...• (1) What was the Great Awakening and the Enlightenment? Define the two Eras. What impact did the two Eras (or events) have upon the development of early America? (2) Assess the following statement: "America would have been impossible without the Enlightenment and the Enlightenment impossible without America." 1. The Great Awakening was born to counter the Enlightenment. The Enlightenment focused on human reason and knowledge, which produced scientific advances such as small pox vaccination and the cotton gin. They denounced the ideas of predestination and dependence of God’s grace for salvation. The Great Awakening spread though the colonies with Evangelist preachers including, Jonathan Edwards, Charles Wesley, and George Whitefield as...
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...FREEDOM OF LEARNING IN BUDDHISM Buddhism does not prevent anyone from learning the teachings of other religions. In fact, the Buddha encouraged His followers to learn about other religions and to compare His Teachings with other teachings. The Buddha says that if there are reasonable and rational teachings. The Buddha says that if there are reasonable and rational teachings in other religions, His followers are free to respect such teachings. It seems that certain religionists try to keep their followers in the dark, some of them are not even allowed to touch other religious objects or books. They are instructed not to listen to the preachings of other religions. They are enjoined not to doubt the teachings of their own religion, however unconvincing their teachings may appear to be. The more they keep their followers on a one-track mind, the more easily they can keep them under control. If anyone of them exercises freedom of thought and realizes that he had been in the dark all the time, then it is alleged that the devil has possessed his mind. The poor man is given no opportunity to use his common sense, education, of his intelligence. Those who wish to change their views on religion are taught to believe that they are not perfect enough to be allowed to use free will in judging anything for themselves. Religious Freedom in the Context of Human Rights In a recent article that I have read,it is stated that the Human Rights speaks of "the right to freedom...
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...Nam-Myoho-Renge-Kyo: Buddhism and the Way of The Lotus Sutra Mary Elise Filipy HUM/130 April 28, 2011 Dr. Gary Carson Nam-Myoho-Renge-Kyo: Buddhism and the Way of The Lotus Sutra ( Blue Lotus Buddha) Since the beginning of time, people have looked to something beyond themselves for answers about life and the world around them. Early humans believed there must be some power, greater than themselves, controlling the things they could not understand, control or explain. From these beliefs came the development of religions, and the many gods and deities that accompany them. Today, religion provides us with spiritual guidance, directs us in moral matters and how to conduct ourselves, and helps us to prepare for what happens after death. One such religious practice is Buddhism. Buddhism Buddhism. The word conjures up thoughts of chanting monks in orange robes, smoky temples filled with incense, and golden statues in flower filled gardens. To the unfamiliar, Buddhism is a mysterious religion, full of strange practices and rituals. Most people in this country, know only what they have seen in the movies and on television. While there are many differences between Buddhism and religions that are more familiar to westerners, such as Catholicism, Buddhism is a beautiful, complex, and fascinating ancient religion. Buddhism began more than 2,500 years ago in Asia. It is a religion based on the teachings of Siddharta Guatama, as a way to help people...
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...Ch.2 Week 2 Notes: Cosmogonic myths pick up the action at a point just before the divine touch creates time and space. Before this critical moment, though there are often gods or a god preceding the world or the physical universe, the only thing that exists is the infinite potential of chaos. Not unlike the Genesis account of creation, most of the world’s creation myths begin with an eternal being sleeping within or hovering in contemplation above the infinite abyss of a primeval sea. These waters represent the “chaos” of a world without physical form, where no height, no depth, no breadth, no time, and no created beings exist. All is quiet; everything rests in a state of infinite potential. At the decisive moment, potential universes give way to the one in which we actually live. * Maclagan suggests, in Creation Myths: Man’s Introduction to the World, that Cosmogonic narratives are patterned after the following themes: (1)inner and outer; (2) horizontal and vertical; (3) something from nothing; (4) the conjugation of opposites; (5) world order and the order of worlds; (6) descent and ascent; (7) earth body and sacrifice; and (8) death, time, and the elements. In these various schemes, we see areas of overlap, which suggests that a finite number of motifs are at work in creation myths. * Weigle’s Creation and Procreation: Feminist Reflections on Mythologies of Cosmogony and Parturition presents the most nuanced typology of creation myths. Building upon Eliade...
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...| Course SyllabusCollege of HumanitiesHIS/115 Version 3U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the...
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...Chapter 1 INTRODUCTION Thich Nhat Hanh: “Buddhism is already engaged. If it is not, it is not Buddhism.” Walpola Rahula: “Buddhism is based on service to others”…political and social engagement is the “heritage of the bhikkhu” and the essence of Buddhism. Robert Thurman: “The primary Buddhist position on social action is one of total activism, an unswerving commitment to complete self-transformation and complete world-transformation.” Stated in simplest terms, engaged Buddhism means the application of Buddhist teachings to contemporary social problems. Engaged Buddhism is a modern reformist movement. A practitioner is socially engaged “in a nonviolent way, motivated by concern for the welfare of others, and as an expression of one’s own practice of the Buddhist Way” (King Being 5). In this description Sallie B. King invokes the spirit of the Bodhisattva vow: May I attain Buddhahood for the benefit of all sentient beings. According to Ken Jones engaged Buddhism is “an explication of social, economic, and political processes and their ecological implications, derived from a Buddhist diagnosis of the existential human condition” (Kraft New). Jones emphasizes the social theory underlying engaged Buddhism. According to engaged Buddhists the “three poisons” of greed, anger and ignorance apply both to the individual and to “large-scale social and economic forces” (Kraft New); their remediation is therefore the collective concern of society. As the subject...
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...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
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...The Power Of Now Eckhart Tolle A Guide to Spiritual Enlightenment CONTENTS Preface xiii Foreword xvii Acknowledgments xxiii Introduction 1 The Origin of This Book 1 The Truth That Is Within You 3 CHAPTER ONE: You Are Not Your Mind 9 The Greatest Obstacle to Enlightenment 9 Freeing Yourself from Your Mind 14 Enlightenment: Rising above Thought 18 Emotion: The Body's Reaction to Your Mind CHAPTER TWO: Consciousness: The Way Out of Pain 27 Create No More Pain in the Present 27 Past Pain: Dissolving the Pain-Body 29 Ego Identification with the Pain-Body 34 The Origin of Fear 35 The Ego's Search for Wholeness 37 CHAPTER THREE: Moving Deeply into the Now 39 Don't Seek Your Self in the Mind 39 End the Delusion of Time 40 Nothing Exists Outside the Now 41 The Key to the Spiritual Dimension 42 Accessing the Power of the Now 44 Letting Go of Psychological Time 46 The Insanity of Psychological Time 48 Negativity and Suffering Have Their Roots in Time 49 Finding the Life Underneath Your Life Situation 51 All Problems Are Illusions of the Mind 53 A Quantum Leap in the Evolution of Consciousness 55 The Joy of Being 56 CHAPTER FOUR: Mind Strategies for Avoiding the Now 59 Loss of Now: The Core Delusion 59 Ordinary Unconsciousness and Deep Unconsciousness 60 What Are They Seeking? 62 Dissolving Ordinary Unconsciousness 63 Freedom from Unhappiness 64 Wherever You Are, Be There Totally 68 The Inner Purpose of Your Life's Journey 73 The Past Cannot Survive in Your Presence 74 CHAPTER FIVE:...
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...4 March: City of God – Utopian Reader – include a little bit on it – 22 volumes in all. Christianity – Augustine – classicly trained greek scholar. City in north Africa. Story like apostle Paul – orginially a person who persecuted Christians – north African wealth family from – found enlightenment in Christianity. Once he joined became one of the early scholars trained in greek – regulized Christian theology. Influence on western world – top four or five who influenced. Confessions and City of God his writings…look up! What’s the purpose of improving human society – complex – why do it? Can human society be made better? Why bother, what is the point, justification? Takes effort, misery involved, change, unknowns, takes energy, takes risks. HAPPINESS – justification for improving society. What do you have to have to be happy? What is happiness – PHI 101 – happiness according to whom? Lack of misery; literally the elimination of misery. Secondly, food – gives pleasure – Happiness is lack of human misery and maximizing /pleasure and happiness. Bliss 24/7 – hedonism Epicureanism – eliminating misery and maximizing happiness. The justification of utopianism = why did plato want the republic? Justisifcation for improving human society among the Greeks? Poor always poor, always unhappy, death claims everyone - it is rational to maximize pleasure and eliminate misery. Do eternally accouding to plato. Opinions – 1. Relativism is a retreat in the 20th century. Can’t...
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...The Power of Now A Guide to SPIRITUAL ENLIGHTENMENT By Eckhart Tolle CONTENT Foreword ........................................................................................................................... 4 Acknowledgments ............................................................................................................. 7 INTRODUCTION ................................................................................................................. 8 The Origin Of This Book .................................................................................................. 8 The Truth That Is Within You......................................................................................... 10 1. YOU ARE NOT YOUR MIND....................................................................................... 13 The Greatest Obstacle to Enlightenment......................................................................... 13 Freeing yourself from your mind .................................................................................... 16 Enlightenment: Rising above Thought............................................................................ 19 Emotion: The Body's Reaction to Your Mind................................................................. 21 2. CONSCIOUSNESS: THE WAY OUT OF PAIN ........................................................... 26 Create No More Pain In The Present..........................................................
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...English Department University of Heidelberg HS Literature: Science and Religion Instructor: Dr. Prof. Jan Stievermann WS 11/12 Jonathan Edwards: The Theory of Conversion and His Disposition towards Science Angela Abram Am Güterbahnhof 26, 69181 Leimen angeljoy89@yahoo.com English philology, semester: 5 Matriculation number: 2828314 April 9th, 2012 1. Introduction 3 2. Jonathan Edwards 4 2.1. His Life and Calling 2.2. The Conversion Experience 6 3. Edward’s Disposition towards Science 10 3.1. Science as a Way to Know God 3.2. Book of Nature vs. Book of God 13 4. Is Empiricism Important? 14 5. Jonathan Edwards: A Scientist and Christian 18 6. Conclusion 21 Bibliography 23 Honor Pledge 24 1. Introduction Throughout the centuries the relationship between science and religion has been at times harmonious and at other times at odds with each other. Even today we still find many religious groups who see science as a threat to their belief system. Among these groups are Evangelical Christians. We hear of concerned mothers protesting against the teaching of evolution in front schools, pastors warning their congregation about the dangers of science and many more instances of believer trying to “fight against” scientific findings that are not compatible with the word of God. However, a closer look reveals that there...
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...life is nirvana,” the extinction” or “blowing out” of suffering and desire and awakening to what is most real. A Sanskrit term, “Buddha” means “awakened” or “enlighten one.” Buddhism also teaches pacifism and nonviolence. (The Everything World Religion Book) | | Prince Siddhartha Gautama was born some 2,500 years ago as a prince in what is now called Lumbini in Nepal. When Gautama was 29 years old, he discovered there was much suffering in the world around him. Traditionally it is explained that he suddenly recognized the problems of sickness, old age and death when visiting the city. Being shocked by the suffering of all living beings, he decided to search for way to end it. He left his wife and child, the palace and even his royal clothes, and started out on a spiritual quest. Gautama studied under various teachers and followed their practices until he mastered them all. After about six years of searching, he realized that just wearing down his body did not generate new insights, but rather leads to weakness and self-destruction. | | | | | | | | He then sat down in a place now called Bodhgaya (North India) under a Bodhi-tree and decided not to get up anymore until he discovered the truth. Just a short time later, he became a fully enlightened Buddha. With this, he realized the true nature of existence and suffering how suffering can be ended. Seven weeks after enlightenment, the Buddha gave his first discourse in Sarnath, near Varanasi. Here he taught...
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...The Awakening and Selected Short Stories by Kate Chopin A PENN STATE ELECTRONIC CLASSICS SERIES PUBLICATION The Awakening and Selected Short Stories by Kate Chopin is a publication of the Pennsylvania State University. This Portable Document File is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. The Awakening and Selected Short Stories by Kate Chopin, the Pennsylvania State University, Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 182021291 is a Portable Document File produced as part of an ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis Copyright © 2008 The Pennsylvania State University The Pennsylvania State University is an equal opportunity university. Kate Chopin (born Katherine O'Flaherty on February 8, 1850 – August 22, 1904) was an American author of short stories and novels, mostly of a Louisiana Creole background. She is now considered to have been a forerunner of feminist authors of the 20th century. —Courtesy Wikipedia.org Contents ...
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...Copyright © 1967 Adi K. Irani, Ahmednagar, India Copyright © 1987 Avatar Meher Baba Perpetual Public Charitable Trust, Ahmednagar, India. Seventh revised edition 1987. Third Printing, 1995. Cover photograph of Meher Baba, Meherabad, 1927. Copyright © Lawrence Reiter. Photograph retouching by Chris Riger. Frontispiece photograph of Meher Baba, Ahmednagar, 1945. Copyright © Lawrence Reiter. All rights reserved. Printed in the U.S.A. by Sheriar Press, Inc. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy, recording, or otherwise without prior written permission of the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine, newspaper, or broadcast. For information write: Sheriar Foundation, 3005 Highway 17 North ByPass, Myrtle Beach, South Carolina 29577, U.S.A. Library of Congress Cataloging in Publication Data: Meher Baba, 1894-1969. Discourses / Meher Baba. p. cm. Includes bibliographical references and index. ISBN 1-880619-08-3 : $25.00. - ISBN 1-880619-09-1 (pbk.): $15.00. 1. Spiritual life. I. Title. BP610.M43127 1995 299'.93-dc20 94-36972 CIP ISBN 1^880619-08-3 (previously ISBN 0-913078-573) ISBN 1-880619-09-1 (pbk.) (previously ISBN 0913078-584) ________________________________________________ v Contents FOREWORD ……………………………………………………. INTRODUCTION TO THE SEVENTH EDITION ………………......... THE...
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...be conducted. Two controlling purposes may be entertained so different from each other as radically to alter the amount, conditions, and method of practice work. On one hand, we may carry on the practical work with the object of giving teachers in training working command of the necessary tools of their profession; control of the technique of class instruction and management; skill and proficiency in the work of teaching. With this aim in view, practice work is, as far as it goes, of the nature of apprenticeship. On the other hand, we may propose to use practice work as an instrument in making real and vital theoretical instruction; the knowledge of subject-matter and of principles of education. This is the laboratory point of view. The contrast between the two points of view is obvious; and the two aims together give the limiting terms within which all practice work falls. From one point of view, the aim is to form and equip the actual teacher; the aim is immediately as well as ultimately practical. From the other point of view, the immediate aim, the way of getting at the ultimate aim, is to supply the intellectual method and material of good workmanship, instead of making on the spot, as it were, an efficient workman. Practice work thus considered is administered primarily with reference to the intellectual reactions it incites, giving the student a...
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