“This Book Seriously Explores the Marginalization of Humility in The
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Augustine and Prayer by John M
SGU PAMPHLETS Augustine and Prayer by John M. Brentnall Augustine and Prayer by John M. Brentnall Introduction Augustine of Hippo (354-430), the great ‘Church Father’ from whose writings Luther and Calvin contributed so much to the Reformation, “never wrote what could be called a treatise on prayer.” (Thomas Hand) His nearest approach to an extended treatment of the subject - a letter to a wealthy noble widow who had sought his advice - merely delineates the kind of people we must be in order to pray acceptably, and develops a few valuable suggestions on prayer that are useful for the Christian’s journey towards the full enjoyment of God. His Expositions on the Psalms, though not specifically a study of prayer, throw much light on how Christ and His Church express their union and communion through prayer, and how believers may make the psalmists’ prayers their own. The Confessions weave in and out of prayer so much that they may be justly regarded as one prolonged prayer; yet they offer no direct teaching on the subject. For their part, the Sermons, Soliloquies, Treatises, Letters and Retractations cast up many valuable thoughts on prayer, not to mention some priceless gems in the form of particular prayers offered to God by Augustine himself; but they too offer no systematic treatment. In view of this absence, perhaps the most we can distill from the vast and varied array of available material is “not a system or method” of prayer, but “a general orientation with recurrent themes and characteristic emphases.” (Rebecca Weaver) What we can distill, however, may well revolutionize our whole view and practice of prayer. -
NOTES on FAITH, LOVE and HOPE, Unedited Scott W
NOTES ON FAITH, LOVE AND HOPE, unedited Scott W. Williams These notes arose from discussions on Faith, Love and Hope between David Grundy and Scott Williams in September and October 2006 during our weekly two hour drives from Buffalo to our separate group meetings at the Rochester Folk Art Guild. A clear and pruned version of these notes appears as "Another Kind of Thinking" in journal The Gurdjieff International Review Spring 2007 Issue, Vol. X No. 1. See http://www.gurdjieff.org/williams2.htm CONTENTS INTRODUCTION: ...............................................................................1 LOVE: ...................................................................................................5 HOPE: ...................................................................................................7 FINAL NOTES: ..................................................................................10 Footnotes: ............................................................................................12 Reading Sources:.................................................................................13 INTRODUCTION: A. R. Orage has said "Faith, Hope and Love are the growing ends of essence."1 I am interesting in knowing Faith, Love, and Hope. The mathematician Herman Weyl said: The astonishing thing is not that there exist natural laws, but that the further the analysis proceeds, the finer the details, the finer the elements to which the phenomena are reduced, the simpler—and not the more complicated, as one would originally expect—the fundamental relations become and the more exactly do they describe the actual occurrences. - Hermann Weyl, The Open World, Three Lectures on the Metaphysical Implications of Science, 1932, pp. 40-42. Taking the lead from Weyl, I resist temptation to complicate instead of simplifying, my aim, to "know so that not even a thought comes between [me] and what [I] know" of Faith, Love, and Hope. So I will not discuss with others or with myself the various rich connections between this topic, and the topic of the three centers. -
Virtue of the Month: HOPE
1 SEPT 7, 2017 "Be who God meant you to be and you will set the world on fire." The Link — St. Catherine of Siena Mission Statement MON 9/11/17 The purpose of Catholic education at St. Peter in Chains School is to instill the values of Hot lunches begin (if the Catholic faith in students so that they not only hear, but also embody and practice the mission of Jesus Christ and spread His message as it applies to life in the twenty y o u p r e - o r d e r e d ) first century. TUES 9/12/17 Meet the Teacher Night @ 6:30 PM Virtue of the Month: HOPE WED 9/13/17 Dear Parents, skills and vocations. God has designed 1st Band Practice We have had a wonderful be- each of us with gifts and talents and He Faculty Meeting @ ginning to our school year! There’s a expects us to do our part to increase 2 : 3 0 P M sense of excitement, optimism, and the talents He has given us. HOPE for the future as we begin anoth- The saints known for the virtue er year of learning and teaching, of Hope are St. Joseph (grades K-2), St. Looking Ahead: “seeking first the Kingdom of God”, and Elizabeth Ann Seton (grades 3-5), and MON 9/18/17 making Christ the center of our Sts. Louie and Zelie Martin, who were 8th Grade Taste of school. This year, our enrollment has the parents of St. Therese of Lisieux Badin grown to 184 students! (grades 6-8). -
Transition Booklet
Religious Studies Year 11-12 Bridging Project Welcome to Religious Studies at A Level! Now that you’ve decided to study Religious Studies at A level, you’ll need to do a bit of preparation. This pack contains activities and resources to prepare you to start your A level in September. It is aimed to be used throughout the rest of the summer term and over the summer holidays to ensure you are ready to start your course in September. When you arrive to your first lesson in September you should also bring a folder, lined paper, dividers and plastic wallets. This course is split into 3 components: 1. Study of a Religion (Hinduism) 2. Ethics 3. Philosophy The resources include: A task for each of the three components. Including research, podcasts, reviews, questions and videos. There is also some suggested tasks to complete and books you could read. 1. Study of a Religion The religion you will be studying is Hinduism. Please read through this article https://www.hinduamerican.org/blog/12-things-you- need-to-know-about-hinduism/ from the article add a list of key terms and definitions you think will be useful for the course. You could also watch the following BBC documentary on Gandhi. Watch all 3 episodes and make notes on what Gandhi believed and why he was so important to the development of modern India. https://youtu.be/TQNbHVjC0sQ 2. Ethics Use the following website to choose a podcast that interests you. Listen to the podcast and write a review below. Think about the ethical issues that arise and arguments for and against the issue. -
The Theology of the Book of Amos John Barton Frontmatter More Information
Cambridge University Press 978-0-521-85577-8 - The Theology of the Book of Amos John Barton Frontmatter More information The Theology of the Book of Amos In modern times, Amos has come to be considered one of the most important prophets, mainly for his uncompromising message about social justice. This book provides a detailed exploration of this theme and other important elements of the theology underlying the book of Amos. It also includes chapters on the text itself, providing a critical assessment of how the book came to be, the original message of Amos and his circle, which parts of the book may have been added by later scribes, and the finished form of the book. The author also considers the book’s recep- tion in ancient and modern times by interpreters as varied as rabbis, the Church Fathers, the Reformers, and liberation theologians. Throughout, the focus is on how to read the book of Amos holistically to understand the organic development of the prophet’s message through the many stages of the book’s development and interpretation. John Barton is Oriel and Laing Professor of the Interpretation of Holy Scripture, University of Oxford. He is the author of numerous mono- graphs, including Amos’s Oracles against the Nations (1980), The Spirit and the Letter: Studies in the Biblical Canon (1997), and The Nature of Biblical Criticism (2007). © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-85577-8 - The Theology of the Book of Amos John Barton Frontmatter More information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-85577-8 - The Theology of the Book of Amos John Barton Frontmatter More information Old Testament Theology General Editors Brent A. -
Sermon for Sunday, October 4, 2020 - “Hope and Humility’
Sermon for Sunday, October 4, 2020 - “Hope and Humility’ Eighteenth Sunday after Pentecost Good Shepherd Lutheran Church Decorah, Iowa Rev. Amy Zalk Larson Click here to read scripture passages for the day. Beloved of God grace to you and peace in the name of Jesus. This week, my husband Matt and I got to have a physically distanced gathering with some friends from Oregon who have a family home in Decorah. Since they were coming to our porch, I brought out some wine to serve them; but it was nowhere near as good as the amazing wine from Oregon they brought over. The gift of good friends, good wine and good conversation was so nurturing to me this week. That time and our readings today also got me thinking about what brings about good grapes and good wine both literally and metaphorically. Both our first reading and our Gospel reading today consider that question and bring us into vineyards. In Isaiah we hear God’s people described as a vineyard. God plants and tends and nurtures and provides for the vineyard. God expects it to bear good fruit, the good grapes of justice and righteousness. Yet, instead of an abundant and pleasant harvest, God sees the wild grapes of violence, arrogance and bloodshed. Jesus tells a parable about tenants in God’s vineyard. They begin to think that they are entitled to all that the vineyard pro- duces, that they can do whatever they want with it. They become greedy, arrogant, violent. These readings hit awfully close to home these days. -
Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress
The Law of Education: Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress R. GEORGE WRIGHT* I. INTRODUCTION ................................................................................... 385 II. EDUCATION: PURPOSES, RECENT OUTCOMES, AND LEGAL MECHANISMS FOR REFORM ................................................................ 391 A. EDUCATIONAL PURPOSES AND RIGHTS LANGUAGE ...................... 391 B. SOME RECENT GROUNDS FOR CONCERN IN FULFILLING EDUCATIONAL PURPOSES ............................................................. 393 C. THE BROAD RANGE OF AVAILABLE TECHNIQUES FOR THE LEGAL REFORM OF EDUCATION ............................................................... 395 III. SOME LINKAGES BETWEEN EDUCATION AND THE BASIC VIRTUES, PERFECTIONISM, AND CULTURAL PROGRESS ..................................... 397 IV. VIRTUES AND THEIR LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 401 V. PERFECTIONISM AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 410 VI. CULTURAL PROGRESS OVER TIME AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM .............................................. 417 VII. CONCLUSION: EDUCATION LAW AS RIGHTS-CENTERED AND AS THE PURSUIT OF WORTHY VALUES AND GOALS: THE EXAMPLE OF HORNE V. FLORES ............................................................................................ 431 I. INTRODUCTION The law of education -
HOPE– a THEOLOGICAL VIRTUE (2 of 3) Hope Is The
HOPE– A THEOLOGICAL VIRTUE (2 of 3) Hope is the theological virtue by which we desire the kingdom of heaven and eternal life as our happi- ness, placing our trust in Christ's promises and relying not on our own strength, but on the help of the grace of the Holy Spirit. "Let us hold fast the confession of our hope without wavering, for He who promised is faithful." "The Holy Spirit . He poured out upon us richly through Jesus Christ our Savior, so that we might be justified by His grace and become heirs in hope of eternal life." ~ Catechism of the Catholic Church, 1817. SACRED SCRIPTURES & REFERENCES (New American Bible) Hebrews 10:23 (ref Hebrews 3:1, 6; Hebrews 4:14; 1 Corinthians 10:13); Titus 3:6-7 (ref Titus 1:4; Ti- tus 2:13; Philippians 3:20; 2 Timothy 1:10; 2 Peter 1:1, 11; 2 Peter 2:20; 2 Peter 3:2, 18; Titus 1:2; 2 Timothy 1:1; 1 John 2:25); Genesis 17:4-8 (ref Sirach 44:21; Romans 4:17; Nehemiah 9:7; Psalms 105:42; Luke 1:72-73; Galatians 3:16; Exodus 32:13; Deuteronomy 1:8; Deuteronomy 14:2; Luke 1:55; Acts 7:5); Genesis 22:1-18; Romans 4:18 (ref Genesis 15:5); Romans 5:5 (ref Romans 8:14; Psalms 22:5 -6; Psalms 25:20); Hebrews 6:19-20 (ref Hebrews 10:20; Exodus 26:31; Leviticus 16:2; Hebrews 5:10; Psalms 110:4); 1 Thessalonians 5:8 (ref Isaiah 59:17; Romans 13:11; Ephesians 6:11, 14-17); Romans 12:12 (ref Romans 5:2; Colossians 4:2; 1 Thessalonians 5:17); cf. -
Anscombe, Foot, and Contemporary Virtue Ethics
J Value Inquiry (2010) 44:209–224 DOI 10.1007/s10790-010-9218-0 Virtue Ethics without Right Action: Anscombe, Foot, and Contemporary Virtue Ethics John Hacker-Wright Published online: 5 March 2010 Ó Springer Science+Business Media B.V. 2010 1 Introduction Working out a criterion of morally right action is central to developing virtue ethics.1 Most advocates of virtue ethics believe that achieving such a criterion is crucial to vindicating virtue ethics as a normative theory. Yet the centrality of this task marks a departure from the views of at least some of the philosophers credited with the revival of virtue ethics in the twentieth century, especially from the views of G.E.M. Anscombe and Philippa Foot. Anscombe especially has sharp criticisms of the way philosophers handle the concept of morally right action along with related concepts like moral obligation. Yet the work of contemporary virtue ethicists such as Rosalind Hursthouse, Michael Slote, and Christine Swanton features little discussion of Anscombe’s criticisms or the reasons that the other virtue revivalists avoided providing a criterion of moral rightness. The dominant assumption appears to be that the earlier virtue revivalists neglect establishing a criterion of morally right action because their concern is to give priority to the evaluation of an agent over his acts as a corrective to the exclusive attention given to act-evaluation in the moral philosophy of the time. For Anscombe and Foot, at least, the concern to give priority to agent-evaluation is not among their motives for advocating a return to virtues.2 Instead, they believe that moral philosophers from the modern period forward have given the terms ‘‘right’’ and ‘‘ought’’ an artificial and incoherent sense. -
Understanding Bernard Williams's Criticism of Aristotelian Naturalism
UNDERSTANDING BERNARD WILLIAMS’S CRITICISM OF ARISTOTELIAN NATURALISM Michael Addison A Thesis Submitted for the Degree of MPhil at the University of St Andrews 2015 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/9315 This item is protected by original copyright Understanding Bernard Williams’s Criticism of Aristotelian Naturalism. Michael Addison This thesis is submitted in partial fulfilment for the degree of MPhil at the University of St Andrews 19th November 2015 Abstract: In Ethics and the Limits of Philosophy (henceforth ELP) Williams claims that holding a naturalistic Aristotelian ethical theory is no longer an option for us—we cannot believe what Aristotle believed about human beings. It is the purpose of this thesis to understand what Williams means by this claim and to evaluate whether or not it constitutes a pressing argument against Aristotelian naturalism. The modern Aristotelian (represented here by Martha Nussbaum, Philippa Foot and Rosalind Hursthouse) seems to be untouched by the claim as presented—they do not have to hold Aristotle’s view of human nature. The Aristotelian approaches human nature, not from an “outside” perspective, like the scientist, but from an “inside” perspective—from the point of view of an ethically engaged agent. The method does not seek to use a theory-independent notion of human nature to vindicate the Aristotelian claim that the properly functioning human being is virtuous. Rather, the Aristotelian is engaged in a project of using the notions of virtue that we already possess, to paint a picture of the kind of lives that we can all identify with, and endorse as properly functioning. -
UC Berkeley UC Berkeley Electronic Theses and Dissertations
UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Intention and Normative Belief Permalink https://escholarship.org/uc/item/8725w3wp Author Chislenko, Eugene Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Intention and Normative Belief By Eugene Chislenko A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Philosophy in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Hannah Ginsborg, Co-Chair Professor R. Jay Wallace, Co-Chair Professor Hubert Dreyfus Professor Tania Lombrozo Spring 2016 Copyright by Eugene Chislenko 2016 Abstract Intention and Normative Belief by Eugene Chislenko Doctor of Philosophy in Philosophy University of California, Berkeley Professor Hannah Ginsborg and Professor R. Jay Wallace, Co-Chairs People can be malicious, perverse, compulsive, self-destructive, indifferent, or in conflict with their own better judgment. This much is obvious—but on many traditional views, it seems puzzling or even impossible. Many philosophers, from Plato and Aristotle to Kant, Davidson, and others, have thought that we act only “under the guise of the good,” doing only what we see as good, or best, or what we ought to do. These “guise-of-the-good” views offered a way to make sense of the attribution and explanation of action, while maintaining a generous view of human nature as essentially pursuing the good. But are they not hopelessly narrow and naïve? It seems clear that we often do what we do not see as good, and even what we see as bad. -
Introduction to Christian Ethics
Biblical Ethics ETHC 6301 Academic Workshop: May 25-29, 2015 New Orleans Baptist Theological Seminary Division of Theological and Historical Studies Dr. Jeffrey Riley Office: Dodd 107 Professor of Ethics (504) 816-8017 Chairman, Theological & Historical Studies Division E-mail: [email protected] 3939 Gentilly Blvd, Box 160; New Orleans, LA 70126 Grader: Mission Statement The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill the Great Commission and Great Commandments through the local church and its mission. Core Value Focus Biblical ethics seeks to integrate doctrinal integrity with spiritual vitality as the student understands, submits to, and exercises a moral life that is built upon Scripture. Spiritual Vitality is the core value focus for NOBTS during the 2014-15 academic year. Course Description The ethics of the Old Testament, intertestamental period, and New Testament, in the light of their historical context, are the major areas of consideration. Their relevance to contemporary Christian living forms a necessary corollary. Attention will be given to tools for applying biblical ethics such as exegetical studies. Student Learning Outcomes As part of the larger Seminary goal of equipping effective leaders for healthy churches, and given the key competencies of doctrinal integrity and spiritual vitality, the following objectives of this course are for the successful student: 2 • to achieve competency in spiritual and character development by standing under the judgment and guidance of Scripture. • to have a stronger commitment to a moral life shaped by Scripture. • to have a stronger commitment to voicing biblical values in ministry and in the community.