...Evil, Christianity, and Saint Augustine Sammy Hoag Philosophy 202 Dr. Ryan Murphy December 2015 What is evil? This ‘problem of evil’ and the existence of evil have plagued the minds of people throughout the centuries. It has been one on the most sought after inquiries and one of the most vexing challenges to Christianity, in explaining the existence of God. Many philosophers and thinkers, both secular and Christian, have endeavored to solve this problem. One of the most notable of whom is Saint Augustine of Hippo (354-430). He is perhaps one of the most influential philosophers in the history of the Christian Church. Augustine spent much of his life trying to solve this ‘problem of evil’ and it proved to be quite an undertaking. This paper will explore the problem of evil and argue how Saint Augustine solidified the ways in which philosophy and religion, specifically Christianity, coincide through his work on the concepts of the problem of and the origin of evil. Understanding the problem of evil is essential to everyone because it affects the manner in which life is lived. Whether defending a belief in God or trying to share those beliefs with others everyone will encounter the problem of evil at some point. According to Ed Miller and Jon Jensen, authors of Questions that Matter:...
Words: 2315 - Pages: 10
...The problem of evil and suffering is that it challenges the existence of God. J.L Mackie argued that the existence of an omnipotent and omnibenevolent God was not compatible because of the existence of evil, this created the inconsistent triad. Mackie said that “if God is omnipotent and omnibenevolent how can there be evil and suffering in the world”. An all powerful God could stop evil, yet it exists. An all loving God would want to stop evil, yet it exists. Evil doesn’t exist as an entity on its own. As evil is the absence of good, it is the darkness in our lives. God has the power and inclination to stop suffering, yet evil exists. There are two types of evil that cause suffering, these being natural evil and moral evil. Natural evil is that of the natural world such as, floods, diseases and earthquakes. Moral evil is humans doing immoral actions, such as 9/11 bombings or the Holocaust. These horrific events were carried out by humans. God allowed us to have free will so moral evil challenges God’s nature as God allowed these incidents to occur which caused many innocent people to suffer and die. If God was all loving then surely God would want to put an end to evil and suffering? Incidents like these bring about questions about God’s goodness and causes some people to believe that God is not all good. As an imperfect God is not of classical theism, some believers could say this God is not worth worshipping if that God isn't omnibenevolent. A solution to the problem...
Words: 1096 - Pages: 5
...Review: The Impact of St. Augustine's Life LIBERTY THEOLOGICAL SEMINARY THE IMPACT OF ST. AUGUSTINE’S LIFE A Paper Submitted To Dr. John Landers Liberty Theological Seminary In Partial Fulfillment Of The Requirements For The Course CHHI 520 CHHI-520 HISTORY OF THE CHRISTIAN CHURCH I By Dutch Nelson Liberty ID #: L24440559 Lynchburg, Virginia October 7, 2012 Table of Contents Cover Page 1 Table of Contents 2 Introduction 3 The Life of Augustine 3 Madaurus 366-370 3 Thagaste 370-371 4 Carthage 371-383 4 Italy 383-387 4 Thagaste 387-390 5 Hippo 390-430 5 Augustine as a Writer 5 Augustine as a Scholar 6 Augustine as a Pagan 7 Augustine and Marriage 8 Augustine’s Journey to Christiainity 9 Augustine as a Christian 10 Augustine as Saint 11 Conclusion 12 Bibliography 14 Introduction Spiritual leaders exemplify themselves by the way they live and the way they impact the lives of others. This normally determines how their congregation and those who hear their word and see their deeds view them. Augustine’s life has not been totally perfect. He like other humans has erred in some way. However, he has had a positive impact on a number of theologians and philosophers (Smith 2008, 1). This paper looks at his life over his 76 years on earth and seeks to provide evidence that Augustine’s life can be used as an example in the preparation of spiritual leaders. The Life of Augustine Augustine’s life dates from 354 to...
Words: 3734 - Pages: 15
...world. He created the earth, air, stars, trees and animals. He created the Heaven above, the Angels, and every spiritual being. God looked at these things and said that they were good. However, if all that God created was good, from where does un-good or evil originate from? Were we exposed to evil when the original sin occurred? St. Augustine was one of the most respected thinkers in Christianity. In Book VII the Confessions, Augustine reflects on the existence of evil and the problem it faces. For evil to exist, the Creator, God, must have granted it, its existence. This contradicts the Christian view that God is purely good. For a long time, Augustine thought evil must not exists or that God is not entirely good. Original sin. Always asked questions God had to create evil Evil, Augustine entire religious life was based on evil, and how God could create it if he is good. Evil is a major theme in the Confessions, and the City of God. When Augustine was young, he could not wrap his mind around believing in an all good God that also created evil. However, God gave people free will. We can make our own choices. Our choices may be perceived as evil but it is just the lack of goodness in our decisions. The problem with evil and God is the challenge of how an all-powerful and all-loving God can allow his creation to suffer, without helping then and putting an end to their suffering. This challenge is an often quoted reason for being unable to believe in God for it is argued...
Words: 712 - Pages: 3
...What is meant by the problem of suffering for religious believers? Examine two solutions to this problem. The concept of evil and suffering is generally seen as a serious problem for religious believers. Evil and suffering can be seen to pose strong challenges against the existence of a God, more specifically an omnipotent and omnibenevolent God. Whilst John Hick describes evil and suffering as “physical pain, mental suffering and moral wickedness”, the problem is widely seen to refer to the existence of both natural evil, such as natural disasters, and moral evil, heartless actions such as murder, along with the suffering that is often a result of these. Perhaps one of the most significant aspects of the problem of suffering, the issue suggests that only two of the three features of the God of classical theism can be possible. If God is omniscient, he is all knowing and is knowledgeable of the suffering that exists. If God is omnipotent, then he must have the power to stop this suffering, and if he is an omnibenevolent, all-loving God, he must wish to stop this suffering. The existence of suffering suggests that God cannot be omniscient and omnipotent and still be omnibenevolent in agreement. As David Hume describes, God must be either malevolent or powerless for the other two features to remain applicable. Aquinas also argued this case, but referred to the idea that “the name of God means that He is infinite goodness”, which signifies that a God that did not meet...
Words: 1478 - Pages: 6
... The Truth behind Free Will: Luther vs. Erasmus The notion of free will is one of the most complex notions to define and to understand; it is defined differently according to one’s interpretation of the scriptures, especially the Bible. Both Martin Luther and Desiderius Erasmus, influenced by their faith and beliefs, write respectively against and for free will. Both try to adequately answer the questions: Does man have free will? If yes, why and how? If not, how? Possible answers to these questions given by both authors and some scholars who write against or for each one of these opponents’ arguments highlight, especially, the differences in the conception of man’s free will. Luther and his supporters view free will as an imaginary or impossible and dangerous thing to have; Erasmus and his supporters defend that the existence of man’s free will is irrefutable for it is in human nature itself as the Bible says it. In spite of some of Luther’s good ideas that prove man’s absence of free will and Erasmus’ excellent interpretation of the Bible, neither of them fully responds to the human yearning of knowing the concept of free will. After a thorough and wise analysis of the defense and abnegation of man’s free will of these authors, I find it impossible to fully deny or prove the existence of man’s free will. It is important to take into account Luther’s argument and Erasmus’ before making a decision about the concept of free will. First of all, we...
Words: 3561 - Pages: 15
...“I have noticed my conscience for many years, and I know it is more trouble and bother to me than anything else I started with.”(Mark Twain) People are often advised to follow their conscience because by definition it is “Our sense of moral right and wrong.”(Oliphant) It is a moral faculty or sense that leads individuals to believe that actions are morally wrong or right. Yet it can lead on person to choose war and another to feel this is morally abhorrent. There is a lot debate regarding where the conscience comes from, whether it be by a God given ability which is pushed forwards by biblical teachings, or from the sense of guilt we feel when we go against our conscience according to Sigmund Freud. “The Conscience is a difficult notion to understand and even more difficult to explain how it operates,” (Richard Gula) therefore there are many definitions of conscience and there are many philosophical theories about conscience and it connection with moral decision making. Firstly an argument for the conscience, which is the voice of God, comes from Augustine of Hippo, who said that “Men see the moral rules written in the book of light which is called Truth from which all laws are copied.” (De Trinitate, Augustine of Hippo). He was a theologian and believed that the conscience is God’s love poured forth to human beings, thus it is when God speaks to the individual, therefore he is arguing that the conscience is the voice of God and it reveals itself in solitary moments thus is not...
Words: 1846 - Pages: 8
... Revision Notes Foundation for the Study of Religion Part One: Philosophy of Religion Plato and the Forms Influence of Socrates • Socrates said that virtue is knowledge – to know what is right is to do what is right. • All wrongdoing is the result of ignorance – nobody chooses to do wrong deliberately. • Therefore, to be moral you must have true knowledge. The problem of the One and the Many Plato was trying to find a solution to the problem that although there is underlying stability in the world (sun comes up every morning), it is constantly changing (you never step into the same river twice). 1. An old theory about this problem is that we gain all knowledge from our senses – empirically. 2. Plato disagreed with this. He said that because the world is constantly changing, our senses cannot be trusted. Plato illustrated his idea in the dialogue, ‘Meno’: Socrates sets a slave boy a mathematical problem. The slave boy knows the answer, yet he has not been taught maths. Plato suggests that the slave boy remembers the answer to the problem, which has been in his mind all along. So, according to Plato, we don't learn new things, we remember them. In other words, knowledge is innate. Plato’s Theory of the Forms Plato believed that the world was divided into: 1. Reality and; 2. Appearance |REALITY |APPEARANCE | |An intelligible world ...
Words: 17188 - Pages: 69
...therefore is it acquired from God and is the result of an internal influence or is it required as a result of environmental factors, therefore is formed from an external influence whether this is from our parents or our own life experiences. Within this essay I shall discuss the theories in favour of the conscience being the voice of God within us (focussing on Butler, Augustine and Newman), and those that instead propose that it is acquired from other sources whether this is through our reason (Aquinas) or in our early childhood (psychologists approaches), in order to draw a conclusion on whether our conscience is the voice of God within us. One scholar who stated that the conscience was the voice of God speaking to us from within was St Augustine (334-430). He saw it as the law of God within our hearts, and stated that therefore it cannot be questioned and stated that it allows us to have an innate capacity to...
Words: 3118 - Pages: 13
...What is Love? A Conceptual Analysis of "Love", focusing on the Love Theories of Plato, St. Augustine and Freud Nico Nuyens GRIPh Working Papers No. 0901 This paper can be downloaded without charge from the GRIPh Working Paper Series website: http//www.rug.nl/filosofie/GRIPh/workingpapers What is love? A Conceptual Analysis of “Love”, focusing on the Love Theories of Plato, St. Augustine and Freud CONTENTS INTRODUCTION............................................................................................................. 1 1. FORMAL ANALYSIS OF LOVE............................................................................... 3 2. SEMANTIC ANALYSIS OF LOVE........................................................................... 6 3. HISTORICAL ANALYSIS OF LOVE....................................................................... 9 3.1 ANCIENT GREEK PHILOSOPHY: PLATO ..................................................................... 11 3.2 CHRISTIAN PHILOSOPHY: SAINT AUGUSTINE............................................................ 18 3.3 MODERN PHILOSOPHY: FREUD ................................................................................. 27 4. COMPARATIVE EVALUATION............................................................................ 37 CONCLUSIONS ............................................................................................................. 40 REFERENCES....................................................................
Words: 19634 - Pages: 79
...AS Philosophy & Ethics Course Handbook 2013 to 2014 [pic] OCR AS Level Religious Studies (H172) http://www.ocr.org.uk/qualifications/type/gce/hss/rs/index.aspx OCR AS Level Religious Studies (H172) You are studying Philosophy of Religion and Religious Ethics and will be awarded an OCR AS Level in Religious Studies. The modules and their weightings are: |AS: |Unit Code |Unit Title |% of AS |(% of A Level) | | |G571 |AS Philosophy of Religion |50% |(25%) | | |G572 |AS Religious Ethics |50% |(25%) | If you decide to study for the full A Level you will have to study the following modules at A2: |A2: |Unit Code |Unit Title |(% of A Level) | | |G581 |A2 Philosophy of Religion |(25%) | | |G582 |A2 Religious Ethics |(25%) | Grading | ...
Words: 13036 - Pages: 53
...BLACK LIBERATION THEOLOGY: SO YOU THINK JESUS WAS WHITE? By Hosea Bennett OUTLINE I. Liberation Theology a. What is Liberation Theology? b. Its origins and roots II. Black Liberation Theology a. It‘s true meaning b. James Cone - It’s Founder c. Luke’s social message to all d. History of Black Catholics III. Black Spirituality & Culture. a. Black Spirituality b. What We Have Seen and Heard – Pastoral Letter on Evangelization c. Catholic Teaching on Racism IV. Conclusion INTRODUCTION The purpose of this paper is to inform the reader about the true meaning of Black Liberation Theology. I want to present this paper as an enlightening pit of information to all who read it. I hope that will be an enlightenment and appreciation of the culture and spirituality of Blacks by non Blacks. And for Blacks I hope to affirm that our culture and spirituality is a depiction of our past, present, and future relationship with God. “Black Liberation Theology and Black Theology” are terms that walk hand in hand. For both share it’s African and slave roots since the 1560s. Long before the landing of The Mayflower at Plymouth...
Words: 8159 - Pages: 33
...York University College of Liberal Arts and Professional Studies Department of Humanities AP/HUMA 1860 6.00 The Nature of Religion: An Introduction Term Y Section A Course Director: Dr. Jason C. Robinson Y: Fall/Winter 2014-2015 Office: 126 Founders CollegeOffice Hours: Tuesdays and Thursdays by appointment | Email: jasonro@yorku.ca Class Time: Tuesday 4:30-6:30 | Classroom: Curtis Lecture Halls (CLH) C | Tutorial Leaders and Times | Type | Day | | Start Time | Duration | | | Location | Instructor | | LECT 01 | T | | 4:30pm | 120 | | | CLH C | Jason Robinson | jasonro@yorku.ca | TUTR 01 | T | | 7:00pm | 60 | | | ACE 012 | Jason Robinson | jasonro@yorku.ca | TUTR 02 | T | | 7:00pm | 60 | | | SC 220 | Cristiana Conti | menrua19@yorku.ca | TUTR 03 | T | | 7:00pm | 60 | | | SC 223 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 04 | T | 8 | :00pm | 60 | | | ACE 012 | Cristiana Conti | menrua19@yorku.ca | TUTR 05 | T | | 8:00pm | 60 | | | BC 325 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 06 | T | | 8:00pm | 60 | | | MC 215 | Janet Melo-Thaiss | janetmt@yorku.ca | | | Note: This is an approved LA&PS General Education course Course credit exclusions: AP/HUMA 1865 6.00, AP/HUMA 2800 9.00 (prior to Fall 2014), AP/SOSC 2600 9.00 (prior to Fall 2014). PRIOR TO FALL 2009: Course credit exclusions: AK/HUMA 1860 6.00, AS/HUMA 2800 9.00, AS/SOSC 2600 9.00. Camtasia Recording This...
Words: 9291 - Pages: 38
...ARISTOTLE TRANSFIGURED Dante and the Structure of the Inferno and the Purgatorio by Donald J. Hambrick Submitted in partial fulfillment of the requirements for the degree of Doctor of Phüosophy Dalhousie University Halifax, Nova Scotia August, 1997 Q copyright by Donald J. Harnbrick, 1997 N l*lofational Library Canada Bibliothèque.nationale du Canada Acquisitions and Bibliogaphic Services Acquisitions et seMces bibliographiques 395 Wdingtoci Street OttawaON K 1 A W 395, rua Wellington Ottawa ON K I A O N 4 canada Canada The author has granted a nonexclusive licence allowing the National Library of Canada to reproduce, loan, distribute or sell copies of this thesis in microfonn, paper or electronic formats. L'auteur a accorde une licence non exclusive permettant à la Bibliothèque nationale du Canada de reproduire, prêter' distribuer ou vendre des copies de cette thèse sous la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la proprieté du droit d'auteur q ui protège cette thèse. Ni la thèse ni des extraits substantiels de celle-ci ne doivent être imprimés ou autrement reproduits sans son autorisation. copyright i this thesis. Neither the n thesis nor substantid extracts fkom it may be printed or otherwise reproduced without the author's permission. To Those Who Teach. .. TABLE OF CONTEWS INTRODUCTION...
Words: 39283 - Pages: 158
...Center for Design of Educational Computing (CDEC), where he became Executive Director in 1991. While at CDEC, he was also co-principal in the 1989 EDUCOM award winner for Best Humanities Software (published in 1996 by Routledge as A Right to Die? The Dax Cowart Case). He also coauthored the CD-ROM The Issue of Abortion in America (Rountledge, 1998) Dr. Cavalier was Director of CMU's Center for the Advancement of Applied Ethics and Political Philosophy from 2005-2007. He currently directs the Center's Digital Media Lab which houses Project PICOLA (Public Informed Citizen Online Assembly), and is also co-Director of Southwestern Pennsylvania Program for Deliberative Democracy. Co-Editor of Ethics in the History of Western Philosophy (St. Martin's/Macmillan, England, 1990), Editor of The Impact of the Internet on Our Moral Lives (SUNY, 2003) and other works in ethics as well as articles in educational computing, Dr. Cavalier is internationally recognized for his work in education and interactive multimedia. He was President of the "International Association for Computing and Philosophy" (2001 - 2004) and Chair of the APA Committee on Philosophy and Computers (2000-2003). Dr. Cavalier has given numerous addresses and keynote speeches here and abroad. In 1996 Cavalier was designated "Syllabus Scholar" by Syllabus Magazine in recognition of his life long work with educational technologies. In 1999 he received an award for "Innovation Excellence in Teaching, Learning...
Words: 14800 - Pages: 60