use of Rutgers’s web based interactive technology called Sakai. All students are required to know how to use Sakai. Although this course is not designed to be an online or hybrid course, Sakai will be our main means of communication outside the classroom. -
Addition to Summer Letter
May 2020 Dear Student, You are enrolled in Advanced Placement English Literature and Composition for the coming school year. Bowling Green High School has offered this course since 1983. I thought that I would tell you a little bit about the course and what will be expected of you. Please share this letter with your parents or guardians. A.P. Literature and Composition is a year-long class that is taught on a college freshman level. This means that we will read college level texts—often from college anthologies—and we will deal with other materials generally taught in college. You should be advised that some of these texts are sophisticated and contain mature themes and/or advanced levels of difficulty. In this class we will concentrate on refining reading, writing, and critical analysis skills, as well as personal reactions to literature. A.P. Literature is not a survey course or a history of literature course so instead of studying English and world literature chronologically, we will be studying a mix of classic and contemporary pieces of fiction from all eras and from diverse cultures. This gives us an opportunity to develop more than a superficial understanding of literary works and their ideas. Writing is at the heart of this A.P. course, so you will write often in journals, in both personal and researched essays, and in creative responses. You will need to revise your writing. I have found that even good students—like you—need to refine, mature, and improve their writing skills. You will have to work diligently at revising major essays. -
LIFE of PI a Fox 2000 Pictures Presentation
MOVIE REVIEW Afr J Psychiatry 2013;16:219 LIFE OF PI A Fox 2000 Pictures Presentation. A Haishang Films / Gil Netter Production. A Film by Ang Lee Film reviewed by Franco P. Visser From the multi award-winning director With the animals destined for and film maker Ang Lee ( Crouching overseas clients, the Patel family Tiger Hidden Dragon, Brokeback boards a Japanese cargo vessel Mountain, Sense and Sensibility ) bound for Canada where the Patel comes a magical and epic film about family hopes to make a new life for the tragic and extraordinary life of Pi themselves following the loss of the Patel. Pi was given the names ‘Piscine zoo. A heavy storm ensues one night Molitor’ by his respected uncle whom whilst travelling to Canada and the he referred to as Mamaji, a famous ship sinks. Pi and the Bengal tiger Indian swimmer, who named him Richard Parker becomes castaways after the famed art deco swimming at sea with no hope of being pool complex next to the Bois de rescued. A magical and adventurous Boulogne Park in Paris. The Piscine journey starts for both Pi and the Molitor swimming pool was built in tiger, and both need to learn to live the late 1920’s and opened by together on a small lifeboat in the amongst others the famous Johnny middle of the Pacific Ocean. As Weissmuller. This pool was also mentioned earlier, a hyena, a zebra where Louis Réard introduced and and an orang-utan also survived the popularised the bikini. Now sadly sinking ship, although needless to closed and vandalised by graffiti say that confined along with a Bengal artists and the like, the Piscine Molitor tiger on a small wooden lifeboat, the remains a landmark historical former three animals do not survive. -
Reading Yann Martel's Life of Pi
INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD ISSN: 2455-0620 Volume - 6, Issue - 8, Aug – 2020 Monthly, Peer-Reviewed, Refereed, Indexed Journal with IC Value: 86.87 Impact Factor: 6.719 Received Date: 01/08/2020 Acceptance Date: 18/08/2020 Publication Date: 31/08/2020 A Saga of Human Resilience: Reading Yann Martel’s Life of Pi Ankita Pandey Research Scholar, Department of English and MEL University of Lucknow, Lucknow, Uttar Pradesh, India Email - [email protected] Abstract: Resilience is all about shifting our perceptions, changing our responses, and experiencing real growth. It is well defined by an American author Elizabeth Edwards “Resilience is accepting your new reality, even if it's less good than the one you had before. You can fight it, you can do nothing but scream about what you've lost, or you can accept that and try to put together something that's good”(“Resilience Remembered”, 2010). Resilient people often have a good sense of humour, patience, action-oriented approach, faith, optimism, tolerance of negative effect, adaptability to change etc. Whether an individual or a group of people, we have numerous examples of people who proved themselves and started their lives again after being badly affected by hazardous situations. Literature has promiscuous stories that deal with human resilience and one of them is Yann Martel’s masterpiece Life of Pi that was published in 2001. Life of Pi is a story of an Indian Tamil boy named Piscine Molitor Patel who was later nicknamed as “Pi”. The story of the novel revolves around the life of Pi who faced a shipwreck and had to survive on a lifeboat in the Pacific Ocean with a Bengal Tiger for 227 days. -
(LPHS) (World Geography) Outreach Learning March 30- April 3, 2020
(LPHS) (World Geography) Outreach Learning March 30- April 3, 2020 World Geography Week of 3/30-4/3 Teacher/Team: 7th Period If there are any questions, please feel free to email me/us at: 8th Period (Email Address of the Teacher Link to TEAMS Folder Previous Lessons: Link to: (Resources). Objectives Objective / I Can: · Create a table on the major religions of East Asia (Shintoism, Confucianism, and Buddhism) and compare to Western religion · Create a timeline of 2 major historical events of the 20th Century to the present that impacted each country. Activities Student Activities: (Resources, videos for students to use.) Go to Teams Folder. Look for the assignment: 1. East Asia Culture (over religions) · Watch the power point. Each religion has a short video attached. You must watch each video before completing the table (attached to the power point). · Write a paragraph comparing these Eastern Religions to Western Religions. 2. Research on-line for the history of each country of East Asia - China, Mongolia, Japan, Taiwan, North Korea and South Korea (must be from the 20th century to present). · Create a timeline of 2 major events for each country with the date, event described, and why it was important (impacted the country) · Submit on a word document (LPHS) (World Geography) Outreach Learning March 30- April 3, 2020 Academic/Instructional Support Schedule: Teacher Support – TEAMS/E-Mail ([email protected]) Office Hours 8am-12pm M-F To Be Graded Assignment for students to submit to TEAMS Folder: 1. Religions assignment will be graded based on 100 points. 2. Timeline assignment will be graded based on 100 points. -
Stpps High School English – Parent Guidance
STPPS HIGH SCHOOL ENGLISH – PARENT GUIDANCE ABOUT LOUISIANA’S ELA GUIDEBOOKS ELA Guidebooks is an English language arts curriculum for core instruction. Made by teachers for teachers, the Guidebook units ensure all students can read, understand, and express their understanding of complex, grade-level texts, ensuring their readiness for college or a career. In the ELA Guidebooks, students: ● explore central questions that connect units in a yearlong pathway; ● examine texts by multiple authors about substantive topics; ● engage in varied opportunities to read, discuss, write, and present; and ● experience integrated instruction and assessment leading to a comprehensive ELA experience. THE STPPS HIGH SCHOOL ENGLISH EXPERIENCE The highly acclaimed texts we explore through our high school English curriculum provide opportunities for students to analyze traditional literature and modern classics in order to examine significant questions. At the high school level, texts of appropriate complexity for college and career readiness inevitably cover topics that are more sophisticated. As one of the aims of education is to help students be ready for life beyond high school, it is essential for students to engage with texts representing authentic issues within society. Additionally, it is important for students to receive an age-appropriate educational experience. Every text is vetted by teachers, district staff, and community members and all high school English teachers receive training and resources connected to the implementation of curriculum. Teachers are prepared with the tools they need to ensure students are both engaged in complex thinking and experiencing age-appropriate content. Finally, we would like to provide all parents and guardians the opportunity to ask questions about our high school English curriculum, teacher training, or instructional process. -
Life of Pi, Historiography, and Psychotherapy
Frausel/1 Rebecca Frausel B.A., English Literature and Psychology Honors Thesis, Spring 2010 Life of Pi, Historiography, and Psychotherapy Thesis Defense: March 31, 2010 Revised: April 3, 2010 Committee Members: Primary Advisor: Karen Jacobs, Associate Professor, Honors Council Representative, Department of English Janice Ho, Assistant Professor, Department of English Secondary Advisor: Mary Klages, Associate Professor, Department of English Mithi Mukherjee, Assistant Professor, Department of History Frausel/2 And better had they ne’er been born, Who read to doubt, or read to scorn. --Sir Walter Scott Maybe God’s silence is an appeal to get beyond factuality. Maybe God’s trick is to call us through the imagination. If you don’t have any imagination, you live a diminished life. The overly reasonable life is a shrunken life. So much alienation in Western cultures is due to an excess of reason. --Yann Martel Frausel/3 Table of Contents Abstract…………………………………………………………………...…………...4 1. Introduction…………………………………………………………………...…….5 2. Hayden White’s “The Historical Text as Literary Artifact”……….………...……..8 3. Narrative Structure: Unspinning the Yarn of Life of Pi….………………..………15 4. Motif #1: Politics………………………………………………………..………...28 5. Motif #2: Anthropomorphism and Zoomorphism…..…………………..…….......32 6. Parallel Stories…...……………………………………………………..…………39 6.1. The Story With Animals and the Story Without Animals………..…………41 6.2. The Narrator and Martel………..…………………………………………...54 7. Conclusion……….……….……………………………………………….………56 Endnotes….…………………..………………………………………………………59 Works Cited.…………………..………………………………………………..……61 Frausel/4 Abstract This thesis explores the relationship between historiography and psychotherapy through an analysis of Yann Martel’s 2001 novel Life of Pi using Hayden White’s essay “The Historical Text as Literary Artifact.” The use of historiography as a psychotherapeutic technique is a fairly recurrent theme in our culture. -
Religious Toleration As Political Theology in the Mongol World Empire of the Thirteenth Century Author(S): Christopher P
Validation by Holiness or Sovereignty: Religious Toleration as Political Theology in the Mongol World Empire of the Thirteenth Century Author(s): Christopher P. Atwood Reviewed work(s): Source: The International History Review, Vol. 26, No. 2 (Jun., 2004), pp. 237-256 Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org/stable/40109471 . Accessed: 22/09/2012 18:20 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]. Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to The International History Review. http://www.jstor.org CHRISTOPHER P. ATWOOD Validationby Holiness or Sovereignty: Religious Toleration as PoliticalTheology in the Mongol World Empireof the Thirteenth Century conquerors have been famous for religious toleration since the time of Edward Gibbon. The willingness to patronize many religions and to acknowledge their followers as praying to the same heaven comes as a refreshing change for students of the Middle Ages. Gibbon pioneered the use of the Mongol case to criticize medieval obscurantism when he interpolated into his account of the decline and fall of the Roman Empire a digression on the religious policy of Chinggis Khan. In the midst of a story whose master narrative was the triumph of barbarism and religion over Roman civility, he found a barbarian whose religious policy anticipated that of the Enlightenment, the second age of civility: But it is the religion of Zingis [Chinggis] that best deserves our wonder and ap- plause. -
Programme 2021 Thank You to Our Partners and Supporters
8–17 October 2021 cheltenhamfestivals.com/ literature #cheltlitfest PROGRAMME 2021 THANK YOU TO OUR PARTNERS AND SUPPORTERS Title Partner Festival Partners The Times and The Sunday Times Australia High Commission Supported by: the Australian Government and the British Council as part of the UK/Australia Season 2021-22 Principal Partners BPE Solicitors Arts Council England Cheltenham BID Baillie Gifford Creative New Zealand Bupa Creative Scotland Bupa Foundation Culture Ireland Costa Coffee Dutch Foundation For Literature Cunard Embassy of the Kingdom of the Netherlands Sky Arts Goethe Institut Thirty Percy Hotel Du Vin Waterstones Marquee TV Woodland Trust Modern Culture The Oldham Foundation Penney Financial Partners Major Partners Peters Rathbones Folio Prize The Daffodil T. S. Eliot Foundation Dean Close School T. S. Eliot Prize Mira Showers University Of Gloucestershire Pegasus Unwin Charitable Trust St. James’s Place Foundation Willans LLP Trusts and Societies The Booker Prize Foundation CLiPPA – The CLPE Poetry Award CLPE (Centre for Literacy in Primary Education) Icelandic Literature Center Institut Francais Japan Foundation Keats-Shelley Memorial Association The Peter Stormonth Darling Charitable Trust Media Partners Cotswold Life SoGlos In-Kind Partners The Cheltenham Trust Queen’s Hotel 2 The warmest of welcomes to The Times and The Sunday Times Cheltenham Literature Festival 2021! We are thrilled and delighted to be back in our vibrant tented Festival Village in the heart of this beautiful spa town. Back at full strength, our packed programme for all ages is a 10-day celebration of the written word in all its glorious variety – from the best new novels to incisive journalism, brilliant memoir, hilarious comedy, provocative spoken word and much more. -
Three Aboriginal Responses to New Age Religion: a Textual ' Interpretation
Volume 14, Number 1 65 THREE ABORIGINAL RESPONSES TO NEW AGE RELIGION: A TEXTUAL ' INTERPRETATION David Pecotic University of Sydney Contemporary students of indigenous religions begin their inquiries by deconstructing misrepresentations about the people they wish to study empirically. Such scholars simultaneously dismiss the New Age as hegemonic and intrusive or destructive of native traditions. The relationship of indigenous peoples toward the New Age, in this case Australian Aboriginal religionists, is ambiguous by comparison. It is the task of this article to examine the continuum of relationships between New Age religion and Aboriginal religions, and to make clearer some of the reasons for this ambiguity. 1. Methodological considerations The approach taken in this paper to the examination of the possible relationships between Aboriginal religions and New Age religion takes its cue from the importance of New Age texts to past successful research concerning New Age religion (Hanegraaff, 1996; Heelas, 1996). However, the texts chosen are instead sourced in different kinds of indigenous self-understanding about New Age religion: The Rock. Travelling to Uluru (Hill, 1994); Yorro Yorro. Aboriginal Creation and the Renewal ofNature: Rock Paintings and Stories from the Australian Kimberleys (Mowaljarlai & Malnic, 1993); Messengers of the Gods. Tribal Elders Reveal the Ancient Wisdom ofthe Earth (Cowan 1993); 'Australian Aboriginal Tradition' (Mafi-Williams, 1999); Dreamkeepers. A Spirit-Journey intoAborigilialAustralia (Arden, 1994). In all cases, the texts are explicitly dialogical, written as a response to perceived non-indigenous beliefs. Both New Age religion and Aboriginal religions should be treated as ernie designations and for both the etic is ultimately what research should elucidate (Harris, 1979, especially 51-53). -
Life of Pi Unit ELA 20-1 Task A: Reading Comprehension
Life of Pi Unit ELA 20-1 Task A: Reading Comprehension (TWO tasks): - Pass Reading Quiz + TWO of the following: . Reading Comprehension Worksheet . Read “Secret Life of Walter Mitty” & compare with Life of Pi . Active participation in Life of Pi Circle Discussion . Read article on Life of Pi and write Personal Response Task B: Symbolic & Thematic Interpretation (TWO tasks): - Animal symbolism assignment - Dialectics Reading & Worksheet - Power of Story assignment - Semiotics Reading & Worksheet - Symbolic Interpretation assignment (Algae Island, Blindness, Food & Religion) Task C: Analysis (TWO tasks): ONE of the following - Essay - Thematic Analysis Paragraph - Author Choice Analysis Paragraph + - Symbolic Analysis Paragraph Task D: Representation (ONE task): - Personal Zoo project - Creative Writing in Textual Context - Art Gallery project - Photo Essay Task A: Reading Comprehension Worksheet Name: Section 1 Character and Setting Identification Match the character or setting in Column A with its description in Column B. (15 marks) Column A Column B A. The man who said “I have a story that will make you believe in God.” _____1. Orange Juice B. Pi’s parents _____2. Indira Ghandi C. Pi’s favorite teacher in secondary school _____3. Tsimtsum D. He is named after a swimming pool _____4. Mamaji (Francis Adirubasamy) E. The Catholic priest Pi visits _____5. Scarborough, Ontario F. The hyena _____6. Picine Molitor Patel G. A worker from the Japanese Ministry of Transport _____7. Mr. Satish Kumar H. Pi’s brother _____8. Mr. Tomoshiro Okamoto I. The Japanese cargo ship that sank _____9. Santosh and Gita Patel J. Where Pi lives with his family in the present. _____10. Richard Parker K.