Agape and Eros: a Critique of Nygren
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Eros, Storge, Phileo, and Agape
Eros, Storge, Phileo, and Agape INTRODUCTION II. Storge Love is ambiguous in the English language. A. This is natural affection—family, kin, the There is “Strawberry Shortcake Love.” We love humblest of loves. We love each other simply cats, dogs, and ice cream. This is trite and with- because we are of the family. B. It is negative in Romans 1:31 and 2 Timothy out depth or permanence. There is “Aunt Minnie 3:3, used regarding homosexuals. Love” which is reserved for “special” people C. It is used in withdrawal in 2 Timothy 3:14, 15. who are sweet and lovable. Sometimes it is con- Withdrawal is not excommunication, put- descending. There is “Bowling Team Love” for ting one out of the church. It is what it says, “buddies” in a reciprocal way. Moderns do not withdrawal of fellowship. zero in on “Tough Love.” So there is a Greek word study. However, the III. Phileo Bible is not learned in a seminary; it is learned A. This is tender affection and brotherly love. out on the street with people in local work. (Philadelphia is the city of “brotherly love.”) Footnotes will not preach. Also, the Bible must B. However, sometimes we make too clear a not be reduced to word studies. You can get so distinction between phileo and agape. Be care- ful. There are surprises. Read Titus 2:3, 4; far out on a limb looking at a leaf you forget the Romans 12:9, 10; 1 Corinthians 16:22; He- tree. Word studies can be helpful, but they can brews 13:1; John 16:27; and 1 Peter 1:22. -
Parent Handbook
AGAPE LEARNING CENTRE Early Childhood Services We would like to welcome you and your child to our kindergarten and ECS (preschool) programs at Agape Learning Centre. We are looking forward to an exciting year of new experiences and lots of fun! It is during the first years of life that children form attitudes about themselves, others, learning, and the environment, so we work very hard to find ways to help children develop positive attitudes. Educating a child is most successful when families and schools work together in the best interest of the child; after all, you are your child’s first teacher! Parents are the most important teachers and play a central role in the lives of their children. When children begin ECS, parents and teachers form a partnership to support learning at home and at school. In school the values and beliefs of the home are acknowledged, and the cultural diversities of families are recognized. We appreciate your input and assistance in our program so please feel comfortable to come and join us in the classroom. The goal of our program is to meet your child’s needs not only intellectually, but also physically, socially, spiritually and emotionally. Going to school is one of the most important experiences in a child’s life. School can be an exciting place where children meet new and different people and participate in many new and different experiences. We promise to work diligently to provide the children with wonderful experiences that help them to feel good about themselves and their school. The ECS program is funded by the Department of Alberta Education. -
Benedict XVI's Deus Caritas Est Gregoriana, 1973), 60
------I ::c ~ r'T""'1 ~.~ s: 0 ~ lJ r-- -c::;, ~~ ~:J rn_ :::t:> g, en -=z t:::::::J rT""'I OPJ~ t:::::::J ~ c::: :::t:> ~ :::t:> ~ (D rT""'I ~o ::c ~ ~ ~ rn ~ t:I::I ~ c~o.. i- 0 C? -c::: =z ~ 0 :::t:> ~ 80m ~ A =z r'T""'1 ~ en :::::c::J ~~rt =zr'T""'1 ~~ C"""':) o..~. r'T""'1 n en To the church, university, and people of Padua, especially Renzo Pegomro and the Fondazione Lanza Founded in 1970, Orbis Books endeavors to publish works that enlighten the mind, nourish the spirit, and challenge the conscience. The publishing arm of the Maryknoll Fathers and Brothers, Orbis seeks to explore the global dimensions of the Christian faith and mission, to invite dialogue with diverse cultures and religious traditions, and to serve the cause of reconciliation and peace. The books published reflect the views of their authors and do not represent the official position of the Maryknoll Society. To learn more about Maryknoll and Orbis Books, please visit our website at www.maryknoll.org. Copyright © 2008 by Linda Hogan. Published by Orbis Books, Maryknoll, New York 10545-0308. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any in formation storage or retrieval system, without prior permission in writing from the publisher. Queries regarding rights and permissions should be addressed to Orbis Books, P.O. Box 308, Maryknoll, NY 10545-0308. Manufactured in the United States of America. Library of Congress Cataloging-in-Publication Data Applied ethics in a world church: the Padua conference / Linda Hogan, editor. -
Agape Strong January/February 2016
Agape for Youth, Inc. Newsletter Agape Strong January/February 2016 2015………REFLECTING UPON AGAPE’S YEAR OF CELEBRATION!!! As I’ve written throughout the Agape youth and families reunification families from the Agape’s Strengths year, this has been, and continues participated at events including the BJKids91 Foundation, along with to be an amazing journey for Vectren Dayton Airshow, receiving over $400,000 in The combined top Agape! Columbus Zoo, Idle Hour Ranch, donated household items and five Strengths of the Dayton Dragons game, Young’s merchandise through our During 2015, we served over 160 staff at Agape are: Dairy, Laser Tag, and bowling made partnership with Good 360 was youth through our Foster Care possible through Agape’s Youth provided those we serve, and Developer program, had 19 of our youth and Family Fund built through the made available to other non- Empathy adopted by one of our many “Agape Strong” fundraiser bringing profits in our community. dedicated foster families, and had in a record breaking over $50,000, Responsibility more than 100 families (which and additional community Grants from the Reynolds and Belief included over 240 youth) be served donations. Reynolds Foundation, Vectren Positivity through our Reunification Services Foundation, PNC Foundation, program. Our belief that “the The youth we serve were provided and Hossie Martin Foundation, more we serve, the more with education incentives for their along with a significant ‘employee’ opportunities we will be given to success, tutoring services again outreach donation from serve” played out ten-fold. made possible through our CareSource (where they provided community support. -
840:240 Love As Ethic and Idea Fall, 2014 Tth 1:10-2:30 HH-B3, CAC
840:240 Love as Ethic and Idea Fall, 2014 TTh 1:10-2:30 HH-B3, CAC James T. Johnson Loree 102, DC; 848-932-6820; [email protected] Shape of the course: This course is concerned with how love, as a theological idea and as the source of a religious ethic, has developed in western religious tradition from biblical Israel and classical Greece to the present, with emphasis on Christian thought and western culture as influenced by it. We will examine the ethic and idea of love in five historical periods (Parts I-V below) to try to understand how love was conceived and what influence on conduct this implied in each period. There will be three tests in the form of what I call "directed papers": writing assignments on the ideas covered in the readings and class lectures. You will get the assignment for the first paper on Thursday, February 14, write it at home, and turn it in a week later on February 21. The second assignment will be made on March 28 and will be due on April 4. The final paper assignment will be given out the last class day for this course, May 2; it is due during the period the final exam for this course is scheduled. These three papers will be weighted equally. Regular class attendance and participation are important. Accordingly, the final grade will reflect excess absences. After the first week, when people are still getting their schedules finalized, attendance will be taken each class meeting. After that week we will have 26 days of class in this course. -
In This Issue…
S P R I N G 2 0 0 9 V 1 7 I s s DIRECTIONS u e 8 FAMILIES OF SPINAL MUSCULAR ATROPHY In this Issue… (SMA news to shout about!) New SMA Care Booklets Breathing Basics – covering critical aspects of respiratory care for SMA. ............................................................3 Caring Choices - for parents of infants newly diagnosed with SMA Type I .....................................................13 25th Anniversary Conference See the full agenda for our annual family and professionals conference in Cincinnati, OH ...................................................4 25 Voices of SMA See the first profiles spotlighting families, clinicians and researchers from the SMA community ..................................6 Legislative News Updates on the SMA Treatment Acceleration Act and other topics from the new congress and administration ................8 “Ask the Expert” Service New system to submit important SMA care and health- related questions and search for answers online ................11 SMA Registry Online New website launched ...........................................................29 www.curesma.org DEAR families & friends www.curesma.org ur annual conference this year will be the perfect time for us to celebrate 25 years of FSMA and all that has been accomplished. O$50 Million raised and funded for SMA research over the last 25 years is an amazing achievement and has brought us incredibly far. However, this will not just be a year of looking back. We are a community that is in no way comfortably satisfied with where we currently stand. Families of We are a non-profit, 501(c)3 tax exempt SMA is aggressively increasing our funding commitments for research and organization. Funds will be specifically clinical programs to develop a treatment and cure. -
The Four Kinds of Love Activity Instructions
The Four Kinds of Love Activity Instructions Activity 1 Preparation: Cut up the texts on each of the four kinds of love Photocopy them onto different colour paper Set Up & Instructions Put the students in groups of 5 or 6 Tell the students their aim is to make notes on their table for each kind of love, using the information on the texts. Explain that the sub-box under each table category is for writing in examples of that kind of love. The students have 4 minutes per text, then shout “swap”: the students must put their text down and pick up another one. After 16 mins, give the students a few additional minutes to check their info with their partners, and complete anything missing. Feedback the answers. Activity 2 Summing Activity Explain how the love of a parent for their child can consist of all four kinds of love. Activity 3/ Plenary Nominate students from the class to choose a letter from the alphabet, name an adjective starting with that letter that would describe one kind of love. Encourage the students to explain their choice. Eg R - Romantic, C - caring Sacred Heart High School/mrumian 2009 The Four Kinds of Love Storge , or “affection” can be shown to people of objects. Towards people, storge is being fond of someone because we like and have got used to having them around. Eg a family member, or neighbour we have grown up with. Towards objects, storge is the loving satisfaction of having a good meal, or a fit and healthy body. -
Eros and Agape – a Critique of Anders Nygren
CHAPTER 1 Eros and Agape – a Critique of Anders Nygren Torstein Theodor Tollefsen University of Oslo Abstract: Nygren’s book Eros och Agape was first published in Sweden in 1930/36. It was then published in English translation in 1953 under the title Agape and Eros. The author’s idea was to describe the development of the Christian concept of love through the centuries. Nygren argued that eros is the term for Platonic, self- centred love that strives for union with the divine realities, while agape, denoting the Chris- tian concept of love, is the free, divine movement towards human beings. Agape is unselfish and is not motivated by any value in the recipient. This distinction drawn by Nygren has been so influential that it has been taken for granted in a lot of Christian contexts worldwide, even if one does not associate it with the name Nygren. In this paper his methodology and the distinction he draws are criticised. He finds in eros and agape two so-called “fundamental motifs” that, as he sees it, unfortunately merge in Christian tradition and thereby obscure the original Chris- tian understanding of love that emerges in its purest form in St Paul and later in Luther. There are a lot of problems in Nygren’s book. He argues, for instance, that Christianity emerges from Judaism as a completely new religion, and separates the Old and the New Testament as if they had nothing in common. Agape as the divine gift to human beings excludes all human activity since God has freely and graciously chosen human persons as his slaves. -
Levinas Between Agape and Eros
Levinas Between Agape and Eros CLAIRE KATZ, Texas A&M University Anders Nygren's Agape and Eros, first published in the 1930s, was a landmark treatment of the radical distinction between eros and agape.! Realizing that the Christian Bible makes large use of agape and little use of eros, Nygren seeks to understand why this is the case. Eros, Nygren tells us, is largely associated with Plato while agape is largely associated with Paul. Where eros is the desire to behold and participate in divine attributes, to make them part of oneself, agape is God's love freely bestowed on us. Although the most colloquial usage of eros does not point to a religious connotation, eros, like agape, is deeply religious in its original meaning, even as the two terms differ in significant ways. We can see remnants of this same discussion in the ethical project of Emmanuel Levinas, which became the subject of terrific criticism, pre cisely because he separated the ethical relation from the erotic experi ence. As a result, Levinas's commentators frequently compare Levinas's ethics to Christian agape. 2 Using the same distinction between agape and eros, even if implicitly, these commentators conclude that if Levinas distances the ethical relation from eros, his ethics must be like agape. Conversely, other commentators, for example, Luce Irigaray, prefer to bring together Levinas's ethics and eros while still maintaining some of the structure of Levinasian ethics. 3 That is, they are not satisfied with this separation, yet they are persuaded by some of the structure that identifies Levinas's ethical relation. -
HUMAN CLONING Papers from a Church Consultation
HUMAN CLONING Papers From a Church Consultation Evangelical Lutheran Church in America October 13-15, 2000 Chicago, Illinois Roger A. Willer, editor HUMAN CLONING Papers From a Church Consultation Roger A. Willer, editor Copyright © 2001 Evangelical Lutheran Church in America. Produced by the Department for Studies of the Division for Church in Society, 8765 W. Higgins Rd., Chicago, Illinois, 60631-4190. Permission is granted to reproduce this document as needed provided each copy carries the copyright notice printed above. Scripture quotations from the New Standard Revised Version of the Bible are copyright © 1989 by the Division of Christian Education of the National Council of Churches of Christ in the United States of America and are used by permission. Cover image © copyright 1999 PhotoDisc, Inc. The figure found on page nine is adapted from the National Institute of Health, Stem Cells: A Primer at <www.nih.gov/ news/stemcell/primer.htm>. ISBN 6-0001-3165-8. Distributed on behalf of the Division for Church in Society of the Evangelical Lutheran Church in America by Augsburg Fortress, Publishers. Augsburg Fortress order code 69-1550. This publication may be found online in its entirety as a downloadable PDF (portable document file) at <www.elca.org/ dcs/humancloning.html>. Printed on recycled paper with soy-based inks. Contents Contributors 3 Preface 4 Introduction 5 Section One, The Science and the Public Debate Kevin Fitzgerald Cloning: Can it be Good for Us? 8 Margaret R. McLean Table Talk and Public Policy Formation in the Clone Age 14 Richard Perry Broadening the Churchs Conversation 23 Section Two, Theological Resources Philip Hefner Cloning: The Destiny and Dangers of Being Human 27 Richard C. -
EROS and AGAPE in the SEXUAL ETHICS of HELMUT THIELICKE a Thesis Submitted in Candidacy for the Degree of Master of Philosophy I
EROS AND AGAPE in the SEXUAL ETHICS OF HELMUT THIELICKE A Thesis Submitted in Candidacy for the degree of Master of Philosophy in Theology by Robert L. Malarkey Institute for Christian Studies Toronto, Ontario August, 1980 TABLE OF CONTENTS Introduction................................................... 1 Chapter 1. EROS AND AGAPE TODAY AND YESTERDAY...............3 A. The Sexual and Anthropological Crisis. 3 B. Eros and Agape Defined................... 4 C. The Interpenetration of Eros and Agape. 8 D. The Actualization of Eros................. 9 E. Eros and the Creation-Redemption Order. 17 F. Eros in the Old and New Testaments. 19 2. CRITIQUE OF THIELICKE'S UNDERSTANDING OF EROS AND CREATION ORDER................................ 22 A. Creation Order, Sin, and Eschatology. .22 B. Creation Order and Natural Law.............26 C. Creation Order and the Reformation Viewpoint.................................. 28 D. Creation Order and the Reformational Viewpoint.................................. 29 E. Eros and Dualism......................... 34 F. Eros and Universal Law................... 37 3. EVALUATION OF AGAPE AND EROS IN THIELICKE'S SEXUAL ETHICS.................................... 41 A. Eros and Agape: Expanded and Revised. 41 B. Eros and Agape in the Old Testament. 42 C. Eros and Agape in Greek Culture.......... 44 D. Agape in the New Testament............... 47 E. The Agape-Eros Reversal................... 49 F. Eros in Christian Perspective.............51 Conclusion..................................................... 55 A. A Final Question About Eros and Agape. 55 B. Thielicke's Pioneering Effort.......... .. 61 FOOTNOTES........................................... .62 BIBLIOGRAPHY Introduction Helmut Thielicke, Professor Emeritus of Systematic Theology at the University of Hamburg, has written numerous books on Christian thought and life. His four volume work on theological ethics is a major con tribution for our concern to live as Christians in the 20th century. -
Beyond Eros: Friendship in the Phaedrus
DRAFT Beyond eros: Friendship in the Phaedrus Plato is often held to be the first great theoriser of love in the Western tradition, and yet his account has been taken to be a resounding failure by many, if not most, modern scholars working on this topic. Criticisms have been articulated forcefully by Vlastos whose seminal paper „The Individual as an Object of love‟ charged Plato with „cold-hearted egoism‟; his account, he argued, disdained persons in favour of abstract, conceptual, objects – the so-called Platonic Forms, and advocates a „spiritualized egocentrism…scarcely aware of kindness, tenderness, compassion, concern for the freedom, respect for the integrity of the beloved, as essential ingredients of the highest type of interpersonal love‟ (Vlastos (1981/2000: 642)). The evidence is roughly as follows. In the Symposium Plato argues that the highest form of eros, roughly, „passionate desire‟ is love for Forms, and beautiful bodies and souls are to be used „as steps‟ towards this end. The Lysis appears to be the only exploration of friendship (philia), and this is an inconclusive work. At best, it is held, the lack of an account of love and friendship for persons compares unfavourably with Aristotle‟s detailed account of philia, which occupies two books of his Ethics and is, arguably, central to his account of human flourishing; at worst, this omission supports the view of Plato as „a cold-hearted egoist‟ who disdained persons in favour of abstract objects. If Plato thought philosophy could answer the question how should one live, in one crucial area of his thought the life worth living is not, apparently, a life worth choosing; as Aristotle made explicit, no one would choose to live without friends.