Opposing Views Of The Savior In Gnossisism And In Orthodoxy Essays

Opposing Views Of The Savior In Gnossisism And In Orthodoxy I am attempting to write one coherent essay discussing questions three and two. I propose to first characterize the opposing views of the savior in Gnosticism and in Orthodoxy. Secondly, I will compare the Valentinian and classic Gnostics in how they differ and how the Gospel of Truth exemplifies the features of Valentinian Gnosticism. The Orthodox view the church as a necessary medium between the laity and god; they argued that without the church and the hierarchy of clergy, the congregation would not be able to attain god on their own. They saw the coming of god's kingdom as a literal event. They also saw it preposterous thought to separate the body from human life. That is, they saw Jesus as both flesh and spirit that were inseparable. The Orthodox considered the crucifixion of Jesus as a historical account. They viewed Jesus as a martyr that sacrificed his life so that we may live. It was believed that the martyrdom of Jesus allows for the forgiveness of sins and ensures resurrection and our life everlasting; this sacrifice allowed us to release our guilt and receive forgiveness for our sins. On the matter of what Jesus was, the Gnostics vehemently disagreed with the Orthodox Church. Gnostics believed that Jesus was more than a human martyr; Gnostics believed that the Holy Spirit (Christ) and Jesus of Nazareth were two separate entities. They felt that Jesus was a man of flesh who, at baptism, received the Holy Spirit and became Christ. They looked at it as though the spirit of Christ was occupying the body of Jesus until the crucifixion, where the spirit was transfigured and released so that we may attain salvation. Gnostics and the Orthodox Church also argued over the point of the suffering, or the passion of Jesus. Gnostics felt that Christ only appeared to suffer and die, it was the body that suffered and when Jesus passed, the spirit was transfigured and released. Gnostics and the Orthodox also disagreed on the point of the existence of God. The Gnostics rationalized that the god of the old testament-a god of creation and punishment was clearly a separate entity from the god of Jesus, who was a loving and forgiving god. How could such a loving god reach out to us with salvation and forgiveness be the same god who created pain, punishment and suffering. The Orthodox believed in one god, the father almighty creator of heaven and earth. In fact this was the major claim of the creed that the orthodox Christians proclaimed as part of their faith. Another point of argument was how to attain salvation. Orthodox Christians felt it was necessary to proclaim, out loud, their belief in one god. This was the discerning factor that allowed them to separate themselves from the Gnostics-who were now considered heretics and a threat to the church. Gnostics believed that as long as one lived in faith and held good conduct throughout their entire life they would achieve salvation. Gnostics felt their approach was superior to that of the Orthodox Christians because even hypocrites could proclaim the creed, not believe in it and still reach life eternal and salvation. After Jesus died, both Orthodox Christians and Gnostics claimed to witness the resurrection of Christ. The orthodox claimed that they saw the physical reappearance of Jesus Christ and expressed the importance of this type of sighting as the truth. Gnostics had the belief that the relationship between salvation and themselves was on a more personal level. Gnostics insisted that it was merely an encounter between the witness and the spirit of Christ that had been transformed. This follows the Gnostics belief that religious enlightenment came from introspect and self-knowledge. Once one had achieved this gnosis they were considered to be of mature knowledge and a member of an elite group ready to receive the secret knowledge of the spirit. Gnostics believed that they belonged to the true church of an elect few who were worthy; the orthodox Christians would not be saved because they were blind to the truth. Ignatus took the idea of the father, son and the Holy Spirit to an extreme. He

Free Essays on Nathaniel Hawthorne And The Scarlet Letter

The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f... Free Essays on Nathaniel Hawthorne And The Scarlet Letter Free Essays on Nathaniel Hawthorne And The Scarlet Letter The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f...

Bronsted-Lowry Acid Definition

Bronsted-Lowry Acid Definition In 1923, chemists Johannes Nicolaus Brà ¸nsted and Thomas Martin Lowry independently described acids and bases based on whether they donate or accept hydrogen ions (H). The groups of acids and bases defined in this manner came to be known as either Bronsted, Lowry-Bronsted, or  Bronsted-Lowry acids and bases. A Bronsted-Lowry acid is defined as a substance that gives up or donates hydrogen ions during a chemical reaction. In contrast, a Bronsted-Lowry base accepts hydrogen ions. Another way of looking at it is that a Bronsted-Lowry acid donates protons, while the base accepts protons. Species that can either donate or accept protons, depending on the situation, are considered to be amphoteric. The Bronsted-Lowry theory differs from the Arrhenius theory in allowing acids and bases that dont necessarily contain hydrogen cations and hydroxide anions. Key Takeaways: Bronsted-Lowry Acid The Bronsted-Lowry theory of acids and bases was proposed independently in 1923 by Johannes Nicolaus Brà ¸nsted and Thomas Martin Lowry.A Bronsted-Lowry acid is a chemical species that donates one or more hydrogen ions in a reaction. In contrast, a Bronsted-Lowry base accepts hydrogen ions. When it donates its proton, the acid becomes its conjugate base.A more general look at the theory is as an acid as a proton donor and a base as a proton acceptor. Conjugate Acids and Bases in Bronsted-Lowry Theory Every Bronsted-Lowry acid donates its proton to a species which is its conjugate base. Every Bronsted-Lowry base similarly accepts a proton from its conjugate acid. For example, in the reaction: HCl (aq) NH3 (aq)→ NH4 (aq) Cl- (aq) Hydrochloric acid (HCl)  donates a proton to ammonia (NH3) to form the ammonium cation (NH4) and the chloride anion (Cl-). Hydrochloric acid is a Bronsted-Lowry acid; the chloride ion is its conjugate base. Ammonia is a Bronsted-Lowry base; its conjugate acid is the ammonium ion. Sources Brà ¶nsted, J. N. (1923). Einige Bemerkungen à ¼ber den Begriff der Suren und Basen [Some observations about the concept of acids and bases]. Recueil des Travaux Chimiques des Pays-Bas. 42 (8): 718–728. doi:10.1002/recl.19230420815Lowry, T. M. (1923). The uniqueness of hydrogen. Journal of the Society of Chemical Industry. 42 (3): 43–47. doi:10.1002/jctb.5000420302

Unit 3 Essay Example | Topics and Well Written Essays - 500 words - 1

Unit 3 - Essay Example written, the illusion of class mobility was in existence since leaders created the assumption that strategies were put in place to minimize class differences. However, the society still had massive class based divisions. Meritocracy refers to the ability of the society to acknowledge the success of a person based on their achievements and rewards rather than their wealth and social status. Class marker is the definition towards a certain class level or perception towards a class. The article aims to change the class marker based on wealth and social superiority. In the article, the role of the media in creating class differentiations is criticized. The article criticizes the media for shielding the truth of the nature of the different class levels. In particular, the article cites that the media tends to favor the rich class as it provides information that praises the class (Mantsios 386). Information provided on the low class has limited information and depth. However, this may not be true. The modern day media provide massive information on the situation at the low class. In addition, there are increases calls to improve life in the low class as well as bridge the gap between classes. This is done by highlighting the plight of people living in the low class. Considering the era the article is created, much has been done to improve media coverage on social classes. The media then only focuses on strategies put in place to develop the high class. In addition, the low class has never been viewed as significant part of the society thus sparki ng a much less interest to the public. The main difference between the poverty and wealthy gap is the size. The income gap is determined by the ability of a society to live a comfortable life with access to social amenities. In regards to economic status, the poverty gap is disadvantages significantly. The class is poorly compensated for their services. The article uses data from the number of women with color who live wealthy

Global Business Cultural Analysis of Switzerland Research Paper

Global Business Cultural Analysis of Switzerland - Research Paper Example Switzerland is primarily a multicultural nation, despite its small size. The nation has four official languages, including German, French, Italian, and Romansch, with German as the most common language used for teaching in schools and reading of newspapers (Levin, 2002). With such a multicultural dimension, Switzerland remains a readily available prime test market for the European nations, used for the introduction of new technology products and services before such products are nationally launched to other global markets. The situation in Switzerland clearly shows that cultural diversity plays a significant role in enhancing global business, considering that the aspect of cultural diversity in Switzerland, establishes it as one of the best business hubs in the global perspective. Major Elements and Dimensions of Culture in SwitzerlandSeveral major elements and dimensions of culture occur in Switzerland, each of which distinguishes people of a particular culture to another based on t heir different preferences on the dimensions. The elements and dimensions of culture in Switzerland; therefore, include communication, Religion, Ethics, Values and Attitudes, Manners, Customs, Social Structures, Organizations. Communication ideally is one of the most important aspects every cultural setting. Being a multi-lingual nation, Switzerland has four major languages German, which takes up approximately 70% of the population’s main communication language, French, Italian, and Romansh.

life in the factories :: essays research papers

Western Civilization Life in the Factories The 19th century in England was an expanding time especially considering England was enveloped in the Industrial Revolution. Many factories were expanding and growing and needed people to fill the jobs that they had. Although many these factories were growing they were not able to keep up with the population, which was growing more rapidly than anything. When these factories went to find people they were able to find many that would need jobs and would work for less than the people that had the jobs. When these factories wanted to keep more money they simply looked for the one group of people that could work for as long as they asked, for as low as they asked, with no questions asked. That group of people was children.   Ã‚  Ã‚  Ã‚  Ã‚  Since many families had control of their children and some families didn’t want to send their kids these factories, so many factories were not able to find the amount of workers they wanted so they went to look for the kids other places. A few places that they went to look were orphanages and workhouses and bought these children and forced them to sign contracts, which virtually made them slaves. The factories then went on to house and feed them, which was a lot easier then to house and feed a grown person. By the 1790’s almost all workers in the factories were children.   Ã‚  Ã‚  Ã‚  Ã‚  When these factories went and bought these children they knew that they had to feed and clothe these kids and then provide them with a place to sleep. The factory owners went at this problem with the same cheapness that they had when buying the children. Children were forced at many places, to eat while working and the kids often complained about the food. Most of the time the food was covered in dust by the time they were beginning to eat. When most of these children came from the workhouses and were made to come with a change of common clothes.   Ã‚  Ã‚  Ã‚  Ã‚  Most factories were able to work the kids from dawn till dusk and sometimes beyond. Some people wanted to change the law of how long a person under the age of 18 could work to 10 hours, but parliament wouldn’t pass that law. A man by the name of Lord Ashley was a doctor and concluded that a child’s body could only endure 10 hours of labor at a time without damaging the child’s health.

Causes and Consequences of World War I Essay

Belief in inevitability of war and advocacy of war to become supreme major cause for WW1. 5. Anglo-german naval rivalry Britain was supreme at sea and was challenged by germany. Britain couldn’t accept this. The rivalry culminated in WW1. 6. Absence of international organisation Concert of europe was informal group of nations aftr napoleans defeat but couldn’t control its member and didn’t represent the entire free world. The system of pacific settlement of international disputes set up by the hague conference was unsatisfactory. And couldn’t contain imperial rivalries. 7. Negative role of the press in creating war psychology despite attempts of governments to normalise their relations. 8. Autrian and serbian rivalry Austria-hungary wanted access to sea at the cost of slav territories and serbia represented slav nationalism. The two had contradictory aims. This led to a conflict of interest and was encouraged by the russian czar as well building grounds for war. 9. Personal ambitions of leader. Kaiser william II of germany, austra-hungary, russian leaders(czar and his wife). 10. The Sarajevo incident Annexation of bosnia-herzegovina by austria in 1908, 2 balkan wars, italian annexation of tripolo ,moroccan crisis along with the japanese threat to peace in the background, the assassination of the crown price of austria-hungary, archduke franze ferdinand with his wife in sarajevo june,1914 was a direct cause for WW1. Consequences The results of the great war were almost as numerous as its causes. By the end of the world war in 1918, american president woodrow wilson proposed peace and made a statement of war aims in his famous ’14 points’ 1. Open covenant of peace,openly arrived at and Abolition of secret diplomacy 2. Absolute freedom of navigation at sea, outside territorial waters in peace and war except by international action. 3. Removal of eco barriers and establishment of equal trade conditions 4. Reduction in national armaments to the point only needed for domestic security 5. Free,open minded and impartial adjustment of all colonial claims 6. Evacuation of all russia territory and allowing its to politically develop in acc with her own national policy 7. Evacuation and restoration of Belgium 8. Same for france and return of alsace and Lorraine to it. 9. Readjustment of italian frontiers along clear line of nationality 10. Freest opportunity of autonomous devt for people of austria-hungary 11. Evacuation and restoration of romania,serbia and montenegro and free access to sea for serbia 12. Autonomous devt of the non turkish possessions of the sultan 13. Resurrection of independent polan with access to sea. 14. Formation of a general association of nations for the purpose of affording mutual guarantees of pol independence and territorial integrity to small n great alike. These were accepted but not followed by the european nations of the peace conference and were later rejected by the american senate after woodrow wilson lost his popularity and presented them befre the senate. Paris peace conference Fightin in WW1 ended with complete surrender of germany in nov,1918. Representatives of allied and associated powers assembled at paris on 18 jan 1919 to draw a new map of europe and the world. Selection of paris as venue unfortunate decision. It was done to take revenge from germany for the french humiliation at the hall of mirrors in versailles aftr the french defeat in the franco-prussian war. The conference was a victors club as none of the leaders of the defeated countries attended it as they were allowed no say in the conference. The conference was dominated by 4 leaders- woodrow wilson, PM lloyd george of britain, PM of france george celemnceau, italian PM vittorio orlando. It was at this conference that the treaty of Versailles was signed, officially ending WW1 on 28th july 1919. Provisions of treaty of versailles 1. Territorial provisions territorial changes in respect of germany. †¢alsace and lorraine returned to france †¢eupene,malmady and mernet given to belgium east germany given to posen †¢ Parts of west prussia and silesia to poland. Poland given access to to sea at the cost of german by way of corridor in west prussia. †¢port memel and hinterland taken away but fate undecided. Later given to lithuania. †¢coal mining area of saar demanded by france by nt given to france. Only under temporary control of france. Aftr 15 years- plebiscite conducted whether saar wants to go to germany, france or remain with league of nations †¢ Ausrtia-hungary broken up into small states. New austria small ger speaking landlocked state. Due to fears of france, germany and austria prevented from uniting without permission of league of nations of which france was permanent member. †¢small german territory also given to czechoslovakia. †¢germany also lost all colonies which were taken up by other powers of league of nations. 2. Economic provisions of reparation. †¢War indemnity cudnt be imposed on germany because a)cost of war borne by allies impossible to return for germany b)woodrow wilson against war indemnity since war cost weren’t only borne by allies but also by defeated powers. so allies demanded compensation for indiscriminate bombing and loss of lives at the hands of germany †¢no payable amount was fixed. A reparation commission set up to determine the extent of civilian losses keeping in mind germanys capacity to pay back. †¢germany was to gives horses and cattle to france n belgium and coal to france,belgium n italy. It was to surrender it submarine telegraph cables to allies and surrender all merchant ships more than 1600 tonnes. †¢default on part of germany was punishable by allies †¢customs union between Luxembourg and germany abolished to end german control over luxembourg economy. repartion commission submitted its report in april 1921 and total amount payable by germany was 6,600,000,000 pounds. †¢germany ws to giv trade facilities of certain commodities to allies. Acces to sea to Czechoslovakia and Switzerland. †¢german rivers and canal internationalised. 3. Disarmament †¢principle of reduction of arms incorporated in covenant of league. But it was not followed by allied powers. There were severe disarmament provisions for germany that made her a military cripple †¢army limited to 100,000 troops and 4000 officers. Recruitment only voluntarily. †¢navy limited to 6 battle ships,6 light cruisers,12 destroyers and 12 torpedo boats. No submarines. Strength of navy only 15000 men and 1500 officers. War ships in excess were to be dismantled. †¢debarred from having an air force and naval aircrafts. †¢german general staff abolished. Allied control commission set up to supervise enforce of these clauses. Set up ws to be funded by germany again. 4. War and guilt crimes †¢germany declared solely responsible for war by article 231 of treaty. german emporer kaiser william II was found guilty of violation of treaties and international law. He sought asylum in netherlands who refused to hand him over to allies for a trial. †¢german people could never accept that their country alone was responsible for the war. 5. Provisions regarding international organisation †¢1st part of treaty provided for the establishment of a world organisation to be known as league of nations. †¢ Its constitution,called covenant, was adopted at the paris conference and included all peace treaties. It was to consist of an assembly,council and secretariat. †¢ A permanent court of international justice and international labour organisation was to be set up. †¢ These bodies were meant to maintain peace,settle international disputes peacefully,punish countries who may break the covenant and improve social and economic life all over the world. The guarantees of the enforcement of the treat were written in part XIV according to which until successful execution of the treaty the entire Rhineland(west of rhine with bridgeheads) would be occupied by allied powers. Germany was ultimately reduced from a world power to an insignificant small power. She was forced to give up monarchy and accept democracy which was something the country wasn’t prepared for. The treaty was so humiliating that the german had sworn revenge for it. The seeds for WW2 had been sown. Hitler later exploited this situation and imposed dictatorship in 1933 and began rearmament under the excuse that the allies had not reduced their armaments. This led to another arms race,violation of the treaty and eventually culminated in the second world war. Other treaties †¢treaty of st. ermain with austria on the model of treaty of versailles with excpetion of the reparation clause. †¢treaty of neuilly with bulgaria †¢treaty of tianon with hungary †¢treaties of sevres and luasanne with defeated turkey to separate its constituents and reduce military capacity and pay reparation Fall of Ottoman empire Its fall during the war created many newly independent middle eastern nation states which were quickly taken over by britain france etc. Economic depression The end of the war also caused a temporary economic bubble which soon popped and led to the great depression.