BIBLICAL WORLDVIEW ESSAY INSTRUCTIONS
The purpose of this assignment is to demonstrate your understanding of the unified and coherent nature of the Bible and the theological doctrines. One way to view Scripture is through the four major plot movements of Creation, Fall, Redemption, and Restoration. Considering biblical doctrines through these four plot movements can aid in our understanding of humanity and humanity’s relationship to God.
After viewing the presentation, Understanding Biblical Narrative, and completing your textbook readings, you will be equipped to demonstrate the coherence of Scripture and share some of the implications of the unified message of the Bible.
For this assignment, you must write an 800–1,000-word essay addressing the following prompt:
The unity of the Bible is demonstrated through the Divine inspiration of the Holy Spirit on the human authors of Scripture. The study of theology uncovers and articulates the unity of all the biblical texts when they are taken together. From the list of approved doctrines to address, demonstrate the unified nature of the Bible by tracing that doctrine through the four major plot developments of Scripture.
For example, The Bible describes God as love in 1 John 4:8. The way to interpret “God is love” is to look at the biblical story that reveals God’s character through His actions. When looking at the idea of love through the four major plot movements in Scripture we see God’s love demonstrated in His creation of humanity, His patience with humanity after the fall, and His sacrificial death to redeem humanity from the fall, and His restorative work through preparation of the heavenly home . (This example would be substantiated and demonstrated with biblical support, and be elaborated on within the essay.)
Assignment Requirements:
1. Discuss the major movement of the biblical narrative/story, its main character, and its implications for understanding the unity of the biblical books.
2. Choose two topics from the approved topics list that are presented in Biblical doctrine with attention on how these theological topics unfold through the through the four major plot movements of Creation, Fall, Redemption, and Restoration.
3. Using your theological examples, share the implications that these examples provide humanity’s relationship to God.
4. Incorporate at least 2 theological references in your paper using course resources.
5. Incorporate at least 2 relevant biblical references.
6. Write a clear introductory paragraph including the thesis statement. A summative concluding paragraph must also be included.
7. Use current Turabian format (or whichever corresponds to your degree program).
Use the provided Biblical Worldview Essay Template as a guide.
Submit your Biblical Worldview Paper by 11:59 p.m. (ET) on Monday of Module/Week 5
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Read from the book of Genesis ch. 1and 2.
1. How differently are the God, the creation of the World and humans portrayed there?
2. How do you understand that the humans are created “in the image and likeness of God”?
3. For what purpose did God create humans?
4. Is a woman created in the image of God? (See in the NT 1 Cor 11:7)
Read Gen. 2-3.
5. For what reason is a woman created?
6. Who is guilty and for what in Gen 3?
7. How does the behavior of Adam and Eve characterize them?
8. What is their punishment?
9. How does this story reflect the ancient Hebrews’ views about women?
Read Gen. 4-11.
10. Choose 3 stories from Gen. 4-11. The origin of what does each of them try to explain? What is the theological message or moral of each of them?
11. According to you, what is the overarching or central theme in Gen. 1-11?
12. Find in Gen. 4-11 at least 3 inconsistencies or contradictions, briefly indicate (give references) those “problematic” passages. (For ex. in Gen. 1 the humans are created last (on the 6th day) and both man and woman together, while in the Gen. 2 a man is created before animals and a woman)
Read about Jewish Sabbath from http://www.jewfaq.org/shabbat.htm
13. Why do the Jews celebrate Sabbath? What do they celebrate? What do they do and what are they forbidden to do (give 3-4 examples) on Sabbath?
Part I
Learn how differently the Jews and Christians understand the creation and further destiny of the humans. (Gen. 1-3)
14. Read from the apocryphal/deuterocanonical book Ecclesiasticus, or The Wisdom of Jesus Son of Sirach (usually called simply Sirach- written in the 2nd cent. B.C. E) Sir.1:1-20; 15:11-20; 16:24-17:17;
from the apocryphal/deuterocanonical book Wisdom of Solomon (1st cen. B.C. E.) Wis. 6:17-20 and from the canonical book of Proverbs (4th cent. B.C.E.) 3:13-18; 8:22-36.
Briefly answer the following questions:
a) What does the author of Sirach omit when he retells us the story about the creation of man (Sir. 16:24-17:17)? What does he say about the humans’ ability to make right choices (Sir.15:11-20)?
b) What is the role of Wisdom and the divine instruction (=Torah) in creation and in the destiny of humans (Sir. 1:1-20; Wis. 6:17-20; Prov. 3:13-18; 8:22-36)?
15. What is the traditional Christian understanding of Adam’s and Eve’s sin and its consequences (see Romans 5:12-21; 7:15-25(NT sec.)) and how does it differ from the Jewish one?
Part II
The origin of what does the story about Noah and his sons (in Gen 9) try to explain? Who are the descendants of Ham, Shem and Japheth? Where do they live?
Read Gen. 12, 13, 15. 17.
Answer the following questions:
16. a) What is promised to Abraham by God in Gen. 12:1-9 and Gen. 13:14-18? How are these promises accomplished throughout the story (Gen. 12-21)?
b) How do these promises differ from those in Gen. 15:13-16?
c) What is the unique feature of the covenant made between God and Abraham in Gen. 17? How does this covenant differ from the covenant with Noah? What is the sign of the covenant in Gen. 17?
17.. Try to find out what your name means. Who gave you your name? Why?
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Identify a specific cultural context, other than your own, for sharing the gospel. Ideally, choose a culture with:
A specific person you know from that culture
Preferably, an individual who is not currently a follower of Jesus
Include the following 5 headings in your presentation of the gospel:
Background Information: In the first paragraph, introduce whom you intend to share the gospel with. What is your relationship with the individual? Provide some background information on him/her (i.e. age, ethnicity, gender, geographical residence, religious background, current understanding of Jesus and the gospel, etc.) If you are not using a real person, you will need to create the background information. Remember, this must be a person from a different culture than your own.
Elements of Communication: Include a solid paragraph discussing the elements of verbal and non-verbal communication that would be important in communicating in this context. Discuss how these elements might impact the conversation. (For example: some cultures in the world consider it a sign of disrespect to look at a superior directly in the eyes in certain types of conversations. In other cultures, this same non-verbal behavior would be seen just the opposite—as a sign of respect and that the person is tracking with the conversation. This understanding has serious implications for how to communicate and how to interpret responses during the course of the conversation.)
Cultural Systems: Follow with a discussion of cultural systems that are important and must be considered in this context. You must identify the cultural systems and reflect on how they might impact the conversation. The Cultural Systems are clearly outlined and discussed in chapter 4 of Leading with Cultural Intelligence by David Livermore and in the presentation for Module/Week 7. Your presentation should reflect the cultural systems as discussed in the book and in the presentations from Module/Week 7. At least 4 of the 6 cultural systems must be identified and discussed in detail.
Cultural Value Orientations: Next include a discussion of cultural value orientations that are important and must be considered in this context. You must identify the cultural value orientations and reflect on how they might impact the conversation. The Cultural Values are clearly outlined and discussed in chapter 5 of Leading with Cultural Intelligence by David Livermore, in your CQ Feedback report, and in the presentation for Module/Week 7. Your presentation should reflect the cultural values as discussed in the book, feedback report, and in the presentations from Module/Week 7. At least 7 of the 10 cultural values must be identified and discussed in detail.
Presentation: Articulate how you would present the gospel story in a conversation with this individual factoring in the elements of communication and culture you have identified above. (See Chapter 10 of The King Jesus Gospel and the section titled “The Gospel Sketched” pp. 148–152 for a good example of what your instructor is looking for.) Be sure to include the following in your conversational gospel story: Creation, the Fall/Sin, the Promise/Covenant, Lineage of Jesus, the Prophecies, Virgin Birth, the Incarnation, the Deity of Jesus, Jesus’ Life (person and works), Jesus’ Death, the Resurrection, the Ascension, Kingship of Jesus, and Reconciliation. Your presentation must demonstrate that you have a clear understanding of the gospel.
**Include relevant Scriptures throughout your report.
Note: Your grade for the Gospel Presentation depends on the quality and thoroughness of your response to each of the items outlined above. Include each heading in the body of your paper along with a title page. Be sure to use current Turabian format. There is not a specific page requirement for the assignment but you must be thorough in your work. Most students take at least 8–10 pages to complete the assignment thoroughly.
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Experience needs to be related to Taoism
3. First section of paper details what you did and when. (#2,3,or 4 below).
4. Second section of the paper details what you learned in response to the chosen option.
5. Third section of the paper provides your personal reflection of the experience.
Experiences/Interviews: General Guide
Worth UP TO 30 points per experience!
One of the best ways to learn about religion and culture is to visit a religious, cultural, or sacred place or speak to a follower. The experience of meeting believers, reading about beliefs, or witnessing sacred events can teach us more than merely reading a text.
You may choose to visit a religious service and write a field report/ reflection on your visit along with a paragraph about the religious group/place. Visit a service and then write a report of your visit by following a list of guidelines provided below. You must visit the place or speak with the people during the current semester or up to a max of 4 months prior.
Or, you may choose to visit an educational place such as the St. Petersburg Museum of Fine Art, the Holocaust Museum, History Museums, or related venues. Visit the place and then write a report/reflection of your visit following the guidelines below.
The last option would be that you may choose to have an interview/conversation with at least 3 people (followers or leaders) of the religion and write a reflection about what each said and a comparison between what the followers shared.
If you are unsure whether someplace counts as an experience speak with the professor. Additionally, some places may be able to count for multiple religions so speak with the instructor about this. You can combine this assignment with other assignments. See instructor during office hours.
More Specific Details on Sections
The first section needs to include include details on the name of the place / names of the people (with contact information for verification), the religious or sacred association(s), when the place was founded, and other facts about the place, activity, or people encountered for the experience.
The second section is about what you learned of the religion/spirituality from the experience/interviews. Think of using terms from the beginning of class such as monotheistic, polytheistic, atheism, cosmological, transcendental, or terms related to the religion itself. Do NOT repeat what you stated in the first section!
In the third section reflect on your personal encounter with the religious/educational experience/interviews. Include your thoughts, reactions, what you felt, and a comparison to what you may already have known or believed. You can also use this section to compare the experience to your own experience with the sacred/religious.
There is no specific number of words or pages required to complete this assignment so long as the heading, three sections, and resource page are complete.
Document is to be submitted via canvas. E-mailed experiences/interviews will not be graded.
Grading:
3pts – Heading and grammar
3pts – Information on where you visited / Who you interviewed
12 pts – Detail of what you learned
12 pts – Personal reflection
———————————————————————————————————————————-
WRITING GUIDELINES
Use For: Experience Assignments, Video
Reviews, and especially Mini-Papers!
Each assignment should include a heading with your name, course section number, date, and any other information required by specific assignment.
Any formal and academic writing in this class means:
Proper footnote or endnote citations
(Chicago Style/ CMS: see Reference Section for links).
Proper Bibliography page (Chicago Style / CMS)
Use of proper grammar! Avoid slang unless it is part of a quote! You may lose points for grammatical and spelling errors.
Remember to take the topic of your assignment/paper seriously and to engage the subject matter applying reflective, critical, creative, and analytical thinking. Be sure to clearly state the topic you are addressing.
For Mini-papers have an introduction, body, and conclusion in your paper.
The introduction is where you are setting up what the specific subject and question you are answering is. The introduction sets about to explain why this topic is important, resolves an issue or responds to a specific question(s), and tells how the paper will be organized. Get to the point of your paper and explain what your goal is for the paper. Introduce your agenda for the assignment not the general or broader topic area.
The body of your paper is the argument. This is where you bring in your resources, citations, data, and analysis, give example and detail to your argument. The body will be made of multiple sections and will look back to the introduction and forward to the conclusion.
The conclusion is not just the summary or full restatement of your introduction. Rather, this is where you drive home the point and give the answer to the question you pose in the introduction. The most important points of the body can be re-framed here to provide the key points, but be careful not to simply summarize.
In general, with your writing avoid the following words as much as possible. Overuse may result in point deductions.
Next, Now, Another. Especially avoid these as the start of a section.
Thing, things, it. Define your subject clearly and avoid these words as often as possible.
Basically, a lot. Both words are overused and unnecessary, work to avoid them.
Discuss, talk about, and look at. You are not having a discussion in your paper. Better terms to describe what you are conducting in your paper are: analyzing, critiquing, studying, investigating, inquiring into, diagnosing, surveying, or summarizing.
Avoid contractions! You may lose points.
See the syllabus regarding plagiarism! Cheating/plagiarism on any assignment will result in zero points for that assignment.
SOURCES
The same rules are required for almost all assignments. For assignments, you may use textbooks, class notes, class videos, other additional academic sources, or a source specific to that religion. Educational books found at the HCC library should be acceptable. If in doubt about a resource speak with the instructor. If you use a book online and not a hardcover book, please make note of that through proper citation and bibliography. Include URL
Websites that are used MUST come from the approved list, be of the specific Religious group being researched (seek approval if unsure), be an academically oriented educational site, be a known and reputable museum, or be approved by the instructor. The entire Website address MUST on the Bibliography page.
You can lose points for unapproved sites. You will lose up to 10% of the assignment points for each use of a Wiki, Blog, ABOUT, FAQ, or similar site (even from .edu pages). If an online search or submission shows materials from these websites it will be assumed, you used those websites. (**write out the website address of your online sources to avoid this assumption)
Do not use one religious site to provide facts about another. This will result in a loss of points. Example: Do not use a Christian apologetics website to talk about Buddhism.
Some Acceptable Sites (specifically useful for Mini-Papers):
Wabash Center: http://www.wabashcenter.wabash.edu/resources/guide_headings.aspx
(Links to an external site.)
Encyclopedia of Religion & Society: http://hirr.hartsem.edu/ency/
(Links to an external site.)
Journal of Religion & Pop Culture: http://muse.jhu.edu/journals/journal_of_religion_and_popular_culture/
(Links to an external site.)
Internet Sacred Text Archive: http://www.sacred-texts.com/
(Links to an external site.)
Journal of Alternative & Emergent Religions: http://www.novareligio.org/
(Links to an external site.)
CESNUR (Center for Studies on New Religions): http://www.cesnur.org/default.htm
(Links to an external site.)
Worldwide Religion news: http://www.worldreligionnews.com/
(Links to an external site.)
Cambria University Overview of World Religions: http://www.philtar.ac.uk/encyclopedia/
(Links to an external site.)
ARDA Association of Religion Data Archives: http://www.thearda.com/about/
(Links to an external site.)
BBC (should have additional .edu/academic sources) http://www.bbc.co.uk/religion/religions/
(Links to an external site.)
Virtual Religion Index: http://virtualreligion.net/vri/academic.html
(Links to an external site.)
PEW Research: http://pewresearch.org/
(Links to an external site.)
Reference Instructions
ONLY Chicago Manual Style will be used!
You may use endnote or footnotes for citations.
You will want to have a bibliography/resource page for Mini-Papers.
Here are a few suggested sources to assist with citations/bibliography!
https://owl.english.purdue.edu/owl/resource/717/01/
(Links to an external site.)
http://bcs.bedfordstmartins.com/resdoc5e/res5e_ch10_s1-0001.html
(Links to an external site.)
http://www.libs.uga.edu/ref/chicago2009.pdf
(Links to an external site.)
**PLEASE DO THE CITATIONS YOURSELF OR DOUBLE CHECK CITATIONS
BEFORE SUBMITTING AS SOME AUTO PROGRAMS MAKE ERRORS**
We can write this or a similar paper for you! Simply fill the order form!
Experience needs to be related to Hinduism
3. First section of paper details what you did and when. (#2,3,or 4 below).
4. Second section of the paper details what you learned in response to the chosen option.
5. Third section of the paper provides your personal reflection of the experience.
Experiences/Interviews: General Guide
Worth UP TO 30 points per experience!
One of the best ways to learn about religion and culture is to visit a religious, cultural, or sacred place or speak to a follower. The experience of meeting believers, reading about beliefs, or witnessing sacred events can teach us more than merely reading a text.
You may choose to visit a religious service and write a field report/ reflection on your visit along with a paragraph about the religious group/place. Visit a service and then write a report of your visit by following a list of guidelines provided below. You must visit the place or speak with the people during the current semester or up to a max of 4 months prior.
Or, you may choose to visit an educational place such as the St. Petersburg Museum of Fine Art, the Holocaust Museum, History Museums, or related venues. Visit the place and then write a report/reflection of your visit following the guidelines below.
The last option would be that you may choose to have an interview/conversation with at least 3 people (followers or leaders) of the religion and write a reflection about what each said and a comparison between what the followers shared.
If you are unsure whether someplace counts as an experience speak with the professor. Additionally, some places may be able to count for multiple religions so speak with the instructor about this. You can combine this assignment with other assignments. See instructor during office hours.
More Specific Details on Sections
The first section needs to include include details on the name of the place / names of the people (with contact information for verification), the religious or sacred association(s), when the place was founded, and other facts about the place, activity, or people encountered for the experience.
The second section is about what you learned of the religion/spirituality from the experience/interviews. Think of using terms from the beginning of class such as monotheistic, polytheistic, atheism, cosmological, transcendental, or terms related to the religion itself. Do NOT repeat what you stated in the first section!
In the third section reflect on your personal encounter with the religious/educational experience/interviews. Include your thoughts, reactions, what you felt, and a comparison to what you may already have known or believed. You can also use this section to compare the experience to your own experience with the sacred/religious.
There is no specific number of words or pages required to complete this assignment so long as the heading, three sections, and resource page are complete.
Document is to be submitted via canvas. E-mailed experiences/interviews will not be graded.
Grading:
3pts – Heading and grammar
3pts – Information on where you visited / Who you interviewed
12 pts – Detail of what you learned
12 pts – Personal reflection
———————————————————————————————————————————-
WRITING GUIDELINES
Use For: Experience Assignments, Video
Reviews, and especially Mini-Papers!
Each assignment should include a heading with your name, course section number, date, and any other information required by specific assignment.
Any formal and academic writing in this class means:
Proper footnote or endnote citations
(Chicago Style/ CMS: see Reference Section for links).
Proper Bibliography page (Chicago Style / CMS)
Use of proper grammar! Avoid slang unless it is part of a quote! You may lose points for grammatical and spelling errors.
Remember to take the topic of your assignment/paper seriously and to engage the subject matter applying reflective, critical, creative, and analytical thinking. Be sure to clearly state the topic you are addressing.
For Mini-papers have an introduction, body, and conclusion in your paper.
The introduction is where you are setting up what the specific subject and question you are answering is. The introduction sets about to explain why this topic is important, resolves an issue or responds to a specific question(s), and tells how the paper will be organized. Get to the point of your paper and explain what your goal is for the paper. Introduce your agenda for the assignment not the general or broader topic area.
The body of your paper is the argument. This is where you bring in your resources, citations, data, and analysis, give example and detail to your argument. The body will be made of multiple sections and will look back to the introduction and forward to the conclusion.
The conclusion is not just the summary or full restatement of your introduction. Rather, this is where you drive home the point and give the answer to the question you pose in the introduction. The most important points of the body can be re-framed here to provide the key points, but be careful not to simply summarize.
In general, with your writing avoid the following words as much as possible. Overuse may result in point deductions.
Next, Now, Another. Especially avoid these as the start of a section.
Thing, things, it. Define your subject clearly and avoid these words as often as possible.
Basically, a lot. Both words are overused and unnecessary, work to avoid them.
Discuss, talk about, and look at. You are not having a discussion in your paper. Better terms to describe what you are conducting in your paper are: analyzing, critiquing, studying, investigating, inquiring into, diagnosing, surveying, or summarizing.
Avoid contractions! You may lose points.
See the syllabus regarding plagiarism! Cheating/plagiarism on any assignment will result in zero points for that assignment.
SOURCES
The same rules are required for almost all assignments. For assignments, you may use textbooks, class notes, class videos, other additional academic sources, or a source specific to that religion. Educational books found at the HCC library should be acceptable. If in doubt about a resource speak with the instructor. If you use a book online and not a hardcover book, please make note of that through proper citation and bibliography. Include URL
Websites that are used MUST come from the approved list, be of the specific Religious group being researched (seek approval if unsure), be an academically oriented educational site, be a known and reputable museum, or be approved by the instructor. The entire Website address MUST on the Bibliography page.
You can lose points for unapproved sites. You will lose up to 10% of the assignment points for each use of a Wiki, Blog, ABOUT, FAQ, or similar site (even from .edu pages). If an online search or submission shows materials from these websites it will be assumed, you used those websites. (**write out the website address of your online sources to avoid this assumption)
Do not use one religious site to provide facts about another. This will result in a loss of points. Example: Do not use a Christian apologetics website to talk about Buddhism.
Some Acceptable Sites (specifically useful for Mini-Papers):
Wabash Center: http://www.wabashcenter.wabash.edu/resources/guide_headings.aspx
(Links to an external site.)
Encyclopedia of Religion & Society: http://hirr.hartsem.edu/ency/
(Links to an external site.)
Journal of Religion & Pop Culture: http://muse.jhu.edu/journals/journal_of_religion_and_popular_culture/
(Links to an external site.)
Internet Sacred Text Archive: http://www.sacred-texts.com/
(Links to an external site.)
Journal of Alternative & Emergent Religions: http://www.novareligio.org/
(Links to an external site.)
CESNUR (Center for Studies on New Religions): http://www.cesnur.org/default.htm
(Links to an external site.)
Worldwide Religion news: http://www.worldreligionnews.com/
(Links to an external site.)
Cambria University Overview of World Religions: http://www.philtar.ac.uk/encyclopedia/
(Links to an external site.)
ARDA Association of Religion Data Archives: http://www.thearda.com/about/
(Links to an external site.)
BBC (should have additional .edu/academic sources) http://www.bbc.co.uk/religion/religions/
(Links to an external site.)
Virtual Religion Index: http://virtualreligion.net/vri/academic.html
(Links to an external site.)
PEW Research: http://pewresearch.org/
(Links to an external site.)
Reference Instructions
ONLY Chicago Manual Style will be used!
You may use endnote or footnotes for citations.
You will want to have a bibliography/resource page for Mini-Papers.
Here are a few suggested sources to assist with citations/bibliography!
https://owl.english.purdue.edu/owl/resource/717/01/
(Links to an external site.)
http://bcs.bedfordstmartins.com/resdoc5e/res5e_ch10_s1-0001.html
(Links to an external site.)
http://www.libs.uga.edu/ref/chicago2009.pdf
(Links to an external site.)
**PLEASE DO THE CITATIONS YOURSELF OR DOUBLE CHECK CITATIONS
BEFORE SUBMITTING AS SOME AUTO PROGRAMS MAKE ERRORS**
We can write this or a similar paper for you! Simply fill the order form!
2. Joseph did not want to divorce Mary for being pregnant but an angel told him to anyway.
3. Jesus is born.
Matthew 2:
1. Magi from the east visit King Herod to find where Jesus is.
2, 3….etc……
That’s how I want you to do this. Note that I wrote COMPLETE SENTENCES. So don’t write, “Genealogy of Jesus” but us e a VERB to make it a sentence: “The Genealogy of Jesus begins with Abraham.”
For each Gospel that you complete (no partial credit) you will get an additional 1 point–so 4 points total of you do all four.
Now, here’s a bonus.
I will let you do the same for the book of Acts (1 point) and for 2 of Paul’s letters–Romans and 1 Corinthians (1/2 point each because they are shorter).
Now you have a total of 6 (!!) extra credit points you can earn. That means you can go from a 58% (F) to a 64% (D). Or an 89% (B+) to a 95% (A).
We can write this or a similar paper for you! Simply fill the order form!
Please write a one to two page paper that explores the following questions in response to the primary source reading the Two Versions of the Biblical Flood Story: (be sure to scroll down through page 1 to get to the body of the text):
How do the two versions of the story compare- the Yahwist version (in the left column) and the Priestly Writer version (in the right column? How are they similar? Different?
How do these stories compare to last week’s reading The Epic of Gilgamesh?
How does the worldview of the people in the Biblical Flood Story differ from the worldview of Gilgamesh?
The Traditional Source Division of the Flood Story (Genesis 6:5-9:17)The Yahwist The Priestly Writer Introduction 6:5 The LORD saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually. 6 And the LORD was sorry that he had made man on the earth, and it grieved him to his heart. 7 So the LORD said, “I will blot out man whom I have created from the face of the ground, man and beast and creeping things and birds of the air, for I am sorry that I have made them.” 8 But Noah found favor in the eyes of the LORD. Introduction 6:9 These are the generations of Noah. Noah was a righteous man, blameless in his generation; Noah walked with God. 10 And Noah had three sons, Shem, Ham, and Japheth. 11 Now the earth was corrupt in God’s sight, and the earth was filled with violence. 12 And God saw the earth, and behold, it was corrupt; for all flesh had corrupted their way upon the earth. 13 And God said to Noah, “I have determined to make an end of all flesh; for the earth is filled with violence through them; behold, I will destroy them with the earth. Concerning the Ark 7:1 Then the LORD said to Noah, “Go into the ark, you and all your household, for I have seen that you are righteous before me in this generation. 2Take with you seven pairs of all clean animals, the male and his mate; and a pair of the animals that are not clean, the male and his mate; 3 and seven pairs of the birds of the air also, male and female, to keep their kind alive upon the face of all the earth. 4 For in seven days I will send rain upon the earth forty days and forty nights; and every living thing that I have made I will blot out from the face of the ground.” 5 And Noah did all that the LORD had commanded him. Concerning the Ark 6:14 Make yourself an ark of gopher wood; make rooms in the ark, and cover it inside and out with pitch. 15 This is how you are to make it: the length of the ark three hundred cubits, its breadth fifty cubits, and its height thirty cubits. 16 Make a roof for the ark, and finish it to a cubit above; and set the door of the ark in its side; make it with lower, second, and third decks. 17 For behold, I will bring a flood of waters upon the earth, to destroy all flesh in which is the breath of life from under heaven; everything that is on the earth shall die. 18 But I will establish my covenant with you; and you shall come into the ark, you, your sons, your wife, and your sons’ wives with you. 19And of every living thing of all flesh, you shall bring two of every sort into the ark, to keep them alive with you; they shall be male and female. 20 Of the birds according to their kinds, and of the animals according to their kinds, of every creeping thing of the ground according to its kind, two of every sort shall come in to you, to keep them alive. 21 Also take with you every sort of food that is eaten, and store it up; and it shall serve as food for you and for them.” 22 Noah did this; he did all that God commanded him. The Advent of the Flood 7:7 And Noah and his sons and his wife and his sons’ wives with him went into the ark, to escape the waters of the flood. 8 Of clean animals, and of animals that are not clean, and of birds, and of everything that creeps on the ground (they boarded). 10And after seven days the waters of the flood came upon the earth. 12 And rain fell upon the earth forty days and forty nights; 16band the LORD shut him in. The Advent of the Flood 7:6 Noah was six hundred years old when the flood of waters came upon the earth. 9 Two and two, male and female, went into the ark with Noah, as God had commanded Noah. 11In the six hundredth year of Noah’s life, in the second month, on the seventeenth day of the month, on that day all the fountains of the great deep burst forth, and the windows of the heavens were opened. 13 On the very same day Noah and his sons, Shem and Ham and Japheth, and Noah’s wife and the three wives of his sons with them entered the ark, 14 they and every beast according to its kind, and all the cattle according to their kinds, and every creeping thing that creeps on the earth according to its kind, and every bird according to its kind, every bird of every sort. 15 They went into the ark with Noah, two and two of all flesh in which there was the breath of life. 16a And they that entered, male and female of all flesh, went in as God had commanded him. The Flood 7:17 The flood continued forty days upon the earth; and the waters increased, and bore up the ark, and it rose high above the The Flood 7:18 The waters prevailed and increased greatly upon the earth; and the ark floated on the face of the waters. 19 And the waters earth. 22 Everything on the dry land in whose nostrils was the breath of life died. 23 He blotted out every living thing that was upon the face of the ground, man and animals and creeping things and birds of the air; they were blotted out from the earth. Only Noah was left, and those that were with him in the ark. prevailed so mightily upon the earth that all the high mountains under the whole heaven were covered; 20 the waters prevailed above the mountains, covering them fifteen cubits deep. 21 And all flesh died that moved upon the earth, birds, cattle, beasts, all swarming creatures that swarm upon the earth, and every man. 24 And the waters prevailed upon the earth a hundred and fifty days. The End of the Flood 8:2b Then the rain from the heavens was restrained, 3a and the waters receded from the earth continually. 6 At the end of forty days Noah opened the window of the ark which he had made, 7 and sent forth a raven; and it went to and fro until the waters were dried up from the earth. 8 Then he sent forth a dove from him, to see if the waters had subsided from the face of the ground; 9 but the dove found no place to set her foot, and she returned to him to the ark, for the waters were still on the face of the whole earth. So he put forth his hand and took her and brought her into the ark with him. 10 He waited another seven days, and again he sent forth the dove out of the ark; 11 and the dove came back to him in the evening, and lo, in her mouth a freshly plucked olive leaf; so Noah knew that the waters had subsided from the earth. 12 Then he waited another seven days, and sent forth the dove; and she did not return to him any more. 13 b So Noah removed the covering of the ark, and looked, and behold, the face of the ground was dry. The End of the Flood 8:1 But God remembered Noah and all the beasts and all the cattle upon the earth.” 18 So Noah went forth, and his sons and his wife and his sons’ wives with him. 19 And every beast, every creeping thing, and every bird, everything that moves upon the earth, went forth by families out of the ark. Conclusion 8:20 Then Noah built an altar to the LORD, and took of every clean animal and of every clean bird, and offered burnt offerings on the altar. 21 And when the LORD smelled the pleasing odor, the LORD said in his heart, “I will never again curse the ground because of man, for the imagination of man’s heart is evil from his youth; neither will I ever again destroy every living creature as I have done. 22 While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease.” Conclusion 9:1 And God blessed Noah and his sons, and said to them, “Be fruitful and multiply, and fill the earth. 2 The fear of you and the dread of you shall be upon every beast of the earth, and upon every bird of the air, upon everything that creeps on the ground and all the fish of the sea; into your hand they are delivered. 3 Every moving thing that lives shall be food for you; and as I gave you the green plants, I give you everything. 4 Only you shall not eat flesh with its life, that is, its blood. 5 For your lifeblood I will surely require a reckoning; of every beast I will require it and of man; of every man’s brother I will require the life of man. 6 Whoever sheds the blood of man, by man shall his blood be shed; for God made man in his own image. 7 And you, be fruitful and multiply, bring forth abundantly on the earth and multiply in it.” 8 Then God said to Noah and to his sons with him, 9 “Behold, I establish my covenant with you and your descendants after you, 10 and with every living creature that is with you, the birds, the cattle, and every beast of the earth with you, as many as came out of the ark. 11 I establish my covenant with you, that never again shall all flesh be cut off by the waters of a flood, and never again shall there be a flood to destroy the earth.” 12 And God said, “This is the sign of the covenant which I make between me and you and every living creature that is with you, for all future generations: 13 I set my bow in the cloud, and it shall be a sign of the covenant between me and the earth. 14When I bring clouds over the earth and the bow is seen in the clouds, 15 I will remember my covenant which is between me and you and every living creature of all flesh; and the waters shall never again become a flood to destroy all flesh. 16 When the bow is in the clouds, I will look upon it and remember the everlasting covenant between God and every living creature of all flesh that is upon the earth.” 17 God said to Noah, “This is the sign of the covenant which I have established between me and all flesh that is upon the earth.
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For this assignment, you must compose a 600-word paper that addresses theological knowledge, which can be applied to your understanding of what it means to be a Christian.
NOTE: You must choose a topic from the list of approved topics from the Application Paper Topics document.
As you respond to the prompt, reflect on how theological truths can best be applied to your current sphere of influence. Using the textbook, Theology Applied: A Living Faith as an example, you are to interact with a theological topic by providing the theological definition, the biblical foundation, and the practical application of the doctrine.
All of the following requirements must be met:
1. Demonstrate ownership of the ideas that you present by providing your unique insight as evidence of your careful consideration of the topic you choose.
2. Provide a logical link between the description of the concepts from the course and the conclusions or implications that you draw in your reflection. In other words, your conclusion must be logically derived from the application of the theological concept to your life.
3. Focus on depth of understanding, rather than breadth of coverage. That is, focus on examining your theological knowledge and understanding of being a Christian as it relates to one area, rather than trying to cover multiple aspects.
4. Include an introduction paragraph complete with a thesis statement.
5. Include a conclusion paragraph that summarizes the points you have made.
6. Include descriptive headings for Parts 1, 2, and 3.
Part 1
Provide a theological definition from a theological reference book. Explain the doctrine by using and interacting with a theological definition from an outside source (a source that is not used in this course).
Part 2
Explain the biblical foundation of the chosen theological term. Demonstrate where this particular theological concept is found within Scripture and trace the concept throughout the Bible. Include at least 2 biblical references in this section.
Part 3
Apply the theological term to your life and sphere of influence. Explain how the truth of the theological term influences how you live your daily life and how the truth of the theological term can best be lived out in your daily life.
Format your paper in a Microsoft Word document using current APA, MLA, or Turabian style (whichever corresponds to your degree program). Review the Application Paper Grading Rubric to see the specific grading criteria by which you will be evaluated before submitting your paper.
Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 2.
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Hindu Creation Mythology Meaning in Life Creation- Why do Creation myths exist?
Hindu Creation Mythology Meaning in Life
If Creation is an obvious category, myths about it seem unnecessary. If Creation is utterly meaningless in relation to Life-as-it-exists, why might a Creation myth continue to exist in our present age? In other words, why do we or should we care where we came from and how? Hindu myths, which describe the creation of this world, have intrigued many. These myths wrote our future, in the long forgotten pasts. Hinduism has given many a way of living rather than the rules of living.
Women in the Second Temple Period The course this paper is for is called “Apocryphal Texts“, dealing with texts not included in the canonical Bible.
Women in the Second Temple Period
I chose the theme “Women in the Second Temple Period” and would like the paper to look at how certain women such as the Virgin Mary and Mary Magdalene etc. and how they are represented in the Bible, versus how they are represented in other literature. I would like it to specifically look at the Second Temple Period, basically looking at women who would have been present during Jesus’s life (530 bce – 70 ce). Canonical (biblical) texts seem to keep women at a distance, whereas apocryphal literature shows women having a very important relationship with men, specifically Jesus. I would like the Bible to be used as a source, as well as a few apocryphal texts to show a comparison.
