Eternity Bible College

Transcription

1 Eternity Bible College - HIST Historical & Philosophical Foundations of World Civilizations Semester One

2 Semester 1 Lessons 1. Worldviews & Why They Matter Thinking As a Christian Christians & Culture The Gospel & Non-Western Thinking, Part One The Gospel & Non-Western Thinking, Part Two Creation & Fall Ancient Civilizations God s Holy Nation Animism, Part One Animism, Part Two Hinduism & Buddhism Confucianism, Shinto, & Daoism Greek Culture & Religion, Part One Greek Culture & Religion, Part Two The Earliest Philosophers Greek Philosophy: Socrates & Plato Greek Philosophy: Aristotle Alexander the Great, Hellenization, & the Rise of the Roman Empire Messianic Expectations & Jewish Sects Jesus & the Kingdom of God, Part One Jesus & the Kingdom of God, Part Two Jesus the Philosopher The Early Church, Part One The Early Church, Part Two Vocation & the Kingdom of God Women & the Kingdom of God The Church Spreads West

3 Foundations Module 1 Lesson 1 Worldviews & Why They Matter To understand the world we live in, it s important for us to understand the concept of worldview. Every person has a worldview, but few people are aware of their worldview or the fact that they have one in the first place. Simply put, a worldview is the way you see the world around you. It is the lens through which you interpret all of life s data. Your worldview is not only what you think about, but also what you think with. In this lesson, you will study the concept of worldview and try to understand what your own worldview is. Because of its impact on Western thinking, you will also study the naturalistic worldview. Objectives: 1. To be able to define the concept of worldview and understand its significance. 2. To understand the impact the naturalistic worldview has had on Western thinking. 3. To analyze your own worldview & the worldviews of the people around you. Reading: Sire, The Universe Next Door 9-13 Preface to the Fifth Edition Chapter 1 A World of Difference: Introduction 66-85, Chapter 4 The Silence of Finite Space: Naturalism (Skip the sections on Secular Humanism and Marxism, we ll read those pages later.) Nash, Life s Ultimate Questions Chapter 1 Worldview Thinking 2

4 Lesson 1 Foundations Module 1 Worldviews & Why They Matter Study Questions: 1. What is a worldview? 2. What are presuppositions and why are they important? 3. What is the connection between worldview and religion? 4. List and briefly define Nash s four tests for evaluating a worldview. Why is it important that a worldview pass these tests? 5. Briefly describe the naturalistic worldview. 3

5 Foundations Module 1 Lesson 1 Worldviews & Why They Matter 6. What basis does the Naturalist have for morality? 7. To what extent is the Western worldview (if there is such a thing) affected by Naturalism? 8. Why has the naturalistic worldview been so persistent? 9. How does the Christian worldview answer Sire s eight basic worldview questions? 10. Sire states, For any of us to be fully conscious intellectually we should not only be able to detect the worldviews of others but be aware of our own why it is ours and why, in light of so many options, we think it is true (12). Examine your own worldview. How do you view the world, and why do you believe your worldview is true? Try to be honest, even if you suspect you might not have the best reasons for believing what you believe. 4

6 Lesson 1 Foundations Module 1 Worldviews & Why They Matter Notes: 5

7 Lesson 2 Foundations Module 1 Thinking As a Christian In the last lesson, we said that every person has a worldview. It s important for us to assess our thinking and try to understand what our worldview is. Without exception, we will find elements of our worldview that do not match the Christian worldview. But what is the Christian worldview? As Christians, how should we understand the world we live in? How does the Bible answer life s important questions? In this lesson, we will focus on what it means to think as a Christian, what you should expect as you pursue a Christian education, and the role of the laws of logic in the life of a Christian. Objectives: 1. To understand and articulate a biblical view of the world and how it functions. 2. To analyze the role of the mind in the life of a Christian. 3. To understand, articulate, and defend the law of noncontradiction. Reading: Plantinga, Engaging God s World ix-xix Preface for Students 1-16 Chapter 1 Longing and Hope Sire, The Universe Next Door Chapter 2 A Universe Charged With the Grandeur of God: Christian Theism Nash, Life s Ultimate Questions Chapter 8 The Law of Noncontradiction 6

8 Foundations Module 1 Lesson 2 Thinking As a Christian Study Questions: 1. According to Plantinga, is it possible to learn truth from non-christians (see the Preface, page x)? How should we approach books written by non-christian authors? 2. Plantinga says, the learned person has, so to speak, more to be Christian with (xi). What does he mean? 3. What does it mean that we are created in the image of God? Why is this significant in the Christian worldview? 4. Describe some of the effects of the Fall and explain why these are significant in the Christian worldview. 5. According to the Christian worldview, how are the effects of the Fall reversed? 7

9 Lesson 2 Foundations Module 1 Thinking As a Christian 6. What basis does the Christian have for morality? 7. What role do longing and hope play in the Christian life? 8. Plantinga says, Without costly action, hope can soften into sentimentality. With costly action, hope may harden into reality (14). Explain what this statement means. Why is this important to remember as you pursue a Christian education? 9. What is the law of noncontradiction and why is it important? 10. As human beings, we must use certain laws of logic. Does God operate with these same laws? Why or why not? 8

10 Foundations Module 1 Lesson 2 Thinking As a Christian Notes: 9

11 Lesson 3 Foundations Module 1 Christians & Culture It is impossible to escape from culture. Even if you never go out of your way to pursue culture, your clothing, eating habits, and language all reflect a certain culture. So if culture is inescapable, how should we respond to it as Christians? We all interact with culture on a daily basis, but few of us stop to think about a truly Christian approach to culture. In this lesson you will read about what culture is, how it works, and what responsibility we have as Christians toward the culture around us. Objectives: 1. To be able to define culture and identify its various manifestations. 2. To develop a distinctly Christian approach to culture. Reading: Crouch, Culture Making 9-13 Introduction Chapter One The Horizons of the Possible Chapter Two Cultural Worlds Chapter Three Teardowns, Technology and Change Chapter Four Cultivation and Creation Chapter Five Gestures and Postures 10

12 Foundations Module 1 Lesson 3 Christians & Culture Study Questions: 1. What is culture? 2. Crouch gives five questions for diagnosing culture (see pages 29-30). As an exercise, choose any cultural artifact (other than an omelet or interstate highway system) and diagnose it using Crouch s five questions. 3. Crouch says that an artifact does not become culture until it is shared. Why? 4. What is cultural power and how does it work? 5. What are spheres and scales of culture, and why are these two concepts important? 11

13 Lesson 3 Foundations Module 1 Christians & Culture 6. What is Crouch s critique of worldview thinking? Does this contradict our earlier discussions on the importance of worldview? Why or why not? 7. Why does Crouch say that the only way to change culture is to create more of it (see Chapter 4)? Do you agree or disagree? Why or why not? 8. Briefly explain the four strategies for changing the world that Crouch describes (see Chapters 4 and 5). 9. What is the difference between cultivating and creating? Why is each important? 10. What is the difference between a gesture and a posture? Why is this distinction important? 12

14 Foundations Module 1 Lesson 3 Christians & Culture Notes: 13

15 Lesson 4 Foundations Module 1 The Gospel & Non-Western Thinking, Part One It can be difficult to see where our worldview is shaped more by our culture than by the Scriptures. For those of us who grew up in a Western culture, there are many things that we take for granted about the world, human behavior, and the Bible. Some of these assumptions are biblically grounded, but many flow from the Western mindset. The Western world is a predominantly guilt-based culture. In this lesson, you will read about fear-based cultures and shame-based cultures and how they work. In the next lesson, you will read about other non-western ways of thinking. Objectives: 1. To be able to articulate the basic characteristics of guilt-based culture, fear-based cultures, and shame-based cultures. 2. To understand some of the ways in which these three ways of viewing the world affect our understanding of the gospel. Reading: Muller, Honor & Shame Introduction Chapter One The Eden Effect Chapter Two Guilt-Based Culture Chapter Three The Roman Connection Chapter Four The Legal Model of Salvation Chapter Five Fear-Based Cultures Chapter Six Shame-Based Cultures Chapter Seven Honor & Shame in the Bible Chapter Eight Clash of Worldviews Chapter Nine Islam & Shame Chapter Ten Islam & Honor Chapter Eleven The Threefold Message of Salvation Chapter Twelve The Continuing Story 14

16 Foundations Module 1 Lesson 4 The Gospel & Non-Western Thinking, Part One Study Questions: 1. What are some of the main characteristics of guilt-based cultures? 2. How does our guilt-based culture affect the way we view the gospel? 3. What are some of the main characteristics of fear-based cultures? 15

17 Lesson 4 Foundations Module 1 The Gospel & Non-Western Thinking, Part One 4. What are some of the main characteristics of shame-based cultures? 5. In what ways do shame and honor shape Muslim culture? 6. How might a better understanding of shame and honor affect our view of the gospel? 16

18 Foundations Module 1 Lesson 4 The Gospel & Non-Western Thinking, Part One Notes: 17

19 Lesson 5 Foundations Module 1 The Gospel & Non-Western Thinking, Part Two It can be difficult to see where our worldview is shaped more by our culture than by the Scriptures. For those of us who grew up in a Western culture, there are many things that we take for granted about the world, human behavior, and the Bible. Some of these assumptions are biblically grounded, but many flow from the Western mindset. In this lesson, you will read about dyadic or group-based cultures, the importance of contextualization for effectively communicating the gospel, and accurately addressing spiritual matters in other cultures. Objectives: 1. To be able to articulate the differences between individualistic and dyadic cultures. 2. To develop a Christian approach to addressing spiritual realities in other cultures. 3. To understand the importance of contextualizing the gospel for effectively communicating the gospel. Reading: The Bible: Galatians Chapters 1-6 Foundations Module 1 Supplemental Reader 3-13 Russell: Getting Fitted with Mediterranean Glasses Givens: The Role of the Church in Salvation Winter, ed. Perspectives on the World Christian Movement Chapter 64 Culture, Worldview, & Contextualization (Charles Kraft) (Ch. 55 in 3 rd edition) Chapter 69 Redemptive Analogy (Don Richardson) (Ch. 57 in 3 rd edition) Chapter 67 Clean & Dirty: Cross-Cultural Misunderstandings in India (Paul Hiebert) (Pages in the Module 1 Supplemental Reader) Chapter 65 The Flaw of the Excluded Middle (Paul Hiebert) (Ch. 60 in 3 rd edition) 18

20 Foundations Module 1 Lesson 5 The Gospel & Non-Western Thinking, Part Two Study Questions: 1. Contrast dyadic thinking with the individualism of the Western world. 2. Give a scenario in which dyadic thinking would cause a person to think and act differently than individualistic thinking. 3. In his article, The Role of the Church in Salvation, what does Givens mean by Salvation Plan A and Salvation Plan B? 4. How should an understanding of Salvation Plan B affect our view of the church? 5. What is contextualization and why is it important? 19

21 Lesson 5 Foundations Module 1 The Gospel & Non-Western Thinking, Part Two 6. What is syncretism and why is it dangerous? 7. What is a redemptive analogy? 8. Hiebert describes the vastly different views of clean and dirty in India and America. As ministers of the gospel, how should we approach such cultural differences? 9. What is the excluded middle? 10. As Christians, how should we think about and address issues in the excluded middle? 20

22 Foundations Module 1 Lesson 5 The Gospel & Non-Western Thinking, Part Two Notes: 21

23 Lesson 6 Foundations Module 1 Creation & Fall Before we can begin studying human history, we need at least a basic knowledge of how the world began. Where do we come from? Why are we here? These are important questions that every society throughout history has had to wrestle with. We will find many different answers to these questions in the lessons ahead, but for now we will focus on the biblical account of where we come from and why we re here. In this lesson, you will read about the creation of the world and the fall of man, and wrestle with the implications of these important concepts. Objectives: 1. To be able to describe the Bible s account of the creation of the world and explain the implications of creation for understanding the world and humanity. 2. To be able to describe the Bible s account of the fall of man and explain the implications of the fall for understanding the present state of the world and humanity. Reading: The Bible: Genesis Chapters 1-3 Bartholomew & Goheen, The Drama of Scripture Preface Prologue Act I God Establishes His Kingdom: Creation Plantinga, Engaging God s World Chapter 2: Creation Crouch, Culture Making Chapter 6: The Garden & the City Bartholomew & Goheen, The Drama of Scripture Act II Rebellion in the Kingdom Fall Plantinga, Engaging God s World Chapter 3: Fall 22

24 Foundations Module 1 Lesson 6 Creation & Fall Study Questions: 1. Why is the concept of story important for understanding our lives and the Bible? 2. Goheen and Bartholomew ask the question, Does it really make any difference whether we use the modern Western story as the basis from which to understand the scriptural story or whether we try to understand the Western story from within the biblical story? (20). How would you answer this question? Why? 3. How does the biblical creation account help us understand the world we live in? 4. Plantinga says, Image is a verb as well as a noun. It s something we do as well as something we have (34). How do we image God (in the verb sense)? 23

25 Lesson 6 Foundations Module 1 Creation & Fall 5. Briefly describe the eight implications of the doctrine of creation listed by Plantinga (see pages 34-41). 6. Give some implications from Genesis 1 and 2 that address our responsibility to create culture. 7. List at least five results of the fall and briefly describe why each is significant for understanding the world we live in. 8. Crouch says that culture is the first place where the inward alienation from God finds its outward expression (114). What does he mean by this? 24

26 Foundations Module 1 Lesson 6 Creation & Fall Notes: 25

27 Lesson 7 Foundations Module 1 Ancient Civilizations With this lesson we move beyond the origins of the world and take a sweeping look at the earliest civilizations. The reading covers a lot of ground, but you will get a feel for the big picture of ancient history. Much of what we know about the ancient world is based on fragments and incomplete insights, but we can gain an understanding of how a variety of civilizations lived and what they believed. You will also read two of the oldest literary works we possess: the Epic of Gilgamesh and the Code of Hammurabi. Objectives: 1. To develop a broad and basic understanding of how ancient civilizations lived and what they believed. 2. To be able to effectively interact with competing stories about the origins of the world and biblical history. Reading: Roberts, A Short History of the World Chapter 2: The Earliest Civilizations, Part I (you will read the rest of this chapter later) Chapter 3: Foundations of Our World, Part I (you will read the rest of this chapter later) NOTE: You will be covering a lot of ground in this book. Don t worry about the details, try to get a feel for the big picture. The Bible: Genesis Chapters 6 9:17 Lawall, ed., The Norton Anthology of Western Literature Introduction to Gilgamesh Gilgamesh (translated by Stephen Mitchell you can read the other translation instead, but this translation is recommended) Foundations Module 1 Supplemental Reader Hammurabi s Code (Read the section about Hammurabi, the Prologue, and skim the laws included in the article. You are not required to read the Epilogue) O Brien, ed., Atlas of World History The First Civilizations: Mesopotamia and the Indus Region BC 30 The First Civilizations: Egypt BC (don't read the sections on China yet) The Mediterranean and the Gulf Region BC 26

28 Foundations Module 1 Lesson 7 Ancient Civilizations Study Questions: 1. The first chapter of Roberts book (you won t be reading it for this lesson) gives a detailed description of how he thinks humanity evolved from lower animals. How might this evolutionary bias affect his approach to history? 2. As you read through the assigned pages from A Short History of the World, write down at least ten observations about ancient civilizations that stood out to you as interesting. Be ready to share with the class why you thought these observations were interesting. 3. Briefly describe the religious beliefs prevalent in ancient Mesopotamia. (See pages ) 4. Briefly describe the religious beliefs of ancient Egypt. (See pages ) 27

29 Lesson 7 Foundations Module 1 Ancient Civilizations 5. How does Roberts explain Egypt s eventual decline? (See pages ) 6. Roberts gives a secular perspective on Old Testament history (see pages 90-95). As Christians, how should we think about and respond to such retellings of biblical history? 7. Describe some of the similarities and differences between the Gilgamesh flood narrative and the biblical flood narrative. 8. How would you explain the existence of extra-biblical flood narratives like Gilgamesh? Does it make you question the truthfulness of the biblical account? Why or why not? 9. What stands out to you from reading Hammurabi s code? 28

30 Foundations Module 1 Lesson 7 Ancient Civilizations Notes: 29

31 Lesson 8 Foundations Module 1 God s Holy Nation Though God s original intentions for creation were marred by the Fall, God did not abandon the world he created. Instead, he initiated a plan of redemption. In this lesson, you will study the biblical account of one man, Abraham, and the covenant that God made with him to bless the world through his descendants. In fulfilling his covenant to Abraham, God made him into a great nation. This lesson covers the big picture of the rise, glory, and exile of the nation of Israel. Objectives: 1. To understand the flow of Old Testament history. 2. To be able to trace God s plan of redemption as it works itself out through the nation of Israel. 3. To be able to articulate the significance of major Old Testament themes. Reading: Bartholomew & Goheen, The Drama of Scripture Act III The King Chooses Israel: Redemption Initiated Crouch, Culture Making Chapter 7 The Least of the Nations 30

32 Foundations Module 1 Lesson 8 God s Holy Nation Study Questions: 1. What examples do we find early in the biblical story of people using culture against God rather than for him? 2. What role does culture play in Israel s calling to be a light to the nations? 3. What was the purpose of God s covenant with Abraham, and why is it important? 4. For what purpose did God choose Israel? 31

33 Lesson 8 Foundations Module 1 God s Holy Nation 5. Describe the covenant that God made with Israel on Mount Sinai. 6. What was the purpose of the Law in the Old Testament? 7. Why did Israel end up in exile? 8. The Old Testament ends on a hopeful note. What hope do the prophets give? 32

34 Foundations Module 1 Lesson 8 God s Holy Nation Notes: 33

35 Lesson 9 Foundations Module 1 Animism, Part One Animists believe that there are spiritual forces and beings that permeate and give life to (animate) the physical world around us. The central beliefs of Animism have been around for a long time. Not only has Animism itself been a major force in world history, but animistic beliefs are easily syncretized with almost any major world religion. Mixing these religions with Animism has created a folk version of many major religions. In this lesson, you will learn about the beliefs and practices of Animism. You will also begin reading a story about a South American shaman and his experience with the spirit world. Objectives: 1. To be able to articulate the major beliefs and practices of Animism. 2. To understand the permeating influence of Animism s beliefs across a wide variety of religious traditions. Reading: Halverson, ed., The Compact Guide to World Religions Animism (pages in The Illustrated Guide to World Religions) Ritchie, Spirit of the Rainforest 7-9 Introduction to the 2 nd Edition Prologue: A Long Story Goes Before Every Fight The Beginning: Split Truth (Chapters 1-5) NOTE: This book contains a glossary, legend of characters and locations, and family relationships chart, all of which are located at the back of the book. These resources may be helpful in keeping track of Yanomamo terms and characters identities. 34

36 Foundations Module 1 Lesson 9 Animism, Part One Study Questions: 1. Describe the beliefs and practices of animists. 2. What are some similarities between Animism and Christianity? 3. What are some differences between Animism and Christianity? 4. Describe Jungleman s journey to becoming a shaman. 5. Describe the brutal lifestyle of the Yanomamo. 35

37 Lesson 9 Foundations Module 1 Animism, Part One 6. What do Jungleman and the other shamans mean by the phrase, My spirits came into the shabono in my chest? 7. How does Jungleman describe the spirits? 8. What role does fear play in Yanomamo culture? 9. Do the spirits help the Yanomamo or hurt them? 10. At the end of part one, what keeps the shamans from throwing out their spirits? 36

38 Foundations Module 1 Lesson 9 Animism, Part One Notes: 37

39 Lesson 10 Foundations Module 1 Animism, Part Two Animists believe that there are spiritual forces and beings that permeate and give life to (animate) the physical world around us. The central beliefs of Animism have been around for a long time. Not only has Animism itself been a major force in world history, but animistic beliefs are easily syncretized with almost any major world religion. Mixing these religions with Animism has created a folk version of many major religions. In this lesson, you will finish reading Spirit of the Rainforest and discuss questions that the story raises. Objectives: 1. To be able to articulate the major beliefs and practices of Animism. 2. To understand the permeating influence of Animism s beliefs across a wide variety of religious traditions. 3. To think through the dangers and responsibility of addressing a culture s belief system and practices. Reading: Ritchie, Spirit of the Rainforest The Middle: Doesn t-grab-women (Chapters 6-10) The End: Nobody s That Stupid (Chapters 11-14) Epilogue: Be Good to Her Chapter 16 Author s Addendum: So Many of Them Are Dead NOTE: This book contains a glossary, legend of characters and locations, and family relationships chart, all of which are located at the back of the book. These resources may be helpful in keeping track of Yanomamo terms and characters identities. 38

40 Foundations Module 1 Lesson 10 Animism, Part Two Study Questions: 1. Describe the encounters between the spirits and Yai Pada. 2. How do the Yanomamo change when they begin following Yai Pada? 3. What do the Yanomamo dislike about anthropologists like Irritating Bee and A.H.? 4. Why do the Yanomamo want to change their ways? 39

41 Lesson 10 Foundations Module 1 Animism, Part Two 5. What redemptive analogies (see Richardson, Redemptive Analogy in the Perspective s Reader that you read for Lesson 5) were present in Yanomamo culture? 6. Describe the conversion experience of either Shoefoot (see pages ) or Jungleman (see pages ). 7. The book often highlights the tension between the Yanomamo, the missionaries, and the anthropologists. How do the anthropologists describe the Yanomamo, and what problem do they have with the missionaries? 8. As Shoefoot and Ritchie talk to anthropologists in the United States, what problem do they have with most of their theories concerning the Yanomamo (see the Author s Addendum)? 40

42 Foundations Module 1 Lesson 10 Animism, Part Two Notes: 41

43 Lesson 11 Foundations Module 1 Hinduism & Buddhism Hinduism and Buddhism are two of the oldest and most influential religions in the world. Buddhism came later than Hinduism and draws on many of its central beliefs. While the two religions have many significant differences and should not be confused with one another, they can be usefully considered under the label Eastern Pantheistic Monism. In this lesson, you will read about these two religions and consider the similarities and differences between the two. Eastern thinking is vastly different than Western thinking, and is notoriously difficult for a Westerner to understand. James Sire says, It is painfully difficult to grasp the Eastern worldview even when one has some idea that it demands a mode of thought different from the West (The Universe Next Door, 164). Though it is difficult to understand, it is important to understand these religions because of their prevalence in the East and because Eastern thinking has been gaining popularity in the West. Objectives: 1. To be able to articulate the basic beliefs of Hinduism and Buddhism. 2. To gain a familiarity with Eastern ways of thinking. 3. To be able to explain the growing influence of Eastern thinking in the Western world. Reading: Roberts, A Short History of the World Chapter 2 The Earliest Civilizations, Part 2 Halverson, ed., The Compact Guide to World Religions Hinduism (pages in the Illustrated Guide to World Religions) Buddhism (pages in the Illustrated Guide to World Religions) Sire, The Universe Next Door Chapter Seven Journey to the East: Eastern Pantheistic Monism Solomon & Higgins, A Short History of Philosophy Part Two God and the Philosophers: Religious & Medieval Philosophy, Part 2 O Brien, ed., Atlas of World History First Empires in India 600 BC AD First Empires in China 1100 BC AD Peoples of Central Asia 6000 BC AD

44 Foundations Module 1 Lesson 11 Hinduism & Buddhism Study Questions: 1. What is the caste system in India and how did it originate? 2. How has Hinduism developed since its origins in 1500 B.C.? 3. Describe the basic beliefs of Hinduism. 4. What are the differences between Mahayana Buddhism, Theravada Buddhism, and Vajrayana (or Tantric) Buddhism? 5. What are the Four Noble Truths of Buddhism? 43

45 Lesson 11 Foundations Module 1 Hinduism & Buddhism 6. What is nirvana and what role does it play in Buddhism? 7. What is meant by the phrase Atman is Brahman (see The Universe Next Door)? 8. How does Eastern Pantheistic Monism view each of the following: (a) consciousness, (b) personality, (c) knowledge, (d) good and evil, and (e) time (see The Universe Next Door)? 9. What is the difference between Hinduism and Buddhism? 10. Why has Eastern thinking been gaining more influence in the West in recent years? 44

46 Foundations Module 1 Lesson 11 Hinduism & Buddhism Notes: 45

47 Lesson 12 Foundations Module 1 Confucianism, Shinto, & Daoism Though Confucianism, Shinto, and Daoism (sometimes referred to as Taoism ) have significant differences, they are major Eastern systems of thought. A familiarity with these three systems is essential for understanding Asian cultures. All three philosophies began centuries before the time of Christ and have had an enduring impact on the East. Eastern religions have also been growing in popularity in the West. To an increasing degree, Eastern religions and philosophies are becoming a major force in shaping our developing world. Objectives: 1. To be able to articulate the basic beliefs of Confucianism, Shinto, and Daoism. 2. To gain a familiarity with Eastern ways of thinking. 3. To be able to explain the growing influence of Eastern thinking in the Western world. Reading: Roberts, A Short History of the World Chapter 2 The Earliest Civilizations, Part 3 Halverson, ed., The Compact Guide to World Religions Confucianism (pages in the Illustrated Guide to World Religions) Shinto (pages in the Illustrated Guide to World Religions) Taoism (pages in the Illustrated Guide to World Religions) Solomon & Higgins, A Short History of Philosophy Part Two God and the Philosophers: Religious & Medieval Philosophy, Part Part Two God and the Philosophers: Religious & Medieval Philosophy, Part 3 O Brien, ed., Atlas of World History The Birth of World Religions 1500 BC AD First Empires in China 100 BC - AD Peoples of Central Asia 6000 BC - AD

48 Foundations Module 1 Lesson 12 Confucianism, Shinto, & Daoism Study Questions: 1. Who was Confucius and what was he trying to accomplish? 2. In the Illustrated Guide to World Religions, Thomas Leung writes, Confucianism is not a formal religion in the conventional sense (66). If Confucianism is not a religion, then what is it? 3. What is jen and why did Confucius think it was important? 4. What is the central concern of Confucianism? 5. Describe the practice and development of reverence for ancestors and ancestor worship among the Chinese people. 47

49 Lesson 12 Foundations Module 1 Confucianism, Shinto, & Daoism 6. Describe the beliefs and practices of Shinto. 7. What factors tend to make the Japanese resistant to Christianity? 8. Why did Lao Tzu think that Confucius was responsible for the chaos in China? What was Lao Tzu s solution? (See the chapter on Taoism). 9. Halverson says that religious Taoism could more appropriately be called magical Taoism. Why? 10. Describe the beliefs and practices of Daoism. 48

50 Foundations Module 1 Lesson 12 Confucianism, Shinto, & Daoism Notes: 49

51 Lesson 13 Foundations Module 1 Greek Culture & Religion, Part One In this lesson, we shift from the East to the West. More than other ancient cultures, the Greeks have shaped the thinking and culture of the Western world. Many of the things that we take for granted were formed or transformed by the Greeks (philosophy, arithmetic, art, drama, literature, politics, etc.) In this lesson you will read about changes in the Mediterranean world leading up to the prominence of Greece. You will also read section from Homer s Iliad and Hesiod s Theogony. Objectives: 1. To be able to describe the culture, beliefs, and thinking of the ancient Greeks. 2. To be able to explain why Greek culture has had such a significant impact on the Western world. 3. To become familiar with the gods as presented in Greek literature. Reading: Roberts, A Short History of the World Chapter 3 Foundations of Our World, Part 2 Lawall, ed., The Norton Anthology of Western Literature, Volume I Introduction to Homer The Iliad, Book I [The Rage of Achilles] 785 Introduction to Hesiod From Theogony O Brien, ed., Atlas of World History Empires and Traders BC Classical Greece BC 50

52 Foundations Module 1 Lesson 13 Greek Culture & Religion, Part One Study Questions: 1. Describe the Assyrian Empire s military victories in the 8 th and 7 th centuries b.c. What tactics did they employ and why were they successful? Why did the Assyrian Empire finally fall? 2. Compare and contrast the Persian Empire with the Assyrian and Babylonian empires that preceded it. In what ways was it similar to them and in what ways was it different? 3. What is a polis and how did it shape Greek life? 4. Give a brief synopsis of both The Iliad and The Odyssey (see Lawall, ed., ). 51

53 Lesson 13 Foundations Module 1 Greek Culture & Religion, Part One 5. According to Roberts, what role did the Iliad and Odyssey play in Greek culture? Why? 6. How are the gods portrayed in The Rage of Achilles? What role do they play in the story? (Give specific examples from the text to support your answer.) 7. Describe two or three of the major conflicts described in Theogony. (Be sure to include the parties involved in the conflict and the final outcome of the conflict.) What might Theogony teach us about the Greek s understanding of conflict in general? 8. According to Roberts, what made Greek thought and culture unique in its historical context? 52

54 Foundations Module 1 Lesson 13 Greek Culture & Religion, Part One Notes: 53

55 Lesson 14 Foundations Module 1 Greek Culture & Religion, Part Two In this lesson, we continue to study Greek culture and religion. You will read excerpts from Herodotus Histories and Ovid s Metamorphoses. Objectives: 1. To be able to describe the culture, beliefs, and thinking of the ancient Greeks. 2. To be able to explain why Greek culture has had such a significant impact on the Western world. 3. To become familiar with the gods as presented in Greek literature. Reading: Lawall, ed., The Norton Anthology of Western Literature, Volume I 792 Introduction to Herodotus The Histories, Book I: Croesus & Solon The Histories, Book III: The Ring of Polycrats 803 The Histories, Book VII: Xerxes Punishes the Hellespont Introduction to Ovid 1027 Metamorphoses, Book I: Proem Metamorphoses, Book I: Creation Metamorphoses, Book I: Apollo and Daphne Metamorphoses, Book I: Jove and Io Metamorphoses, Book II: Jove and Europa Metamorphoses, Book IX: Iphis and Isis Metamorphoses, Book X: Pygmalion Metamorphoses, Book X: Venus and Adonis O Brien, ed., Atlas of World History Eurasian Trade 150 BC - AD

56 Foundations Module 1 Lesson 14 Greek Culture & Religion, Part Two Study Questions: 1. Who was Herodotus and what contribution did he make to Greek culture? 2. Explain Solon s understanding of the fortunate man. Why must we wait until a man dies before we can call him happy? Do you agree with Solon s line of reasoning? Explain. 3. What insights does Croesus and Solon give us into the worldview of the Greeks in Herodotus day? What was valued? What was looked down upon? 4. Why does Amasis end his alliance with Polycrates in The Ring of Polycrates? What does Amasis line of reasoning say about his worldview? 55

57 Lesson 14 Foundations Module 1 Greek Culture & Religion, Part Two 5. What is significant about the transformations (metamorphoses) in each of Ovid s stories? Who is changed into what and why? 6. Describe the gods as they are portrayed in Ovid s Metamorphoses. (You don t need to describe each individual god, just describe the way the gods are portrayed overall their attributes, actions, etc.) 7. Though Ovid s Metamorphoses are not about Greek culture per se, art tends to reflect life and life tends to reflect art. What do the Metamorphoses reveal about the way the Greeks thought and lived? 56

58 Foundations Module 1 Lesson 14 Greek Culture & Religion, Part Two Notes: 57

59 Lesson 15 Foundations Module 1 The Earliest Philosophers Philosophy is as old as the human race. Throughout history we have wrestled with the ultimate questions of our existence and come to vastly different conclusions. This lesson explores some of the earliest philosophic enquiries that we know about, tracing the development of philosophy from its origins in a number of cultural and religious backgrounds to the beginnings of its glory days in ancient Greece. Objectives: 1. To appreciate the broad range of philosophic thought from the beginning of history to the days of ancient Greece. 2. To think through the interaction between philosophy, science, religion, and mythology. 3. To be able to describe the basic assumptions of atomist philosophy. Reading: Solomon & Higgins, A Short History of Philosophy 1-43 Part One - The Search for World Order: Ancient Philosophy, Part One Nash, Life s Ultimate Questions Chapter 2 Naturalism 58

60 Foundations Module 1 Lesson 15 The Earliest Philosophers Study Questions: 1. Did the Greeks actually believe in their gods? What impact did mythology have on Greek philosophy? 2. How do (or how should) philosophy, science, religion, and mythology interact with one another? 3. What are some explanations for the origins of the world (cosmogonies) proposed by people in the ancient world? 4. Much of ancient philosophy focused on the essence or basic makeup of the cosmos. Describe some of the theories proposed. 5. Who were the Sophists and what role did they play in Greek philosophy? 59

61 Lesson 15 Foundations Module 1 The Earliest Philosophers 6. Describe the Naturalism of Democritus. 7. How did Epicurus fix the difficulties of atomism? What new problems did his solution create? 8. What was the atomists view of humanity? What is problematic about this view? 9. Explain C. S. Lewis argument against Naturalism (see Nash, pages 52-54). 10. Explain Richard Taylor s argument against Naturalism (see Nash, pages 54-57). 60

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63 Lesson 16 Foundations Module 1 Greek Philosophy: Socrates & Plato Two of the most prominent names in philosophy are Socrates and Plato. Though Socrates did not leave us any of his own writing, he had a profound impact on Greek philosophy, and on Western culture in general. Much of his teaching has been preserved by his student, Plato. Plato s own impact is highlighted by the often repeated statement that Western philosophy is nothing more than a series of footnotes to Plato. This is certainly an overstatement, but Plato stands out as a giant in the history of philosophy. In this lesson, you will read about the impact of these two ancient philosophers. You will also read Socrates speech of defense before the Athenian Council (as recorded by Plato) and sections of Plato s Republic. Objectives: 1. To be able to explain the impact of Socrates and Plato on philosophy and Western culture. 2. To be familiar with the major teachings of Socrates and Plato. Reading: Solomon & Higgins, A Short History of Philosophy Part One - The Search for World Order: Ancient Philosophy, Part Two Lawall, ed., The Norton Anthology of Western Literature Plato, The Apology of Socrates Solomon & Higgins, A Short History of Philosophy Part One - The Search for World Order: Ancient Philosophy, Part Three Nash, Life s Ultimate Questions Chapter 3 Plato Lawall, ed., The Norton Anthology of Western Literature Plato, from The Republic: Books 6 & 7 The Sun, The Divided Line, & the Cave 62

64 Foundations Module 1 Lesson 16 Greek Philosophy: Socrates & Plato Study Questions: 1. Why was Socrates such an important figure in the Greek world and in the history of philosophy? 2. According to The Apology of Socrates, what makes Socrates the wisest man on earth? 3. In his apology, how does Socrates describe his responsibility to the city of Athens and his fellow Greek citizens? 4. Describe Plato s view of the ideal city-state (republic). 63

65 Lesson 16 Foundations Module 1 Greek Philosophy: Socrates & Plato 5. Describe Plato s dualism. 6. Explain Plato s theory of the Forms. 7. According to Plato, how do human beings acquire genuine knowledge? 8. What was Plato s view of God (or the gods)? 64

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67 Lesson 17 Foundations Module 1 Greek Philosophy: Aristotle In the previous lesson, we looked at the impact of Socrates and his student, Plato. While Plato s writings have been very influential, his contribution to Western philosophy and civilization increased dramatically through his greatest student, Aristotle. But while Plato s influence is evident in Aristotle s philosophy, Aristotle s views often differ greatly from those of his teacher. Whereas Plato emphasized universals (forms existing in a heavenly world), Aristotle emphasized particulars (the individual things in this world). In this lesson, you will study the philosophy of Aristotle and his impact on Western thinking in an amazingly broad variety of disciplines. You will also read selections from some of his writings. Objectives: 1. To be able to explain the impact of Aristotle on philosophy and Western culture. 2. To be familiar with the major teachings of Aristotle. Reading: Solomon & Higgins, A Short History of Philosophy Part One - The Search for World Order: Ancient Philosophy, Part Four Nash, Life s Ultimate Questions Chapter 4 Aristotle Lawall, ed., The Norton Anthology of Western Literature Introduction to Aristotle From Physics: Book From Metaphysics: Book From On the Soul: Book 1, Book 2, and Book 3 Foundations Module 1 Supplemental Reader Aristotle: Nicomachean Ethics, Book I 66

68 Foundations Module 1 Lesson 17 Greek Philosophy: Aristotle Study Questions: 1. How did Aristotle s views differ from Plato s? 2. How did Aristotle reverse Plato s dualism? 3. Explain Aristotle s four types of cause. Consider the following scenario: You are writing down answers to study questions. Identify each of Aristotle s four types of causes in this scenario. 4. Why do experts today reject all of Aristotle s causes except the efficient cause? 67

69 Lesson 17 Foundations Module 1 Greek Philosophy: Aristotle 5. According to Aristotle, what is the distinction between form and matter? 6. Describe Aristotle s view of God. 7. Based on the sections you read from Book I of Aristotle s Nicomachean Ethics, what is the good at which all things aim and how does one achieve this? 8. According to Aristotle, what is happiness, or the good life? 9. How does Aristotle s distinction between essential and non-essential (accidental) properties help explain the Incarnation (the fact that Jesus was fully God and fully human) (see Nash, pages )? 68

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71 Lesson 18 Foundations Module 1 Alexander the Great, Hellenization, & the Rise of the Roman Empire Though Greek thought and culture have had a profound effect on the Western world, the Greek Empire itself was not to last forever. In a strange twist, it was through being conquered that the Greek world spread its influence. Socrates had taught Plato, who in turn taught Aristotle, who in turn taught the soon-to-be conqueror of an incredible portion of the known world, Alexander the Great. Alexander viewed himself as a Greek (he was Macedonian), and he and his successors spread Greek thought and culture throughout the territories they conquered. Later, the Roman Empire would also claim a connection to ancient Greece as their power and influence spread. This process of spreading Greek culture is known as Hellenization. In this lesson, you will read about some major developments in ancient history and learn about the persistent power of the Greeks to influence even those who conquered them in battle. You will also assess the philosophies of Epicureanism, Stoicism, and Skepticism and the moral implications of these systems as presented by Lucretius and Seneca. Objectives: 1. To develop a basic understanding of Alexander the Great s military conquests. 2. To develop a basic understanding of Rome s rise to power. 3. To be able to explain the concept of Hellenization and its impact on the Western world. 4. To understand and assess Epicureanism, Stoicism, and Skepticism as well as the moral implications of these philosophical systems. Reading: Roberts, A Short History of the World Chapter 4 The Roman World, Part 1 Foundations Module 1 Supplemental Reader Russell: The Political Landscape & Jewish Messianism, Part Russell: The Effect of Hellenistic Culture on Jewish Life Solomon & Higgins, A Short History of Philosophy Part One The Search for World Order: Ancient Philosophy, Part Five Part Two God and the Philosophers: Religious & Medieval Philosophy, Part Five Lawall, ed., The Norton Anthology of Western Literature, Volume I Introduction to Lucretius From Book I: Introduction to the Poem From Book III: The Mortality of the Soul From Book III: Death Is Not to Be Feared From Book V: The Origin of Religion Introduction to Seneca From Book I: The Horrors of Anger, Is Anger Natural?, Can Anger Be Useful or Controlled?, The Use of Anger in War & in Peacetime, Anger & the Greatness of the Mind 855 From Book III: Greatness of Mind Is Free from Disturbance Schaeffer, How Should We Then Live? Chapter 1 Ancient Rome O Brien, ed., Atlas of World History The Archaemenid and Hellenistic World BC The Roman Empire 500 BC - AD

72 Foundations Module 1 Lesson 18 Alexander the Great, Hellenization, & the Rise of the Roman Empire Study Questions: 1. How were Philip II of Macedon and his son, Alexander the Great, able to conquer so much of the world? 2. How did Greek culture spread (a process known as Hellenization ) and what impact did this have? 3. Describe Epicureanism, Stoicism, and Skepticism in the later Greek and early Roman empires. 4. What made the Roman Empire so powerful and influential? 5. Ptolemy II had the Old Testament translated into Greek (a translation known as the Septuagint, or the LXX both meaning seventy ). Why was the Old Testament translated into Greek, and what impact did the Septuagint have? 71

73 Lesson 18 Foundations Module 1 Alexander the Great, Hellenization, & the Rise of the Roman Empire 6. How did Greek thinking and the Hebrew Scriptures combine in the philosophy of Philo? 7. How does Lucretius explain religion, what affect has it had on humanity, and how does he advise his readers to live? 8. Briefly describe Seneca s teaching on anger. What basis or standard does Seneca use in developing his moral convictions? 9. Schaeffer said that the Romans (like the Greeks before them) had no sufficient reference point intellectually (21). What does he mean by this and why is it important? 10. What factors inherent in the Roman Empire eventually led to its decay? 72

74 Foundations Module 1 Lesson 18 Alexander the Great, Hellenization, & the Rise of the Roman Empire Notes: 73

75 Lesson 19 Foundations Module 1 Messianic Expectations & Jewish Sects As we turn the page from the end of the Old Testament to the beginning of the New Testament, we find that the world has changed significantly. All of the sudden (or so it seems), the world is dominated by the Roman Empire. The Jews are meeting in synagogues, which did not exist in the Old Testament, and they seem to be divided into groups that we have not yet encountered (such as the Pharisees and Sadducees). While the Jews wait expectantly for their Messiah (or Christ), the New Testament opens with the bold proclamation that the kingdom of God has arrived. In this lesson, you will read about Jewish expectations about the coming Messiah and the changes he would bring. In addition, you will learn about the political and religious scene that Jesus entered when he came to earth. Objectives: 1. To develop an understanding of the political and religious scene at the time of Christ. 2. To be able to explain the major distinctions between the Jewish sects. 3. To understand the Jews expectations about the coming Messiah and the changes he would bring. Reading: Bartholomew & Goheen, The Drama of Scripture Interlude A Kingdom Story Waiting for an Ending: The Intertestamental Period Foundations Module 1 Supplemental Reader Josephus: Jewish Sects Russell: The Political Landscape & Jewish Messianism, Part 2 Halverson, ed., The Compact Guide to World Religions Judaism & the Jewish People (pages in the Illustrated Guide to World Religions) 74

76 Foundations Module 1 Lesson 19 Messianic Expectations & Jewish Sects Study Questions: 1. Did the Jews believe that their exile had ended during the intertestamental period? Why or why not? 2. What was the Maccabean revolt, what prompted it, and what impact did it have on the Jewish community in the intertestamental period? 3. During the intertestamental period, what were the Jews hoping and waiting for? 4. How did that hope play out in each of the following Jewish sects: (a) the Pharisees, (b) the Essenes, (c) the Sadducees, (d) the Zealots, and (e) the average Jew? 75

77 Lesson 19 Foundations Module 1 Messianic Expectations & Jewish Sects 5. What details does Josephus give about the Jewish sects in the 1 st century AD? 6. What were the Jewish expectations about the Messiah and the changes he would bring? 7. What are the basic beliefs and practices of modern Judaism? 8. Compare and contrast the three major branches of modern Judaism. 76

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79 Lesson 20 Foundations Module 1 Jesus & the Kingdom of God, Part One The first century AD was a time of political and religious turmoil. As the Jews watched for their long awaited Messiah, they hoped for the day when they would throw off the reign of the Roman Empire. When Jesus entered the world of first century Judaism, he made it clear that he was the Messiah and that he was bringing the kingdom of God. Most of the Jews, however, refused to accept Jesus as their Messiah because he did not look anything like the Messiah figure they had been expecting. In this lesson and the next, you will read about Jesus life, death, and resurrection and discuss the significance of each of those events for the course of history and for our lives as Christians. You will also read about the kingdom of God and consider what makes this concept so important. Objectives: 1. To understand the significance of Jesus life, death, and resurrection. 2. To be able to compare and contrast Jesus as the Messiah with the Messianic expectations of various Jewish sects. 3. To be able to define the term Kingdom of God and explain its significance. Reading: Shelley, Church History in Plain Language xv-xvii Prologue 3-12 Away With the King: The Jesus Movement Winter, ed. Perspectives on the World Christian Movement Chapter 13 The Gospel of the Kingdom (George Eldon Ladd) (Ch. 10 in the 3 rd edition) Bartholomew & Goheen, The Drama of Scripture Act Four The Coming of the King: Redemption Accomplished 78