DOCSLIB.ORG

RELG 480 C. S. Lewis CD & Syll. Fall 2016

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
RELG 480 C. S. Lewis CD & Syll. Fall 2016 1 OFFICE: Honsey Hall, #227 TOPICS COURSE: A Critical Reading OFFICE HOURS: M, W, F 2:30 - 5:00 of C. S. Lewis’s Theological T, R 1:00 - 5:00 Writing: What's Important, Dangerous, (Other Hours by Appointment) Correct and Useful in his Work. TELEPHONE: Office--344-7338 [[email protected]] Home--388-8392 [Leave messages on Voice or E- Mail] (Fall 2016) Religious Studies 480 M, W, F 1:30-2:20 Dr. Steven L. Reagles B.A. [English] University of Wisconsin—LaCrosse M.Div. [Theology] Wisconsin Lutheran Seminary M.A. [Speech] Communication] Minnesota State University Ph.D. [English Rhetoric/Linguistics] Indiana University-Pennsylvania COURSE TEXTS Bookstore/Online Purchase: McGrath, Alister. C. S. Lewis: Eccentric Genius. Reluctant Prophet. Carole Stream, Illinois: Tyndale House, 2013. Lewis, C. S. Christian Reflections. 1967. Grand Rapids: Eerdmans, 2014 Lewis, C. S. The Abolition of Man. New York: Touchstone, 1996. Lewis, C. S. Mere Christianity Rev. & Enlarged. New York: Harper, 2009. Lewis, C. S. The Four Loves. New York: HarperOne, 2009. Other Course Readings may come in the form of Handouts 2 COURSE DESCRIPTION: This is a course that explores the ideas of Clive Staples [C. S.] Lewis. Many people, today, who are familiar with the works of C.S. Lewis, gained that familiarity from his series of children’s books, The Narnia Chronicles, some of which have been made into movies: The Lion, the Witch and The Wardrobe, Prince Caspian, The Voyage of the Dawn Treader. If you are a Science Fiction enthusiast you may have read Lewis’s Space Trilogy: Perelandra, Out of the Silent Planet and That Hideous Strength. Fewer people are aware that Lewis was a famed professor and scholar of Medieval and Renaissance Literature and a Christian Apologist, who taught at the world’s best universities, while writing numerous theological essays on literature and Christian doctrine. This course, titled “A Critical Study of C. S. Lewis’ Theological Writing: What's Important, Dangerous and Correct in his Work,” takes a critical and appreciative look at some of Lewis’s work. The Seventeenth Century Lutheran scholar Martin Chemnitz provides a useful perspective in his “How to Read the Church Fathers,” which can be used as a lens for a critical reading of Lewis, even though Lewis is not, technically, an ancient church father. Not all church Fathers were orthodox and neither was C. S. Lewis orthodox in everything he wrote. But Lewis never claimed to be a theologian. In fact, as a lay member of the Church of England, he was a professor not of Theology, but Medieval and Renaissance Literature, first at Oxford, then at Cambridge University. So, then, one does find statements in his writing that are sometimes out-of-synch with Christian orthodoxy. Because this is the case, some have little respect for any of Lewis’s work and are ready to ignore Lewis. But that is unfortunate since Lewis had many insightful things to say about matters of the Faith. Chemnitz provides a more balanced way of reading Lewis. He, was acknowledged by Catholic scholars of his day to be an expert in the Fathers of the church and Chemnitz noticed in them, also, that they at times were out-of-synch with Christian orthodoxy. In his “How to Read the Church Fathers,” rather than demonizing those Fathers that were at some points, in error, he provided a balanced measuring stick for reading. He instructed every reader to IDENTIFY: 1) What stands out and is important in the church father, 2) What ideas are “dangerous” and contrary to Scripture, and, finally, 3) What ideas are correct and useful, and take them to heart for one’s own instruction. We shall apply Chemnitz’s lens to Lewis, seeking to explore in his writing what stands out and is “important”; second, what may be “dangerous” and ought to be rejected and, finally, what is “correct and useful” for our own thinking. In this course we want to especially learn from Lewis what are his orthodox insights on Natural Law, as a stimulus for thinking about today’s issues. Bethany Lutheran College Objectives: 1) To grow in the grace and in the knowledge of our Lord and Savior Jesus Christ by means of the Gospel. 2) To demonstrate independent critical thinking so that they are not shaken from the eternal foundations on which their moral and spiritual growth is based. 3 Religion Program Learning Outcomes [RPLO] The RPLO are based on the two institutional objectives stated above. Students Will Be Able To… use the following categories and concepts in applying, analyzing, synthesizing, and evaluating religious ideas. This includes ability to compare/contrast historic Christianity with: 1) its various branches, and 2) other world religions, in relation to these categories: 1. Source and nature of truth in religion; Bible as divine revelation. Related concepts: Inspiration and canon of Sacred Scripture; the authority, clarity, efficacy and sufficiency of Scripture; the Books of the Bible and the literary genre to which they belong; the eras of Bible History and the personalities and events of each. 2. The need of mankind for redemption: The fall into sin and all its implications. Related concepts: Alienation from God and neighbor; the bondage of the human will; death in all its dimensions. 3. The message of salvation in all its dimensions: How it was acquired; how it is distributed; how it is appropriated by the individual. Related concepts: the grace of God expressed in the person and work of Christ; the Means of Grace and the work of the Holy Spirit; faith in the heart of the individual. 4. The nature of the Christian life in this world: the “saint and sinner” paradox; sanctification as a work in progress; Christian vocation, and the place of good works in religion. 5. The Christian hope: resurrection and eternal life. This Course’s Learning Outcomes Derived from RPLO: After taking this course, Students Will Be Able To… I. Summarize what McGrath’s biography teaches about Lewis’s viewpoint on doctrine & life. 1-5 II. Distinguish how C. S. Lewis’s viewpoint on the inspiration and historicity of Scripture, sin, atonement, justification by faith and hell differed from mainstream, orthodox Christianity.*1 III. Indicate how key works in C. S. Lewis point to mankind’s need for redemption because of their awareness of sin and inability to keep the moral law. 2 IV. Assess how Lewis’s consideration of Natural Law compares with that of the Bible, The Book of Concord and contemporary writers on Natural Law. 1, 2 V. Evaluate how Lewis’s doctrine of objective value supports the biblical message of salvation, extra-nos, in the incarnate, crucified and resurrected Christ. 3 VI. Explain how Lewis’s insights on Natural Law help contribute to contemporary debates where the Natural Law is challenged. 1, 2 VII. Distinguish between the various means of love, from a Christian viewpoint. 2, 4 *Numbers following learning Outcomes correspond to Religion Department Objectives above. CLASS REQUIREMENTS: Class Participation: I assume that students in this class will read the assigned readings before class and take an active role in the class by attending and participating—by speaking, writing, asking questions, actively engaging in class exercises. We’ll explore the material using lecture, online resources, and a toolbox of active learning strategies like mini-lectures to provoke discussion or synthesize insights. Strategies for learning include critical thinking methods: like SEE-I, Socratic questioning, paired response, group work, jig-saws, teaching in triads & quartets, discussion, debates, writing, role playing, etc. [I-VII]* Quizzes/Five-Minute papers: Quizzes and “Five-Minute Papers” are given during the semester, testing you on daily readings & class work. Some quizzes are individual; others are group response quizzes. [I-VII] A Preliminary Reflection on “The Decline of Religion”: In a one- to two-page (around 300-600 words: Times 12-size script), double-spaced initial essay, write a reaction to C. S. Lewis’s “The Decline of 4 Religion” in terms of your own nation. Lewis suggests that he could identify both a “decline” in religion in his own day [1946 Britain] as well as a “revival” in some places. What about in your own nation? Do some online research to aid your reflection and include a “Bibliography” page to cite any sources to support your conclusion or sources that you disagree with. In your paper, first, summarize, or state, Lewis’s position and then, second, present your viewpoint. The main purpose of this essay is for you to try to think like Lewis did, but applying the topic to your own nation, America, China, Nigeria, etc. DUE: Fri., Sep. 2 [I] A Reflective Journal on McGrath’s C. S. Lewis: Applying Chemnitz’s approach to reading the Church Fathers and for each class reading from Alistair McGrath’s C. S. Lewis: Eccentric Genius, Reluctant Prophet, write out, for each class session, a 150-250 word critical reaction/response to the day’s readings using Chemnitz’s questions to guide your writing. You may react to any or all of the questions: 1) What, from your viewpoint, stands out or is important? 2) What in C. S. Lewis’s life, ideas, thinking, if anything, in the material read for the day, seems to be dangerous and something that ought to be rejected or avoided? 3) In which ideas does Lewis seem to speak correctly or usefully? These typed journal entries will be turned in and graded at the end of each week and handed back, typically, at the next session. [I] A Book Report on McGrath’s C. S. Lewis: Type a 4 page Book Report on McGrath’s book in which you explain Three or Four Chief Ideas about Lewis on Religion that Stand out.
Load more

Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • The Four Loves Storge – Natural Affection Phileo – Friendship Eros
    Revolution Part 4 - John Breland!South Coast Sermon Notes (1 Corinthians 14:1 LB) “Make love your greatest aim…” The Greatest Love of All (John 13:35) “By this all men will know that you are my 1. Love God fully. disciples, if you love one another.” (1 John 4:7-8) “Dear friends, let us love one another, for (1 John 3:18) “Dear children, let us not love with words or love comes from God. Everyone who loves has been born of God and knows God. Whoever does not love does not know tongue but with actions and in truth.” God, because God is love.” The Four Loves (1 John 4:19) “We love because he first loved us.” Storge – natural affection 2. Accept others unconditionally. (Romans 15:7) “Accept one another, then, just as Christ (Romans 12:10) “Be devoted to one another in brotherly accepted you, in order to bring praise to God.” love. Honor one another above yourselves.” 3. Commit yourself personally. Phileo – friendship (Romans 12:10) “Be devoted to one another in brotherly (Matthew 10:37) “Anyone who loves his father or mother love.” more than me is not worthy of me; anyone who loves his son or daughter more than me is not worthy of me.” 4. Encourage others continually. Eros – physical attraction (1 Thessalonians 5:11) “Therefore encourage one another and build each other up, just as in fact you are doing.” Agape – unconditional love (1 Corinthians 13:7 LB) “If you love someone…you will always believe in him, and always expect the best of him…” (John 15:13) “Greater love has no one than this, that he lay down his life for his friends.” 5.
    [Show full text]
  • Course Syllabus
    The Life and Thought of C.S. LEWIS TH 2XL3 / MS 2XL3 McMaster Divinity College Summer School, 2015 Instructors: Bradley K. Broadhead, Ph.D. (Cand.) [email protected] COURSE DESCRIPTION C.S. Lewis is one the most influential Christian writers of the twentieth century. Just over fifty years after his death, his theological writings and works of fiction (which are often one and the same) remain widely read and appreciated. The story of his life demonstrates in a powerful way how his encounter with Jesus Christ definitively shaped both his worldview and his actions. Together we will walk through his life and his major writings, considering his relevance for the contemporary world. COURSE OBJECTIVES Knowing To become familiar with the life and major works of Lewis To identify the major themes that emerge from Lewis’ corpus To understand the arguments for the value of contemporary parables/myths Being To engage in theological reflection on the works of Lewis To be challenged by the example of Lewis in leading a Christian life Doing To critically engage with a selected portion of Lewis’ work To evaluate Lewis’ impact on Christian and secular cultures SPECIALIZATIONS Christian Thought and History Church and Culture Christian Worldview 2 1 CLASS SCHEDULE Week 1 Tuesday, May 26 Introduction to the Course Young Lewis Lewis the Academic Lewis at War Thursday, May 28 Lewis the Atheist Lewis’ Conversion Lewis and the Inklings Week 2 Tuesday, June 2 Lewis the Popular Christian Apologist Mere Christianity The Problem of Pain Miracles Thursday, June 4 Lewis the Writer The Space Trilogy The Screwtape Letters The Great Divorce Week 3 Tuesday, June 9 The Chronicles of Narnia Until We Have Faces Thursday, June 11 Lewis, Joy, and A Grief Observed Lewis and Evangelicalism Lewis and contemporary issues 1 Please note that the instructor reserves the right to make alterations to the content and its sequence.
    [Show full text]
  • The Problem of Pain Defended
    Seventeen PRO: THE PROBLEM OF PAIN DEFENDED Philip Tallon In 1939, Ashley Sampson of Centenary Press invited C. S. Lewis to write on the problem of evil for the Christian Challenge series. Lewis asked if he could write anonymously, because he felt he did not live up to the hard-edged principles he would need to espouse. This would not have been first time (or the last) that Lewis published anonymously. His early poems appeared under the name “Clive Hamilton” and the memoir of his wife’s death, A Grief Observed, was attributed to “N. W. Clerk” during Lewis’s lifetime. The publisher, however, refused his request for anonymity. And so with the publication of The Problem of Pain in 1940, Lewis kick-started his role as a public philosopher and theologian. Later works in this vein would include the radio talks that were published as Mere Christianity (1952), as well as books like Miracles (1947) and The Four Loves (1960), along with numerous essays on theological and philosophical topics. But The Problem of Pain was the first, and constituted a strong entry into the public sphere. Despite some self-deprecatory remarks by Lewis at the start of the book (“If any real theologian reads these pages he will very easily see that they are the work of a layman and an amateur”), Lewis’s work is thoughtful, scriptural, steeped in the Western tradition, and ambitious in scope (Lewis, 2001c, p. vii). Within 150 pages or so, Lewis handles the origins of religion, articulates the problem of evil in various forms, deals with free will and soul making, offers an imaginative reconstruction of the origins of humanity and its fall, discusses the nature of pain in some depth, grapples with the problem of animal suffering, and theologizes about heaven and hell.
    [Show full text]
  • The Four Loves Theologians Have Sometimes Asked Whether We Shall
    TESTIMONIES L & A C.S. Lewis from: The Four Loves Clive Staples Lewis was born in Belfast, Ireland, highly respected in his field of study, both as a in 1898. He was educated by private tutor and teacher and writer. then at Malvern College in England for a year In his essay The Four Loves, from which the before attending University College, Oxford, in following passage is taken, Lewis describes the four 1916. His education was interrupted by service in basic kinds of human love – affection, friendship, World War I. In 1918 he returned to Oxford where erotic love, and the love of God. On his own testi- he did outstanding work as a classical scholar. He mony, he could not have written this book if he taught at Magdalen College, Oxford, from 1925 to had not fallen in love with the American Jewish 1954, and from 1954 until his death in 1963 he was woman Joy Davidman. They married when her professor of Medieval and Renaissance English at terminal bout with cancer was already near. She Cambridge University in Cambridge. He was died at the age of 45. Theologians have sometimes asked whether we shall “know one another” in Heaven, and whether the particular love-relations worked out on earth would then continue to have any significance. It seems reasonable to reply: “It may depend what kind of love it had become, or was becoming, on earth.” For, surely, to meet in the eternal world someone for whom your love in this, however strong, had been merely natural, would not be (on that ground) even interesting.
    [Show full text]
  • Human Love and Divine Love: the Platonic Matrix in C.S. Lewis
    Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 7-1975 Human Love and Divine Love: The lP atonic Matrix in C.S. Lewis Laura Case Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the Ancient Philosophy Commons, Christianity Commons, Literature in English, British Isles Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Case, Laura, "Human Love and Divine Love: The lP atonic Matrix in C.S. Lewis" (1975). Masters Theses & Specialist Projects. Paper 1379. http://digitalcommons.wku.edu/theses/1379 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. HUMAN LOVE AND DIVINE LOVE: THE PLATONIC MATRIX IN C. S. LEWIS A Thesis Presented to the Faculty of the Program in HUMANITIES Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment of the Requirements for the Degree Master of Arts by Laura Ann Case July 1975 HUMAN LOVE AND DIVINE LOVE : THE PLATONIC MATRIX IN C. S. LEWIS -t, "')"': ..,,- Recommended ___~' __ '~'~=>~'.~------- (Date) Approved '1_.2 5 7~':J (Date) the Gra uate 0 lege ACKNO\'lLEDGEMENTS \iith deep appreciation I wish to express my gratitude to those persons who were influential in my undertaking of this thesis. First, I thank Dr. Ronald Nash who introduced me to the ideas of Plato and to the remarkable Dr. John T. Stahl . With his shared enthusiasm and knowledge of C. S.
    [Show full text]
  • Wood Study Guide
    Dear Friends, Since Dr. Ralph Wood’s lectures at St. George’s will focus on two books by C. S. Lewis, The Screwtape Letters and The Four Loves , I’m posting the study guides he’s prepared for his literature classes that read these two books. It will not be necessary to read or reread these books in preparation for his lectures in October, but it will, no doubt, be helpful. Michael Poore The Humanitas Project ————————————————————— Study Questions on C. S. Lewis’s The Screwtape Letters keyed to the HarperCollins edition, 2001 (ISBN 0-06-065293-4) prepared by Ralph Wood, Baylor University 1. To what genre does this book belong? How does Lewis give us a hinted answer by his choice of epigraphs from Martin Luther and Thomas More? Why, in his Preface to the 1961 edition, does Lewis warn against taking the demonic either too seriously or not seriously enough? Which is the greater problem in our time? Why, in this same Preface, does Lewis declare that, strictly speaking, Christians do not “believe in the Devil”? What does he mean in also observing that “No being could attain a ‘perfect badness’ opposite to the perfect goodness of God; for when you have taken away every kind of good thing (intelligence, will, memory, energy, and existence itself) there would be none of him left”? Why does he also say that “I never wrote with less enjoyment,” and why (in his recorded version of the Letters ) does he adopt a flat, midwestern American accent? 2. Who are “Our Father Below” and “the Enemy,” and what is the wicked pun at work in “the Miserific Vision”?
    [Show full text]
  • An Introduction to C. S. Lewis
    An Introduction to C. S. Lewis Clive Staples Lewis—C. S. Lewis to many readers—was born in Belfast, Ireland, on November 29, 1898. His parents were Albert James Lewis, a solicitor, and Florence Augusta Lewis. Lewis had one brother, Warren Hamilton Lewis, with whom he remained close for all of his life. Lewis read widely as a child, but dearly enjoyed stories about animals and nature, a theme which resurfaced in his later work The Chronicles of Narnia. Lewis and his brother Warren even created an imaginary world called Boxen in which animals lived and talked together. Coupled with Lewis’ love of creating worlds filled with anthropomorphic animals and lively natural settings was his love for ancient literature, including the epic sagas of Iceland, Norse mythology, and Greek and Medieval literature. Readers familiar with his work will recognize how these these genres and themes influenced the trajectory of his life’s work. In his early years of education, Lewis attended several private preparatory schools in Britain, including Wynyard School in Hertfordshire (1908), Campbell College in Belfast (1910), and Cherbourg House at Malvern, Worcestershire (1911). Due to poor health, though, he never remained at these schools for long. It was during his time in Worcestershire that Lewis pronounced himself an atheist, a belief he held onto until 1929 when he became a theist and then a Christian. In December 1916, Lewis received a scholarship to study at University College, Oxford. His life of academic study took a tremendous turn, however, for in 1917 Lewis enlisted in the British Army. After training, Lewis attained the rank of Second Lieutenant with the Third Battalion of the Somerset Light Infantry.
    [Show full text]
  • 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.
    [Show full text]
  • The Great Rival: the Loves in Lewis' the Magician's Nephew (1955)
    1 The Great Rival: The Loves in Lewis’ The Magician’s Nephew (1955) “Christ says, “Give me All. I don’t want so much of your time and so much of your money and so much of your work: I want You. I have not come to torment your natural self, but to kill it. No half-measures are any good. I don’t want to cut off a branch here and a branch there, I want to have the whole tree down. I don’t want to drill the tooth or crown it, or stop it, but to have it out. Hand over the whole natural self, all the desires which you think innocent as well as the ones you think wicked—the whole outfit.’”—Mere Christianity “The Rivalry between all natural loves and the loves of God is something a Christian dare not forget. God is the great Rival, the ultimate object of human jealousy; that beauty, terrible as the Gorgon’s, which may at any moment steal from me—or it seems like stealing to me—my wife’s or husband’s or daughter’s heart.”--The Four Loves The Magician’s Nephew is a tale which explores different kinds of love: friendship, affection, familial love, sexual desire, and sacrificial love. It also explores the dangers of curiosity, temptation, and power. While the novel sets out the Narnian creation, it also brings together aspects of the pagan and Christian fall: the Garden of Hesperides, the Garden of Eden, Pandora’s box, and so on. Jadis the Witch Queen is based on both the witch Circe from Greek mythology and the demon Lilith from medieval Jewish mythology.
    [Show full text]
  • The Four Loves
    The Four Loves UNIT 5, LESSON 7 Learning Goals Connection to the ӹ The humans of Greek myth were cursed Catechism of the when Zeus split men and women into Catholic Church separate bodies. ӹ CCC 214 ӹ This contrasts with Catholic teaching that ӹ CCC 221 love between man and woman was part of the original blessing of Creation. ӹ The Greeks identified four types of love. ӹ Storge refers to the love for familiar things that are close to you. ӹ Eros is passionate love ӹ Phileo is love of friends. ӹ Agape is self-giving love. ӹ The nature of God is agape. ӹ We are called to share in that divine nature of love (agape). BIBLICAL TOUCHSTONES The LORD God said: It is not good for the man to God is love, and whoever remains in love remains be alone. I will make a helper suited to him. in God and God in him. GENESIS 2:18 1 JOHN 4:16B 375 Lesson Plan Materials ӹ Creation in Greek Mythology ӹ T-Chart ӹ Genesis 2 Reading Guide ӹ The Four Loves DAY ONE Creation in Greek Mythology Warm-Up Directions: Read the selection and then answer the questions that follow. Refl ection QuestionAccording to Ancient Greek mythology, the fi rst humans were made very differently from Ask students to turn to Creation in Greek According to Greekhumans myth, today. was the According search forto Greekcommunion myth, thebetween fi rst people a man wereand a both male and female. woman a gift or Thesea curse? mythical Explain.
    [Show full text]