C.S. Lewis's Obstacles to Faith
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Surrounded! “C. S. LEWIS: SURPRISED by JOY!”
June 21, 2015 Surrounded! “C. S. LEWIS: SURPRISED BY JOY!” Rev. Gary Haller First United Methodist Church Birmingham, Michigan John 16:19-22 Jesus knew that they wanted to ask him, so he said to them, “Are you discussing among yourselves what I meant when I said, ‘A little while, and you will no longer see me, and again a little while, and you will see me’? Very truly, I tell you, you will weep and mourn, but the world will rejoice; you will have pain, but your pain will turn into joy. When a woman is in labor, she has pain, because her hour has come. But when her child is born, she no longer remembers the anguish because of the joy of having brought a human being into the world. So you have pain now; but I will see you again, and your hearts will rejoice, and no one will take your joy from you.” Matthew 13:44 “The kingdom of heaven is like treasure hidden in a field, which someone found and hid; then in his joy he goes and sells all that he has and buys that field.” “Once there were four children whose names were Peter, Susan, Edmund and Lucy. This story is about something that happened to them when they were sent away from London during the war because of the air-raids. They were sent to the house of an old Professor who lived in the heart of the country, ten miles from the nearest railway station and two miles from the nearest post office.” Peter, Susan, Edmund and Lucy soon realize that they have a lot of freedom due to the lack of supervision and decide to play a game of hide and seek in the house. -
Ryan Hudson Honors Thesis-May 2021
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Myth in CS Lewis's Perelandra
Walls 1 A Hierarchy of Love: Myth in C.S. Lewis’s Perelandra A Thesis Submitted to The Faculty of the School of Communication In Candidacy for the Degree of Master of Arts in English by Joseph Robert Walls May 2012 Walls 2 Liberty University School of Communication Master of Arts in English _______________________________________________________________________ Thesis Chair Date Dr. Branson Woodard, D.A. _______________________________________________________________________ First Reader Date Dr. Carl Curtis, Ph.D. _______________________________________________________________________ Second Reader Date Dr. Mary Elizabeth Davis, Ph.D. Walls 3 For Alyson Your continual encouragement, support, and empathy are invaluable to me. Walls 4 Contents Introduction......................................................................................................................................5 Chapter 1: Understanding Symbol, Myth, and Allegory in Perelandra........................................11 Chapter 2: Myth and Sacramentalism Through Character ............................................................32 Chapter 3: On Depictions of Evil...................................................................................................59 Chapter 4: Mythical Interaction with Landscape...........................................................................74 A Conclusion Transposed..............................................................................................................91 Works Cited ...................................................................................................................................94 -
Joy Davidman Lewis: Author, Editor and Collaborator
Volume 22 Number 2 Article 3 1998 Joy Davidman Lewis: Author, Editor and Collaborator Diana Pavlac Glyer Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Glyer, Diana Pavlac (1998) "Joy Davidman Lewis: Author, Editor and Collaborator," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 22 : No. 2 , Article 3. Available at: https://dc.swosu.edu/mythlore/vol22/iss2/3 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Biography of Joy Davidman Lewis and her influence on C.S. Lewis. Additional Keywords Davidman, Joy—Biography; Davidman, Joy—Criticism and interpretation; Davidman, Joy—Influence on C.S. Lewis; Davidman, Joy—Religion; Davidman, Joy. Smoke on the Mountain; Lewis, C.S.—Influence of Joy Davidman (Lewis); Lewis, C.S. -
Edmund Pevensie As an Example of Lewis's 'New Kind of Man'
Inklings Forever: Published Colloquium Proceedings 1997-2016 Volume 6 A Collection of Essays Presented at the Sixth Frances White Ewbank Colloquium on Article 12 C.S. Lewis & Friends 5-29-2008 A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man' Pamela L. Jordan Taylor University Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation Jordan, Pamela L. (2008) "A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man'," Inklings Forever: Published Colloquium Proceedings 1997-2016: Vol. 6 , Article 12. Available at: https://pillars.taylor.edu/inklings_forever/vol6/iss1/12 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever: Published Colloquium Proceedings 1997-2016 by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. A Redeemed Life: Edmund Pevensie as an Example of Lewis's 'new kind of man' Pamela L. Jordan A recurring theme in The Chronicles of excitement and eagerness to explore, likening their Narnia is that Narnia changes those who enter. The new adventure to being shipwrecked (he had read all narrator repeatedly notes the restorative power of the right books). Just as the debate about eating the Narnia and calls the reader's attention to the sandwiches brings tempers to a boil, Edmund is able difference in the children (and adults in The to diffuse the situation with his adventuresome spirit. -
The Theme of Desire in the Writings of CS Lewis
Inklings Forever Volume 6 A Collection of Essays Presented at the Sixth Frances White Ewbank Colloquium on C.S. Lewis & Article 8 Friends 5-29-2008 The Theme of Desire in the Writings of C.S. Lewis: Implications for Spiritual Formation Connie Hintz Loyola University Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation Hintz, Connie (2008) "The Theme of Desire in the Writings of C.S. Lewis: Implications for Spiritual Formation," Inklings Forever: Vol. 6 , Article 8. Available at: https://pillars.taylor.edu/inklings_forever/vol6/iss1/8 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. INKLINGS FOREVER, Volume VI A Collection of Essays Presented at the Sixth FRANCES WHITE EWBANK COLLOQUIUM on C.S. LEWIS & FRIENDS Taylor University 2008 Upland, Indiana The Theme of Desire in the Writings of C. S. Lewis Implications for Spiritual Formation Connie Hintz Abstract: If we remain faithful to the path of desire, steadfastly refusing all that fails to satisfy, and holding fast to our deepest longing, we can trust it to lead us to life in all its fullness. Drawing on his own experience of following the path of desire to its ultimate destination in God, C. S. -
Liebesman & Magidor 2017
A response to Liebesman and Magidor on copredication Matthew Gotham University of Oxford 11th Semantics and Philosophy in Europe Colloquium, University of Warsaw, 22 September 2019 1/45 Outline Introduction Theories to introduce Gotham 2014, 2017 Liebesman & Magidor 2017, 2019 Critique of L&M’s theory… …And a concession Conclusion 2/45 Introduction Copredication: the phenomenon (1) Nobody understood the lecture, which lasted an hour. (2) Lunch was delicious but took forever. (Asher 2011: 11) (3) The bank was vandalized after calling in Bob’s debt. (4) London is so unhappy, ugly and polluted that it should be destroyed and rebuilt 100 miles away. (Chomsky 2000: 37). 3/45 Characterization • Using two (or more) senses of a polysemous word ‘at the same time’, e.g. a single instance of lecture to mean information and event, bank to mean institution and building, etc. • Predicates with apparently conflicting requirements applied to the same argument (felicitously), e.g. delicious requiring its argument to denote food while took forever requiring its argument to denote an event, etc. We’ll work with elements of both characterizations. 4/45 Issues • Philosophical What (if anything) is the referent of nouns supporting copredication (NSCs) like lecture, lunch and bank? • Compositional How can a treatment of copredication square with an account of semantic (in)felicity? • Individuation and counting 5/45 Issues of counting and individuation Suppose the library has two copies of Tolstoy’s War and Peace, Peter takes out one, and John the other. Did Peter and John take out the same book, or different books? If we attend to the material factor of the lexi- cal item, they took out different books; if we focus on its abstract component, they took out the same book. -
The Mathematical Mind of C. S. Lewis
THE MATHEMATICAL MIND OF C. S. LEWIS THE MATHEMATICAL MIND OF C. S. LEWIS MATT D. LUNSFORD live Staples Lewis (1898-1963) was one of the intellectual giants of the 20th century and arguably the most influ- Cential Christian author of that period. Lewis was born in Belfast, educated at Oxford, and taught medieval and Renaissance literature at both Oxford and Cambridge. As a scholar, he made significant contributions to the areas of literary criticism, children’s literature, and fantasy literature. His conversion to Christianity is well documented in his autobiography Surprised by Joy, as is his personal struggle with learning mathematics. He admits that he “could never have gone very far in any science because on the path of every science the lion mathematics lies in wait for you.” In spite of his lack of success in mathematics, Lewis, through his writings, exhibited a deep appreciation of the discipline. More specifically, Lewis’ thinking, as expressed in his writings, reflects two essential tools of a mathematician’s mind: ratiocination and imagination. Ratiocination is the process of logical reasoning. Lewis enjoyed all mathematics that involved mere reasoning but was less fond of mathematical calculation. In his early training at Oldie’s School, Lewis claims only some geometry and grammar as accomplish- ments. In reflecting upon this time, he comments, “that though he [Oldie] taught geometry cruelly, he taught it well. He forced us to reason, and I have been the better for those geometry lessons all 57 RENEWING MINDS of my life.” His tutelage later under Kirk (Mr. Kirkpatrick), though not imbued with mathematics, proved indispensable for his ratio- cination skills. -
How Was Cs Lewis Influenced By
HOW WAS C.S. LEWIS INFLUENCED BY READING BOOKS? Jeremy Jernigan Fuller Theological Seminary ST 574: Theology of C.S. Lewis November 4, 2018 Thesis: Numerous influences shaped C.S. Lewis, but none more significant than the books he read. The effects of this influence emerge in his early life, the shaping of his identity, his conversion to Christianity, and ultimately to his theology. In many ways, C.S. Lewis experienced an unremarkable childhood. He endured a significant amount of pain in losing his mother at a young age and suffering the hardships of a boarding school that left its mark on him more than even his time in the war. He later concluded, “I will take part in battles but not read about them.”1 Lewis defended this strange argument by explaining that “A boy who is unhappy at school inevitably learns the habit of keeping the future in its place.”2 As a child, it was in reading books that Lewis found a way to feel he could control his future. This connection with books became the foundation on which he built everything else. “It is important to acquire early in life the power of reading sense wherever you happen to be.”3 He did not share a close relationship with his father, yet the strongest link between them was in the way Albert Lewis provided books and fostered a love of reading in his son. C.S. Lewis recalled how “My father bought all the books he read and never got rid of any of them.”4 One cannot help but wonder how Lewis might have developed differently without this availability of books in his home. -
Canberra Christian Fellowship (In the Methodist Tradition)
September 2020 Issue 135 Canberra Christian Fellowship (in the Methodist Tradition) Canberra CCF & CAC services resumption Aboriginal Church are currently uncertain. C. S. Lewis (1898 - 1963) Well known in Christian circles, Clive Staples Lewis is also widely known by the general public principally from his Chronicles of Narnia books which have been translated into 47 languages and been adapted for plays, radio, television and the big screen. To family and friends he was known as Jack. Born in Belfast, Northern Ireland, Lewis's mother died when he was 9. His early education came from a mixture of private tutors and periods at various schools. In his early teen years, he abandoned the Church of Ireland Christian faith in which he had been brought up to become an athiest. Entering Oxford University in 1917, he was soon drafted for army training and on his 19th birthday arrived at the Somme Valley, France and entered the trenches to fight in the First World War. Wounded 4 1/2 months later, Lewis recovered back in England and was demobilised at the end of 1918. He successfully returned to his studies and in 1925 "was elected a Fellow and Tutor in English Literature at Magdalen College" Oxford University. Lewis and an army cadet friend, Paddy Moore, "made a mutual pact that if either died during the war, the survivor would take care of both of their families. Paddy was killed in action in 1918 and Lewis kept his promise." He became very close to Moore's mother, often referring to her as his mother, and caring for her until her death. -
C. S. Lewis on Gender Ann Loades Introduction Riess a Well a Continuing to Work on Farms
C. S. Lewis on Gender Ann Loades Introduction riess a well a continuing to work on farms. They worked in trans- port t and a the front, as well as at home as nurses and ambulance Cautious though one must be in thinking that one can entirely drivers,n i addition to all the other tasks they performed. It was understand someone in terms of their circumstances, C. S. Lewis not until February 6, 1918, that some women (those over thirty (CSL) virtually invites us to pay attention to his by the publica- years old, householders or wives thereof, occupiers of property tionfs o hi Surprised by Joy (1955).s Thi text, which we can now wortht a least five pounds per year, and university graduates)5 es - reads a a classic of “textual male intimacy” in religion,1 s fi one o cured the vote. Men simply had to be nineteen years or older and those resources particularly important when we try to grasp what ableo t supply an address. The age restriction for women dropped CSL meant and could not mean by “masculinity,” as will become to twenty-one in 1928. The time had come when women, married clear in the last part of this article. In addition, we need to attend or not, could no longer be regarded as legal nonentities, deprived to a whole range of his publications when we attempt to assess his of adequate education and economic resources, though much re- understanding of “femininity” and its relation to “masculinity.” mainedoe t b achieved in the twentieth century. -
The Liberal Arts, Antidote for Atheism a Partial Theological Justification for the Liberal Arts
LINGUACULTURE 2, 2014 THE LIBERAL ARTS, ANTIDOTE FOR ATHEISM A PARTIAL THEOLOGICAL JUSTIFICATION FOR THE LIBERAL ARTS DR. JOEL D. HECK Concordia University Texas Abstract C. S. Lewis once stated that the decline of classical learning was a contributory cause of atheism. This article explores why he made this very unusual statement, describing how Lewis saw the Classics as a literature full of gods and goddesses, providing hints of truth, giving us things to write about, and preparing for the Christian faith. Using some remarkable quotations from Virgil and Plato, Lewis demonstrated how those writers anticipated both the birth and the death of Christ. Lewis’s concept of myth, powerfully present in the Classics, shows how the Gospel story itself is a “true myth,” one with a pattern that is similar to many of the pagan myths. The personal story of Lewis himself demonstrates how the Classics, and, more broadly, the liberal arts were a testimony to the truth of God and how the Greek plays of Euripides, the philosophy of Samuel Alexander, the imagination of writer William Morris, the poetry of George Herbert, and the historical sensibility of G. K. Chesterton combined (with many other similar influences) to convince Lewis that the death and resurrection of Jesus Christ were especially a “true myth,” one that happened in history, demonstrating him to be the Son of God. Keywords: Atheism, classical learning, the Classics, conversion, patron saint, liberal arts, myth One of the most puzzling quotations from C. S. Lewis that I have ever come across is this statement, written by Lewis to his lifelong friend Arthur Greeves on Dec.