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Eternity Bible College

- HIST 111 -

Historical & Philosophical Foundations of World Civilizations

Semester One

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Semester 1 Lessons

1. Worldviews & Why They Matter……………………………………………………………..…2

2. Thinking As a Christian……………………………………………………………………….…6

3. Christians & Culture…………………………………………………………………………….10

4. The Gospel & Non-Western Thinking, Part One……………………………………………..14

5. The Gospel & Non-Western Thinking, Part Two………………………………………….…18

6. Creation & Fall…………………………………………………………………………………...22

7. Ancient Civilizations………………………………………………...……………………….…26

8. God’s Holy Nation………………………………………………………………………………30

9. Animism, Part One………………………………………………………………………………34

10. Animism, Part Two……………………………………………………………………………...38

11. Hinduism & Buddhism……………………………………………………………………..…..42

12. Confucianism, Shinto, & Daoism…………………...…………………….……………………46

13. Greek Culture & Religion, Part One…………………………………………………………...50

14. Greek Culture & Religion, Part Two…………………………………………………………..54

15. The Earliest Philosophers…….…………………………………………….…………………...58

16. Greek Philosophy: Socrates & Plato……………………………………….………………......62

17. Greek Philosophy: Aristotle…………………………………………………..………………...66

18. Alexander the Great, Hellenization, & the Rise of the Roman Empire………..…………...70

19. Messianic Expectations & Jewish Sects……………………………………………..…………74

20. Jesus & the Kingdom of God, Part One…………………………………………......………...78

21. Jesus & the Kingdom of God, Part Two……………………………………………….....……82

22. Jesus the Philosopher………………………………………………………………………...….86

23. The Early Church, Part One………………………………………………………………….....90

24. The Early Church, Part Two……………………………………………………………………94

25. Vocation & the Kingdom of God…………..…………………………………………………..98

26. Women & the Kingdom of God………………………………………………………………102

27. The Church Spreads West……………………………………………………………….…….106

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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

15-24 Chapter 1 – A World of Difference: Introduction 66-85, 92-93 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 11-36 Chapter 1 – Worldview Thinking

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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.

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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.

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Worldviews & Why They Matter Notes:

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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 25-46 Chapter 2 – A Universe Charged With the Grandeur of God: Christian Theism Nash, Life’s Ultimate Questions 193-207 Chapter 8 – The Law of Noncontradiction

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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?

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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?

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Thinking As a Christian

Notes:

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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

17-36 Chapter One – The Horizons of the Possible 37-49 Chapter Two – Cultural Worlds 50-64 Chapter Three – Teardowns, Technology and Change 65-77 Chapter Four – Cultivation and Creation 78-98 Chapter Five – Gestures and Postures

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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?

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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?

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Notes:

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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 11-13 Introduction 15-21 Chapter One – The Eden Effect 22-26 Chapter Two – Guilt-Based Culture 27-34 Chapter Three – The Roman Connection 35-40 Chapter Four – The Legal Model of Salvation 41-45 Chapter Five – Fear-Based Cultures 46-55 Chapter Six – Shame-Based Cultures 56-68 Chapter Seven – Honor & Shame in the Bible 69-78 Chapter Eight – Clash of Worldviews 79-87 Chapter Nine – Islam & Shame 88-99 Chapter Ten – Islam & Honor 100-107 Chapter Eleven – The Threefold Message of Salvation 108-111 Chapter Twelve – The Continuing Story

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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?

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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?

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Notes:

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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” 14-22 Givens: “The Role of the Church in Salvation” Winter, ed. Perspectives on the World Christian Movement

400-406 Chapter 64 – Culture, Worldview, & Contextualization (Charles Kraft) (Ch. 55 in 3rd edition)

430-436 Chapter 69 – Redemptive Analogy (Don Richardson) (Ch. 57 in 3rd edition) 423-424 Chapter 67 – Clean & Dirty: Cross-Cultural Misunderstandings in India (Paul

Hiebert) (Pages 23-25 in the Module 1 Supplemental Reader) 407-414 Chapter 65 – The Flaw of the Excluded Middle (Paul Hiebert) (Ch. 60 in 3rd

edition)

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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?

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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?

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Notes:

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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 11-14 Preface 15-27 Prologue 29-40 Act I—God Establishes His Kingdom: Creation Plantinga, Engaging God’s World 19-44 Chapter 2: Creation Crouch, Culture Making 101-117 Chapter 6: The Garden & the City Bartholomew & Goheen, The Drama of Scripture 41-45 Act II—Rebellion in the Kingdom—Fall Plantinga, Engaging God’s World 47-68 Chapter 3: Fall

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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)?

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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?

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Creation & Fall

Notes:

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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

35-61 Chapter 2: The Earliest Civilizations, Part I (you will read the rest of this chapter later)

78-95 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 15-18 Introduction to Gilgamesh 26-34 Gilgamesh (translated by Stephen Mitchell—you can read the other translation

instead, but this translation is recommended) Foundations Module 1 Supplemental Reader 26-32 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 28-29 The First Civilizations: Mesopotamia and the Indus Region 4000-1800 BC

30 The First Civilizations: Egypt 3500-2180BC (don't read the sections on China yet) 36-37 The Mediterranean and the Gulf Region 2000-1000 BC

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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 43-44.)

4. Briefly describe the religious beliefs of ancient Egypt. (See pages 54-55.)

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5. How does Roberts explain Egypt’s eventual decline? (See pages 59-61.)

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?

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Notes:

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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 47-112 Act III – The King Chooses Israel: Redemption Initiated Crouch, Culture Making 121-133 Chapter 7 – The Least of the Nations

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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?

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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?

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God’s Holy Nation

Notes:

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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 37-53 Animism (pages 31-47 in The Illustrated Guide to World Religions) Ritchie, Spirit of the Rainforest 7-9 Introduction to the 2nd Edition 12-18 Prologue: A Long Story Goes Before Every Fight 21-89 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.

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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.

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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?

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Animism, Part One

Notes:

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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 93-172 The Middle: Doesn’t-Grab-Women (Chapters 6-10) 175-232 The End: Nobody’s That Stupid (Chapters 11-14) 233-238 Epilogue: Be Good to Her 239-252 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.

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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?

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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 215-216) or Jungleman (see pages 227-228).

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)?

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Animism, Part Two

Notes:

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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.


61-75 Chapter 2 – The Earliest Civilizations, Part 2 Halverson, ed., The Compact Guide to World Religions 87-102 Hinduism (pages 85-101 in the Illustrated Guide to World Religions) 54-69 Buddhism (pages 49-64 in the Illustrated Guide to World Religions) Sire, The Universe Next Door 144-165 Chapter Seven – Journey to the East: Eastern Pantheistic Monism Solomon & Higgins, A Short History of Philosophy 84-91 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 2 O’Brien, ed., Atlas of World History 46-47 First Empires in India 600 BC – AD 500 48-49 First Empires in China 1100 BC – AD 220 50-51 Peoples of Central Asia 6000 BC – AD 500

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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?

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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?

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Hinduism & Buddhism

Notes:

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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.


75-77 Chapter 2 – The Earliest Civilizations, Part 3 Halverson, ed., The Compact Guide to World Religions 70-86 Confucianism (pages 66-82 in the Illustrated Guide to World Religions) 198-215 Shinto (pages 211-226 in the Illustrated Guide to World Religions) 216-234 Taoism (pages 229-245 in the Illustrated Guide to World Religions) Solomon & Higgins, A Short History of Philosophy

79-84 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 1 91-100 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 3

O’Brien, ed., Atlas of World History 44-45 The Birth of World Religions 1500 BC – AD 600 48-49 First Empires in China 100 BC - AD 220 50-51 Peoples of Central Asia 6000 BC - AD 500

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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.

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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.

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Confucianism, Shinto, & Daoism

Notes:

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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.


95-123 Chapter 3 – Foundations of Our World, Part 2 Lawall, ed., The Norton Anthology of Western Literature, Volume I 100-106 Introduction to Homer 107-122 The Iliad, Book I [The Rage of Achilles] 785 Introduction to Hesiod 786-792 From Theogony O’Brien, ed., Atlas of World History 38-39 Empires and Traders 1200-600 BC

40-41 Classical Greece 750-400 BC

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Greek Culture & Religion, Part One

Study Questions:

1. Describe the Assyrian Empire’s military victories in the 8th and 7th 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., 100-105).

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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?

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Notes:

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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 794-801 The Histories, Book I: Croesus & Solon 801-803 The Histories, Book III: The Ring of Polycrats 803 The Histories, Book VII: Xerxes Punishes the Hellespont 1023-1026 Introduction to Ovid

1027 Metamorphoses, Book I: Proem 1027-1029 Metamorphoses, Book I: Creation 1029-1033 Metamorphoses, Book I: Apollo and Daphne 1033-1038 Metamorphoses, Book I: Jove and Io 1038-1039 Metamorphoses, Book II: Jove and Europa 1049-1053 Metamorphoses, Book IX: Iphis and Isis 1053-1059 Metamorphoses, Book X: Pygmalion 1059-1064 Metamorphoses, Book X: Venus and Adonis O’Brien, ed., Atlas of World History

52-53 Eurasian Trade 150 BC - AD 500

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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?

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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?

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Notes:

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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 37-57 Chapter 2 – Naturalism

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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?

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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).

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The Earliest Philosophers

Notes:

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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 43-49 Part One - The Search for World Order: Ancient Philosophy, Part Two Lawall, ed., The Norton Anthology of Western Literature 756-779 Plato, The Apology of Socrates Solomon & Higgins, A Short History of Philosophy

49-56 Part One - The Search for World Order: Ancient Philosophy, Part Three Nash, Life’s Ultimate Questions 53-94 Chapter 3 – Plato Lawall, ed., The Norton Anthology of Western Literature 816-824 Plato, from The Republic: Books 6 & 7 – The Sun, The Divided Line, & the Cave

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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).

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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)?

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Greek Philosophy: Socrates & Plato

Notes:

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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 56-68 Part One - The Search for World Order: Ancient Philosophy, Part Four Nash, Life’s Ultimate Questions 96-121 Chapter 4 – Aristotle Lawall, ed., The Norton Anthology of Western Literature 825-826 Introduction to Aristotle 826-827 From Physics: Book 2 827-828 From Metaphysics: Book 12 828-834 From On the Soul: Book 1, Book 2, and Book 3 Foundations Module 1 Supplemental Reader

33-41 Aristotle: Nicomachean Ethics, Book I

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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?

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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 118-121)?

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Greek Philosophy: Aristotle

Notes:

70


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

124-142 Chapter 4 – The Roman World, Part 1 Foundations Module 1 Supplemental Reader 42-49 Russell: “The Political Landscape & Jewish Messianism,” Part 1 56-64 Russell: “The Effect of Hellenistic Culture on Jewish Life” Solomon & Higgins, A Short History of Philosophy 68-77 Part One – The Search for World Order: Ancient Philosophy, Part Five 111-114 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part Five Lawall, ed., The Norton Anthology of Western Literature, Volume I 836-837 Introduction to Lucretius

838-840 From Book I: Introduction to the Poem 844-845 From Book III: The Mortality of the Soul 845-847 From Book III: Death Is Not to Be Feared 847-848 From Book V: The Origin of Religion 848-850 Introduction to Seneca 850-855 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? 19-29 Chapter 1 – Ancient Rome O’Brien, ed., Atlas of World History 42-43 The Archaemenid and Hellenistic World 600-30 BC

54-55 The Roman Empire 500 BC - AD 400

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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?

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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?

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Notes:

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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 113-127 Interlude – A Kingdom Story Waiting for an Ending: The Intertestamental Period Foundations Module 1 Supplemental Reader 65-73 Josephus: “Jewish Sects” 49-55 Russell: “The Political Landscape & Jewish Messianism,” Part 2 Halverson, ed., The Compact Guide to World Religions

121-143 Judaism & the Jewish People (pages 125-152 in the Illustrated Guide to World Religions)

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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?

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5. What details does Josephus give about the Jewish sects in the 1st 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.

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Notes:

78


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 83-95 Chapter 13 – The Gospel of the Kingdom (George Eldon Ladd) (Ch. 10 in the 3rd

edition) Bartholomew & Goheen, The Drama of Scripture 129-170 Act Four – The Coming of the King: Redemption Accomplished

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Jesus & the Kingdom of God, Part One

Study Questions:

1. What reasons does Bruce Shelley give for studying church history? Do you find his reasons compelling?

2. What motives did the Pharisees, Sadducees, and Pontius Pilate (as a representative of the Roman Empire) have for opposing Jesus, and why did these very different groups work together to put him to death?

3. What is the kingdom of God?

4. What is the biblical idea of “mystery,” and what is the “mystery of the kingdom”?

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Jesus & the Kingdom of God, Part One 5. In the previous lesson, you studied the Jewish sects and their diverse approaches to living as

faithful Jews. Compare Jesus’ approach to that of the Pharisees, Sadducees, Essenes, and Zealots.

6. What was the purpose and significance of Jesus’ miraculous works?

7. Both the Jews and the Romans viewed crucifixion as a humiliating defeat. Why did the early church point to Jesus’ death on the cross as a victory?

8. Why is Jesus’ resurrection so significant?

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Jesus & the Kingdom of God, Part One

Notes:

82


Jesus & the Kingdom of God, Part Two 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, you will continue reading 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 understand the concept of redemption and its source in Jesus Christ. 3. To be able to discuss Jesus’ earthly ministry and the implications it has for our ministry today.

Reading: Plantinga, Engaging God’s World 69-100 Chapter 4 – Redemption Crouch, Culture Making

134-146 Chapter 8 – Jesus as Culture Maker Winter, ed. Perspectives on the World Christian Movement

96-97 Chapter 14 - Building for the Kingdom: Our Work Is Not in Vain (N.T. Wright) (Pages 74-76 in the Module 1 Supplemental Reader)

98-99 Chapter 15 – The Kingdom of God in the Life of the World (Lesslie Newbigin) (Pages 77-79 in the Module 1 Supplemental Reader)

100-108 Chapter 16 – God At War (Gregory Boyd) (Ch. 11 in the 3rd edition)

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Jesus & the Kingdom of God, Part Two

Study Questions:

1. As Christians, we have been redeemed through Jesus’ death and resurrection. How should this truth affect the way we think and live?

2. Plantinga says, “If all has been created good and all has been corrupted, then all must be redeemed” (95). What would it look like for “all to be redeemed,” and will this redemption happen now or in the future?

3. Why is it significant that Jesus was incarnated at a particular point in history, in the midst of a particular community and culture?

4. How and why did Jesus change the culture of his day?

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Jesus & the Kingdom of God, Part Two 5. N.T. Wright says that through “building for the kingdom,” we are “accomplishing something

that will become in due course part of God’s new world” (97). What does Wright mean by this statement, and what activities would he consider to be “building for the kingdom”?

6. N.T. Wright describes two extremes: triumphalism and defeatism. Describe each position and explain the appropriate balance between them.

7. How should Jesus’ ministry on earth shape the way we view our mission in the world (see Newbigin’s article)?

8. Greg Boyd talks about the kingdom of God warring against the kingdom of Satan. How did this battle play out in the ministry of Jesus?

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Jesus & the Kingdom of God, Part Two

Notes:

86


Jesus the Philosopher Was Jesus a philosopher? This question would most likely be met with a variety of responses. Most people have probably not considered this question. Jesus is well known as a religious leader, moral teacher, and personal savior, but few people have stopped to wonder whether or not Jesus should be considered a philosopher. Some would suggest that Jesus’ role as a religious leader disqualifies him from being a true philosopher. Many Christians would be quick to say that Jesus was not a philosopher, thinking that philosophy is somehow unspiritual. In this lesson, you will read Douglas Groothuis as he argues that Jesus was, in fact, a philosopher. You will also consider whether or not it’s important that we view Jesus as a philosopher. Objectives:

1. To be able to discuss whether or not Jesus should be considered a philosopher. 2. To analyze Jesus use of argumentation. 3. To be able to describe Jesus’ views on metaphysics, epistemology, and ethics.

Reading: Solomon & Higgins, A Short History of Philosophy 114-118 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 6 Groothuis, On Jesus 1-10 Chapter 1 – Was Jesus a Philosopher? 23-35 Chapter 3 – Jesus’ Use of Argument 36-49 Chapter 4 – Jesus’ Metaphysics 51-63 Chapter 5 – Jesus’ Epistemology 64-76 Chapter 6 – The Ethics of Jesus 85-95 Chapter 8 – “Who Do You Say That I Am?”

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Jesus the Philosopher

Study Questions:

1. Was Jesus a philosopher? Why or why not?

2. Do you think it’s important to view Jesus as a philosopher? Why or why not?

3. How did Jesus use philosophy in his argumentation?

4. Describe Jesus’ teaching on metaphysics.

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Jesus the Philosopher 5. Describe Jesus’ views on epistemology.

6. Describe Jesus’ teaching on ethics.

7. Groothuis ends his book by pushing his readers to make a decision about the validity of Jesus’ identity. Why is this more important with Jesus than with any other philosopher?

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Jesus the Philosopher

Notes:

90


The Early Church, Part One Before Jesus ascended into heaven, he left his followers with a mission: “You will receive power when the Holy Spirit has come upon you, and you will be my witnesses in Jerusalem and in all Judea and Samaria, and to the end of the earth” (Acts 1:8). The book of Acts records the initial stages of the church’s rapid growth as they sought to fulfill this mission. The speed and persistence with which the early church spread throughout the Roman Empire and beyond is absolutely astonishing. In this lesson, you will read about what made the early church distinct in its historical setting. You will also read sections from The Rise of Christianity, in which Rodney Stark uses principles from social science to explain how the church expanded and why it was so effective. Objectives:

1. To be able to describe the beliefs and practices of the early church that led them to expand through a powerful missionary movement.

2. To be able to explain the factors that enabled the early church to spread rapidly throughout the Roman Empire and beyond.

3. To be able to explain the appeal that Christianity held for Hellenized Jews.

Reading: Bartholomew & Goheen, The Drama of Scripture 171-196 Act V – Spreading the News of the King: The Mission of the Church, Part One Stark, The Rise of Christianity xi-xiv Preface 3-27 Chapter 1 – Conversion & Christian Growth 29-47 Chapter 2 – The Class Basis of Early Christianity 49-71 Chapter 3 – The Mission to the Jews: Why It Probably Succeeded 209-215 Chapter 10 – A Brief Reflection on Virtue

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The Early Church, Part One

Study Questions:

1. The early church proclaimed that “Jesus is Lord,” and that he was “exalted to the right hand of God” (Acts 2:33). What do these statements mean and why did they bring the early Christians into conflict with the Roman Empire?

2. At the beginning of the book of Acts, Jesus’ disciples were huddled in Jerusalem. How did this small group of followers grow and spread throughout the surrounding regions?

3. Bartholomew & Goheen say, “Paul’s letters are charged with the same tension between the “already” and “not yet” aspects of the kingdom of God that we have seen in Jesus’ own teachings, but with some difference in emphasis” (190). What does Paul emphasize about the already/not yet aspects of the kingdom?

4. What is the value of trying to quantify the growth of the early church (see Stark, chapter 1)?

5. Stark claims that personal relationships are the most important factor in the growth of a new religion. What biblical evidence points to the truth of Stark’s principle as it relates to the spread of the early church? What biblical evidence points to other explanations for the growth of the early church?

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The Early Church, Part One 6. According to Stark’s analysis, is it more likely that the early church gained the majority of its

converts from the lower classes or the upper classes? Why?

7. Why would converting to Christianity have been an attractive option for Hellenized Jews?

8. What reasons does Stark give for claiming that Christianity was very successful in its mission to the Jews until well into the fifth century?

9. Stark says that “Central doctrines of Christianity prompted and sustained attractive, liberating, and effective social relations and organizations.” He claims that this was “the ultimate factor in the rise of Christianity” (211). What does this statement mean, what evidence does Stark give to support this claim, and why is this claim significant?

93


The Early Church, Part One

Notes:

94


The Early Church, Part Two In this lesson, you will continue to study what made the early church unique and why it expanded so quickly and persistently. In particular, you will examine the mission to the Gentiles. Although Jesus was a Jewish Messiah, his coming was good news for all nations. As the message of the gospel spread to areas outside of Jerusalem, the early Christians had to wrestle with questions it had not yet faced. What would it mean for the Gentiles to become followers of Jesus? Would they need to adopt Jewish culture, or can a person follow Christ and remain in their own culture? You will also examine some of the major crises in the first few centuries AD and consider how the church’s response enabled it to spread rapidly and effectively. Objectives:

1. To be able to describe the beliefs and practices of the early church that led them to expand through a powerful missionary movement.

2. To be able to explain the factors that enabled the early church to spread rapidly throughout the Roman Empire and beyond.

3. To be able to discuss the dynamics of Jew/Gentile relationships during the time of the New Testament and the relationship between culture and following Jesus.

4. To understand the major epidemics during the first few centuries AD and the significance of the early church’s response to these crises.

Reading: Shelley, Church History in Plain Language 13-23 Chapter 2 – Wineskins: Old and New: The Gospel to the Gentiles Pierson, The Dynamics of Christian Mission 5-7 Preface – The Dynamics of Christian Mission 9-17 Chapter 1 – Introduction 19-27 Chapter 2 – Biblical Background: Expansion in the Apostolic Period 29-40 Chapter 3 – The Two Structures of the Church 41-49 Chapter 4 – The Early Church: Apostolic & Post-Apostolic Stark, The Rise of Christianity 73-94 Chapter 4 – Epidemics, Networks, and Conversion Crouch, Culture Making 147-159 Chapter 9 – From Pentecost… Solomon & Higgins, A Short History of Philosophy

118-121 Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 7

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The Early Church, Part Two

Study Questions:

1. Though Jesus was the Jewish Messiah who preached a Jewish message (the kingdom of God), the New Testament is clear that the good news of Jesus and the Kingdom of God is meant to be shared with all nations. How did this emphasis on transcending ethnic, cultural, and geographical boundaries play out in the early church?

2. Shelley says that Paul was “a man of three worlds: Jewish, Greek, and Roman” (20). What was Paul’s connection to each of these worlds and how did that make his ministry more effective?

3. Compare and contrast Pierson’s “two structures of the church.” How do these two structures work together and what role has each of these structures played in the expansion of the church?

4. Describe the epidemics in the first few centuries AD and their impact.

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The Early Church, Part Two 5. Contrast the response of the Christians to these epidemics with the response of the non-

Christians.

6. According to Stark, why did these epidemics lead to Christianity spreading significantly?

7. How does the day of Pentecost act as the reversal of the curse of Babel?

8. How should the spread of the gospel through the early church affect the way we view and interact with culture?

97


The Early Church, Part Two

Notes:

98


Vocation & the Kingdom of God In lessons 20 and 21, you studied Jesus and his announcement and enactment of the long awaited kingdom of God. In lessons 22 and 23, you studied the ways in which the life of the early church was formed by the reality of the kingdom of God. In this lesson, you will look back to the biblical story line, look forward to the return of Jesus and the end of the story, and then try to find your place in God’s story of redemption. We have been discussing God’s plan of redemption and how that plan has worked out in history. At some point, however, we have to stop and consider what that story means for us. If God is redeeming the whole creation through Jesus, then what role should we be playing as we wait for the story to end? Objectives:

1. To be able to articulate a biblical view of vocation. 2. To examine the relationship between culture and the kingdom of God. 3. To assess how your specific vocation as a member of the kingdom of God fits with the biblical

storyline.

Reading: Bartholomew & Goheen, The Drama of Scripture 196-206 Act V – Spreading the News of the King: The Mission of the Church, Part 2 207-213 Act VI – The Return of the King: Redemption Completed Plantinga, Engaging God’s World 103-133 Chapter 5 – Vocation in the Kingdom of God 137-144 Epilogue Crouch, Culture Making 160-174 Chapter 10 – …To Revelation 175-183 Chapter 11 – The Glorious Impossible Winter, ed., Perspectives on the World Christian Movement 615-619 Chapter 98 – Cities & Salt: Counter-Cultures for the Common Good (Tim Keller)

27-33 Chapter 5 – Mission & God’s Earth (Christopher Wright)

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Vocation & the Kingdom of God

Study Questions:

1. Bartholomew & Goheen talk about N.T. Wright’s analogy of actors performing a six-act play that’s missing part of the fifth act (see pages 197-200). Describe this analogy and explain how it might help us to faithfully “play our part” in God’s story.

2. How should our involvement in secular activities play into our vocation as members of the kingdom of God?

3. Plantinga says that we all have our own “kingdoms”—spheres in which we have influence and control. He calls us to “mesh” our kingdoms together with other kingdoms so that we can better serve God’s kingdom. What does it mean to “mesh our kingdoms together” and what would that look like in your unique situation?

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Vocation & the Kingdom of God 4. Plantinga says, “Don’t imagine that while you’re in college you’re in some kind of holding tank

awaiting the great day when you’ll emerge into the ‘real world’” (139). How can you be fulfilling your God-given vocation even now, while you are still in college?

5. What signs of culture do we find in the biblical descriptions of the new heavens and new earth? Why is this significant?

6. Tim Keller gives four ways that our faith should inform our work (see pages 617-618 in the Perspectives reader). Describe Keller’s four points below.

7. Why is it important to see “creation care” as an essential part of our vocation as members of the kingdom of God (see Christopher Wright’s article)?

101


Vocation & the Kingdom of God

Notes:

102


Women & the Kingdom of God As we continue to study the practices of the early church and the spread of the kingdom of God, it is important to consider the contribution of women. Generally speaking, women were not viewed or treated very well in the ancient world. With the teaching and example of Jesus and the leader so the early church, however, we can see a higher view and better treatment of women. Women are treated as equal members of the body of Christ and fellow laborers for the kingdom of God. Although history is notoriously silent about the contributions of women, this lesson examines the effectiveness of women in the spread of the kingdom of God. Objectives:

1. To understand the views and treatment of women prevalent at the time of Jesus and the early church.

2. To be able to describe the higher view and better treatment of women depicted in the New Testament.

3. To evaluate the contribution and effectiveness of women in the spread of the kingdom of God.

Reading: Groothuis, On Jesus 77-84 Chapter 7 – Jesus’ View of Women Stark, The Rise of Christianity 95-128 Chapter 5 – The Role of Women in Christian Growth Lawall, ed., The Norton Anthology of Western Literature

1843-1844 Introduction on Medieval Women (You can stop reading after the last full sentence on page 1844—we won’t be reading the works described in the rest of the introduction.)

1847-1848 Tertullian, from The Appearance of Women 1849 St. John Chrysostom, from A Sermon 1850-1851 “Theophrastus,” from On Marriage 1855-1856 Andreas Capellanus, from On Love

Winter, ed., Perspectives on the World Christian Movement

294-298 Chapter 45 – Women in Mission (Marguerite Kraft & Meg Crossman) (Chapter 40 in 3rd edition)

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Women & the Kingdom of God

Study Questions:

1. How were women typically treated in Jesus’ day?

2. How was Jesus’ view and treatment of women countercultural?

3. Why were women treated better in Christian circles than in pagan circles?

4. According to Stark, why was the percentage of women higher amongst Christians in the early church than amongst pagans at that time?

104


Women & the Kingdom of God 5. According to Stark, what role did women play in the rapid spread of Christianity?

6. Identify the assumptions about and attitudes toward women expressed in these excerpts from medieval writers. How do these assumptions and attitudes differ from those expressed by Jesus and the New Testament writers?

7. According to Kraft and Crossman, why have women been so successful on the mission field?

105


Women & the Kingdom of God

Notes:

106


The Church Spreads West At the end of the New Testament period, the church had only just begun to fulfill its mission to make disciples of all nations. To learn the rest of the story, we turn to church history. In this lesson, you will read about the initial growth of Christianity throughout the Roman Empire and analyze why it was able to spread so rapidly and effectively. As Christians took the gospel to the urban centers in the West, they discovered that Christianity offered compelling solutions to the issues faced in the major cities. Objectives:

1. To be able to explain why Christianity was able to spread throughout the Roman Empire rapidly and effectively.

2. To be able to describe the living conditions in Greco-Roman cities and explain how the Christians were able to provide solutions to the problems faced by people living in those cities.

Reading: Shelley, Church History in Plain Language 27-36 Chapter 3 – Only Worthless People: Catholic Christianity Pierson, The Dynamics of Christian Mission 51-57 Chapter 5 – Expansion in the Roman World, Part 1 Stark, The Rise of Christianity 129-145 Chapter 6 – Christianizing the Urban Empire: A Quantitative Approach 147-162 Chapter 7 – Urban Chaos and Crisis: The Case of Antioch

107


The Church Spreads West

Study Questions:

1. Explain why it is significant that the churches scattered around the Roman Empire viewed themselves as part of a greater “catholic” (i.e., universal) church.

2. According to Shelley, did Christianity spread among the higher classes or the lower classes? What would these groups have found appealing about the gospel?

3. According to Shelley, why was Christianity able to spread so effectively in the Roman Empire?

4. As you read through the assigned pages from The Dynamics of Christian Mission, write down at least five observations about the expansion of Christianity in the Roman Empire that stood out to you as interesting. Be ready to share with the class why you thought these observations were interesting.

108


The Church Spreads West 5. What was travel like in the Roman Empire and how did this aid the spread of Christianity?

6. Describe the living conditions in a typical Greco-Roman city.

7. How did Christianity provide solutions to many of the problems faced by residents in these Greco-Roman cities?

109


The Church Spreads West

Notes:

Documents

Eternity Bible College - Clover Sitesstorage.cloversites.com/cornerstonechurchscv/documen… · · 2014-09-25Eternity Bible College - HIST 111 - Historical & Philosophical Foundations