A Theology of Place and Displacement a Dissertation Submitted to the Faculty of the Divin
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Capper 1998 Phd Karl Barth's Theology Of
Karl Barth’s Theology of Joy John Mark Capper Selwyn College Submitted for the award of Doctor of Philosophy University of Cambridge April 1998 Karl Barth’s Theology of Joy John Mark Capper, Selwyn College Cambridge, April 1998 Joy is a recurrent theme in the Church Dogmatics of Karl Barth but it is one which is under-explored. In order to ascertain reasons for this lack, the work of six scholars is explored with regard to the theme of joy, employing the useful though limited “motifs” suggested by Hunsinger. That the revelation of God has a trinitarian framework, as demonstrated by Barth in CD I, and that God as Trinity is joyful, helps to explain Barth’s understanding of theology as a “joyful science”. By close attention to Barth’s treatment of the perfections of God (CD II.1), the link which Barth makes with glory and eternity is explored, noting the far-reaching sweep which joy is allowed by contrast with the related theme of beauty. Divine joy is discerned as the response to glory in the inner life of the Trinity, and as such is the quality of God being truly Godself. Joy is seen to be “more than a perfection” and is basic to God’s self-revelation and human response. A dialogue with Jonathan Edwards challenges Barth’s restricted use of beauty in his theology, and highlights the innovation Barth makes by including election in his doctrine of God. In the context of Barth’s anthropology, paying close attention to his treatment of “being in encounter” (CD III.2), there is an examination of the significance of gladness as the response to divine glory in the life of humanity, and as the crowning of full and free humanness. -
B50FF03 Introduction to Contextual Theology
B50FF03 Introduction to Contextual Theology Bachelor of Divinity Degree Pacific Theological College Semester 1A, 2018 Course Lecturer: Dr Richard Davis, [email protected] Course Description This course aims to provide students with an introduction to the study and practice of theology. It will look at what theology is, who does theology, where it is done, and for what purpose. The traditional sources of theological reflection, such as the Bible, traditions, experience and reason will be examined. The contextuality of all theologies will be stressed, and the relativity of traditional Western theology will be exposed, and newer approaches to theology will be explored, including liberation theologies of the two-thirds world. Students will be encouraged to bring a Pacific focus to their own work, drawing on various models of contextual theology with a view to identifying, describing and critically analysing the methods that undergird such models. Objectives By the end of the course students should be able to: Be aware of and describe the context in which they do theology Define what theology is and understand the role of the theologian Describe several sources for doing theology Appreciate several different models of doing contextual theology See how key doctrines have been interpreted through contextual methods Method of Teaching A combination of lectures, readings, writing and discussion. Assessment Assessment will be as set out below, with one essay, class participation, and an exam. All assessment must engage with the class materials, readings, and additional scholarly materials (books, journal articles, and generally not online materials). Every effort should be made to write correct English in the essay and exam. -
Divinity School 2013–2014
BULLETIN OF YALE UNIVERSITY BULLETIN OF YALE BULLETIN OF YALE UNIVERSITY Periodicals postage paid New Haven ct 06520-8227 New Haven, Connecticut Divinity School 2013–2014 Divinity School Divinity 2013–2014 BULLETIN OF YALE UNIVERSITY Series 109 Number 3 June 20, 2013 BULLETIN OF YALE UNIVERSITY Series 109 Number 3 June 20, 2013 (USPS 078-500) The University is committed to basing judgments concerning the admission, education, is published seventeen times a year (one time in May and October; three times in June and employment of individuals upon their qualifications and abilities and a∞rmatively and September; four times in July; five times in August) by Yale University, 2 Whitney seeks to attract to its faculty, sta≠, and student body qualified persons of diverse back- Avenue, New Haven CT 0651o. Periodicals postage paid at New Haven, Connecticut. grounds. In accordance with this policy and as delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational programs, or employment against Postmaster: Send address changes to Bulletin of Yale University, any individual on account of that individual’s sex, race, color, religion, age, disability, or PO Box 208227, New Haven CT 06520-8227 national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression. Managing Editor: Kimberly M. Go≠-Crews University policy is committed to a∞rmative action under law in employment of Editor: Lesley K. Baier women, minority group members, individuals with disabilities, and covered veterans. PO Box 208230, New Haven CT 06520-8230 Inquiries concerning these policies may be referred to the Director of the O∞ce for Equal Opportunity Programs, 221 Whitney Avenue, 203.432.0849. -
North Carrick Newsletter Summer 2021
Summer issue 2021 www.nccbc.org FREE With Summer upon us and lockdown easing, we are all looking forward to a better year Published by Produced with funding provided from ScottishPower Renewables View ALL newsletters online The ‘Newsletters’ section is where there will be copies of all of the North Carrick Community Newsletters (past and present). This will be useful for people who like to read things on screen or who want to send electronic copies to friends. www.nccbc.org.uk North Carrick Community Benefit Your voice matters... Company We would like all communities in North Carrick and individuals to get involved with the Funding is available for a wide production of this publication. This is YOUR range of projects and to find out newsletter, so please use it to your benefit. more or to apply to this fund please contact Marion Young on 01292 612626 or your The North Carrick Community Newsletter is produced with community council representatives. You funding provided from ScottishPower Renewables can also contact the company directly on [email protected] We want to encourage everyone to contribute. We also welcome your comments and thoughts on the newsletter as well as any Copies of the newsletter are delivered to ideas on what you would like to see more of (or less). This is every house in Maybole and the North our thirteenth issue and we want to ensure the newsletter Carrick villages. If, for any reason,you grows from strength to strength but we cannot achieve this don’t receive a copy please let your without the participation of our readers and advertisers. -
Minister's Letter
L e a f l e t Greenbank Parish Church Minister’s Letter Braidburn Terrace, EH10 6ES No 644 June–August 2015 Dear Friends Pulpit Diary As I write this letter I So it is with a mixture am looking forward to of excitement and trepi- Jun 5 (Friday) beginning a course of dation and also a real 7.30pm Pre-Communion Service part-time study towards sense of privilege at a Doctorate in Ministry. hav ing this opportunity Jun 7 The Church of Scotland that I am embarking on 9.00am Communion encourages its Ministers this course. But then that 10.30am Communion (Springboard and to take study leave and excitement, trepidation Spectrum meet as normal) offers them two weeks and sense of privilege 3.00pm Communion (Braid Room) a year for this purpose. are always characteristic You can save these weeks of the role of minister. Jun 14 and take a more intensive There is the excitement 10.30am Morning Worship course of study and this over the changing face of Jun 21 is what I have chosen to the Church, the develop- do. With the support of Session I have now ment of new aspects of ministry – like our 10.30am ‘Moving on’ Service, followed by registered for the DMin programme. YACHT project. There is the trepidation that Congregational Picnic in This course in Reformed Theology is taught comes as you mount the pulpit steps every Braidburn Valley Park by Edinburgh University School of Divinity Sunday. There is the privilege of being in- Jun 28 – Aug 9 inclusive and Pittsburgh Theological Seminary and vited into people’s lives and homes and jour- 9.30am Summer Early Service lasts for 3 years. -
Modes of Connecting Faith and the Arts: a Comparative Theological Assessment
Modes of Connecting Faith and the Arts: A Comparative Theological Assessment by Matthew Kaemingk When one asks a Christian artist to reflect on how their faith and their art interact, inform, and influence each other, one can expect a wide variety of responses. As a theological observer and a friend of artists, I have become fascinated by the wide pluriformity of responses and what these responses have to teach us about what it means to be a person of faith in the arts. David Miller’s recent book God at Work charts the past one hundred years of the faith and work movement in modern America. Throughout the book Miller analyzes a diversity of ways in which Christians, in a variety of vocations, live out their faith in the workplace. Miller categorizes their particular modes of faith-work integration into four unique points of emphasis: the expression of faith at work, the ethics of faith at work, the enrichment of faith at work, and finally the experience of faith at work.1 Expression Ethics Enrichment Experience Matthew Kaemingk 2 What follows is an appropriation of David Miller’s quadrilateral and an experimental “mapping” of artistic reflections on the relationship of art and faith. This method of mapping and assessment obviously has important limitations.2 However, it is believed that through Miller’s heuristic categories, a clearer understanding of the vast and often confusing terrain of art and faith discourse might come into clearer focus. Through surveying the variety of perspectives on faith/art integration, a secondary hope would be that artists who would find themselves primarily in one category of integration would be introduced to the richness of other quadrants. -
The Provenance of John Milton's Christian Doctrine
SEL 34 (1994) ISSN 0039-3657 Forum II: Milton's Christian Doctrine The Provenance ofJohn Milton's Christian Doctrine: A Reply to William B. Hunter MAURICE KELLEY As scholars have determined it during the past century and a half, the provenance of the Christian Doctrine should invite no suspicion of Milton's authorship. Instead it confirms it. The treatise originated in Milton's youthful collection of proof texts and his perusal of certain shorter systems of theology.' By the 1640s, Edward Phillips reports, his uncle was dictating to him and his fellow students portions of a "Tractate which he thought fit to collect from the ablest of Divines, who had written of that subject: Arnesius, Wollebius. &c. viz. A perfect System of Divinity, of which more hereafter."2 Phillips, however, failed to keep his promise of more information about "A perfect System," but the Anonymous Biographer (Cyriack Skinner) reports that about 1655 Milton began "the framing a Body of Divinity out of the Bible . which . hee finished after the Restoration."3 Our manuscript of the Christian Doctrine confirms Cyriack's rough dating, for the primary hand in it is that ofJeremie Picard, who served as witness or scribe in Milton documents dating from January 1658 to May 1660;4 and Cyriack's mention of Milton's heterodoxies5 indicates Maurice Kelley is Emeritus Professor of English, Princeton University. 154 REPLY TO HUNT E R that he is writing of the Christian Doctrine that we have today. Parallels between the treatise and Paradise Lost as well as between it and Milton's Art of Logic, not published until 1672,6 confirm Milton's authorship of the systematic theology. -
Theology and Religious Studies Title of C
Impact case study (REF3b) Institution: University of Exeter Unit of Assessment: Theology and Religious Studies Title of case study: Theology, the environment and urban planning policy 1. Summary of the impact Timothy Gorringe’s research examines issues in urban planning and transition towns from a theological and ethical perspective. It places moral, spiritual and aesthetic values alongside economic and physical considerations at the heart of the planning process, and provides analyses of movements seeking environmental and social change. Gorringe has presented and discussed his research in policy-shaping fora, and as part of interactions with churches, charities and campaigning groups including the Transition Network, who form the main beneficiaries of his work. His research has had international impact beyond the HE academy, influencing the work of urban planners and shaping public education about the urban environment, especially in regard to ethical, spiritual and environmental considerations. 2. Underpinning research The planning of urban environments entails a range of technical and physical skills, but it also requires informed and critical reflection on the values and ethics that such environments should embody. This is particularly the case in view of the current need to re-envision our cities in the face of ecological pressures, among which climate change is especially significant. It is this challenge of thinking theologically and ethically about the form of the city that is addressed in Timothy Gorringe’s research, which has taken place within the context of a wider Departmental focus on the engagement of theology with issues of public and ethical concern. This focus includes the study of not only urban planning but also subjects including farming, human rights, criminal justice and environmental ethics. -
Heresy Handout: a Convenient Guide to Eternal Damnation
Heresy Handout: A Convenient Guide to Eternal Damnation Christianity from its inception had difficulty maintaining its tenets in a population as diverse as Europe's. Strange mutations of Christianity kept popping up and they had to be reintegrated into the mainstream church. The "official" standard of belief is orthodoxy. On the other hand, heresy (or heterodoxy) refers to "unofficial" beliefs conflicting with the doctrine of the church fathers. Heresy becomes an actual crime under the Theodosian Code (438 A.D.), and being a heretic means damnation according to medieval thinkers. Most heresies fall into four general tendencies: (1) Dualistic heresies argued that two equally powerful spirits--a benevolent deity and a malevolent counterpart--were in constant warfare to control the universe. In orthodox medieval Christianity, the church fathers interpreted Satan as a being inferior to God. The devil--though rebellious--is merely a fallen angel who carries out God's will (i.e., he only torments or tempts humanity when God allows him to, á la Job). Dualistic heresies tended to see the two forces as equals, and many argued that the material world was entirely evil, in contrast with the orthodox position that the creation of God was “good, but fallen.” (2) Antinomianism covers any heresy that suggests an individual's religious experience outweighs the authority of church hierarchy, its scripture, or canon law. Arguing the scriptures are self-contradictory is also considered antinomianism. (3) Docetism occurs in any heresy that suggests that Christ was a being of pure spirit rather than having a corporeal body. Thus he never really "died" on the cross. -
RCIA, Session #06: Major Heresies of the Early Church
RCIA, Session #06: Major Heresies of the Early Church Adoptionism A 2nd-3rd century heresy that affirmed that Jesus’ divine identity began with his baptism (God adopted the man Jesus to be his Son, making him divine through the gift of the Holy Spirit). It was advocated by Elipandus of Toledo and Felix of Urgel, but condemned by Pope Adrian I in 785 and again in 794. When Peter Abelard (1079-1142) renewed a modified form of this teaching in the twelfth century, it was condemned by Pope Alexander III in 1177 as a theory proposed by Peter Lombard. Apollinarianism Heretical doctrine of Appolinaris the younger (310-90), Bishop of Laodicea, that Christ had a human body and only a sensitive soul, but had not rational mind or a free human will (i.e., Jesus was not fully human). His rational soul was replaced by the Divine Logos, or Word of God. The theory was condemned by Roman councils in 377 and 381, and also by the 1st Council of Constantinople in 381. Arianism A fourth century heresy that denied the divinity of Jesus Christ. Its author was Arius (256-336), a priest of Alexandria who in 318 began to teach the doctrine that now bears his name. According to Arius, there are not three distinct persons in God, co-eternal and equal in all things, but only one person, the Father. The Son is only a creature, made out of nothing, like all other created beings. He may be called God by only by an extension of language, as the first and greatest person chosen to be divine intermediary in the creation and redemption of the world. -
The Importance of Athanasius and the Views of His Character
The Importance of Athanasius and the Views of His Character J. Steven Davis Submitted to Dr. Jerry Sutton School of Divinity Liberty University September 19, 2017 TABLE OF CONTENTS Chapter I: Research Proposal Abstract .............................................................................................................................11 Background ......................................................................................................................11 Limitations ........................................................................................................................18 Method of Research .........................................................................................................19 Thesis Statement ..............................................................................................................21 Outline ...............................................................................................................................21 Bibliography .....................................................................................................................27 Chapter II: Background of Athanasius An Influential Figure .......................................................................................................33 Early Life ..........................................................................................................................33 Arian Conflict ...................................................................................................................36 -
Teaching Science Through the Grades
Waldorf Journal Project #9 May 2007 AWSNA Teaching Science Through the Grades Compiled and edited by David Mitchell “If a child is to keep alive his inborn sense of wonder without any such gift from the fairies,he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in.” – Rachel Carson Waldorf Journal Project #9 May 007 AWSNA Teaching Science Through the Grades Compiled and edited by David Mitchell Printed with support from the Waldorf Curriculum Fund Published by: AWSNA Publications The Association of Waldorf Schools of North America 3911 Bannister Road Fair Oaks, CA 95628 © 2007 byAWSNA Publications Waldorf Journal Project #9 Title: Teaching Science through the Grades Principal Translator: Ted Warren Editor: David Mitchell Copyeditor and Proofreader: Ann Erwin Photographs: David Mitchell Gratitude is expressed to the editors of Steinerskolen and the individual authors for granting permissions to translate the essays for North America, to the editors of Steiner Education, and to Peter Glasby and Neil Carter, editors of the Journal fror Waldorf Education in Australia and New Zealand Contents FOREWORD ........................................................................................... 7 A STUDY OF THE ELEMENT “WATER” by Christian Smit ......................................................................... 9 WATER AS THE MEDIUM FOR LIFE by Jørgen Smit ............................................................................. 19 GOETHE’S