Abstract This paper discusses the essential practices and beliefs of the Jewish religion. Judaism is one of the oldest religions with most of its teachings coming from the Holy book Torah. Some other oral instructions were later written down and they are now available in Talmud. The religion is not dogmatic and the only set of beliefs available is the thirteen articles of Faith by Rambam.
Abstract This paper presents an unbiased history of the disputed region of Israel, beginning with God's promise to Abraham of a Jewish land, 4000 years ago. The paper discusses the differences between Jews and Arabs with regards to their claims on the land, the conquering nations throughout history who added fuel to fire in this dispute, the United Nations's decision to create a Jewish state in 1948, and the many wars that have been fought since then. The paper also touches on the question of whether Israel has a right to exist.
From the Paper "Today, the world's religious axis continues to revolve around the holy city Jerusalem. Three of the world's major religions stem from this city, and all share the land no bigger than a few football fields. Ground zero is a hill in Jerusalem known to Jews as the Temple Mount and to Muslims as the Haram al-Sharif, or the Noble Sanctuary ("Middle East Turmoil"). This is the site that all three religions agree Abraham attempted to sacrifice his son Isaac but was stopped at the last moment by an angel of God (Sachar, "History of the Jews" 63). When the Romans destroyed the second holy Temple in 70 A.D., only one outer wall surrounding the Temple Mount remained standing. This remnant of what was the most sacred building in the Jewish world became the holiest spot in Jewish life. For Muslims, the Dome of the Rock, Islam's third-holiest site, is said to be where the prophet Mohammad ascended to heaven ("Status of Jerusalem"). Unfortunately, they are situated virtually atop each other with both sides claiming rights to the land. So which people should fully possess the land that holds two very sacred and ancient religions?"
Tags: chosen, people, Dome, of, the, Rock, refugees
This paper discusses Ludwig Andreas Feuerbach's definition of alienation, which is radically different from the understanding of the term in common usage today and rooted in the human conception of God.
Abstract This paper explains that Feuerbach means that humans created God by defining all of the essentially redeeming aspects of God and projecting them outward onto a theoretical and analytical God-concept. The author relates Feuerbach's idea that theology, with its abstract study of the object of God, which is a projection of human attributes, was a type of anthropology. The paper stresses that, therefore, while Feuerbach properly defines theology as a misdirected anthropology, he also points out that the consequence of this misdirection is alienation.
From the Paper "Karl Marx, like Feuerbach, also was deeply influenced by Hegelian ideas of dialectic and the development of history toward a final stage. Similarly, he rejected Hegel's understanding of alienation, but unlike Feuerbach, Marx placed the locus of alienation not in any philosophical misunderstanding of religion, but in the actual hardships and difficulty that working people were forced to feel because of the working conditions that developed from market pressures. Here, Marx saw that the complaints of working people as being the actual source of their difficulties. Alienation did not occur because of their inability to properly understand the attributes of their own humanity, but because real social and economic forces kept them working at the best of a basically inhuman structure?the market."
Abstract Martin Luther King of the modern United States and Lao-Tzu of ancient China were two great philosophers whose great differences stemmed from their core beliefs. The paper shows that Lao-Tzu believed that the way for humankind to achieve happiness was to connect fully with nature and to not try to control everyday events. It shows, in comparison, that Martin Luther King believed that humankind should confront evil and correct the wrongs of the world.
From the Paper "King's philosophy was more in line with that of Confucius, who believed that people must make a social difference. However, Lao-Tzu's approach to "do nothing" was not the same as King's approach to "do nothing" when demonstrators were attacked. Lao-Tzu's view was mystical. He would have recognized that while Martin Luther's King's approach may have appeared to be "doing nothing" at first, actually it was the final action of an elaborate plan designed to make a very big social difference. It started with King's followers educating the activists very careful about the philosophy of non-violence. They planned where they would demonstrate, and when. They planned what they would wear and exactly what they would do when they ?did nothing.?"
Abstract This paper looks at the recent change in the type of music played in churches as some of them try to modernize and become more accessible to young parishioners. The writer shows how Christian Rock has become more popular and names a number of the more well-known Christian rock artists. The paper then looks at the positive effect this has had on the churches that encourage this music.
From the Paper "Christian rock was not accepted in the initial years of its inception in the 70s mainly because it was considered as a rebellious type of music that could not be cowed down by dogmas and religious rules. In the initial years it was abhorred and often excommunicated from the abode of the puritans. However, many authors also believe that the early Christian Rock musicians who mixed religion and Rock were left to fend for themselves since they were abandoned by both the hard core rock artists as well as the Christian faith."
This paper discusses the topic of "evolution and creation", linking this to the contemporary discussion between science and religion, based on book "Religion and Science: Historical and Contemporary Issues" by Ian Barbour.
Abstract This paper relates that Barbour's book "Religion and Science: Historical and Contemporary Issues" takes a chronological approach starting with the medieval picture of the Universe as a synthesis between Aristotelian cosmology and Christian theology. The author points out that Barbour argues that nowhere is the divide between religion and science wider than in the debate between biologists and theologians and, in particular, in the debate between evolutionists and creationists, which goes to the very core of the divide between science and religion. The paper relates that evolution is a process of change over time that refers to the formation and development of life on earth. The idea that all living things evolved from simple organisms and changed through the ages to produce millions of species is known as the theory of organic evolution.
From the Paper "In his book, Barbour discusses the knowledge of historical geology prior to Darwin, and how Cuvier had reconstructed fossilized bones from extinct species, using these reconstructions to point out, to his students, that "a variety of creatures had been produced by special acts of divine intervention". Barbour the discusses the work of Hutton, who, through his research on large-scale geological processes, such as volcanoes and sedimentation, had concluded that these processes, acting across geological time, could act to provide different life forms with different habitats, and could also act to destroy life forms at different times to make way for other, new, life forms. Thus, Barbour argues, using Hutton's work as a prime example, "the need to reinterpret the Biblical accounts of the creation of living things was apparent to most literate persons long before Darwin's specific views made this need more acute"."
Abstract Greco-Roman mythology has quite obviously influenced Christianity. These parallel myths are made evident throughout the Bible and are a testament to the ability of two cultures to meld their beliefs.This paper looks at the mythology's influence on Christianity and compares old Greco-Roman gods to the saints used in Christianity. It also compares old stories and myths from Greco-Roman mythology that were transformed and rewritten in the Bible.
Introduction
Influence of Greco-Roman Mythology on Christianity
Comparison of Saints, Stories and Myths
Bible Stories compared to Greek Myths
Discussion and Conclusion
From the Paper "The book, Hellenism and Christianity asserts that Christianity and Greco-Roman sentiment meshed and that this melding is evident from the very first Christian writings to the church of Thessalonica during the reign of Claudius. (Bevan and Allen 1921) The authors contend that the Christian writing takes the ?old body of ideas, emotions, and desires which made up the mentality of the Greco-Roman world.? (Bevan and Allen 1921) Ultimately, the authors argue, Christianity is nothing more than the fusion of the Greco-Roman world and a Christ based religion."
Abstract This paper summarizes and reviews Walpola's study of Buddhism. It explains that one of Rahula's central goals as an author in writing "What the Buddha Taught" was to make Buddhism seem less intimidating to those who were raised in nations where Buddhism was not an integral part of the culture. It explains the religion in laymen's terms and exalts the Buddha.
From the Paper "Throughout his text, What the Buddha Taught, Rahula stresses the simplicity of Buddhist philosophy, rather than dwelling upon the complex mythological structure that forms its nationalist incarnation in nations such as Tibet or Japan. Rahula does give a brief and engaging introduction to the basic biography of the historical Buddha, but his main focus is to distill the principal tenants of Buddhism into a basic structure of speech, thought, and action for students of Buddhism in American and students studying introductions to religion in university classes (in which his text is now almost universally required) across the American nation. Rahula's own theological project in writing the book, as such, was to create an accessible form of Buddhism for aspiring Western practitioners, so that they may feel that they too, can enact the actions, words, and life of the Buddha after reading the book and for those who did not wish to practice, to at least gain respect for the tradition from which he came."
Abstract This paper looks into the minds of adolescents and identifies the stimuli one faces in the process of moral development. As parents, mentors, and teachers attempt to instill beneficial, moral values (preferably Christian morals) in adolescents, what must be considered? What can be assumed about the development of these values in the future generation? This paper answers these questions in order to inform both young and old of the development of morals in adolescents.
From the Paper "The moral issue is one that is not entirely black and white. There have been many differing opinions throughout history that have contributed to the confusion of where to find one's moral standard (if one is found at all). Joseph Fletcher, in his book Situational Ethics, outlines three different avenues to making moral decisions. "They are: (1) the legalistic; (2) the antinomian, the opposite extreme - i.e., a lawless and unprincipled approach; and (3) the situational" (Fletcher, 17). These three avenues have reproduced themselves throughout history, and all three are still apparent in today's society. Legalism is the most common, with situational in a close second. Yet society, as a whole, seems to be leaning heavily toward the situational approach. Yet, this poses a problem for the evangelical community, who hold to the authority of God, and the foundational beliefs in absolutes (17-18)."
Abstract This paper examines the history and foundation of the Eastern religions, Confucianism and Taoism. It looks at how they are considered natural complements to each other, despite the superficial differences since Taoism grounds Chinese sensibilities, while Confucianism elevates it to treatment and relationships to others. It also discusses how human life is an important aspect of both Confucianism and Taoism, although for differing reasons, and how moral codes, ethics, and personal integrity are central to Confucianism and how, in Taoism, talent, inner spirit, style, and temperament rule the actions and subjects.
From the Paper "In China, people are schooled in the idea that every action a person takes affects another person. The Confucian claim is that "apart from human relationships there is no self. The self is a center of relationships" (Smith 1991). But there is a sense of individual self in Confucian terms because the "call to self-examination and introspection generally shows that he not only recognized an interior side to the self but considered it important" (Smith 182). Confucius felt that a person who tried to be a chun tzu was a happier person. When we behave in a way that benefits others, we are happier. Human relationships are fulfilling when we become fully realized human beings or chun zu. (Christianity, Judaism and Islam believe that we cannot do this alone and need God's help to do it."
Abstract This paper focuses on the rise of the Christian culture around 30 A.D, with some insight into the fall of Rome in 476. This assessment provides a proper background to determine the extent Christian culture impacted upon the empire. Other topics that provide insight into Christian influence include the repressive and intolerant policies of Roman leaders that attempted to quell the upcoming religion, the integration of the Christian religion through Constantine, and, finally, to ascertain if there was an incompatibility of the religion to be an integral aspect in daily Roman culture.
From the Paper "Why did Rome fall? This question has been plaguing scholars for some time. When trying to sort out the complexities of such a vast empire, there can be no obvious single factor to attribute the decline of Rome. While scholars contend the fall of Rome to absolutist policies and the stern solidification of the Roman Empire, i.e. centralized state policies, there is a view on the opposite side of the spectrum, the late policies of autocratic Constantine led to the empire's demise. Others believe that the empire expanded too quickly; weak leadership was also a factor in trying to explain the fall of the empire. Some scholars maintain that absolutist rulers could not contain the colossal grandeur of such a large state. Contemporary scholars like Edward Gibbon, who first posed the question of Rome's demise in the 18th century, believe that the fall of the empire was due to outside influences of Barbarian invasions which worked side by side with the massive economic turmoil of the decaying empire (Tierney, 275.) While these examples provide major insight into the loss of the empire, could it not be a combination of all these factors mixed into one explosive powder keg that exploded onto the downfall that is Roman civilization?"
This paper discusses several court cases reflecting the fact that many people continue to question the right of the schools to allow or not allow students any religious activities within the school setting.
Abstract This paper explains that, while church and state are to be separate, the government continues to play a vital role in deciding what can or cannot be done within the public school system. The author points out that, during the last century, many court cases have specifically defined the First Amendment and addressed key issues where rulings determined what may or may not be done within the school system concerning religious activities or displays. The paper details three major decisions made by the United States Supreme Court regarding state-approved religious activities in schools and their violations against the United States Constitution. These include Everson vs. Board of Education Court (1945), Engel vs. Vitale (1962), School District of Abington Township, Pennsylvania vs. Schempp (1963)
From the Paper "A student is not banned by the First Amendment to participate in the act of praying while at school. Instead, it prohibits public schools from being actually being involved in the prayers or other religious activities of students. Moments of silence in which individual students may choose to pray are constitutional, so long as teachers neither instruct nor encourage students to use the time for prayer. It is also constitutional for educators to teach the curriculum subjects of religious history, literature, and music if presented as academic and not in a devotional manner."
Abstract The creation stories of the Bible and the legends written by ancient Greeks Hesiod and Ovid are alike in many respects, but all differ on various issues. The paper explains that the content of the Bible was passed down as oral stories from 2,000 ? 1,500 B.C., but was only written down in 900 B.C. Hesiod wrote in 700 B.C., and Ovid around 8 A.D. The paper shows that the Bible would bear similarities to works of literature that came after it due to the sharing of ideas in literature that was so common at the time.
From the Paper "Ovid also spoke of multiple ages of man, starting with the perfection of the Golden Age and ending with the horror of the Iron Age. These generations of man were sparked from when either the Creator "made the divine seed" or Prometheus fashioned the earth into the image of the gods. This corresponds to the idea in Genesis that man was created in God's image."
Abstract This paper is basically concerning the importance of making religious subjects compulsory in schools. This report analyzes the pros and cons of it. It discusses that doing so would benefit those children who lack religious knowledge. This report also includes the guidelines in public school for teaching of religion.
Introduction
The Meaning of Religious Education
The Importance of Religious Education
Against Religious Obligation
Guidelines in Public Schools for Teaching Religion
Teaching about Religion in Public Schools
Conclusion
From the Paper "Education plays an incredibly significant part in humanist notion. We suppose that it is the responsibility of every society to make the future enhanced than the present. Education is an asset, not merely or even mostly in a narrow financial sense but also communally as well as ethically. It should endeavor to accomplish as a minimum three basic tasks, the expansion of talents in addition to skills; the development of freedom of thought; and the development in ethical and communal behavior. It is also necessary that children must be trained in a relaxed, pleasant atmosphere to promote them to love as well as be loved, to enjoy a societal life."
Abstract This paper, while emphasizing that most religions preach peace and brotherhood, takes a look at why, ironically, so many wars are fought in the name of religion. The paper explores the reasons for this irony and suggests that the violence and bloodshed in the name of various religions is a result of the religious leaders and their followers and not because religions promote or condone violence. Finally, the paper points out how violence in the name of religion can sully a religion's reputation.
From the Paper "For many years people all over the world have fought in the name of belief, faith or religion. The question that still remains to be unanswered is that when all religions of the world preach peace and brotherhood then why does its followers engage themselves in such violent activities? Violence in the name of religion has been one of the major causes of destruction in many countries today. An important point to ponder upon here is that religions are not violent, it is its followers that commit wrong acts in the name of faith and as a result destroy their religion's reputation and respect. It is not the religion but its preachers that associate religion with outrage."
Tags: dogmatism, racism, bigotry, multicultural, societies, terrorism, power, just, war, religious
