The Knowledge of Evil

Total Page:16

File Type:pdf, Size:1020Kb

The Knowledge of Evil The Knowledge of Evil Genesis 2:15-17, 3:1-7 Now that our new little grandson, Clark, has arrived, I will welcome into our life and world the blessed gift that he surely is—a precious jewel in a state of innocence. For me, a newborn is a brief glimpse into paradise in the unblemished soul of a child such as he. This is not because little Clark will be flawless in every sense of the word, but in our eyes, he is perfect in every sense of love and life. As the poet, William Blake, eloquently posed in his Songs of Innocence, there is more than human life being revealed at birth: Little lamb, who made thee? Dost thou know who made thee? 1 The innocence that I speak of seems to be the natural-born state of humans, regardless of how anyone eventually turns out. Untarnished in the womb, an infant does not come into life corrupted in his mind or behavior; a newborn makes no choice between good or evil. He or she exists only in the caring love of a parent; she receives the first gasps of breath as the gift of life from the ones for whom she, in turn, represents the same. The immediate bonds are pure and uncomplicated—unconditional, no corrupting influence—even if the intimacy shared between the biological father and mother can be messy. Human birth is unique; it’s as close as we can be to the divine experience of creation, where the amazing complexity of life emerges in its most perfect, pure, and paradisiacal form. Perhaps that’s why it is hard for me to appreciate the Christian notion of original sin, i.e., a theological dogma developed by Augustine in the 4th century which claims human beings have an innate predisposition to be evil —even newborns—morally stained and naturally impure due to the Fall of Adam and Eve. Yet, aside from the biblical tale itself, where does this even 1 From William Blake, “The Lamb”, in “Songs of Innocence”. 1 come from? On what basis is this claim true? What evidence would there be of it? What sign of sin is found in such a state of innocence? Theologians have debated this for centuries, yet the doctrine of “original sin” has survived to this day, defining in large part Christian rhetoric and beliefs, fostering Catholic guilt and Protestant shame, including the hardened Calvinist claim of total human depravity, with little distinction made between what is truly good or evil in our nature. Philosophically, it’s always seemed to me a dubious premise. If every human being is inherently imprinted with evil from conception, then where lies the image of God (imago Dei)? How does “good” arise from within us if we are inherently predisposed to do evil? Or let me put it this way: if God is love, and if we believe this little life emerging from the womb is a gift from God, then how can it not be a blessing? Does a mother merely give birth to one who is evil? If so, wouldn’t you think it should serve the purposes of God more if children were never born? It doesn’t add up. For me, the argument for original sin gets squirrelly. Besides, doesn’t it seem truer to our experience and sensibility to believe a newborn’s soul is imprinted, not with original sin, but rather with original love? That’s what is evoked in us, isn’t it? If I, as a father or grandfather (with my limited and imperfect capacity to know and express love in its fulness) can witness and embrace the beautiful and utter inculpability of a child, how can we believe God won’t as the Source of life and love for us all? You see, if we begin with the premise of love (which is most natural), it then gets easier for us to reframe our notion of human nature and our relationship with God and how evil may enter and impede things. It requires a relationship of love to be able to recognize evidence of innocence 2 —signs that lie not only within a child, but remarkably within us as well— discovered in the unadulterated yearning to love and selflessly care for a fragile and vulnerable infant. Holding this gift of God close to our own heart is a sign of grace and generosity, not one meant to provoke scorn or despair. There are few things in human experience that are more beautiful and perfect than a babe who arises out of the womb and is placed onto a mother’s breast. For that, and many other reasons, the story of Eden and the Fall from Paradise is, for me, less about original sin and more about original love. Metaphorically understood (as it should be), God placed the original couple in the innocent bliss of Eden, naked without shame, providing for their every need. This was the portrait of Edenlike perfection. Yet, at the center of their world was the Tree of the knowledge of good and evil. They were not allowed to eat of this, lest they lose their state of innocence. Then, at some point, temptation rises up in the figure of a serpent. First, Eve is tempted and then she, as tradition interprets it, tempts Adam. Their eyes are opened and they lose their innocence and when found out, God casts them out of Paradise. For centuries, Christianity has presented this as the moment human beings became sinful, literally or metaphorically. Everything ugly about humanity (and all that’s redemptive) follows from that. That said, what if the storyteller was conveying another message—a different truth? Traditional interpretations make it sound as if God’s plans went awry—even haywire—that had Eve not fallen to temptation, humanity would remain in Eden. But what if this exit from Paradise was part of the plan all along? What if the loss of innocence is not an indication of Adam and Eve’s moral failure, but rather, an intended consequence of their 3 natural human development as mortal beings—physically, spiritually, emotionally, and relationally. What if the “act of disobedience” was actually signifying when humans invariably leave the state of innocence to acquire wisdom through the knowledge of evil. “Eating” of the tree, then, is an invitation to acquiring the necessary knowledge for life, i.e. knowledge that is considered “wisdom.” Yes, it may appear to be divine damnation that casts them from Paradise, but what if it isn’t? What if they had to depart Eden simply to live out the fullness of their lives? What if Paradise is never truly lost, but rediscovered in the births of succeeding generations—in their initial states of innocence? What would be the proof of my claim? The innocence and bliss of every newborn who is loved and cradled in a mother’s or father’s arms. Let’s look at the story, even in its abbreviated form. What does it represent? Initially, it reflects a state of innocence. As I’ve said, when does that occur? In our most primitive estate in infancy. It is the initial stage of life immediate from the womb where we are taken care of, with no sense of responsibility placed upon a child. It’s a state of blissful and utter dependence, where everything needed is provided in a loving, nurturing environment. Nakedness is natural for an infant—there is no shame or self- consciousness; it knows of no other way. If anything, life consists of child- play and emotional bonds of trust and love. This is a pristine state of life to experience, but only when it’s appropriate to the age. If a child were to remain this way for 10, 20, or 30 years, then it would indicate something was wrong or hadn’t properly developed. The normal stages of development—physically, emotionally, intellectually, and spiritually—had not unfolded as they should. Childhood, 4 as we know, has its appropriate timespan, until it gives way to adolescence and eventual adulthood. That is the point of the forbidden fruit in the center of the Garden; there is an appropriate time for a child to taste from the Tree of the Knowledge of Good and Evil. The Hebrew word for knowledge—yada— refers to many kinds of knowledge: wisdom, intellectual comprehension, practical skill development, a conscious awareness of God and, of course, carnal knowledge. So the acquisition of knowledge is not a bad thing; it is something that naturally occurs in a graduated way throughout childhood and youth and must be encouraged, prepared for, and fostered. When does this change of life occur—this significant awakening to enlightenment normally unfold? Around the time of puberty. Hormones begin to explode and the body changes; an adult physique and awareness of the world begins to develop, along with a growth in intellect and emotions. A carnal knowledge emerges for the first time—appropriate to the age (as this story depicts, sexual awareness usually comes first to girls before boys), with a growing sense of the meaning of one’s body and sexuality, erotic desires, and a more mature identity. In the Bible, sexual intercourse itself is referred to as possessing “knowledge” of one’s partner (e.g., Genesis 4:1: “Now Adam knew his wife, Eve, and she conceived and bore Cain…”). With the developing complexity of human emotions and physiological changes that occur from puberty on through adolescence, all of this requires moral constraint and awareness of what would be right and what would be wrong.
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Two Types of Wisdom
    Philosophy Faculty Works Philosophy 2012 Two Types of Wisdom Jason Baehr Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/phil_fac Part of the Philosophy Commons Recommended Citation Baehr, Jason. “Two Types of Wisdom.” Acta Analytica 27 (2012): 81-97. Print. This Article - pre-print is brought to you for free and open access by the Philosophy at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Philosophy Faculty Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. [This is a penultimate version of the paper. Please cite only the final version, which is forthcoming in Acta Analytica.] TWO TYPES OF WISDOM Jason Baehr Loyola Marymount University In a paper titled “Dare to Be Wise,” Richard Taylor remarks: Students of philosophy learn very early—usually the first day of their first course—that philosophy is the love of wisdom. This is often soon forgotten, however, and there are even men who earn their livelihood at philosophy who have not simply forgotten it, but who seem positively to scorn the idea. A philosopher who … dedicates himself to wisdom is likely to be thought of as one who has missed his calling, who belongs in a pulpit, perhaps, or in some barren retreat for sages, but hardly in the halls of academia. (1968: 615) It is difficult to deny that Taylor is onto something here. Aside from some of the secondary literature in ancient philosophy on phronesis, wisdom receives exceedingly little attention among philosophers today.1 Whatever the explanation of this neglect might be, I think it is largely unwarranted, and indeed that now is an especially appropriate time for epistemologists and ethicists to give more focused attention to wisdom.
    [Show full text]
  • The Mystical Sophia: More on the Great Grandmother in the Princess Books
    The Mystical Sophia: More on the Great Grandmother in the Princess Books Deirdre Hayward aria Gonzalez Davies’s discussion of the great-great- grandmotherM of the Princess books reflects a continuing interest in this figure, and deepens the understanding of a presence which is a powerful embodiment of feminine principles; particularly the Great Mother archetype, who, as Davies observes, “is a goddess in most societies and a feminine presence in fairy tales.” The power of this figure in MacDonald’s writing is indisputable, and much has been written about her. Yet, given the difficulty of wholly explaining her by, for example, Freudian analysis, or as a symbolic presence, or as part of a mythic/fairy-tale tradition, the question still lingers: why was she such a profound figure for MacDonald? Apart of the answer is to consider MacDonald’s thought within a more mystical framework. Adelheid Kegler has touched upon some Sophianic elements in MacDonald’s thought (1991, 1993); I would like to look further at this aspect. By “mystical” here I mean the search for spiritual truth or enlightenment, with a desire to achieve personal communion and union with God. These were lifelong concerns of MacDonald, which would in part have been addressed through his reading in the Kabbalah, Jakob Böehme, and Swedenborg. He was strongly influenced by Novalis, whose outlook was based upon his mystical concept of the Imagination, which MacDonald shared (MacDonald 1908,1-42; Hayward 23ff.), and informed by the equally mystical notion of the Divine Sophia. MacDonald devoted much time and effort to translating Novalis’s Sophianic “Hymns to the Night” and “Spiritual Songs,” and their imagery has many reflections in his writing (Hayward 35ff.).
    [Show full text]
  • Pursuits of Wisdom
    © Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher Chapter 1 Introduction On Philosophy as a Way of Life 1.1. Philosophy Ancient, Modern, and Contemporary Philosophy is a subject of study. In this, it is just like physics, mathematics, French language and literature, anthropology, economics, and all the other established specialties in contemporary higher education. Undergraduate institutions every- where have departments of philosophy offering degrees in the subject. These de- partments are staffed with lecturers and professors with advanced degrees certi- fying their preparation as teachers and as professional philosophers—as people who pursue research in the field and write articles and books of philosophy and on philosophy, just as physics lecturers do physics and write on physics, or an- thropologists do and write on anthropology. In fact, this book is just such a book of philosophy, written by a professional philosopher and teacher of philosophy. But, even as a subject of study, philosophy is different from all these others. One indication of this is the fact—often a cause of frustration, even irritation, in professional philosophers when confronted by it—that in the popular imagina- tion, and even among many beginning students, a philosopher is often conceived simply as someone who has a wide and deep experience of human life and insight into its problems. On this view, a philosopher is supposed to be a wise person, full of good advice on what to value in life most and what is worth valuing less, on how to deal with adversity and how to develop and sustain a balanced and harmonious, properly human, outlook on life, one’s own and others’.
    [Show full text]
  • The Reality of Wisdom Proverbs 8:1-4, 22-31
    The Reality of Wisdom Proverbs 8:1-4, 22-31 Wisdom, in Proverbs is not an idea to be grasped or a moral slogan that can be printed on trendy pineapple patterned stationary. Wisdom is feminine, and she is personified as one who calls to us not in a still small voice within the private chambers of our heart. Wisdom does not call us in the study carols of the world’s best libraries; she does not raise her voice in the silence of our prayer closets. Wisdom does not offer herself privy to the few who work hard and diligently; Wisdom offers herself openly to everyone and everything. Wisdom is calling in the public square down town; she is at the city gates putting up her billboard on Hwys 40, 321 and 16; she is at every door and threshold beckoning to all, all that lives. And it seems she is sharing her truth: that she is prevenient and embodies age that seems ageless —having been the first of God’s creative endeavors: “the Lord created me at the beginning of his work, the first of his acts of long ago.” Her truth is that she has always worked alongside God: “then I was beside him like a master worker.” She is play and creativity, she is a delight to God, and like the Lord God, she delights in us. Some might think of Wisdom as the pearl of great price. Most of the time when we talk about wisdom we, who are thinkers and feelers, we are either seeking Wisdom’s discernment as our personal benefit; or we are ready to dispense wisdom on others and their situations.
    [Show full text]
  • Was Heidegger a Mystic?
    Was Heidegger a Mystic? Jeff Guilford North Carolina State University Faculty Mentor: Marina Bykova North Carolina State University ABSTRACT The goal of Martin Heidegger’s philosophy is to lead his readers to an experience of Being. Because Being is not conceived of as a thing, but as that which ‘transcends’ things, thinking and talking about it in traditional terms becomes impossible. Such a goal is strikingly similar to the goals of many of the world’s most prominent mystical traditions, and prompts the question, was Heidegger a mystic? In this paper I seek to answer this question by comparing the ways in which Heidegger be- lieves that an experience of Being may be attained to the ways that mystics from many cultures have gone about bringing themselves to an experience of the transcendent. After demonstrating the strong analogies between the methods of Heidegger and of the mystics, I conclude that Heidegger is indeed a mystic and that the experience that he hopes to help people attain is probably the same experience toward which the mystics have traditionally striven. “There is a thinking more rigorous than the not red,’ the house is presented as an ob- conceptual” ~Martin Heidegger ject that lacks the property of redness. Similarly, in the statement, ‘Being is not a “The Tao is beyond is and is not. How do I thing,’ Being is presented as an object that know this? I look inside myself and see.” lacks the property of thing-ness. But this is ~Lao Tzu a misunderstanding, and we must learn to think differently if we want to understand dmittedly, grasping the objective of and experience Being.
    [Show full text]
  • Where Wisdom Is Found G E N E R a L E D I T O R Robert B
    Where Wisdom Is Found G E N E R A L E D I T O R Robert B. Kruschwitz A rt E di TOR Heidi J. Hornik R E V ie W E D I T O R Norman Wirzba PROCLAMATION EDITOR William D. Shiell Prod UC tion A S S I S tant Haley Stewart D E S igner Eric Yarbrough P UB li SH E R The Center for Christian Ethics Baylor University One Bear Place #97361 Waco, TX 76798-7361 P H one (254) 710-3774 T oll -F ree ( US A ) (866) 298-2325 We B S ite www.ChristianEthics.ws E - M ail [email protected] All Scripture is used by permission, all rights reserved, and unless otherwise indicated is from New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. ISSN 1535-8585 Christian Reflection is the ideal resource for discipleship training in the church. Multiple copies are obtainable for group study at $2.50 per copy. Worship aids and lesson materials that enrich personal or group study are available free on the Web site. Christian Reflection is published quarterly by The Center for Christian Ethics at Baylor University. Contributors express their considered opinions in a responsible manner. The views expressed are not official views of The Center for Christian Ethics or of Baylor University. The Center expresses its thanks to individuals, churches, and organizations, including the Cooperative Baptist Fellowship, who provided financial support for this publication.
    [Show full text]