Bible Study Evaluation Paper
Howard Thurman in his book, “Jesus and the Disinherited” presented Jesus as a role model for the oppressed on how to find strength, freedom and peace within God and oneself. Thurman shares the story of how Jesus offered an alternative to accepting the Roman rules, like the Sadducees did in hope of being allowed to maintain their Jewish traditions; A solution to remaining silently obedient, like the Pharisees, as hatred and resentment destroyed them from within. Jesus provided an alternative solution to the Zealots of his day who resorted to physical force to advance their justified cause, often paying the ultimate cost, their life. Jesus taught love. Love of God, self, neighbor and especially your enemy. Thurman stresses that Jesus know that “it is man’s reaction to things that determines their ability to exercise power over them”.(Thurman, 18) Jesus taught and modeled the art of strength through humility. He
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I am thankful that I had this experience. What I found in watching the video, was that I need to work on my speaking ability. Fewer giggles, an increased grasp of words, and working on leading students to correct answers through asking the right questions. My strengths included beginning the session by introducing ourselves to each other and creating a welcoming environment. I intentionally worked to invite all the students by name to offer their opinion on the videos and stories. I deliberately incorporated the teaching methods that we were taught that Jesus used, beginning a lesson by first asking what your students already know or believe, then complimenting them on what they knew. This task I found to be difficult at times. I would catch myself saying, “no your wrong”, instead of finding a more politically correct way to acknowledge their
N.T. Wright: During my first semester at Northwestern College, I was assigned the book, “The Challenge of Jesus” by N.T. Wright for one of my Biblical Studies courses. This book and every other book Tom Wright has written has dramatically impacted my Christian faith. Dr. Wright has not only defended the basic tenants of the Christian faith, but also has shown how an academically-minded pastor ought to love and care for his or her congregants. N.T. Wright was previously the Bishop of Durham and pastored some of the poorest in the United Kingdom. His pastoral ministry has helped shape his understanding of God’s kingdom-vision which he is diagramming within his magnum opus “Christian Origins and the Question of God”. This series has instructed myself and countless other pastors to be for God’s kingdom as we eagerly await Christ’s return. Additionally, I have had the privilege of meeting with N.T. Wright one-on-one on numerous occasions to discuss faith, the Church, and his research. I firmly believe Tom Wright is the greatest New Testament scholar of our generation and he is the primary reason why I feel called into ministry.
In his book, An Imperfect God, Henry Wiencek argues in favor of Washington being the first true president to set the precedent for the emancipation of African-American slaves. Wiencek delves into the evil paradox of how a nation conceived on the principles of liberty and dedicated to the statement that all men are created equal was in a state that still preserved slavery for over seven decades following the construction of the nation. Washington’s grandeur estate at Mount Vernon at its peak had the upkeep of over 300 slaves 126 of which were owned by Washington. First, it must be understood that Washington was raised on slavery receiving ownership of 10 slaves at the age of 11 years old and that Washington was a man of his time. However, it must also be understood that Washington’s business with slavery was in the context of a constrained social and political environment. Weincek maintains that this does not exonerate the fact that Washington maintained slavery however; it does help to quantify the moral shortcoming by which Washington carried until his last year of life.
In the book, Apostles of Disunion, author Charles B. Dew opens the first chapter with a question the Immigration and Naturalization service has on an exam they administer to prospective new American citizens: “The Civil War was fought over what important issue”(4). Dew respond by noting that “according to the INS, you are correct if you offer either of the following answers: ‘slavery or states’ rights’” (4). Although this book provides more evidence and documentation that slavery was the cause of the Civil War, there are a few places where states’ rights are specifically noted. In presenting the findings of his extensive research, Dew provides compelling documentation that would allow the reader to conclude that slavery was indeed the cause for both secession and the Civil War.
23. 7. The meek and humble Jesus, the great pattern of humanity, and every other virtue that can adorn and dignify men, hath commanded to love our enemies, to do good to them that hate and despitefully use us. I feel the obligations, I wish to impress them on the minds of our colored brethren, and that we may all forgive you, as we wish to be forgiven, we think it a great mercy to have all anger and bitterness removed from our minds; I appeal to your own feelings, if it is not very disquieting to feel yourselves under dominion of wrathful disposition.”
In the book, “Jesus and the Disinherited,” the author, Howard Thurman in chapter five expounds on “Love.” Moreover, Thurman, a black man in the early 1900, with the ultimate goal to offer a humanizing combination as the basis for an emancipatory way of being, moving toward an unchained life to all women and men everywhere who hunger, thirst for righteousness, especially those “who stand with their backs against the wall.” By the same token, Thurman experienced “Fear,” “Deception,” and “Hate” that causes internal, spiritual damage to those who choose compliance, isolation, and violent resistance over the way of Jesus (www.smootpage.blogspot.com). Notably, Howard Thurman’s message helped shaped the civil rights movement that
In this first chapter of Jesus and the Disinherited , the author Howard Thurman describes
... oppressed, is in conflict with God’s social vision for humanity. Therefore if we are to be true representatives of God we fight until social ills are eliminated, or we fight until God establishes the order for God’s self.
Douglass points out how St. Michael’s religious masters would rather see slave spend Sabbath “engaged in degrading sports” rather than “trying to learn to read the will of God.” The slaveholders clearly did not finish reading the Bible because Mark 16:15 states, “Go therefore and make disciples of all nations, baptizing them in the name of the Father and the Son and the Holy Spirit.” With complete disregard of that verse, slaveholder and the law condemns slaves for trying to read. Despite that, Douglass, out the kindness of his heart, tries to teach a group of slaves in a small Sabbath church to read the Bible. Douglass’s charitable act should be a role model, a perfect example for Christian everywhere; however, Wright Fairbanks and Garrison West “rushed in upon them with sticks and stones.” Slaveholders would rather hold weapons to steer slave away from God instead toward God “with an eternal gospel to proclaim to those who dwell on earth, to every nation and tribe and language and people” (Revelation
Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)
There are many things in people's lives that define them; a major influence is religion. Against the backdrop of World War II, The Chosen, by Chaim Potok, shows the relationship of two religious Jewish boys, that grow up in very different Jewish sects. At a baseball game that represents a metaphorical war between the Hasidic and Orthodox Jewish culture an unlikely friendship is born. Reuven Malter, raised as a modern Orthodox Jew, accepts secular influences. The other protagonist, Danny Saunders, a son of a Hasidic rabbi, Reb Saunders, is raised as a traditional Hasidic Jew, bound by his father’s strict upbringing. Danny, by birthright, is chosen as his sect’s future rabbi to carry on his father’s dynasty, which causes internal struggle and
The personal insight and experience Zaru brings to the article provides an insightful perspective into the subject of oppression and liberation. The author states her argument clearly, but with obvious presuppositions deriving from her life as a Quaker (Zaru 123), thus making her argument slightly confusing at times. For example, as a Quaker, Zaru calls for justice, peace, and nonviolence in all situations, but fails to account for how justice should be sought, and simply acknowledges that a tension exists between peace and justice (135). Additionally, Zaru paints a relatively bleak picture of Old Testament accounts, even claiming that “the God of that portion of the biblical account is the God of people’s consciousness and perception rather than the God who really is” (125). This claim proves incredibly bold and seems to suggest inconsistency between the God of the Old Testament and the New Testament, a claim quite abrasive to those who, like myself, view the Bible as authoritative. Additionally, throughout the article, the author read her own experience into several Biblical accounts (Zaru 127), a practice that can provide clarity into one’s own experience, but should carefully avoid presentism. Despite these few critiques, Zaru offer incredible insight and perspective into the life of someone often viewed as “unchosen” and oppressed due to such views. In her
The book consists of three parts. The first part has five chapters of which focuses on explaining what the key questions are and why we find them difficult to answer. The second part has nine chapters explaining in detail what N.T. Wright considers Jesus’ public career and the approach he had in first century Palestine. The third part of the book, the last chapter, challenges readers to wrestle with the questions of Jesus’ life and ministry.
When Jesus called His disciples, His invitation was simple. He invited them to follow Him. The same is true today. In Matthew 28, Jesus gave His last charge to His disciples, and the charge was simple. He called his followers to go and make disciples. Much effort has been placed by Christians to fulfill this charge, commonly referred to as the Great Commission. Jesus chose to fulfill the implementation of the New Covenant through 12 men who He called, appointed, and commissioned, and he only had a few short years to prepare them for the task (Willson, 1990). His methods were unconventional and were revolutionary for that time. His disciples were to be trained extensively by Jesus, living with Him for three years prior to His ascension. He taught about servant leadership and its meaning for both the leader and follower Matt. 20:25-28). From the beginning, Jesus put in place a careful plan, and an examination of His actions in the Gospels showed that Jesus left behind the pattern to be replicated. His methods, which included the incorporation of three different levels of discipleship, included His interaction with Peter, His closest three (Peter, James, and John), and finally the group of 12. This paper identified and analyzed the three levels of discipleship Jesus modeled, these discipleship methods were then measured against modern leadership theories, and Jesus’s level of involvement and interaction with his disciples were critiqued in light of these modern theories in an effort to determine the effectiveness of this approach.
As Jesus was convicted and triad unjustly upon a group’s perspective of right from wrong , the misfit also endured wrong judgements as well. O’Connor writes, “ Prove you ain’t been treated right.” Through
The gospels explain Jesus’ life and death including His identity but also his activities, works, leadership and his suffering. Jesus is seen as a manifestation of God’s relationship with humans. An important fact about Jesus is the humility and modesty associated with his birth, upbringing and death. The fact that such a person ...