Students PHD Dissertations Example For All To Read

7/24/2019 Students PHD Dissertations Example For All To Read

http://slidepdf.com/reader/full/students-phd-dissertations-example-for-all-to-read 1/598

Rev Hagos 1

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BIBLICAL COUNSELING FOR THE ANXIOUS AND THE FEARFUL

A DISSERTATION SUBMITTED TO

TRUTH AND MERCY INSTITUTE FOR ADVANCED MINISTRY

STUDIES

IN THE FULFILLMENT OF THE DEGREE

DOCTOR OF PHILOSOPHY IN CHRISTIAN COUNSELING

By Zerai Hago

O!"o#er$ %&'(

Ta#)e o* !o+"e+"



Rev Hagos 3

4, T/e .0eriori"y o* "/e #i#)e 7ay22222222222222222222,8:

:, T/e !/a))e+ge *or "/e !/.r!/2222222222222222222222'&5

8, Co+!).io+ a+- re!o11e+-a"io+222222222222222222'&:

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!i"e-2222222222222222222222222222222,''%

A!=+o7)e-ge1e+"

I 7a+" "o /o7 1y -ee0e" gra"i".-e *or Tr."/ a+- Mer!y I+"i"."e For A-6a+!e-

Mi+i"ry S".-ie a+- Dr Da++y A#a)-o> "/e ge+ero. 1a+ o* Go- 7/o /e i #e/i+- 1y .!!e? *or

gi6i+g 1e "/e o00or".+i"y "o .""er 1y !o+6i!"io+ .+i+/i#i"e-, A I !a1e *ro1 a+ area



Rev Hagos 4

7/ere a+9ie"y a+- *ear i o 0re6a)e+" -.e "o 0ere!."io+ o* C/ri"ia+$ I e+e- "/e +ee- "o

7ri"e o+ "/i 0ar"i!.)ar 0ro#)e1, I #)e "/i 1i+i"ry *or !rea"i+g .!/ a+ o0e+ a!!e "o

.!/ a @.a)i"y "/eo)ogi!a) e-.!a"io+, I 7a+" "o gi6e a 0e!ia) regar- a+- a00re!ia"io+ *or

Dr Da++y A#a)-o agai+$ *or gi6i+g 1e *ree !/o)ar/i0 i+ a)) 1y ".-ie$ /i !o+"a+"

e+!o.rage1e+" a+- #)ei+g 7ere a)o 7i"/ 1e, A!"io+ are )o.-er "/a+ 7or- I /a6e

ee+ /i 1ee=+e a+- "o.!/e- #y i", May "/e )or- #)e "/e *o.+-er a+- "/e Dea+, May "/e

Lor- re0ay yo. 7i"/ /i goo-+e a yo. "oi) *or Hi i+g-o1, Ne9" I 7a+" "o "/a+= A#e#e

Arega7i *or gi6i+g 1e i+0." a#o." a+9ie"y -r.g,

', I+"ro-.!"io+ "o "/e 0ro#)e1



Rev Hagos 5

A+9ie"y i a 7i-era+gi+g "er1 *or e6era) -ior-er "/a" are !/ara!"erie- #y

+er6o.+e$ *ear$ a00re/e+io+$ a+- 7orryi+g, T/ee re)a"e- -ior-er i+*).e+!e /o7 7e

*ee) a+- a!"$ a+- "/ey !a+ a)o /o7 rea) 0/yi!a) y10"o1, Mi)- a+9ie"y i i+-i"i+!" a+-

-i".r#i+g$ 7/i)e e6ere a+9ie"y !a+ #e rea))y i+!a0a!i"a"i+g$ /a6i+g a gra6e i10a!" o+ o.r

-ai)y )i*e,

Peo0)e *[email protected]+")y e+!o.+"er a ge+era) "a"e o* 7orry or *ear #e*ore !o+*ro+"i+g

o1e"/i+g !/a))e+gi+g .!/ a a "e"$ e9a1i+a"io+$ 0ree+"a"io+$ or i+"er6ie7, T/ee

*ee)i+g !a+ eai)y #e ."i*ie- a+- !o+i-ere- +or1a) *or a+ a6erage /.1a+ #ei+g, A+9ie"y

i !o+i-ere- a 0ro#)e1 7/e+ y10"o1 i+"er*ere 7i"/ a 0ero+ a#i)i"y "o )ee0 or

o"/er7ie *.+!"io+ 0ro0er)y$ or 7/e+ i" i10air o+e .-g1e+" a+- i+"er0ero+a)

i+"era!"io+, Ge+era))y 0ea=i+g$ a+9ie"y /a00e+ 7/e+ a re0o+e i o." o* 0ro0or"io+ 7i"/

7/a" 1ig/" #e ..a))y a+"i!i0a"e- i+ a i".a"io+, Mo" 0eo0)e e90erie+!i+g a+9ie"y 1a=e

"/e e+6iro+1e+" "ig/" a+- +ega"i6e,

Py!/o)ogi" a+- 0y!/ia"ri" aer" A+9ie"y !a+ a)o #e !a))e- a+g" or 7orry a+-

1a+y -e*i+e i" a a 0y!/o)ogi!a) a+- 0/yio)ogi!a) "a"e !/ara!"erie- #y o1a"i!$

e1o"io+a)$ !og+i"i6e$ a+- #e/a6iora) !o10o+e+", B." *or . C/ri"ia+$ #e!a.e o* a+

e90)i!i" i+"r.!"io+ +o" "o #e a+9io.$ i 1ore o* a 0iri".a) -ior-er "/a+ a 1ere

0y!/o)ogi!a) a+- 0/yio)ogi!a) "a"e, A+9ie"y i a)7ay a!!o10a+ie- #y a -i"rei+g

*ee)i+g o* *ear a+- !o+!er+, T/e roo" 1ea+i+g o* "/e 7or- a+9ie"y i "o 6e9 or "ro.#)e

a+9ie"y !a+ !rea"e *ee)i+g o* *ear$ 7orry$ .+eai+e$ a+- -rea-, I" i a)o ao!ia"e- 7i"/

*ee)i+g o* re")e+e$ *a"ig.e$ !o+!e+"ra"io+ 0ro#)e1$ a+- 1.!)e "e+io+,>Mar/a)$

%&'3? Ho7e6er$ a+9ie"y /o.)- +o" #e !o+*.e- 7i"/ *ear "/o.g/ 6ery i1i)ar 7i"/ *ear$

7/i!/ i 1ore o* a -rea-e- *ee)i+g a#o." o1e"/i+g 7/i!/ a00ear i+"i1i-a"i+g a+- !a+

http://en.wikipedia.org/wiki/Angst

http://en.wikipedia.org/wiki/Worry

http://en.wikipedia.org/wiki/Psychology

http://en.wikipedia.org/wiki/Physiology



http://en.wikipedia.org/wiki/Somatic_nervous_system

http://en.wikipedia.org/wiki/Emotion

http://en.wikipedia.org/wiki/Behavior

http://en.wiktionary.org/wiki/anxiety

http://en.wikipedia.org/wiki/Worry

http://en.wikipedia.org/wiki/Psychology


http://en.wikipedia.org/wiki/Somatic_nervous_system

http://en.wikipedia.org/wiki/Emotion

http://en.wikipedia.org/wiki/Behavior

http://en.wiktionary.org/wiki/anxiety

http://en.wikipedia.org/wiki/Angst



Rev Hagos 7

Hea)"/ ".-ie are .+-er7ay, T/ee ".-ie$ 7/i!/ /are a i1i)ar 1e"/o-o)ogy$ 7i))

*a!i)i"a"e *.".re 7or)-7i-e !o10ario+ o* "/e 0re6a)e+!e o* a+9ie"y -ior-er, A+9ie"y

-ior-er i10oe /ig/ i+-i6i-.a) a+- o!ia) #.r-e+$ "e+- "o #e !/ro+i!$ a+- !a+ #e a

-ia#)i+g a o1a"i! -ior-er, Co10are- 7i"/ "/oe 7/o /a6e o"/er 0y!/ia"ri! -ior-er$

0eo0)e 7i"/ a+9ie"y -ior-er are /ig/ !are ."i)ie 7/o 0ree+" "o ge+era) 0ra!"i"io+er

1ore *[email protected]+")y "/a+ "o 0y!/ia"ri! 0ro*eio+a)$ 0)a!i+g a "rai+ .0o+ "/e /ea)"/ !are

y"e1, T/e e!o+o1i! !o" o* a+9ie"y -ior-er i+!).-e 0y!/ia"ri!$ +o+0y!/ia"ri!$ a+-

e1erge+!y !are /o0i"a)ia"io+ 0re!ri0"io+ -r.g re-.!e- 0ro-.!"i6i"y a#e+"eei1

*ro1 7or= a+- .i!i-e, I+ -e6e)o0i+g !o.+"rie )i=e E"/io0ia$ )i"erary i" 7o+" #e 7ro+g i*

7e ay e6ery#o-y i a+9io.$ 7e 7orry a#o." *oo-$ -ri+=$ a+- -ai)y e90e+e, <e 7orry

a#o." o.r *.".re$ 7e 7orry a#o." "/e !/i)-re+ 7e #ore, <e 7orry "/a" 7e are +o" )i6i+g "o

"/e e90e!"a"io+ o* Go- a+- a)o o!ie"y, Peo0)e i+ 1y !o.+"ry ay "/a" "/ey /a6e a 1i))io+

reao+ "o 7orry, A+9ie"y ee1 "o #e o.r -ai)y #rea-, T/e 6ery .r0rii+g "/i+g i "/a" 7e

are -oi+g e9a!")y o00oi"e "o 7/a" Go- "o)- . "o -o$ Go- e90)i!i")y ai- -o +o" #e

a+9io.,

%, S"a"e1e+" o* "/e 0ro#)e1

A+9ie"y i o#6io.)y o 0re6a)e+" i+ "/e 7or)- #." i" 7i)) #e a grea"er !o+!er+ *or .

C/ri"ia+ i* 7e re0ea"e-)y ee o.re)6e #ei+g 6e9e- 7i"/ i", I+ "/e area I )i6e 0eo0)e /a6e

0ro*o.+- a+9ie"y a+- 1y ear!/ *or "/e "re+- i+ -e6e)o0e- +a"io+ a)o yie)-e- i1i)ar

re.)" "/o.g/ "/e reao+ *or "/e a+9ie"ie are 7i-e)y -i**ere+", I+ 1y )i*e e90erie+!e I

/a6e ee+ /o7 #a- a+9ie"y i /o7 i" *ee) . 7i"/ a00re/e+io+ a+- "/e *ee)i+g o* #ei+g )e*"

a)o+e i+ a -eer" 7i"/ +o /o0e a+- /e)0, A+9ie"y i !ri00)i+g C/ri"ia+ #e)ie6er are

.00oe- "o #e 0ro#)e1 o)6er,



Rev Hagos 8

<e are 7e)) a7are "/a" "/e e90erie+!e o* a+9ie"y i !o11o+ a+- .+i6era), I" i +o" a+

e1o"io+ re"ri!"e- "o "/e e!o+o1i!a))y -e0ri6e- !o.+"rie o* A*ri!a or "o "/e 0o)i"i!a))y

o00ree-, A+9ie"y i a+ .+a6oi-a#)e 0ar" o* "/e /.1a+ )i*e$ )i*e i+ a)) i" *or1 a+- )e6e)$

*ro1 "/e g)o#a) a+- !o.+"ry )e6e) "o "/e )o!a) a+- 0ero+a) are+a$ i 1ar=e- 7i"/ -o.#"$

#e7i)-er1e+"$ a+- "re, Ma+y 1ay re*."e "/e 0ero+a) a+9ie"y "/ey are *a!i+g$ or a a

1i+i1.1 "/e -egree o* "/eir a+9ie"y "o "/e1e)6e a+- o"/er *or 6ario. reao+$ *or

i+"a+!e$ "/e +ee- "o =ee0 a7ay *ro1 -i!o1*i".re$ "/e *ee)i+g o* 0ri-e$ "/e -rea- o*

+ega"i6e re0o+e$ "/e -a+ger a+- .+eai+e o* "/e *ee)i+g o* e1o"io+a) 7ea=+e$ e"!

+o"7i"/"a+-i+g$ +ear)y e6eryo+e e90erie+!e a+9ie"y "o o1e -egree, I" o!!.rre+!e i

-i".r#i+g a+- -e#i)i"a"i+g, I" 0eri"e+!e i !ri00)i+g, A+9ie"y i a+ e9"re1e)y 0re6a)e+"

*ea".re, I" i o #o.+- "o a+ i+-i6i-.a) "/a" i" goe a)o+g 7i"/ a+ i+-i6i-.a) a!"i6i"y *ro1

ear)ie" 0erio- .0 "o "/e "i1e o+e -ie$ i" "/7ar" o+e )i*e "o a 1ar=e- -egree$ !a+ =ee0 o+e

*ro1 1aor /.1a+ !o+"a!"$ a+- !a+ -e"roy "/e /o0e o* #.i)-i+g .0 a ere+e )i*e$ or o*

1a=i+g 0ro-.!"i6e i+0." "o "/e 7or)-, </e+ 7e "a+gi#)y ee i" 0ro6i-e- "/a" -ai)y )i6i+g

i !/ara!"erie- #y .0 a+- -o7+$ -i!or-$ a+- 0ai+$ "/e 0ree+!e o* a+9ie"y 7i)) -e*i+i"e)y

#e i+e6i"a#)e,

</a" i "/e 0.r0oe o* "/i reear!/ "/e+ C)ear)y i" i a+ o#6io. *a!" "/a" a+9ie"y i

6ery 0re6a)e+" a+- 7e /a6e 7e)) a""e"e- -a"a *or "/a"$ o "/e i+"e+"io+ o* "/i reear!/ 7i))

+o" #e "o ".-y "/e 0re6a)e+!e o* a+9ie"y, T/e reear!/ @.e"io+ I /a6e i "/i i a+9ie"y i+

a)) i" *or1 #ei+g ra-i!a))y "rea"e- 7i"/ i" !a.e #ei+g *.))y =+o7+ T/e a+7er i$

-e0i"e "/e !)ai1 #y o1e$ gi6e+ "/e !o11o++e o* i" i+ .#")e *or1 a+- i+ 6ario.

-egree$ i" i +o" ra-i!a))y #ei+g "rea"e-, I+ *a!" "/e 7or)- /a regar-e- a+9ie"y a a +or1a)

rea!"io+ "o a "reor "o 1ea+ "/a" i" i o1e"/i+g o+e !a++o" a6oi-, Do+" 7e =+o7 "/a"



Rev Hagos 10

Po)e1i!a) I 7i)) arg.e *or >"/e !ri0".re? or agai+" >*or a+y 6ie7 "/a" -e+ie o#6io.

re6e)a"io+?,

A+a)y"i!a) I 7i)) #rea= -o7+ a !o+!e0" i+"o i" )ogi!a) !o10o+e+" or !o+"i".e+",

Sy+"/e"i! I 7i)) 0." "oge"/er 0re6io.)y .+re)a"e- !o+!e0" or !o10o+e+" "o

*or1 a +e7 e+"i"y,

I+ 1y reear!/$ e9egei 7i)) #e !o+-.!"e- .i+g re-a!"io+ !ri"i!i1 >e90)ori+g

"/e "/eo)ogi!a) 1eage o* a "e9"?$ )e9i!a) a+a)yi >!o+-.!"i+g 7or- ".-ie o+ =ey

<or-?$ a+- r/e"ori!a) !ri"i!i1 >".-yi+g "/e ra"io+a) arg.1e+" o* a "e9"?,

To !o+-.!" "/e reear!/$ I /a6e "o 0ree+" 1y 0re.00oi"io+ *or Bi#)i!a) e9egei,

Bi#)i!a) e9egei i a+ i+-e0"/$ i+-.!"i6e e9a1i+a"io+ o* !ri0".re i+ 7/i!/ "/e e9ege"e

y"e1a"i!a))y a00)ie e"a#)i/e- /er1e+e."i! "oo) >e9ege"i!a) 1e"/o-? "o -i!o6er "/e

1ea+i+g a+- i10)i!a"io+ o* a "e9" o* a #i#)i!a) "e9" >or gro.0 o* "e9"?,

Goo- #i#)i!a) e9egei 1ee" a)) "/e !ri"eria o* reear!/, T/e o#e!" o* [email protected] i "/e

#i#)i!a) "e9", E9ege"i!a) 1e"/o- are reear!/ 1e"/o-, T/e o#e!"i6e i "o

reo)6e a+ i+"er0re"i6e 0ro#)e1 i+ "/e "e9" "o -e"er1i+e i" 1ea+i+g a+- ig+i*i!a+!e,

Pre.00oi"io+ o* e9egei

Pre.00oi"io+ are 1a+-a"e- i+ "/i !o+"e9", O.r reear!/ 7i)) #e gro.+-)e i* 7e

-o +o" /a6e *o.+-a"io+ .0o+ 7/i!/ e6ery"/i+g "/a" i "o #e ".-ie- i #.i)", T/e

*o))o7i+g i "/e 0re.00oi"io+ I a1 goi+g "o .e

A, T/e !ri0".re are "/e i+0ire- 7or- o* Go- a+- are i+erra+" i+ "/e origi+a)

1a+.!ri0",

B, T/e 0ri1ary goa) o* #i#)i!a) i+"er0re"a"io+ i "o -i!o6er "/e a."/or

i+"e+-e- 1ea+i+g$ "/a" i$ "/e 1eage "/e Ho)y S0iri" )e- "/e /.1a+



Rev Hagos 11

a."/or "o !o+6ey "o "/e origi+a) rea-er, F.r"/er1ore$ "/e Ho)y S0iri" g.i-e- "/e

7ri"i+g 0ro!e "o e+.re "/e i+"e+-e- 1eage i *ai"/*.))y !o11.+i!a"e- i+

7ri"i+g,

C, Ea!/ "e9" /a o+e 0ri1ary a."/ori+"e+-e- 1ea+i+g "/ere*ore$ ea!/ 0aage

!a+ /a6e o+)y o+e !orre!" i+"er0re"a"io+

D, T/e Bi#)e /o.)- #e i+"er0re"e- )i"era))y$ "/a" i$ a" *a!e 6a).e a!!or-i+g "o "/e

+or1a) r.)e o* !o11.+i!a"io+ >"/a" i$ gra11a"i!a)/i"ori!a) e9egei?,

E, A)"/o.g/ a "e9" /a o+)y o+e 1ea+i+g$ i" 1ay /a6e 1a+y 6a)i- a00)i!a"io+, T/e

a00)i!a"io+ -eri6e *ro1 "/e o+e 1ea+i+g "/ey are !o+!re"e a00)i!a"io+ o* "/e a1e

"i1e)e "r."/,

F, Go- i /i o7+ i+"er0re"er >"/e Ho)y S0iri" /o.)- -o "/e i+"er0re"a"io+?,

G, T/e !ri0".re i a !o/ere+" 7/o)e,

5, Li"era".re Re6ie7

5,' Vie7 o+ !a.e o* a+9ie"y

T/e e9i"e+"ia)i1 6ie7

A ee+"ia) !o+!e0" o* e9i"e+"ia)i1 i "/a" e9i"e+!e 0re!e-e ee+!e$ 7/i!/

1ea+ "/a" "/e 1o" 6i"a) !o+!er+ *or "/e 0ero+ i "/e rea)i"y "/a" /e i a+ i+-e0e+-e+"

i+-i6i-.a)$ a+ a."o+o1o.)y a!"i+g a+- a!!o.+"a#)e 1i+-*.) #ei+g !o+"rary "o "/e )a#e)$

0oi"io+$ "ereo"y0e$ 1ea+i+g$ or o"/er o!ie"y i10oe- !o10ar"1e+" "/e i+-i6i-.a) i

!a.e- "o *i" i+, T/e rea) )i*e o* "/e 0ero+ i 7/a" 1a=e .0 /i "r.e ee+!e, A o00oe- "o

"/e ar#i"rari)y a""a!/e- ee+!e #y o"/er$ e9i"e+"ia)i1 ay$ "/e i+-i6i-.a) i "/e o+)y a+-

rig/"*.) o+e i+ -e*i+i+g /i1e)*, T/.$ "/i 0er0e!"i6e ay /.1a+$ #e!a.e "/ey /a6e

"/eir o7+ !o+!io.+e$ !a+ *a/io+ "/eir o7+ 6a).e a+- e"a#)i/ a 1ea+i+g "o "/eir )i*e,



Rev Hagos 12

I" i *[email protected]+")y aer"e- i+ "/i 1i)ie. "/a" a+ i+-i6i-.a) -e*i+e /i1e)*$ 7/i!/ i

*[email protected]+")y 0er!ei6e- a "a"i+g "/a" "/ey !a+ 7i/ "o #e a+y"/i+g, A!!or-i+g "o 1o"

e9i"e+"ia)i" 0/i)oo0/er$ /o7e6er$ "/i 7o.)- #e a+ .+rea)i"i! e9i"e+!e, Ra"/er$ "/e

e90reio+ /o.)- #e "a=e+ "o ay "/a" "/e i+-i6i-.a) i >'? -e*i+e- o+)y /i a!"io+ >%? "/e

i+-i6i-.a) i re0o+i#)e *or /i a!"io+, For i+"a+!e$ o1eo+e 7/o "ea) *ro1 o"/er$ #y

"/a" a!"$ -e*i+e- a a "/ie* 0ero+, F.r"/er1ore$ #y "/i a!"io+ o* "/e*"$ .!/ 0ero+ are

"/e1e)6e re0o+i#)e *or "/eir +e7 i-e+"i"y >a "/ie*?, T/ey ay "/eir ge+e or /.1a+ +a".re

/o.)- +o" #e #)a1e-,

A Sar"re 7ro"e i+ /i 7or= E9i"e+"ia)i1 i H.1a+i1 1a+ i+ "/e *ir" 0)a!e

e9i"$ e+!o.+"er /i1e)*$ .rge .0 i+ "/e 7or)- a+- -e*i+e /i1e)* a*"er7ar-, He

!o+"e+- "/a" a+ i+-i6i-.a) !a+ !/ooe "o a!" i+ a 0oi"i6e)y -i**ere+" 7ay$ a+- "o #e a goo-

1a+ i+"ea- o* a 0i"i)e 1a+, T/ey ay "/a" i+!e /.1a+ !a+ !/ooe "o #e ei"/er #a- or

goo-$ "/ey are +ei"/er o* "/ee "/i+g ee+"ia))y,

Co+!er+i+g "/e "o0i! o* "/i Reear!/ i,e, a+9ie"y$ i" i10or"a+!e i+ e9i"e+"ia)i1

1a=e i" a 0o0.)ar "o0i! i+ 0y!/o"/era0y, T/era0i" o*"e+ o**er e9i"e+"ia)i" 0/i)oo0/y

a a+ e90)a+a"io+ *or a+9ie"y, T/e aer"io+ i "/a" a+9ie"y i 1a+i*e"e- o* a+ i+-i6i-.a)

!o10)e"e *ree-o1 "o -e!i-e$ a+- !o10)e"e re0o+i#i)i"y *or "/e o."!o1e o* .!/ -e!iio+,

Py!/o"/era0i" 7/o e10)oy a+ e9i"e+"ia)i" a00roa!/ "/i+= "/a" a 0a"ie+" !a+ e90)oi" /i

a+9ie"y "o .e i" !o+"r.!"i6e)y, Ra"/er "/a+ .00rei+g a+9ie"y$ i+-i6i-.a) are a-6ie- "o

.e i" a #ai *or "ra+*or1a"io+, By a!!e0"i+g a+9ie"y a .+a6oi-a#)e$ a+ i+-i6i-.a) !a+

.e i" "o a""ai+ /i *.)) 0o"e+"ia) i+ )i*e,

A!!or-i+g "o "/i 0er0e!"i6e$ a+9ie"y -ior-er are !/ara!"eri"i!a))y 0ro-.!e- #y

.+.!!e*.) e**or" "o !o+*ro+" a+- o)6e a -e*i+i"e +.1#er o* i+e!a0a#)e e9i"e+"ia)

http://en.wikipedia.org/wiki/Existentialism_is_a_Humanism

http://en.wikipedia.org/wiki/Psychotherapy

http://en.wikipedia.org/wiki/Philosophy

http://en.wikipedia.org/wiki/Existentialism_is_a_Humanism

http://en.wikipedia.org/wiki/Psychotherapy

http://en.wikipedia.org/wiki/Philosophy



Rev Hagos 13

-i)e11a "/a" e6ery /.1a+ #ei+g 7i)) e90erie+!e, T/e i+*erre- !o+!).io+ i "/a" a+9ie"y

-ior-er !a+ #e #roa-)y a+- 0er1a+e+")y "rea"e- #y a 0y!/o"/era0e."i! a00roa!/ "/a"

#egi+ 7i"/ y10"o1 i10ro6e1e+" a+- "/e+ goe o+ "o e1o"io+#ae- "/era0y o+ "/e

0a"ie+" 0e!i*i! e9i"e+"ia) !rie, T/. "/ey ay "/e a+9ie"y a00ear "o re.)" *ro1 "/e

i+-i6i-.a) 0o7er)e+e "o "a!=)e a 0e!i*i! e9i"e+"ia) !rii, T/e *o))o7i+g are regar-e-

a "/e .+!o+*ro+"e- o+"o)ogi!a) gi6e+ "/a" !a+ 0o"e+"ia))y )ea- "o "/e -e6e)o01e+" o*

a+9ie"y,

', Di**i!.)"y i+ a!!e0"i+g o+e 1or"a)i"y,

%, Di**i!.)"y i+ a!!e0"i+g "/e i+e6i"a#i)i"y o* )o,

3, Di**i!.)"y i+ a!!e0"i+g 0ero+a) re0o+i#i)i"y *or o+e "/o.g/"$ *ee)i+g a+-

a!"io+,

5, Di**i!.)"y i+ "o)era"i+g 0ai+*.) a**e!",

(, Di**i!.)"y i+ *a!i+g "/e 6oi-Q,

;, Di**i!.)"y i+ a!!e0"i+g "/a" a ig+i*i!a+" a0e!" o* )i*e 1ea+i+g 1ay /a6e #ee+

-e"roye-,

4, T/e !o+*)i!" o6er 7/e"/er "o "r." or -i"r." )o6e- o+e a+- 0eo0)e i+ ge+era),

:, T/e *ear o* !o11i""i+g o+e )i*e "o a+o"/er /.1a+ #ei+g,

8, T/e !o+*)i!" #e"7ee+ #ei+g *ree a+- /a6i+g e1o"io+a) e!.ri"y,

'&, T/e !o+*)i!" o6er 7/e"/er "o a."/e+"i!a))y e90re o.r *ee)i+g or "i*)e "/e1 i+ "/e

@.e" *or a00ro6a) or i+ or-er "o 1ai+"ai+ "/e e!.ri"y o* a /ig/)y 6a).e-

re)a"io+/i0, ><o)*e$%&&(?



Rev Hagos 14

For "/e a=e o* e)a#ora"io+ o1e o* "/e1 are -i!.e- #e)o7

Dea"/

E9i"e+"ia)i1 ay "/e *ear o* -yi+g i "/e 1o" !o11o+ roo" *ear i+ a+9ie"y

-ior-er, T/i *ear i +o" re"ri!"e- "o a 0e!i*i! a+9ie"y -ior-er, Ra"/er i" i o+e "/a" /a

#ee+ "/e o.r!e o* 0a+i! i+ 0a"ie+" 7i"/ o#ei6e!o10.)i6e -ior-er >OCD?$ ge+era)ie-

a+9ie"y -ior-er >GAD?$ 0a+i! -ior-er a+- 0e!i*i! 0/o#ia ><o)*e$ %&&(? "/e a7are+e

o* o+e 1or"a)i"y i "y0i!a))y a *rig/"e+i+g e90erie+!e,

T/e *ear o* -ea"/ i a+ e90erie+!e "/a" "ear .0 o+e +o"io+ o* i+6i+!i#i)i"y$

)ea6i+g o+e 6.)+era#)e "o "/e 0ai+*.) a7are+e o* o+e 0e+-i+g +o+e9i"e+!e >Ya)o1

'8:&?,

T/e a+9ie"y a+- 0a+i! ao!ia"e- 7i"/ "/e *ear o* -ea"/ *.+!"io+ a a =i+- o*

o#e!"io+$ a re*.a) "o *a!e "/i 0ai+*.) ye" +a".ra) *a!", O+!e 7e *.))y a))o7 i+ "/e

rea)ia"io+ o* o.r e6e+".a) -ea"/$ "/i a7are+e 1ay #e a!!o10a+ie- #y i+"e+e *ee)i+g o*

-e0air$ /.1i)ia"io+$ /e)0)e+e or rage ><o)*e$ %&&(?,

Lo

A e!o+- 1aor *ear "/a" !o1e i+"o 6ie7 "o !a.e 1a+y !ae o* a+9ie"y -ior-er i

"/e *ear o* )o, Peo0)e go "/ro.g/ "/eir )i6e$ /o7e6er$ *eari+g "/e )o o* )o6e- o+e$

!areer$ 0/yi!a) 0ro7e$ a+- a" a )e !o+!re"e )e6e)$ 7e *ear "/e )o o* i)).io+$

e90e!"a"io+$ a+- -rea1 >Vior"$ '8:;?, E9i"e+"ia)i" #e)ie6e "/a" i+-i6i-.a) /i*" *ro1

e90erie+!i+g a+9ie"y a""a!=$ "o "a!=)i+g "/eir *eare- !a)a1i"y a+- e90erie+!i+g "/e

ao!ia"e- *ee)i+g$ "o !rea"i+g +e7 !/oi!e a+- o0"io+ i+ "/eir )i6e,

Se!.ri"y



Rev Hagos 15

T/ey ay 1a+y o* "/oe a""a!=e- #y a+9ie"y !o+!.rre+")y *ear e!.ri"y 7/i)e

"ro+g)y -eiri+g i", Se!.ri"y o*"e+ #ri+g .0 o"/er *ear "/e *ee)i+g o* #ei+g !o+"ro))e-$

i+-e#"e- "o o"/er$ e++are- a+- 0o7er)e "o !/ooe 7/a" i #e" *or "/e1,

Fear o* Pai+*.) Fee)i+g

O+e "rai" !o11o+ "o 1o" i+-i6i-.a) 7i"/ a+9ie"y i a "ro+g *ear o* 0ai+*.)

e1o"io+, T/ee e1o"io+ i+!).-e *.ry$ -e*e+e)e+e$ -igra!e$ a+- /o0e)e+e, I"

ee1 "o #e a +a".ra) *a!" "/a" e6ery#o-y e+!o.+"er 1o" o* "/ee 0ai+*.) e1o"io+

o1e"i1e i+ "/eir )i6e, A+9ie"y y10"o1 ee1 "o a!" a a =ey 0ro"e!"i6e #arrier agai+" "o

ge" i+ "o.!/ 7i"/ "/ee !or!/i+g e1o"io+ ><o)*e$ %&&(?, T/e *ee)i+g !a+ #e !o+"a!"e- i*

a+ i+-i6i-.a) )e" /i1e)* "o *o!. i+"e+i6e)y o+ "/e #o-i)y e+a"io+ o* a+9ie"y or o+ "/e

*eare- o#e!" or i".a"io+,

Fear o* Co11i"1e+"

T/e o"/er e9i"e+"ia) !o+!er+ o.""a+-i+g i+ a+9ie"y a""a!= i "/e *ear o*

!o11i"1e+", T/i *ear *i" "oge"/er 7i"/ "/e -i**i!.)"y i+-i6i-.a) e90erie+!e 7i"/ regar- "o

"r."i+g 0eo0)e, A+9ie"y -.e "o *ear o* !o11i"1e+" !arrie "/e +.a+!e o* #ei+g e++are-$

#o.+-$ !o+"ro))e-$ or *ee)i+g o* #a- !/oi!e,

Cri"[email protected] o* "/e e9i"e+"ia) a00roa!/

E9i"e+"ia)i" ay "/a" a+ i+-i6i-.a) i i+-e0e+-e+", I "/a" rea))y "r.e I" i a 6ery

e"a#)i/e- *a!" "/a" /.1a+ #ei+g are i+ *a!" i+"er-e0e+-e+" a+- !o++e!"e-, O+e +ee- "o

=+o7 "/a" i+-i6i-.a) /a6e a o!ia)$ e!o+o1i!a) a+- 0iri".a) i+"er-e0e+-e+!e, T/e Bi#)e

a)o !orro#ora"e "/i *a!" #y ayi+g "/a" 7e are "/e 1e1#er o* /i #o-y$ "/e !/.r!/,



Rev Hagos 16

Sayi+g "/a" "/e i+-i6i-.a) i "/e o+)y a+- rig/"*.) o+e i+ -e*i+i+g /i1e)* i a)o +o"

e+"ire)y "r.e, Co+"rary "o 7/a" i #e)ie6e- i+ "/e e9i"e+"ia) 0oi+" o* 6ie7$ 1a+y are

e+gage- i+ /ar1*.) 0ra!"i!e$ -iorie+"e- a+- rea)i"i!a))y )oo=i+g *or "/e /e)0 o* o"/er

#e!a.e "/ey !o.)- +o" rig/")y -e*i+e "/e1e)6e, T/e #i#)e !)ear)y "o)- "/a" "/e 1o1e+"

1a+ !/oe "o #e i+-e0e+-e+"$ /e )o" /i rig/"*.) -e*i+i"io+$ /i 1e+"a) "a"e 7a !)o.-e-

a+- /e 7a /." *ro1 "/e re6e)a"io+ o* Go-, Ma+ rig/"*.) -e*i+i"io+ i *o.+- i+ Go-,

T/ey ay 1a+ i +o" ei"/er goo- or #a- ra"/er !/ooe "o #e o, <e))$ "/e 7or)- /a

a)rea-y !a"egorie- 0eo0)e a goo- a+- #a- 0eo0)e "/ere are 0eo0)e 7/o *i" i+ "/e

"a+-ar- o* Goo-+e, I+ *a!" "/e !)ai*i!a"io+ o* "/i 7or)- i .+." a+- !a++o" #e

1e+"io+e- a a o.r!e, B." "/e 6ery 7or- o* Go- ay Goo- a+- e6i) e9i", T/e i+*.)

+a".re i+ 1a+ 1a=e /i1 e6i), T/oe 7/o *i+- "/eir a)6a"io+ i+ C/ri" are /eir o* C/ri"

goo-+e, T/e -e+ia) o* "/e e9i"e+!e o* goo- a+- e6i) i a *ai)e- 0/i)oo0/y,

T/ey a!!e0" a+9ie"y a .+a6oi-a#)e a+- !o+"r.!"i6e, T/i i agai+" a re6ea)e-

"r."/ i+ "/e #i#)e *or Go- -oe +o" 7a+" . "o #e a+9io., Co+!er+ *or "/e 7e)*are o* o"/er

i +o" a+9ie"y, .i"e o+ "/e !o+"rary a+9ie"y i a6oi-a#)e, A+9ie"y i +o" !o+"r.!"i6e,

T/ey ay .00rei+g a+9ie"y i +o" goo- a+- I #e)ie6e .00reio+ i +o" goo-

#e!a.e i" i e90oi+g i" 7/a" i i10or"a+", T/e !o+!e0" o* e9i"e+"ia) -i)e11a a "/e !a.e

o* o.r a+9ie"y /a a+ e)e1e+" o* "r."/ #." !o+!).-i+g i+e6i"a#i)i"y o* "/e .+a6oi-a#)e i

+o" a)7ay "r.e, I+ "/e C/ri"ia+ 6ie7$ e6ery 0ro#)e1 7/i!/ i agai+" "/e re6ea)e- 7i)) o*

Go- i o)6a#)e #e!a.e "/e o+e i+i-e . grea"er "/a+ a)) i1agi+e- a+- rea) -a+ger,

I+ ge+era) 7/e+ 7e ee "/e o6era)) !o+!e0"$ e9i"e+"ia)i1 #e)ie6e "/a" +o"

!o+*ro+"i+g e9i"e+"ia) -i)e11a i "/e reao+ #e/i+- a+9ie"y a+- i1agi+e- or rea)

!o+*ro+"a"io+ 7i)) ei"/er )ea- "o a!!e0"i+g "/e i+e6i"a#)e or -e6e)o0i+g a !a0a!i"y o*



Rev Hagos 18

T/e 7or- #e/a6iori1 re*er "o "/e !/oo) o* 0y!/o)ogy *o.+-e- #y Jo/+ B,

<a"o+ #ae- o+ "/e #e)ie* "/a" #e/a6ior !a+ #e 1ea.re-$ "rai+e-$ a+- !/a+ge-,

Be/a6iori1 7a e"a#)i/e- 7i"/ "/e 0.#)i!a"io+ o* <a"o+ !)ai! 0a0er Py!/o)ogy

>A+-re7$ %&'%?

Be/a6iora) 0y!/o)ogy i a !/oo) o* "/o.g/" #ae- .0o+ "/e "/o.g/" "/a" a))

#e/a6ior are [email protected] "/ro.g/ !o+-i"io+i+g, Co+-i"io+i+g /a00e+ i+ "/e !o.re o*

i+"era!"io+ 7i"/ "/e e+6iro+1e+", Be/a6iori" !o+i-er "/a" o.r re0o+e "o

e+6iro+1e+"a) "i1.)i *or1 o.r #e/a6ior,

A!!or-i+g "o "/e #e/a6iori1 a00roa!/$ #e/a6ior !a+ #e ".-ie- i+ a 1e"/o-i!a)

a+- o#er6a#)e 1a++er 7i"/ +o !o+!er+ o* i+"er+a) 1e+"a) "a"e, T/i "/eory o* )ear+i+g

0ro0oe "/a" o+)y 6ii#)e a+- o#e!"i6e #e/a6ior /o.)- #e a+a)ye-$ "/ey !o+"e+- "/a"

i+"er+a) "a"e .!/ a !og+i"io+$ e1o"io+ a+- 1oo- are "oo .#e!"i6e "o #e ".-ie-,

T/ere are "7o 1aor "y0e o* !o+-i"io+i+g

1. C)ai!a) !o+-i"io+i+g i a 1e"/o- .e- i+ #e/a6iora) e9er!ie i+ 7/i!/ a +a".ra))y

/a00e+i+g "i1.). i oi+e- .0 7i"/ a re0o+e, Ne9"$ a *or1er)y +e."ra) "i1.).

i oi+e- .0 7i"/ "/e +a".ra))y /a00e+i+g "i1.)., E6e+".a))y$ "/e *or1er)y +e."ra)

"i1.). 7i)) #e /o7+ "o i+-.!e "/e re0o+e 7i"/o." "/e !o10a+y o* "/e +a".ra))y

/a00e+i+g "i1.)., T/ee "7o !o+"i".e+" are .#[email protected]+")y "er1e- a "/e

!o+-i"io+e- "i1.). a+- "/e !o+-i"io+e- re0o+e,

%, O0era+" !o+-i"io+i+g i a "e!/[email protected] o* )ear+i+g "/a" /a00e+ i+ "/e !o.re o*

re7ar- a+- 0.+i/1e+" *or #e/a6ior, D.ri+g o0era+" !o+-i"io+i+g$ a !o++e!"io+

i 1a-e #e"7ee+ a #e/a6ior a+- a+ o."!o1e *or "/a" #e/a6ior,



Rev Hagos 19

U+-er)yi+g a.10"io+ regar-i+g 1e"/o-o)ogy a+- #e/a6iora) a+a)yi

Py!/o)ogy i a !ie+!e, A T/eory /o.)- #e a!!o10a+ie- #y e10iri!a) -a"a 7/i!/

ga"/ere- "/ro.g/ 1e"i!.)o. a+- !o+"ro))e- o#er6a"io+ a+- "/e .#[email protected]+"

1ea.re1e+" o* "/a" #e/a6ior, <a"o+ "a"e- "/a" 0y!/o)ogy a a #e/a6iori"

6ie7 i" i a 0.re)y o#e!"i6e e90eri1e+"a) #ra+!/ o* +a".ra) !ie+!e,

Be/a6iori1 i !/ie*)y e+gage i"e)* 7i"/ o#er6a#)e #e/a6ior$ i" -oe +o" !o+!er+

i"e)* 7i"/ i+"er+a) e6e+" )i=e "/i+=i+g a+- e1o"io+, O#er6a#)e #e/a6ior i a+

e9"er+a) #e/a6ior !a+ #e 1ea.re- !ie+"i*i!a))y a+- o#e!"i6e)y,

I+-i6i-.a) -o +o" /a6e *ree 7i)), T/e E+6iro+1e+" .rro.+-i+g a 0ero+

-e"er1i+e "/e #e/a6ior o* "/a" 0ero+,

T/e 1i+- o* a +e7 #or+ i "a#.)a raa >#)a+= )a"e?

T/ere i i+ig+i*i!a+" -i**ere+!e #e"7ee+ )ear+i+g i+ /.1a+ a+- o"/er a+i1a),

[email protected]+")y reear!/ !a+ #e !o+-.!"e- o+ a+i1a) a 7e)) a /.1a+,

Be/a6ior i "/e [email protected]+!e o* a "i1.). i+i"ia"e a re0o+e ,<a"o+ e90)ai+e-

"/e ra"io+a)e o* 0y!/o)ogy i+ "/i 1a++er To 0re-i!"$ gi6e+ "/e "i1.).$ 7/a"

rea!"io+ 7i)) "a=e 0)a!e or$ gi6e+ "/e rea!"io+$ "a"e 7/a" "/e i".a"io+ or "i1.). i

"/a" /a !a.e- "/e rea!"io+Q ><a"o+$'83&?,

A)) *or1 o* #e/a6ior are "/e re.)" o* e+6iro+1e+"a) i+*).e+!e, <e [email protected] +e7

#e/a6ior 6ia !)ai!a) or o0era+" !o+-i"io+i+g,

T/. #e/a6iora) a00roa!/ 0ro0oe "/a" A+9ie"y i a 0/yi!a) 1a+i*e"a"io+ o*

"/o.g/" a+- *ear a#o." "/e a#i)i"y "o 1a+age !ir!.1"a+!e, A)"/o.g/ a !er"ai+ a1o.+"

o* a+9ie"y i +or1a)$ 7/e+ *ear a+- 7orry i+/i#i" a+ i+-i6i-.a) *ro1 "a=i+g "e0 "o reo)6e

"/e i.e$ i" i i10or"a+" "o i-e+"i*y "/e !a.e o* "/e a+9io. *ee)i+g a+- "a=e a!"io+ "o



Rev Hagos 20

re1e-y "/e i".a"io+ or !o+i-er a !/a+ge i+ #e/a6ior,>Braar-$ %&'&? T/e *o))o7i+g are

0ro0oe- #y #e/a6iori" i+ a+ e**or" "o a))e6ia"e a+9ie"y <or=Li*e Ba)a+!e$ Li*e"y)e

C/oi!e$ a6oi-i+g U+rea)i"i! Goa) a+- E90e!"a"io+,

Cri"[email protected]

Be/a6iori1 a)o+e i "/e )ea" 0o0.)ar 0y!/o"/era0e."i! 1e"/o- 1o" *i+- i"

.e*.) 7/e+ "/ey !o.0)e i" 7i"/ "/e !og+i"i6e 6ie7, T/i "/eory .**er *ro1 1a+y

)i1i"a"io+ o+e o* i" -o7+ *a)) i -e+yi+g "/e .#e!"i6e +a".re o* "/e *ie)- o* 0y!/o)ogy

"/e e!o+- i gi6i+g a+ e9aggera"e- i10or"a+!e "o e9"er+a) *a!"or "/e "/ir- i "/i+=i+g

"/a" !/a+ge i+ "/e e9"er+a) e+6iro+1e+" i "/e #e" a+- *i+a))y 1.!/ o* i" -o!.1e+"e-

reear!/e are -o+e o+ a+i1a) 7/o !o.)- +o" rig/")y re*)e!" "/e /.1a+ !o+-i"io+, Go-

a-1o+i/e- . "o o6er!o1e "/e 7or)-$ "/e ro."e o* 7/i!/ i "/e re+e7a) o* o.r 1i+- >o.r

"/i+=i+g 0a""er+? "/ro.g/ "/e 7or- o* Go-, C/a+ge /o.)- o!!.r i+ ., Go- 7a+" "o

!/a+ge "/e i".a"io+ #ei+g i+ ., A6oi-a+!e or 1i+i1ia"io+ o* "/e e9"er+a) -i"rei+g

e+6iro+1e+" i )i=e "a=i+g a 0ai+ =i))er i" i a "e10orary o)."io+,

H.1a+i"i! 0y!/o)ogy 0er0e!"i6e regar-i+g a+9ie"y

T/e *i6e #ai! 0ri+!i0)e o* /.1a+i"i! 0y!/o)ogy are

', H.1a+ #ei+g .0ere-e "/e .1 o* "/eir 0ar", T/ey !a++o" #e re-.!e- "o

!o10o+e+",

%, H.1a+ #ei+g /a6e "/eir e9i"e+!e i+ a [email protected])y /.1a+ !o+"e9"$ a 7e)) a i+ a

!o1i! e!o)ogy,



Rev Hagos 21

3, H.1a+ #ei+g are a7are a+- are a7are o* #ei+g a7arei,e,$ "/ey are !o+!io.,

H.1a+ !o+!io.+e a)7ay i+!).-e a+ a7are+e o* o+ee)* i+ "/e !o+"e9" o*

o"/er 0eo0)e,

5, H.1a+ #ei+g /a6e o1e !/oi!e a+-$ 7i"/ "/a"$ re0o+i#i)i"y,

(, H.1a+ #ei+g are i+"e+"io+a)$ ai1 a" goa)$ are a7are "/a" "/ey !a.e *.".re e6e+"$

a+- ee= 1ea+i+g$ 6a).e$ a+- !rea"i6i"y,><IIPEDIA?

T/. "/i 6ie7 ay A+9ie"y re.)" *ro1 i+!o+i"e+!ie #e"7ee+ o+e e)* 0er!e0"io+

a+- o+e rea)i"y, A+ i+"e+e e1o"io+a) re0o+e !a.e- #y "/e 0re!o+!io. re!og+i"io+

"/a" a re0ree- !o+*)i!" i a#o." "o e1erge i+"o !o+!io.+e,

T/i "/eory ee1 "/e e9a!" o00oi"e o* #e/a6iori1 a+- 6ery i1i)ar 7i"/

e9i"e+"ia)i1, I" 0ro0oe "/a" "/e i+"er+a) !a0a!i"y o* a+ i+-i6i-.a) i *ar .0erior "o "/e

e9"er+a) *or!e, </i)e "/i 0ro0oi"io+ /a i1i)ari"y i 7i"/ "/e #i#)i!a) aer"io+ "/a" "/e

o+e i+ . i grea"er "/a+ "/e o+e i+ "/e 7or)- "/e o+e i+ . 7a +o" gi6e+ /i -.e 0)a!e i+

"/i !/oo) o* "/o.g/", T/e #i#)e !)ear)y ay 7e !a+ -o +o"/i+g 7i"/ o." /i1$ 1ea+i+g$ "/i

"/eory i gro.+-)e #e!a.e "/ere +o !o+!re"e e6i-e+!e "o .00or" i",

Cog+i"i6e Per0e!"i6e

Cog+i"i6e 0y!/o)ogy i "/e ".-y o* 1e+"a) 0ro!ee, T/e A1eri!a+ Py!/o)ogi!a)

Ao!ia"io+ -e*i+e !og+i"i6e 0y!/o)ogy a T/e ".-y o* /ig/er 1e+"a) 0ro!ee .!/ a

a""e+"io+$ )a+g.age$ -e!iio+ 1a=i+g$ .-gi+g$ reao+i+g$ =+o7i+g$ 1e1ory$ 0er!e0"io+$

0ro#)e1 o)6i+g$ a+- "/i+=i+g,

T/ere are "/ree reao+ *or "/e 1o"i6a"io+ o* *ear a+- a+9ie"y *ro1 "/e !og+i"i6e

0er0e!"i6e )o o* !o+"ro)$ i+a#i)i"y "o 1a=e a !o0i+g re0o+e$ a+- "a"e a+9ie"y 6er.

http://en.wikipedia.org/wiki/Mental_processes

http://en.wikipedia.org/wiki/Attention

http://en.wikipedia.org/wiki/Memory


http://en.wikipedia.org/wiki/Perception

http://en.wikipedia.org/wiki/Cognition

http://en.wikipedia.org/wiki/Mental_processes

http://en.wikipedia.org/wiki/Attention


http://en.wikipedia.org/wiki/Perception

http://en.wikipedia.org/wiki/Cognition



Rev Hagos 22

"rai" a+9ie"y, Lo o* !o+"ro) re*er "o a i".a"io+ 7/e+ "/ere are .+0re-i!"a#)e or

.+!o+"ro))a#)e e6e+" i+ o+e )i*e 7/i!/ )ea- "o a+9ie"y a+-or -e0reio+, A a re.)"$

*ee)i+g o* /e)0)e+e -e6e)o0, T/e .+0re-i!"a#i)i"y 7/i!/ 1ay #e ao!ia"e- 7i"/ a "a=

1ay !a.e a+9ie"y, T/e i+a#i)i"y or 0er!ei6e- i+a#i)i"y "o 1a=e a+ a-a0"i6e re0o+e "o a

"/rea"e+i+g e6e+" or "/e *a!" or 0er!e0"io+ "/a" +o .!/ re0o+e i a6ai)a#)e 7i)) )ea- "o

*ee)i+g o* a+9ie"y, Si+!e a+9ie"y i 6ery a1#ig.o.$ i" i "/e =ey 7/i!/ 0re6e+" "/e

e)a#ora"io+ o* !)ear a!"io+ 0a""er+ "o /a+-)e "/e i".a"io+ e**e!"i6e)y >=e)6e+$ '884?

A ai- #y "/e !og+i"i6e 6ie7$ "/e 1o" e**i!ie+" 1e"/o- o* -ea)i+g 7i"/ "/e a+9ie"y

i "o "ra+*or1 "/e a+9ie"y i+"o *ear, T/e+ o+e !a+ rea)ie e9a!")y 7/a" o+e i #o"/eri+g

/i1, T/e+ a+ arra+ge1e+" /o.)- #e 7or=e- o." "o -ea) 7i"/ 7/a" i *eare-, T/e o"/er

a)"er+a"i6e i-ea o* !o0i+g re0o+e i "o a!er"ai+ 7/e"/er a+ i+-i6i-.a) i e)* !er"ai+ or

+o", Se)* !er"ai+ i+-i6i-.a) are "/e o+e 7/o re!og+ie "/eir o7+ "re+g"/ a+-

7ea=+ee, I+-i6i-.a) 7/o are +o" e)*!er"ai+ o+)y re!og+ie "/eir "re+g"/, A+- i+!e

"/ey -o +o" =+o7 "/eir o7+ 7ea=+ee$ "/ere i a )a!= o* =+o7)e-ge$ "/. a+ i+a#i)i"y "o

!rea"e a+ e**e!"i6e !o0i+g re0o+e, T/ee "e+- "o #e i+e!.re$ 7/erea e)*!er"ai+ 0eo0)e

"e+- "o /a6e #e""er e)* e"ee1, Se)*!er"ai+ 0eo0)e "e+- "o 1a=e 0)a+ "o -ea) 7i"/ "/eir

7ea=+ee, A!!or-i+g "o "/e !og+i"i6e 0er0e!"i6e$ o+e !rea"e !o0i+g re0o+e #y

"ra+*or1i+g "/e a+9ie"y i+"o *ear$ a+- -e6e)o0 a 0)a+ "o -ea) 7i"/ i"$ 7/i!/ 7i)) !rea"e a

e+e o* e!.ri"y, >Viega$ %&'&?

S"a"e a+- "rai" a+9ie"y re*er "o "/e 0ero+a)i"y "rai" o* a+ i+-i6i-.a), S"a"e

a+9ie"y i a "ra+i"ory e1o"io+a) re0o+e i+6o)6i+g *ee)i+g o* "e+io+ a+- a00re/e+io+$

a+- Trai" a+9ie"y re*er "o a+ e+-.ri+g !/ara!"eri"i! o* a 0ero+ "/a" !a+ #e .e- "o



Rev Hagos 24

i 7/e+ a 0ero+ /a -i**i!.)"y re!o+!i)i+g 7i"/ o1e e6e+"$ *or e9a10)e$ "/e )o o* a )o6e-

o+e, Re0o+e .+a6ai)a#i)i"y re*er "o 7/e+ a 0ero+ -oe +o" =+o7 /o7 "o /a+-)e a

-i**i!.)" i".a"io+, >a)a"$ '88%?

A!!or-i+g "o "/e #io)ogi!a) "/eory$ "/e GABA i a !/e1i!a) i+6ere)y reg.)a"i+g "/e

1o"i6a"io+ o* *ear a+- a+9ie"y, Ga11aA1i+o B."yri! A!i- or "/e o !a))e- GABA$ i" i a+

i+/i#i"ory +e.ro"ra+1i""er, By -e!reai+g +e.ra) "ra+1iio+ GABA 7i)) /a6e a+

a+9io)y"i! e**e!", C/e1i!a) i+ "/e #e+o-iae0i+e a+- #ar#i".ra"e !a"egory -o /a6e a+

a+9io)y"i! e**e!" #y 0o"e+"ia))y e+/a+!i+g "/e a!"io+ o* GABA,


Re-.!i+g "/e !a.a"io+ o* a+9ie"y "o !/e1i!a) a#+or1a)i"ie i 7/a" !/ara!"erie

"/i a00roa!/ a+- "/e o#6io. 0ro0oe- o)."io+ #ei+g "/e +or1a)ia"io+ o* "/ee

!/e1i!a) /a go""e+ 0o0.)ari"y #e!a.e o* i" @.i!= *i9, T/i a00roa!/ i -e6oi- o* !o0i+g

1e!/a+i1 or i+"er+a) #e/a6iora) *i9e, I" i+!a0a!i"a"e "/e a**)i!"e- #y "/e a--i!"i6e

!/e1i!a) i" re!o11e+-,

T/e Ja1eLa+ge T/eory

T/e Ja1eLa+ge T/eory !o+"e+- "/a" "/e roo" o* e1o"io+a) e90erie+!e re" o+

0eri0/era) a+- 0/yio)ogi!a) e+a"io+ .!/ a /ear" ra"e a+- #)oo- 0re.re, Fear a+-

a+9ie"y !a+ #e regar-e- a a-a0"i6e re0o+e, </e+ o+e i !o+*ro+"e- 7i"/ a+ e6e+" "/a"

"/rea"e+ "/eir .r6i6a)$ H.1a+ e90erie+!e a =i+- o* *ig/" or *)ig/" re0o+e, I+ a +."

/e))$ e+ory *ee-#a!= !o+"ro) e1o"io+a) e90reio+,




Rev Hagos 25

T/i "/eory a-1i" "/a" /ig/ )e6e) o* a+9ie"y a+- *ear !a+ )ea- "o i10aire-

0y!/o)ogi!a) *.+!"io+i+g$ i+"e))e!".a) error$ a+- -i".r# !o+!e+"ra"io+ a+- 1e1ory, B."$

"/ey ay$ 1o-era"e )e6e) o* a+9ie"y 1ay er6e a a+ a-a0"i6e *.+!"io+, T/ey "ro+g)y

#e)ie6e "/a" 1o-era"e a+"i!i0a"ory a+9ie"y a#o." rea)i"i! "/rea" i +e!eary *or "/e

-e6e)o01e+" o* !o0i+g #e/a6ior, E6e+ i+ "/e e!.)ar 0y!/o)ogy$ "/i /a +o" gai+e- 1.!/

gro.+-, S.**i!e "o ay "/a" "/e 0y!/ /a a -ire!" !o11.+i!a"io+ 7i"/ "/e o."i-e

e+6iro+1e+" a+- /o.)- +o" +e!eari)y #e "ie- .0 7i"/ "/e a."o+o1i! +er6o. y"e1,

A+ I+"egra"i6e E"io)ogi!a) Mo-e) o* A+9ie"y Dior-er

T/e 0y!/o"/era0y i+"egra"io+ i10e". aroe a a re"or" "o "/e [email protected]!ie "/a"

0ra!"i!i+g "/era0i"$ 0y!/o"/era0y "/eori"$ a+- reear!/er *o.+- i+ "/e 0.re *or1 o*

0y!/o"/era0y,

T/e e"io)ogi!a) 1o-e) a""e10" "o -e!ri#e "/e +a".re$ -e6e)o01e+" a+-

1ai+"e+a+!e o* a+9ie"y -ior-er, T/e g.i-i+g 0re1ie o* "/i 1o-e) i "/a" a+9ie"y

-ior-er are #ae- i+ 0a"ie+" !/ro+i! "r.gg)e 7i"/ "/eir .#e!"i6e e90erie+!e, T/e

e90erie+!e o* e6ere a+9ie"y i+ e)e!"e- i".a"io+ gi6e rie "o !o+!io. a+"i!i0a"io+ o*

i10e+-i+g !a"a"ro0/e$ 7/i!/ a" a+ i10)i!i" )e6e) re*)e!" a *ear o* e90oi+g .+#eara#)y

0ai+*.) 6ie7 o* "/e e)*, </e+ 0a"ie+" !o+*ro+" "/ee e)*7o.+-Q$ "/ey e90erie+!e .!/

o6er7/e)1i+g a**e!" a /.1i)ia"io+$ rage$ /e)0)e+e$ a+- -e0air, T/. a+9ie"y

-ior-er a00ear "o 0oe a !o+!io. )ayer a+- a+ i10)i!i" )ayer i+ "er1 o* 7/a" "/e

a+9ie"y y10"o1 1ea+ "o "/e i+-i6i-.a), >Nor!ro$ %&&(?

T/e e9"er+a) a+- i+"er+a) !.e "/a" 0ro-.!e a+9ie"y arie *ro1 o+e 0er!e0"io+ o*

re)a"io+/i0 #e"7ee+ !er"ai+ )i*e e90erie+!e a+- i+"e+e *ear, T/a" i$ !er"ai+ e90erie+!e

are 0er!ei6e- a e)*e+-a+geri+g, T/e !.e "/e1e)6e o*"e+ *.+!"io+ a a =i+- o*



Rev Hagos 26

a##re6ia"e- /or"/a+- *or "/e 0ai+*.) 1e1ory "/a" e9i" #eyo+- "/e i+-i6i-.a)

!o+!io. a7are+e, >Nor!ro$ %&&(?

Se)*7o.+- re.)" *ro1 "/e i+"era!"io+ o* -a1agi+g )i*e e90erie+!e a+- "/e

!og+i"i6e a+- e1o"io+a) "ra"egie -eig+e- "o 0ro"e!" i+-i6i-.a) *ro1 "/eir *eare-

!a"a"ro0/e, T/ee "ra"egie$ /o7e6er$ =ee0 "/e 0ero+ *ro1 *a!i+g /i or /er *ear a+-

e)* 7o.+- /ea-o+, T/e !o+"e9" i+ 7/i!/ e)*7o.+- -e6e)o0 ..a))y e+"ai) o1e

e9i"e+"ia) -i)e11a "/a" !a++o" #e *a!e-, T/e e)*7o.+- a+- "/e !o+"e9" i+ 7/i!/ "/ey

-e6e)o0 1a=e i" e9"re1e)y -i**i!.)" *or i+-i6i-.a) "o !o+*ro+" i1i)ar e9i"e+"ia) -i)e11a

i+ "/e *.".re, >Nor!ro$ %&&(?


T/i 1e"/o- "rie "o !o1#i+e "/e 6ario. a00roa!/ i+ a+ e**or" "o o)6e "/e

0ro#)e1, Hi))1a+ a+- Ve+".ra ai- 7e6e /a- a H.+-re- Year o* Py!/o"/era0ya+-

"/e <or)- Ge""i+g <ore $ A re*)e!"io+ "/a" "/e #e""er1e+" o* "/e o!ie"y i +o" a o1e

0y!/o"/era0i" !)ai1 i" "o #e,

5,% "rea"1e+" a00roa!/e "o a+9ie"y

5,%,'Py!/o"/era0y

Cog+i"i6e #e/a6iora) "/era0y *or a+9ie"y

Cog+i"i6e #e/a6iora) "/era0y >CBT? i "/e 1o" 7i-e)y.e- 0y!/o"/era0y *or

a+9ie"y -ior-er, T/oe i+ "/e *ie)- ay "/a" Reear!/ /a !orro#ora"e- i" e**e!"i6e+e i+

"/e 7i-e ra+gi+g !ae o* a+9ie"y -ior-er,

I" i+6o)6e "7o 1aor !o10o+e+"



Rev Hagos 27

T/e Cog+i"i6e a0e!" o* "/e "/era0y !r."i+ie /o7 +ega"i6e "/o.g/"$ or

!og+i"io+$ !o+"ri#."e "o a+9ie"y,

T/e Be/a6iora) a0e!" o* "/e "/era0y e9a1i+e /o7 o+e #e/a6e a+- rea!" i+

!ir!.1"a+!e "/a" !a+ 0o"e+"ia))y !a.e a+9ie"y,

T/e #ai! 0ri+!i0)e #e/i+- !og+i"i6e #e/a6iora) "/era0y i "/a" o+e "/o.g/" a+- +o"

e9"er+a) i+!i-e+" 7/i!/ i+*).e+!e "/e 7ay o+e *ee), T/ey ay i" +o" "/e i".a"io+ o+e i i+

"/a" -e"er1i+e /o7 o+e *ee)$ #." o+e 0er!e0"io+ o* "/e !ir!.1"a+!e, <i"/ "/i

0er0e!"i6e$ "/e a1e e6e+" !a+ /a6e "/e 0o"e+"ia) "o )ea- "o "o"a))y -i**ere+" e1o"io+ i+

-i**ere+" i+-i6i-.a), T/e 0ro0o+e+" o* CBT ay *ee)i+g -e0e+- o+ i+-i6i-.a)

e90e!"a"io+$ a""i".-e$ a+- #e)ie*, For i+-i6i-.a) 7i"/ a+9ie"y$ +ega"i6e 7ay o* "/i+=i+g

i+!reae "/e +ega"i6e *ee)i+g o* a+9ie"y a+- *ear, T/e o#e!"i6e o* !og+i"i6e #e/a6iora)

"/era0y *or a+9ie"y i "o re!og+ie a+- !orre!" "/ee +ega"i6e "/o.g/" a+- #e)ie*, T/e

a-age !og+i"i6e #e/a6iora) "/era0i" .e i i* o+e !/a+ge "/e 7ay o+e "/i+=$ o+e !a+

!/a+ge "/e 7ay o+e *ee),

T/o.g/" !/a))e+gi+g i+ !og+i"i6e #e/a6io.ra) "/era0y

T/o.g/" !/a))e+gi+g !a+ a)o #e !a))e- !og+i"i6e re"r.!".ri+g, I" i a 0ro!e o*

!/a))e+gi+g "/e +ega"i6e "/i+=i+g 0a""er+ "/a" !o+"ri#."e "o a+9ie"y "/ro.g/ re0)a!i+g

"/e1 7i"/ 1ore 0oi"i6e$ 0ra!"i!a) "/o.g/", T/i$ CBT 0ro0o+e+" ay$ i+6o)6e "/ree

"e0

1. I-e+"i*yi+g +ega"i6e "/o.g/",

2. C/a))e+gi+g yo.r +ega"i6e "/o.g/",

3, Re0)a!i+g +ega"i6e "/o.g/" 7i"/ rea)i"i! "/o.g/"



Rev Hagos 28

Cog+i"i6e #e/a6io.ra) "/era0y 1ay a)o i+!).-e

-i"i+g.i/i+g 7/e+ o+e i a+9io. a+- "/e a!!o10a+yi+g *ee)i+g i+ "/e #o-y

!o0i+g =i)) a+- re)a9a"io+ "e!/[email protected] "o !o.+"era!" a+9ie"y a+- 0a+i!

Co+*ro+"i+g *ear >i1agi+ary !o+*ro+"a"io+ a+- rea) )i*e !o+*ro+"a"io+?


T/eir a-age i* o+e !/a+ge "/e 7ay o+e "/i+=$ o+e !a+ !/a+ge "/e 7ay o+e *ee),

I a !o0y o* "/e #i#)i!a) aer"io+ a a 1a+ "/i+= i+ /i /ear"$ o i /e )o+g #e*ore

!og+i"i6e #e/a6iora) "/era0y !a1e "o 0)a!e$ "/e #i#)e a)rea-y "o)- . "/i, </i)e i" i goo-

"o i-e+"i*y +ega"i6e "/o.g/"$ "/e CBT 0e!ia)i" /o.)- -e0e+- o+ !.)".ra) +or1 "o

-e*i+e 7/a" i +ega"i6e or 0oi"i6e, C.)".re )a!= .+i6era)i"y o "/e CBT a00roa!/e

!a++o" e**e!"i6e)y -e1ar!a"e #e"7ee+ "/e +ega"i6e a+- 0oi"i6e "/o.g/", T/e #i#)e i "/e

#oo= o* "r."/ i+ i" 7e *i+- a !)ear)y -e1ar!a"e- !)ai*i!a"io+ o* +ega"i6e a+- 0oi"i6e

*or!e, I+ "/e #oo= o* Ga)a"ia+ *or e9a10)e$ "/e +ega"i6e "rai" >!a))e- "/e 7or= o* "/e

*)e/? a+- "/e 0oi"i6e "rai" >!a))e- "/e *r.i" o* "/e 0iri" are 1e+"io+e-, Moreo6er 7i"/

regar- "o re0)a!i+g +ega"i6e "/o.g/" 7i"/ 0oi"i6e "/o.g/"$ i" i +o" a i10)e "/i+g *or

"/oe 7/o are #ei+g a**)i!"e- a+- o*"e+ .!!e i +o" g.ara+"ee-, T/e #i#)e !)ear)y "o)- .

"/a" 7/a" e6er *r.i" 7e #ear i" i "/ro.g/ "/e "re+g"/ 7e re!ei6e- *ro1 Go- a+- "o

1a+=i+- -i1ay Je. ai- /e i "/e 6i+e a+- 7e are "/e #ra+!/e a+- 7i"/ o." /i1 7e

!a+ -o +o"/i+g, I+ 0i"e o* !o.+")e reear!/e a+- 1a+y 0y!/o"/era0e."i! "oo)$

1a+=i+- 1ora)i"y i -e!)i+i+g a" a+ a)ar1i+g ra"e, I+ *a!" e)* !o+"ro) i a 6o!a#.)ary

"/a" i [email protected]"e- 7i"/ i10oi#i)i"y, A--i!"io+ o* a)) or" are reig+i+g i+ "/i 7or)-, T/e

0o7er #e/i+- o.r "ra+*or1a"io+ i ig+ore- "/e 0iri" i #e/i+- e6ery ge+.i+e

"ra+*or1a"io+,



Rev Hagos 29

E90o.re "/era0y *or a+9ie"y

A+9ie"y i +o" a 0)ea.ra#)e *ee)i+g$ o i" 0er*e!")y +a".ra) "o "ry "o a6oi- i" a+y

!o", O+e o* "/e 7ay "/a" i+-i6i-.a) -o "/i i #y r.++i+g a7ay *ro1 "/e i".a"io+ "/a"

1a=e o+e a+9io., E90o.re "/era0y ay "/e 0ro#)e1 7i"/ "ryi+g "o a6oi- o+e *ear i

"/a" o+e 7i)) +o" /a6e "/e !/a+!e "o o6er!o1e "/e1, O+ "/e !o+"rary$ "ryi+g "o a6oi- o+e

*ear *[email protected]+")y 1a=e "/e1 "ro+ger,

E90o.re "/era0y$ a "/e +a1e .gge"$ e90oe o+e "o "/e !ir!.1"a+!e or o#e!"

o+e *ear, T/e i-ea i "/a" "/ro.g/ re0ea"e- e90o.re$ o+e 7i)) *ee) a+ i+!reai+g e+e o*

!o+"ro) o6er "/e !ir!.1"a+!e a+- o+e a+9ie"y 7i)) ge" re-.!e-, T/e e90o.re 1ay #e

-o+e "/ro.g/ i1agery or rea) )i*e e90o.re,

E90o.re "/era0i" ay ra"/er "/a+ *a!i+g "/e 0ri1e *ear rig/" a7ay$ 7/i!/ !a+ #e

"ra.1a"ii+g$ "/e "/era0y /o.)- "ar" 7i"/ a )o7er i+"e+i"y e90o.re "o "/e /ig/e" )e6e),

T/i gra-.a) a00roa!/ i !a))e- y"e1a"i! -ee+i"ia"io+, Sy"e1a"i! -ee+i"ia"io+

re!=o+e- "o a))o7 i+-i6i-.a) "o gra-.a))y !/a))e+ge "/eir *ear o "/a" "/ey !a+ #.i)-

!o+*i-e+!e$ a+- 1a"er =i)) +ee-e- *or a+9ie"y a""a!=,

A!!or-i+g "o e90o.re "/era0i"$ y"e1a"i! -ee+i"ia"io+ i+6o)6e "/ree 0ar"

Lear+i+g re)a9a"io+ =i)) >e,g, 0rogrei6e 1.!)e re)a9a"io+ or -ee0 #rea"/i+g

"e!/[email protected]?

Crea"i+g a "e0#y"e0 )i"

<or=i+g "/ro.g/ "/e "e0 )i"e- a#o6e

Reear!/e i+-i!a"e "/a" "/i a00roa!/ 1ay )ea- "o "/e "ra+*or1a"io+ o* "/e *ear i+ "o

1ore gra6e 0y!/o)ogi!a) 0ro#)e1 .!/ a -e0reio+ a+- 0y!/oi, E90o.re "/era0y



Rev Hagos 30

/a i1i)ari"ie 7i"/ a+ e9i"e+"ia) 6ie7, I" i 0)ai+ *or 1o" o* . "/a" e90o.re -oe +o"

g.ara+"ee 1a"ery$ re6e)a"io+ -oe,

5,%,% Co10)e1e+"ary "/era0ie *or a+9ie"y -ior-er

E9er!ie 1a+y ay E9er!ie i a +a".ra) "re a+- a+9ie"y re)ie6er, So1e reear!/e

re!o11e+- "/a" "/ir"y 1i+."e o* e9er!ie -ai)y !a+ 0ro6i-e !o+i-era#)e a+9ie"y re)ie*,

Re)a9a"io+ "e!/[email protected] re)a9a"io+ "e!/[email protected] .!/ a 0rogrei6e 1.!)e re)a9a"io+$

!o+"ro))e- #rea"/i+g$ 6i.a)ia"io+ a+- 1e-i"a"io+ are "/o.g/" "o a))e6ia"e a+9ie"y a+-

i+!reae e+a"io+ o* re)a9a"io+ a+- e1o"io+a) !o1*or", E9er!ie i i+ *a!" goo- a a

.00or"i6e "/era0y 7/ere a 6i.a)ia"io+ a+- 1e-i"a"io+ are -a+gero. 0ra!"i!e,

Bio*ee-#a!= #io*ee-#a!= i a "/era0y 1e"/o- "/a" .e e+or "/a" -e"er1i+e

0e!i*i! 0/yio)ogi!a) 0ara1e"er.!/ a "/e ra"e o* /ear" #ea"$ #rea"/i+g ra"e$ a+-

1.!)e "e+io+, Bio*ee-#a!= ai1 a" !o+"ro))i+g "/e e)e6a"e- 0/yio)ogi!a) !o+-i"io+ #y

.i+g re)a9a"io+ "e!/[email protected], T/i i 1ore o* a y10"o1a"i! "/era0y a+- !a++o" a--re "/e

rea) i.e,

Hy0+oi Hy0+oi i o!!aio+a))y .e- i+ !o1#i+a"io+ 7i"/ !og+i"i6e#e/a6iora)

"/era0y *or "rea"i+g a+9ie"y a""a!=, </i)e "/e !)ie+" i i+ a "a"e o* -ee0 re)a9a"io+$ "/e

"/era0i" e10)oy -i6ere "/era0e."i! "e!/[email protected] "o e+a#)e "/e !)ie+" !o+*ro+" /i *ear a+-

6i.a)ie "/e1 i+ +e7 a+- !o+"r.!"i6e 7ay, I+ a /y0+o"i! "age$ "/e 1i+- i -e0ree-

1ea+i+g !og+i"i6e a+a)yi i a" "/e )o7e" "age a+- "/e 0ero+ i re!e0"i6e$ .+rea!"i6e

a+- 0ai6e "/i 1e"/o- i10)a+" "/o.g/" i+ "/e 1i+- o* "/e 0a"ie+" #y i-ea "/e "/era0i"

"/i+= are !o+"r.!"i6e, E6e+ i+ "/e *ie)- o* 0y!/o)ogy$ "/i i +o" 7i-e)y a!!e0"e- #e!a.e

"/e i+-i6i-.a) i +o" 1a=i+g ra"io+a) !/oi!e$ /e/e i *or!e- "o a!!e0" i-eo)ogie,

http://www.helpguide.org/life/exercise.htm





Rev Hagos 31

5,%,3 A+9ie"y Me-i!a"io+

Me-i!a"io+ !a+ a))e6ia"e o1e y10"o1 o* a+9ie"y$ #." "/ey /a6e i-e e**e!" a+-

a*e"y !o+!er+ .!/ a a--i!"io+$ o6er-oi+g a+- "/e ri= o* /o1i!i-e a+- .i!i-e,

U+-er"a+-i+g a+9ie"y 1e-i!a"io+

Di**ere+" !a"egorie o* 1e-i!a"io+ are #ei+g .e- i+ "/e "rea"1e+" o* a+9ie"y

a""a!=$ i+!).-i+g !o11o+ a+9io)y"i! -r.g .!/ a #e+o-iae0i+e$ a+- +e7er

a)"er+a"i6e .!/ a a+"i-e0rea+" a+- #e"a#)o!=er,

T/ee 1e-i!a"io+ are "/o.g/" "o #e 6ery e**e!"i6e$ #." o+e /o.)- rea)ie "/a" "/ey

!a++o" !.re "/e a+9ie"y, A+"i a+9ie"y -r.g !a+ 0ro6i-e a y10"o1a"i! re)ie*$ #." "/ey

!a++o" "rea" "/e !ore !a.e o* "/e a+9ie"y a""a!=, O+e !a+ rea)ie "/i 7/e+ y10"o1 o*

"/e a""a!= re)a0e 7/e+ "/e 1e-i!a"io+ are "o00e-,

I" a)o 6i"a) "o #e *a1i)iar 7i"/ "/e -a+ger o* a+"ia+9ie"y -r.g, A+"ia+9ie"y

-r.g !a+ i+*)i!" a 7i-e ra+ge o* o#+o9io. a+- o!!aio+a))y -a+gero. i-e e**e!", Ma+y

-r.g *or a+9ie"y !a.e 0y!/o)ogi!a) a+- 0/yi!a) -e0e+-e+!e, De0e+-e+!e 1a=e i" /ar-

*or "/e 0a"ie+" "o i+"err.0" "/e 1e-i!a"io+, Co10ara"i6e)y 0ea=i+g Py!/o"/era0y$

e9er!ie$ e)*/e)0 "ra"egie or 0iri".a)i"y !a+ 7or= *ar #e""er "/a+ -r.g 7i"/ o."

i+*)i!"i+g +o"orio. i-e e**e!",

No+ -r.g "/era0y "ra"egie !a+ /e)0 . ge" "o "/e roo" o* "/e .+-er)yi+g i.e a+-

-e6e)o0 "/e 1ea+ "o -o a7ay 7i"/ a+9ie"y 0er1a+e+")y, So 7/i)e i" i +o" rig/" "o e+"ire)y

+.))i*y "/e #e+e*i" o* 1e-i!a"io+$ "/i+=i+g "/a" "/ey are "/e o+)y o)."io+ 7e /a6e i ."

7ro+g, T/ere are o"/er e**i!ie+" "rea"1e+" o0"io+ "/a" !a+ #e "a=e+ #ei-e "o or i+ 0)a!e



Rev Hagos 32

o* 1e-i!a"io+, O+e o* "/e a00roa!/e$ i,e,$ 0iri".a) "rea"1e+" o* a+9ie"y 7i)) #e "/e "/e1e

o* "/i -ier"a"io+,

Be!a.e "/e .e o* a+"i a+9ie"y 1e-i!a"io+ are o 0re6a)e+" a+- "/e *a!" "/a" i"

#e+e*i" are .+rea)i"i!a))y a10)i*ie-$ "/e reear!/er 7/o i a)o a 0/ar1a!i" !/oe "o

-e6o"e- a !o+i-era#)e 0or"io+ "o i", Be)o7 are /ig/)ig/"e- "/e !o11o+ A+"i a+9ie"y

1e-i!a"io+,

[email protected])ier #e+o-iae0i+e

"[email protected])ier are 1e-i!a"io+ "/a" re)ie6e a+9ie"y #y )o7i+g -o7+ "/e !e+"ra)

+er6o. y"e1, T/eir re)a9i+g a+- !a)1i+g e**e!" /a6e 1a-e "/e1 6ery 0o0.)ar a+"i

a+9ie"y -r.g are "/e 1o" 7i-e)y 0re!ri#e- "y0e o* 1e-i!a"io+ *or a+9ie"y, T/ey are a)o

0re!ri#e- a )ee0i+g 0i)) a+- 1.!)e re)a9a+",>Nar-o$ %&''?

Be+o-iae0i+e are "/e 1o" !o11o+ !)a o* a+"ia+9ie"y -r.g, So1e e9a10)e o* "/ee

1e-i!a"io+ i+!).-e a)0rao)a1$ !)o+ae0a1$ -iae0a1 a+- )orae0a1,

Be+o-iae0i+e are *a" a!"i+g!/ara!"eri"i!a))y /o7i+g y10"o1a"i!

i10ro6e1e+" 7i"/i+ "/ir"y 1i+."e "o a+ /o.r, Be!a.e "/ey 7or= ra"/er ra0i-)y$

#e+o-iae0i+e are 6ery e**i!a!io. 7/e+ "a=e+ -.ri+g o6er0o7eri+g a+9ie"y e90erie+!e,

B." i+ 0i"e o* "/eir e**e!"i6e a+"ia+9ie"y e**e!"$ "/ey /a6e "/eir -ia-6a+"age,

Si-e e**e!" o* a+"ia+9ie"y -r.g

Be+o-iae0i+e a!" #y re-.!i+g #rai+ a!"i6i"y, </i)e *or "/e 1o1e+" "/ey a))e6ia"e

a+9ie"y$ i" !a+ a)o )ea- "o .+7a+"e- i-e e**e!",



Rev Hagos 34

A+"i-e0rea+" 1e-i!a"io+ *or a+9ie"y

Ma+y 1e-i!a"io+ origi+a))y a00ro6e- *or "/e "rea"1e+" o* -e0reio+ /a6e #ee+

*o.+- "o re)ie6e y10"o1 o* a+9ie"y, T/ee i+!).-e !er"ai+ e)e!"i6e ero"o+i+ re.0"a=e

i+/i#i"or >SSRI?$ "ri!y!)i! a+"i-e0rea+" >TCA?$ 1o+oa1i+e o9i-ae i+/i#i"or

>MAOI?$ a+- "/e +e7er a"y0i!a) a+"i-e0rea+",

A+"i-e0rea+" are *[email protected]+")y *a6ore- o6er "/e "ra-i"io+a) a+"ia+9ie"y -r.g

#e!a.e "/e "/rea" o* -e0e+-e+!e a+- -r.g a#.e i 1i+i1a), Ho7e6er$ a+"i-e0rea+"

"a=e .0 "o *o.r "o i9 7ee= "o #egi+ a))e6ia"i+g a+9ie"y y10"o1 o+e !a++o" "a=e "/e1

*or a!."e a+9ie"y a""a!=, T/. "/eir a00)i!a"io+ i )i1i"e- "o !/ro+i! a+9ie"y,

T/e a+"i-e0rea+" 1o" 7i-e)y 0re!ri#e- *or a+9ie"y are SSRI .!/ a Proa!$

Pa9i) a+- Ce)e9a, T/ey 7or= #y i+!reai+g ero"o+i+ )e6e) "/ro.g/ re .0"a=e i+/i#i"io+ i+

"/e #rai+ "o e)e6a"e 1oo-,

Co11o+ i-e e**e!" i+!).-e

Na.ea

Ner6o.+e

Hea-a!/e

S)ee0i+e

Se9.a) -y*.+!"io+

Dii+e

S"o1a!/ .0e"

<eig/" gai+

E6e+ i* 0/yi!a) -e0e+-e+!e -oe +o" @.i!=)y -e6e)o0 7i"/ a+"i-e0rea+"$

7i"/-ra7a) y+-ro1e !a+ #e a 0ro#)e1, I* "o00e- "oo @.i!=)y$ a+"i-e0rea+" 7i"/-ra7a)

y+-ro1e !a+ e" o** y10"o1 .!/ a re#o.+- -e0reio+ a+- e9/a."io+$ irri"a#i)i"y$

a+9ie"y$ i+o1+ia a+- *).)i=e y10"o1,

http://www.helpguide.org/mental/medications_depression.htm

http://www.helpguide.org/mental/medications_depression.htm



Rev Hagos 37

A+"ia+9ie"y 1e-i!a"io+ a)o !a.e -ro7i+e a+- 0oor !oor-i+a"io+$ 7/i!/

!o+"ri#."e "o a!!i-e+" a" /o1e$ a" 7or=$ a+- o+ "/e roa-, S".-ie /o7 "/a" "a=i+g a+"i

a+9ie"y 1e-i!a"io+ i+!reae "/e ri= o* /a6i+g a erio. "ra**i! a!!i-e+",

a+9ie"y 1e-i!a"io+ -o +o" !.re, Me-i!a"io+ 1ay "rea" o1e y10"o1 o* a+9ie"y$

#." !a+" !/a+ge "/e .+-er)yi+g i.e a+- i".a"io+ i+ o+e )i*e "/a" are 1a=i+g o+e

a+9io., A+9ie"y 1e-i!a"io+ 7o+" o)6e o+e 0ro#)e1 >Sega)$ %&'%?

A +.1#er o* 0eo0)e a-6o!a"e "rea"1e+" a)"er+a"i6e "o 1e-i!a"io+$ i+!).-i+g !og+i"i6e

#e/a6iora) "/era0y$ a+- o"/er 0y!/o"/era0y "e!/[email protected], Mo" a-1i" "/a" "o o6er!o1e

a+9ie"y 0er1a+e+")y$ )i*e "y)e !/a+ge are 6ery i10or"a+", T/e 0ro0oe- Li*e"y)e !/a+ge

"/a" are "/o.g/" "o 1a=e a -i**ere+!e i+ a+9ie"y )e6e) are reg.)ar e9er!ie$ [email protected]"e )ee0$

a+- a /ea)"/y -ie" a+- o o+, So1e o"/er !o+i-er "a)= "/era0y$ 1e-i"a"io+$ #io*ee-#a!=$

/y0+oi$ a+- a!.0.+!".re a .e*.) 0ro1ii+g a)"er+a"i6e,

I" i #eyo+- -o.#" +o7a-ay 0eo0)e #e)ie6e "/a" +o+-r.g "rea"1e+" *or a+9ie"y i

1ore e**e!"i6e "/a+ 1e-i!a"io+ "/era0y #e!a.e "/ey aer" "/a" "/ey 0ro-.!e )a"i+g

o."!o1e a+- )a"i+g re)ie*, T/e 0.r0oe o* "/i reear!/ i "o i+"ro-.!e a +o+ 1e-i!a"io+

a+9ie"y "rea"1e+" !/e1e 7/i!/ i *ree$ e**e!"i6e a+- 7i"/ +o i-e e**e!" o* 7/a"oe6er,

Yo. -i- +o" +ee- a00oi+"1e+" yo. -o +o" /a6e "o )ea6e yo.r /o1e$ i" i !a))e- "/e #i#)e

7ay,

5,3 .r6ey o* "rea"1e+" o."!o1e *or a+9ie"y

O6er "/e )a" e6era) -e!a-e$ "/e +o"io+ "/a" 1e-i!a"io+ i "/e #e" !.re *or

a+9ie"y /a gra-.a))y #ee+ )oi+g gro.+-, More a+- 1ore$ -o!"or a+- "/era0i" are

e1#ra!i+g a 1ore /o)i"i! 6ie7 o* a+9ie"y 0ro#)e1 a+- 0a+i! a""a!=$ a+- rea)ii+g "/a"


http://www.helpguide.org/life/sleeping.htm


http://www.helpguide.org/life/sleeping.htm



Rev Hagos 39

Mo" i+6o)6e- i+ a+9ie"y "/era0y agree "/a" -e!i-i+g 7/i!/ 1e"/o- 1ay #e #e" *or

a gi6e+ i+-i6i-.a) "aye- .+o)6e- a+- o*"e+ .**er *ro1 .#e!"i6i"y$ a+- a)o 6arie i+

a!!or-a+!e 7i"/ "/e 0e!i*i! i".a"io+ o* "/e a+9ie"y a""a!= a+- "/e -egree o* y10"o1,

T/e 0ro0o+e+" o* !og+i"i6e a00roa!/e ay Cog+i"i6e a00roa!/e !o.)- i+!).-e

o+eo+o+e "/era0y$ gro.0 "/era0y$ 6i.a)ia"io+ a+- re)a9a"io+ "e!/[email protected]$ Yoga a+-

#rea"/i+g e9er!ie, A /o)i"i! !.re *or a+9ie"y 1ig/" .e e6era) o* "/ee "e!/[email protected] a+-

e9er!ie !o1#i+e- 7i"/ "/e .e o* +a".ra) /er# a+- .00)e1e+", Ma+y i+-i6i-.a)

re0or" "/e #e" re.)" *ro1 "/i "y0e o* 1.)"i*a!e"e- a+9ie"y !.re, A+- #e!a.e a)) o* "/ee

"e!/[email protected]$ /er# a+- .00)e1e+" are 6ir".a))y *ree o* +ega"i6e i-e e**e!"$ a+- 0oee-

+o a--i!"i6e 0ro0er"ie$ a+9ie"y .**erer o*"e+ *i+- "/e1 eaier "o i+!).-e i+"o "/eir -ai)y

ro."i+e, >Mer!er$ %&'%?B." o"/er -iagree #y ayi+g "/a" Yoga a+- #rea"/i+g e9er!ie

are +o" "ri!")y !ie+"i*i! 0ra!"i!e a+- +o" "/oro.g/)y ".-ie- o 7e -o +o" =+o7 "/eir

-o7+ i-e 1oreo6er "o ay "/a" /er# are 7i"/ o." a-6ere e**e!" i )oi+g ig/" o* "/e *a!"

"/a" "/ere are e9"re1e)y 0oio+o. !/e1i!a) "/a" /a6e #ee+ o#"ai+e- *ro1 0)a+" a+-

@.i"e a +.1#er o* +a".ra) a+a)gei! .!/ a 1or0/i+e a+- "i1.)a+" .!/ a !o!ai+e

>o#"ai+e- *ro1 0)a+"? 7ere /o7+ "o /o7 -e0e+-e+!e,

I" !a++o" #e -e+ie- "/a" 1a+y a+9ie"y .**erer are reor"i+g "o a)"er+a"i6e

"/era0ie 7/i!/ i+6o)6e 0iri".a) /e)0$ )i*e"y)e !/a+ge$ #rea"/i+g e9er!ie a+- re)a9a"io+

"e!/[email protected]$ a+- +a".ra) /er# or .00)e1e+", A +.1#er o* reear!/er ee "/e +o+

1e-i!a) a00roa!/e a /a6i+g "/e a-6a+"age o* a))o7i+g i+-i6i-.a) "o !o+i-er "/e1e)6e

a a 0ar" o* "/e o)."io+, E10)oyi+g a+ aor"1e+" o* .e*.) "e!/[email protected] a+- +a".ra)

"rea"1e+" a" "/e a1e "i1e !a+ o*"e+ 0ro-.!e "/e #e" re.)", I" a00ear "/a" *or 1aori"y

o* i+-i6i-.a)$ "/e #e" !.re *or a+9ie"y i +o" 1e-i!a"io+$ #." rig/" i+*or1a"io+, T/e



Rev Hagos 40

@.e"io+ i 7/i!/ o+e i "/e rig/" i+*or1a"io+ Logi! !a+ "e)) . "/a" "/e o.r!e -e"er1i+e

"/e @.a)i"y a+- "/e #i#)e "e)) . 7e /o.)- e90e!" a goo- *r.i" *ro1 a goo- "ree +o" 6ie

6era,

A!!or-i+g "o "/e A1eri!a+ Na"io+a) I+"i"."e o* Me+"a) Hea)"/$ reear!/ i+-i!a"e

"/a" !og+i"i6e #e/a6iora) "/era0ie i /o7+ "o #e e**e!"i6e i+ "rea"i+g a+9ie"y a""a!= #."

!.re 7a +o" 0ro1ie- a+- .!!e ra"e 6arie a1o+g i+-i6i-.a) a+- i" a)o +ee- "i1e$

1o+ey a+- a )o" o* e**or" o+ #o"/ i-e, A 1e+"io+e- ear)ier$ Be/a6iora) "/era0y e+gage

i+ "/e .e o* 1e"/o- "o0 "/e .+7a+"e- #e/a6ior ao!ia"e- 7i"/ "/e a+9ie"y, I+ !og+i"i6e

"/era0y$ i+-i6i-.a) ge" "rai+e- "o .+-er"a+- /o7 "/o.g/" !o+"ri#."e "o "/e y10"o1 o*

a+9ie"y a""a!=$ a+- "/e 1e!/a+i1 o* !/a+gi+g "/e "/o.g/" 0a""er+ "o -e!reae "/e

0ro#a#i)i"y o* i+!i-e+!e a+- "/e e6eri"y o* "/e a""a!=, T/e CBT 0e!ia)i" ay "/e

i+-i6i-.a) /eig/"e+e- !og+i"i6e !o+!io.+e 7/e+ !o1#i+e- 7i"/ #e/a6iora) "e!/[email protected]

!a+ !a.e "/e i+-i6i-.a) gra-.a))y !o+*ro+" a+- #ear *ear*.) i".a"io+, Agai+ CBT !a++o"

g.ara+"ee .!!e a+- "/e 0ro!e i )o+g$ #ori+g a+- !o")y, .i"e o*"e+ "/e CBT

"/era0i" 1ay #e i+ +ee- o* "/era0y "/e1e)6e,CBT o."!o1e .**er *ro1 i+"er

i+-i6i-.a) 6aria"io+, I" i 1y "ro+g !o+6i!"io+ "/a" 1o" 0y!/o"/era0i" !o+.)"e- "/e

#i#)e i+ o1e 7ay or a+o"/er$ "/o.g/ "/ey -o +o" 7a+" "o a-1i" i",

T/e ro)e o* a+9ie"y 1e-i!a"io+ i a00are+")y !)ear $ +o 0y!/ia"ri" !a+ !o+*i-e+")y

"e)) "/e !.ra"i6e e**e!" o* "/e a+"i a+9ie"y 1e-i!a"io+ #e!a.e "/ey are +o" 1ea+" "o #e

.e- "/a" 7ay$ "/ey are .00oe- "o gi6e y10"o1a"i! re)ie*,



Rev Hagos 41

A+9ie"y Trea"1e+" O0"io+

A+9ie"y i a o1e"/i+g "/a" 7e /o.)- +o" ee )ig/")y, T/a" 7/y e**i!ie+" "rea"1e+"

!/oi!e are i+-i0e+a#)e, T/ere /o.)- #e o1e "y0e o* i+"er6e+"io+, <e +ee- o1e"/i+g

-ra1a"i! a+- )o+g )a"i+g,

O#6io.)y "/ere are 1a+y o* "rea"1e+" o0"io+ a6ai)a#)e *or "/oe .**eri+g *ro1

a+9ie"y #." are "/ey rea))y ra-i!a) a+- )o+g )a"i+g i+ "/eir a00roa!/ Se!.)ar)y$ 7e =+o7

"/a" o1e 7or= 1.!/ #e""er "/a+ o"/er #." +o 1e"/o- 7a i+g)e- o." "o #e "/e 1o"

e**e!"i6e, T/e !o11o+ "rea"1e+" a00roa!/e are "/e o+e "/a" are )i"e- #e)o7 a+- 7e 7i))

"ry "o .11arie "/e .r6ey o* ea!/, T/e rea-er /o.)- #ear i+ 1i+- "/a" "/e a."/or o*

"/i reear!/ 0a0er #e)ie6e "/a" +o+e o* "/e 1e"/o- -i!.e- o *ar are a#)e "o i+g)e o."

"/e roo" !a.e o* a+9ie"y a+- "/ere i +o *o.+-a"io+a) 0ri+!i0)e )ai- o." i+ a)), A)) !a+

"/ro.g/ "/e .r*a!e o* "/e 0ro#)e1 #." "/ey -o +o" -e)6e -ee0er a+- e90)ore "/e !a.e a+-

"/e o)."io+ "/a" a!!o10a+ie "/e =+o7)e-ge o* "/e rea) !a.e,

Py!/o"/era0y

P/ar1a!o)ogi!a) Trea"1e+" >Me-i!a"io+?

Co10)e1e+"ary Trea"1e+"

Li*e"y)e C/a+ge

I" a00ear "/a" "/e 1e"/o- )i"e- a#o6e -o +o" e9!).-e o+e a+o"/er o+e /a "o "ry a

1a+y 1e"/o- a 0oi#)e 7/i!/$ o#6io.)y i a "ria) a+- error, So1e #o)-)y ay "/a" *or a

ra0i- a+- ".r-y re!o6ery$ o+e /a "o e90)ore a)) a6ai)a#)e o0"io+ ra"/er "/a+ )i1i"i+g

o+ee)* "o a i+g)e !/oi!e, A)) agree "/a" -r.g are .+)i=e)y "o !.re a+9ie"y$ a+-

0y!/o"/era0y 7a +o" /o7+ "o 0ro6i-e "/e !o10)e"e a+7er a+- agai+ a !/a+ge i+ )i*e



Rev Hagos 42

"y)e !/a+ge /a +o" /o7+ "o 7or= a)o+e e**e!"i6e)y, Co1#i+i+g "/ee i ee+ a "/e #e"

a00roa!/, B." agai+ "/e a."/or o* "/i "/ei #e)ie6e "/a" "/ere i a ra"/er i10)er a+7er

"o "/e 0ro#)e1 o* a+9ie"y a+- i" 7i)) #e "/oro.g/)y -i!.e- i+ "/e e!"io+ a))o""e- "o i", By

+o7 7e a)) agree "/a" "/e 7or)- -oe +o" ee1 "o /a6e a !)ear !." a+7er *or !.ri+g a+9ie"y

a+- e6ery#o-y a+9ie"y i -i**ere+", I" ee1 7e /a6e o.r o7+ [email protected] !/a))e+ge, I+ "/e

)a+g.age o* Hi))1a+ 7e /a6e /.+-re- o* 0y!/o"/era0y 1e"/o- #." "/e 7or)- i ge""i+g

7ore, <e ee a+9ie"y i+!reai+g +o" -e!reai+g i+ 0i"e o* "/e *a!" "/a" 0y!/o"/era0e."i!

a00roa!/e are #roa-e+i+g -ay "o -ay, So1e 0y!/o)ogi" a+- e!o)ogi" 7/o a7 "/e

i+e**e!"i6e+e o* 0y!/o"/era0y ai- 1a+ /a "o re!o++e!" 7i"/ +a".re "o #e a+e a+-

o.+-,

Py!/o)ogi!a) Trea"1e+" *or A+9ie"y Dior-er

Cog+i"i6e Be/a6io.ra) T/era0y

CBT i "/e "o0 a1o+g 0y!/o)ogi!a) "rea"1e+", I" /a 1yria- o* reear!/ 0a0er

!re-i"e- "o i"$ a+- 0eo0)e i+ "/e *ie)- ay "/a" i" i /ig/)y e**e!"i6e, CBT .e #e/a6iora)

reear!/ a+- !og+i"i6e *.+!"io+i+g "o !o+*ro+" .00oi"io+ a+- "/o.g/" a+- !/a+ge

#e/a6ior i+ a 7ay "/a" *[email protected]+")y gi6e re.)",

</i)e o1e 0eo0)e *i+- CBT .e*.)$ o"/er /a"e i"$ *ee)i+g "/ey are #ei+g "a)=e-

o." o* "/eir e1o"io+, So1e *i+- "/a" CBT *o!. o+ 0oi"i6e "/i+=i+g *ee) "oo .0er*i!ia)

"o "/e1$ 1i+i1ii+g "/e i10or"a+!e o* "/eir 0ero+a) /i"ory, O"/er *i+- "/ey -o+" )i=e

"/e 7ay CBT -o7+0)ay e1o"io+ 7/i)e ee1i+g)y o6ere10/aii+g "/e )ogi!a) a+-

"/o.g/"orie+"e- !o10o+e+" o* o+e 1e+"a) )i*e, S"i)) o"/er *i+- "/ey -o+" ge" "/e re.)"

http://cbtvspsychodynamic.com/CBT.html





Rev Hagos 44

T/i *or1 o* "/era0y *o!.e o+ "/e 0ree+" a+- "ri6e "o i-e+"i*y 0ro#)e1 i+ o+e

re)a"io+/i0 0a""er+ 7i"/ *rie+-$ *a1i)y$ a+- "/e 0)a!e o* 7or=, I" "rie "o )o!a"e

re)a"io+/i0 "/a" )ea- "o "e+io+$ a+- 1a+age o+e a+9ie"y #y !/a+gi+g "/e 7ay o+e

re)a"e "o o"/er,

A ee+ #e*ore A+9ie"y /a 1a+y -i**ere+" !a.e$ o i" 0ro#a#)e "/a" Sy"e1i!

"/era0y 1ay 7or= #e""er *or o1e i+-i6i-.a) "/a+ o"/er$ a+- reear!/ i+"o y"e1i!

"/era0y i i+!o10)e"e$ #." o1e #e)ie6e "/a" i" 1ay #e e**e!"i6e *or o!ia) a+9ie"y,

Eye Mo6e1e+" Dee+i"ia"io+ a+- Re0ro!ei+g >EMDR?

EMDR i a+ e90)ora"ory "/era0y 7i"/ o1e !o+"ro6ery, I" +o" .e- *or e6ery

"y0e o* a+9ie"y ei"/er, EMDR i .+)i=e)y "o #e #e+e*i!ia) *or a+9ie"y$ #." 1ay #e #e+e*i!ia)

a a "rea"1e+" *or 0o""ra.1a"i! "re -ior-er >PTSD? or a+9ie"y "/a" re.)" *ro1 o1e

"y0e o* "ra.1a, I" 1ay a)o #e .e*.) *or 0/o#ia$ a)"/o.g/ reear!/ i+"o "/a" area i

o+goi+g,>Mer!er$ %&'%?

EMDR i #ae- o+ "/e "/eory "/a" a+9ie"y y10"o1 .r*a!e 7/e+ "ra.1a"i!

e90erie+!e are [email protected]"e)y "ore- i+ "/e #rai+$ !a.i+g 0oor)y 0ro!ee- 0y!/o)ogi!a)

!o0i+g 1e!/a+i1, I" *o!.e o+ "/e i-ea "/a" i* "/ee 1e1orie are "ore- !orre!")y$

a+9ie"y 7i)) #e e)i1i+a"e- or re-.!e-, Be/a6ior i+ EMDR "/era0y i+!).-e 1o6i+g "/e eye

*ro1 i-e "o i-e$ "a00i+g o+ "/e #o-y$ a+- 1ore,

So1a"i! E90erie+!i+g

T/i "y0e o* "/era0y 1e"/o- ee= "o re)ie6e o1e o* "/e e+a"io+ o* 0/yi!a)

"e+io+ "/a" are *roe+ i+ "/e #o-y *or year a*"er "ra.1a, T/e -o!"or #e)ie6e "/a" 7/e+

e90erie+!i+g i+"e+e)y *rig/"e+i+g e6e+"$ "/e a."o1a"i! +er6o. y"e1 i /eig/"e+e- #."



Rev Hagos 47

0e!i*i! i+ "/eir a!"io+ a !o10are- "o e1i y+"/e"i! a+- y+"/e"i! -r.g, I" ee1

"/ere i a ge+era) )a!= o* .+-er"a+-i+g regar-i+g "/e +a".re o* /er#,

O"/er "ra"egie i+!).-e a!.0.+!".re$ 0rayer$ a+- aro1a"/era0y, T/ere are a)o 1ore

.+"ra-i"io+a) "ra"egie o." "/ere "/a" 1ay a)o #e e**e!"i6e,

So "/e @.e"io+ i </i!/ A+9ie"y Trea"1e+" i #e" A Mer!er ai- T/ere i +o o+e

ie *i" a)) "rea"1e+" *or a+9ie"y, I" a !o10)e9 !o+-i"io+ 7i"/ +.1ero. !a.e, Si+!e

"/ere i a)o 1ore "/a+ o+e "y0e o* a+9ie"y$ i" !)ear "/a" ea!/ 0ero+ +ee- a+

i+-i6i-.a)ie- 0)a+, No o+e "rea"1e+" i e**e!"i6e o+ i" o7+$ a+- a" "/e 6ery )ea" yo.))

+ee- "o 1a=e .re "/a" yo.re !/ooi+g a "/era0y "/a" i e**e!"i6e *or yo.$ a+- o+e "/a"

yo.re 0aio+a"e a#o." .i+g, Yo.r o7+ i+"ere" i+ ."i)ii+g "/e "/era0y 7i)) /a6e a+ e**e!"

o+ "/e a#i)i"y *or "/e "rea"1e+" "o 7or=,

Fro1 "/e )i"era".re .r6ey 7e /a6e go+e "/ro.g/$ 0y!/o"/era0y ee1 "o #e "/e

!)oe" #." i" i a)o .rro.+-e- #y 1a+y !/a))e+ge, T/e o#6io. !/a))e+ge o*

0y!/o"/era0y are )i"e- #e)o7

C/a))e+ge o* Py!/o"/era0y

E6ery "rea"1e+" /a i" -o7+i-e, Me-i!a"io+ /a6e i-e e**e!", A+- 7/i)e

1e-i!a"io+ i-e e**e!" are 7e))0.#)i!ie-$ *e7 ar"i!)e are 7ri""e+ a#o." "/e 0o"e+"ia)

i-e e**e!"Q o* o"/er "y0e o* "rea"1e+"$ .!/ a 0y!/o"/era0y #." 1o" agree "/a"

0ro0er ".-y 1ay re6ea) 1a+y -e)e"erio. e**e!" o* 0y!/o"/era0y, Be)o7 are *o.+- "/e

o#6io. -o7+*a)) o* 0y!/o"/era0y

', I" i -i**i!.)" "o ge" "/e rig/" "/era0i"

http://psychcentral.com/blog/archives/2008/05/29/7-challenges-of-psychotherapy/

http://psychcentral.com/drugs/

http://psychcentral.com/blog/archives/2008/05/29/7-challenges-of-psychotherapy/

http://psychcentral.com/drugs/



Rev Hagos 48

Fi+-i+g "/e rig/" "/era0i" !a+ #e a 7eario1e /a0/aar- !/e1e, Bei+g 7i"/ a

"/era0i" 7/o #are)y "o.!/ or !)i!= 1ea+ o+e 1ay 0e+- 7ee= or 1o+"/ 7i"/o."

0rogre,

%, T/era0y i a+ e9"re1e)y 0ero+a)$ i+"i1a"e re)a"io+/i0 i+ a 7ay "/a" 6io)a"e 0ero+a)

0ri6a!y

J." #e!a.e 0y!/o"/era0y i a 0ro*eio+a) re)a"io+/i0 o+e i 0ayi+g *or -oe+"

1ea+ i" i a!".a))y #e eay "o #e *ra+= a+- "a)= a#o." 0o"e+"ia))y e1#arrai+g or

!o10)i!a"e- "o0i!,

3, T/era0i" )ea6e a+- "/era0y e+-,

<e !a+ =ee0 "a=i+g a 1e-i!a"io+ *ore6er$ e9!e0" *or "/e .+0)eaa+" i-e e**e!", A+-

7e -o+" *or1 e1o"io+a) a""a!/1e+" 7i"/ o.r 1e-i!a"io+, B." 0y!/o"/era0y i -i**ere+",

I* o+e i i+6o)6e- i+ a /ig/@.a)i"y "/era0y$ /e 1ay *ee) a +a".ra) e1o"io+a) a""a!/1e+" "o

"/e "/era0i", T/i 1a=e e+-i+g "/e re)a"io+/i0 -i**i!.)", A+- i* i" -o+e agai+" o+e 7i))

i" !a+ #e -e6a"a"i+g,

5, T/e "/era0y i ..a))y )e "/a+ a+ /o.r a 7ee=,

I" a- /o7 i+-i6i-.a) are e90e!"e- "o *ee) "/e e1o"io+ a" a 0ar"i!.)ar "/era0y

eio+, A+- ye" "/a" e9a!")y 7/a" a 0y!/o"/era0i" e90e!" *ro1 /i 0a"ie+", O+e i

e90e!"e- "o !o1e i+ a+- "ar" "a)=i+g a+- 1o" 0a"ie+" +ee- "i1e "o 7ar1 .0, T/e "i1e i

+o" ." e+o.g/ "o -ea) 7i"/ "/e !o+!re"e ".** "/e 0a"ie+" i gra00)i+g 7i"/,

(, So1e"i1e a )ay1a+ 7i)) 7or= ." a *i+e a a 0y!/o"/era0i"

U0 "o 5&K o* +e7 !)ie+" +e6er re".r+ *or a e!o+- eio+, Reear!/er 0e!.)a"e- "/a"

i" !o.)- #e *or a 6arie"y o* reao+$ i+!).-i+g *ee)i+g .+!o1*or"a#)e 7i"/ "/e 0ro!e or "/e



Rev Hagos 49

"/era0i", A" "i1e )i=e "/i$ 1a+y 0eo0)e 1ig/" ge" i1i)ar re.)" *ro1 "a)=i+g "o o1eo+e

"/ey "r.",

;, Si-e e**e!"Q o* 0y!/o"/era0y are .+0re-i!"a#)e

</i)e 7e =+o7 "/e i-e e**e!" o* a+9ie"y 1e-i!a"io+$ +o a""e+"io+ or .#"a+"ia)

reear!/ 7a -o+e regar-i+g "/e i-e e**e!" o* 0y!/o"/era0y, So1e 0y!/o)ogi" ay

"/a" reear!/ i+"o "/e i-e e**e!" o* 0y!/o"/era0y 1ay /a6e "ar")i+g re.)",

I+ 0y!/o"/era0y$ o+e +e6er =+o7 7/a" "o e90e!", A 0ero+ 7/o 7e+" i+"o a eio+ i+

0er*e!")y !o1*or"a#)e 1a++er 1ay e+- .0 -i!.i+g a "ra.1a"i! e90erie+!e$ a+- 1ay e+-

.0 "ra.1a"ie-,

4, T/era0i" !a+ #e ." a a**)i!"e- a "/eir !)ie+",

A 0y!/o"/era0i" !a+ #e a+ i+-i6i-.a) 7/o i a)o i+ +ee- o* e1o"io+a) *i9 /i1e)*,

Peo0)e are+" #)o!=e- *ro1 #e!o1i+g a 0y!/o"/era0i" "/o.g/ "/ey /a6e "/eir o7+ i++er

#a"")e a+- !/a))e+ge,

Da6i- Bar)o7 > a re0e!"e- 0y!/o)ogi"? ai- I+ "/e ar"i!)e /e 7ro"e$

0y!/o"/era0y /a #e!o1e a+ a!!e0"e- a+- e**e!"i6e "rea"1e+" o0"io+ 7i"/i+ "/e /ea)"/

!are !o11.+i"y$ #." reear!/er +ee- "o -o a #e""er o# o* -e!ri#i+g a+- e9a1i+i+g "/e

+ega"i6e i-e e**e!" o* 0y!/o"/era0y, <e !a+ +o )o+ger 1a=e "/e !)ai1 "/a"

0y!/o"/era0y !a+ /a6e +o +ega"i6e i-e e**e!"$ e6e+ 7/e+ 7ie)-e- #y a+ e"/i!a) a+-

e90erie+!e- "/era0i",

Py!/o"/era0y 1ay #e regar-e- a a 0o7er*.) "rea"1e+" *or 1e+"a) /ea)"/ !o+!er+,

I" "i1e "/a" 1ore *o!. #e gi6e+ +o" o+)y "o i" #e+e*i!ia) e**e!"$ #." a)o "o #e""er

.+-er"a+- 7/e+ !er"ai+ "e!/[email protected] are #e" +o" .e- a+- !o.)-$ i+ *a!"$ #e /ar1*.),



Rev Hagos 51

He ga6e "/e1 i+"r.!"io+, D.ri+g "/a" "i1e$ He ai-$ B." 7/e+ "/ey -e)i6er yo. .0$ -o

+o" #e!o1e a+9io. a#o." /o7 or 7/a" yo. 7i)) 0ea= *or i" /a)) #e gi6e+ yo. i+ "/a" /o.r

7/a" yo. are "o 0ea=Q >Ma" '&'8?, Fro1 "/i !ri0".re 6ere 7e .+-er"a+- "/a" "/e

.+!er"ai+"y a#o." "/e *.".re !a.e a+9ie"y, T/e -i!i0)e 7ere e90e!"e- +o" "o 7orry

a#o." 0re0ari+g a *i""i+g -ia)og.e i+ "/eir o7+ -e*e+e #e*ore "/eir )i"iga+" or "/oe 7/o

are 0re0are- "o .-ge "/e1, Go- i a#)e "o 0ro6i-e *or a)) "/eir *.".re +ee-, O+ a+o"/er

o!!aio+$ Je. "ra6e))e- "o Be"/a+y /e e+"ere- "/e /o1e o* /i #e)o6e- 7o1e+ -i!i0)e

>i,e, Mar"/a a+- Mary?, I+ "/e !o.re o* /i 1i+i"ry i+ "/e /o.e$ Mary !/oe "o i" a"

Je. *ee" "o )i"e+ "o Hi "ea!/i+g, B." Mar"/a 7a a#or#e- i+ /o.e/o)- -."ie, S/e 7a

7orrie- 7i"/ 0ro6i-i+g /o0i"a)i"y, I" ee1 "/a" "/e /o.e /o)- 1a""er #e!a1e 7eig/"y,

Fi+a))y "/e i".a"io+ #e!a1e #eyo+- /er !o+"ro), S/e a00eare- "o )oe !o+"ro) a+- !o.)- +o

)o+ger !o0e .0 7i"/ i", T/e +e9" "/i+g /e -i- 7a "o !o10)ai+ "o Je. a#o." /er i"er

Mary i-)e+e a+- o#6io. -ii+"ere" i+ -o1e"i! 1a""er, B." 7/a" /e go" *ro1 Je. i

+o" "/e y10a"/y /e 7a )oo=i+g *or$ ra"/er Je. ai-$ Mar"/a$ Mar"/a$ yo. are 7orrie-

a+9io.W a+- #o"/ere- a#o." o 1a+y "/i+g #." o+)y a *e7 "/i+g are +e!eary$ rea))y

o+)y o+e$ *or Mary /a !/oe+ "/e goo- 0ar"$ 7/i!/ /a)) +o" #e "a=e+ a7ay *ro1 /erQ

>L.=e '&5'?,

T/e 1ea+i+g o* 7/i!/ i "/e e+e o* o+e i+a#i)i"y "o !o+"ro) o+e e+6iro+1e+"

e+ge+-er a+9ie"y, A+9ie"y !a+ #e regar-e- a a )i=e)y e1o"io+a) re0o+e o* *a))e+ i+*.)

1a+ "ryi+g "o .r6i6e a+- )i6e /a00i)y,

Do)a+ !/a))e+ge "/a" a+9ie"y i a+ e1o"io+a) rea!"io+ "o a )a!= o* !o+*i-e+!e i+

o+e a#i)i"y "o !o0e .0 7i"/ a+"i!i0a"e- !a)a1i"y



Rev Hagos 52

Mar= "a"e$ A+9ie"y i+"i)) a *ear "/a" o1e"/i+g /ar1*.) i goi+g "o /a00e+ a+-

i" !a.e a *ee)i+g o* .e)e+e$ /e)0)e+e$ a+- /o0e)e+e, A+9ie"y i a !o+"a+"

re1i+-er o* /.1a+i"y a#y1a) i10er*e!"io+ a+- i" !o10)e"e i+a#i)i"y "o !o+"ro) i" o7+

-e"i+y,

A+9ie"y a+- *ear$ "/o.g/ !)oe)y i+"erre)a"e-$ are +o" y+o+y1o. !o+!e0", Fear

i #o"/ "/e 0y!/o)ogi!a) a+- e1o"io+a) re0o+e "o a e+e o* #ei+g i+ -a+ger, Fear i

#ai!a))y a .r6i6a) 1e!/a+i1 i+ "/a" i" 0ro1o"e e)*0reer6a"io+, A+9ie"y$ /o7e6er$ i

"/e 7ar+i+g ig+a) o* o+e i+!reai+g i10o"e+!e "o .r6i6e, >A))io+$ %&''?

A+9ie"y i a !o10o+e+" o* *ear a 0e!ia) =i+-$ o!!.rri+g i+ a 0e!ia) 7ay a+-

reer6e- *or 0e!ia) i".a"io+a) .ageQ >A))io+$ %&''?

Ber+ar- -e!ri#e- i" a a g)oo1y 1e+"a) "a"e 7/ere #o"/ *ear a+- -eire are

0ree+",

.i"e o*"e+$ "/oe 7/o *ee) a+9io. !a++o" ar"i!.)a"e "/e reao+ *or "/eir a+9ie"y,

T/e e1o"io+a) -i!o1*or" *[email protected]+")y i /o7+ "o #e ei"/er irra"io+a) or .+"e+a#)e, T/e Ne7

Te"a1e+" roo" 7or- "ra+)a"e- a+9ie"y i 1eri1+a, I" 6er#a) !og+a"e$ "o #e a+9io.$ i

1eri1+ao, T/e 1ea+i+g o* 1eri1+ao i "7o*o)-, Fir"$ a a)rea-y -e*i+e-$ i" ig+i*ie a

0iri".a) "e+io+ e90ree- i+ 7orry$ irri"a#i)i"y$ a00re/e+io+$ or .+eai+e,

T/e 7or- .e- #y o.r Lor- Je. C/ri" *or a+9ie"y !o++o"e "/e -i6iio+ a+-

-i"ra!"io+ o* "/e 1i+- i+ .!/ a 7ay "/a" i" i i+ a "a"e o* -i".r#a+!e$ i+!a0a#)e o* gi6i+g

*.)) a""e+"io+ "o a+y o+e "/i+g, Se!o+-$ i" ig+i*ie a+ e1o"io+a) "e+io+ e90ree- i+ a

rea)i"i!$ ."i*ie- !o+!er+, T/i =i+- o* !o+!er+ i o*"e+ e6i-e+" i+ re)a"io+/i0 o* -ee0

!o11i"1e+", T/.$ *or i+"a+!e$ "/e a0o")e Pa.) "ea!/e



Rev Hagos 53

B." I 7a+" yo. "o #e *ree *ro1 !o+!er+ 1eri1+aW, O+e 7/o i .+1arrie- i

!o+!er+e- 1eri1+aoW a#o." "/e "/i+g o* "/e Lor-$ /o7 /e 1ay 0)eae "/e Lor- #." o+e

7/o i 1arrie- i !o+!er+e- 1eri1+aoW a#o." "/e "/i+g o* "/e 7or)-$ /o7 /e 1ay 0)eae

/i 7i*e$ a+- /i i+"ere" are -i6i-e-, A+- "/e 7o1a+ 7/o i .+1arrie-$ a+- "/e 6irgi+$ i

!o+!er+e- 1eri1+aoW a#o." "/e "/i+g o* "/e Lor-$ "/a" /e 1ay #e /o)y #o"/ i+ #o-y a+-

0iri" #." o+e 7/o i 1arrie- i !o+!er+e- 1eri1+aoW a#o." "/e "/i+g o* "/e 7or)-$ /o7

/e 1ay 0)eae /er /.#a+- >' Cor 43%35?,

No" a)) a+9ie"y i -e"r.!"i6e$ #." ra"/er o+)y !er"ai+ *or1 o* i", A)) *or1 o*

a+9ie"y >0iri".a) "e+io+? are +o" a)7ay #a-, Nor1a) a1o.+" !a+ i10ro6e 0er*or1a+!eQ

>.e+"i+$ '843?

Bo"/ e!.)ar a+- C/ri"ia+ 0y!/o)ogi" .+a+i1o.)y !o+i-er "/a" 0erio-i! 1i)-

a+9ie"y ai" i+ 0ro-.!"i6i"y a+- 0er*or1a+!e, T/ey ay 6igi)a+!e i e+/a+!e-$ 1o"i6a"io+

i aro.e-$ a+- !o+!e+"ra"io+ i i+"e+i*ie-, O+e 0o"e+"ia) are [email protected]+")y #e""er

e90)oi"e-, Mo" agree "/a" gra6e +ega"i6e e-.!a"io+a) a+- o!ia)ii+g [email protected]+!e 1ay

re.)" 7/e+ a+9ie"y i a#e+",

T/e re)a"io+/i0 #e"7ee+ agreea#)e a+- -e"r.!"i6e a+9ie"y i i1i)ar "o "/a" o*

"re a+- -i"re, A 1o-era"e a1o.+" o* "re i i+-i0e+a#)e "o 0ea= 0er*or1a+!e a+-

.!!e, T/e "/rea" "o /ea)"/ o!!.r 7/e+ "/e i+!reae o* "re i "ra+1."e- i+"o -i"re,

>.e+"i+$ '843?

C/ri"ia+ are +o" e+"ire)y i11.+e "o a+9ie"y$ +or /o.)- "/ey "ry "o #e, To

!o+i-er "/a" a)) *or1 o* a+9ie"y are .+#i#)i!a) or i+*.) !a+ !a.e "/e C/ri"ia+ "o

e90erie+!e .++e!eary -i"re$ a 7e)) a !o10oi"e e1o"io+a) /.r"$ *or "/e a7are+e o*

a+9ie"y 1ay !a.e 1ore a+9io. "/o.g/", T/e C/ri"ia+ 1ay /a6e a ."i*ia#)e a+-



Rev Hagos 54

rea)i"i! a+9ie"y, C/ri"ia+ )o6e +e!ei"a"e i", T/e a0o")e Pa.) /a- "/i =i+- o* a+9ie"y *or

"/e +e7)y !o+6er"e- #e)ie6er, For e9a10)e$ /e ai-

I *ear *or yo.$ "/a" 0er/a0 I /a6e )a#ore- o6er yo. i+ 6ai+2, My !/i)-re+$ 7i"/

7/o1 I a1 agai+ i+ )a#or .+"i) C/ri" i *or1e- i+ yo. a+-$ For I a1 ea)o. *or yo. 7i"/

a go-)y ea)o.y *or I #e"ro"/e- yo. "o o+e /.#a+-$ "/a" "o C/ri" I 1ig/" 0ree+" yo. a

a 0.re 6irgi+, B." I a1 a*rai-$ )e" a "/e er0e+" -e!ei6e- E6e #y /i !ra*"i+e$ yo.r

1i+- /o.)- #e )e- a"ray *ro1 "/e i10)i!i"y a+- 0.ri"y o* -e6o"io+ "o C/ri" >Ga) 5''$

'8 % Cor ''%*,?,

T/e a1e a0o")e 7/o ai-$ Be a+9io. 1eri1+aoW *or +o"/i+gQ >P/i) 5;?$ a)o

.""ere-$ A0ar" *ro1 .!/ e9"er+a) "/i+g$ "/ere i "/e -ai)y 0re.re .0o+ 1e o* !o+!er+

1eri1+aW *or a)) "/e !/.r!/eQ a 7e)) a$ For I /a6e +o o+e e)e Ti1o"/yW o* =i+-re-

0iri" 7/o 7i)) ge+.i+e)y #e !o+!er+e- 1eri1+aoW *or yo.r 7e)*areQ >% Cor ''%: P/i)

%%&?,

No" a)) *or1 o* a+9ie"y are !ri0".ra))y .+.00or"e-, T/e a+9ie"y 7/i!/ /o.)- #e

ree!"e- i "/e o+e "/a" "/e e)e1e+" o* 7orry$ irri"a#i)i"y$ a00re/e+io+$ or .+eai+e a i*

"/ere 7ere +o o+e "o /e)0 . or i i+ !o+"ro) a+- "/i =i+- o* a+9ie"y i "/e "/e1e o* "/i

-ier"a"io+,

A+ a--i"io+a) !a"egoria"io+ o* a+9ie"y 1ay #e re)e6a+", I+!a0a!i"a"i+g a+9ie"y i

#ai!a))y o* "7o =i+-$ "o #e e9a!"$ i10)e a+- +e.ro"i!, Si10)e a+9ie"y !a+ #e -e*i+e- a

"/e 1o1e+"ary e1o"io+a) "rai+ 7/i!/ 1o" i+-i6i-.a) go "/ro.g/ 7/i)e "/ey e+!o.+"er

0re.re o* )i*e a+- a!."e "r.gg)e, Ne.ro"i! a+9ie"y !a+ #e -e*i+e- a a+ e1o"io+a) "rai+

7/i!/ /a #e!o1e a+ e1#e--e- #e/a6iora) a""ri#."e o* o+e 0ero+a)i"y,



Rev Hagos 55

A +e.roi i a *i9e- e1o"io+a) -i".r#a+!e 0er6a-i+g "/e 7/o)e 0ero+a)i"y, So1e

+e.roe$ *or i+"a+!e$ are o#ei6e!o10.)i6e rea!"io+$ /y"eria$ 0/o#ia$ /o"i)i"y$

+e.ra"/e+ia$ !/ro+i! -e0reio+$ e"!, A+ .+"rea"e- +e.roi 1ay 0oi#)y -e6e)o0 i+"o a

0y!/oi$ "/o.g/ "/i -e6e)o01e+" i ..a))y -e0e+-e+" .0o+ /ere-i"ary a+- 0re-i0oi+g

*a!"or, So1e 0y!/o)ogi" #e)ie6e "/a" a+9ie"y i "/e *.+-a1e+"a) e)e1e+" o* a)) +e.roe

>.e+"i+$ '843?

Ne.ro"i! rea!"io+ are i+"er0re"e- a ei"/er -ire!" 1a+i*e"a"io+ o* a+9ie"y or a

#e/a6ior 7/i!/ /e)0 a6oi- "/e 0ai+ o* a+9ie"yQ >Sey1o.r e" a)$ '844?

(,% T/e E**e!" o* A+9ie"y

T/e 0ri!e o* a+9ie"y are 6ery /ig/, T/e e**e!" are -ee0 a+- e9"e+i6e, T/ee e**e!"

!a+ #e eg1e+"e- i+"o *o.r #ai! 0ar" "/e 0/yi!a)$ "/e 0y!/o)ogi!a)$ "/e o!ia)$ a+- "/e

0iri".a), Le" . *ir" !o+i-er "/e 0/yi!a) e**e!" o* a+9ie"y, A+9ie"y 0ro-.!e

0/yio)ogi!a) -i!o1*or", O+e "y0i!a) ig+ o* a+9ie"y !a+ #e 0." .+-er 0y!/oo1a"i!

y10"o1$ .!/ a$ "/e !o11o+ .0e" "o1a!/$ /ear" 0a)0i"a"io+$ /ea-a!/e$ 1.!)e

!ra10$ a+- 6ario. #o-i)y a!/e a+- 0ai+ >.e+"i+$ '843?

S"a**or-C)ar= o.")i+e a+ [email protected]"e -ige" o* "/e 0/yi!a) ig+ o* a+9ie"y, He

7ri"e "/e @.a)i"y o* "/e a+9ie"y i +o" ee+"ia))y -i**ere+" *ro1 "/a" e90erie+!e- #y

+or1a) 0eo0)e i+ "/e *a!e o* o1e a00ro0ria"e "re, I" i a!!o10a+ie- #y "/e

!/ara!"eri"i! !/a+ge *a1i)iar "o . a)) *or e9a10)e$ #y a raie- 0.)e ra"e-$ #y re!.rre+"

-ry+e o* "/e 1o."/$ -i)a"e- 0.0i)$ a+- #y a .#e!"i6e *ee)i+g o* -i"a"e *or *oo- a+- o*

#ei+g .+!o1*or"a#)y =eye- .0 a)) "/e "i1e, S)ee0 i -i".r#e- i+ !/ara!"eri"i! 7ay$ "/e

0a"ie+" #ei+g .+a#)e "o ge" "o )ee0 *or /o.r$ "oi+g a+- ".r+i+g re")e)y a+- *i+a))y

*a))i+g i+"o a #ro=e+ ).1#er o*"e+ -i".r#e- #y 6i6i- a+- "erri*yi+g -rea1 *ro1 7/i!/ /e



Rev Hagos 56

1ay 7a=e "e+e$ 7ea"i+g$ a+- "re1#)i+g !o+"i+.e- or 0eri"e+" a+9ie"y 0ro-.!e

-e"eriora"i+g 0/yi!a) /ea)"/, Orga+i! a+- *.+!"io+a) i))+ee$ ra+gi+g *ro1 -y0e0ia "o

/ear" -ieae$ are "/e )o+g "er1 e**e!", >S"a**or-C)ar=$ '8;3?

T/e S!ri0".re !orro#ora"e "/i *a!", T/i 6ere ay$ A+9ie"y i+ "/e /ear" o* a 1a+

7eig/ i" -o7+$ #." a goo- 7or- 1a=e i" g)a-Q >Pro6 '%%(?, A" *ir"$ a+9ie"y re-.!e

0er*or1a+!e #y )i1i"i+g a+a)y"i! a#i)i"ie$ .00rei6e i1agi+a"i6e "/i+=i+g$ a+- !a.i+g

ge+era) -i!o.rage1e+" >.e+"i+$ '843?, Se+a"io+ o* !o+*.io+ a+- -e0reio+ 1ay

"/e+ *o))o7, Pero+a)i"y 1a)a-."1e+" are "/e 0oi#i)i"y,

Sey1o.r aer"e-$ Si1i)ar 0a""er+ o* "/i+=i+g -i".r#a+!e !a+ #e "/e re.)" o*

e6ere "re$ a+- e6era) i+6e"iga"io+ ee #o"/ "/e 1ar=e- o!ia) 7i"/-ra7a) a+- "/e

i10aire- "/o.g/" 0ro!e o* "/e !/io0/re+i! a rea!"io+ "o "re o* !/ro+i! a+9ie"y,

Moreo6er$ a+9ie"y 1ay re.)" i+ /y0era!"i6i"y a+- i+e!.ri"y i+ !/i)-re+$ 7/i!/ i+ ".r+

a-6ere)y a**e!" a!a-e1i! 0er*or1a+!e, >>Sey1o.r e" a)$ '844?

A+9ie"y 1ay a)o !a.e -a1age- o!ia) re)a"io+/i0 a+- -e)aye- i+"er0ero+a)

-e6e)o01e+", Tre1e+-o.)y a+9io. i+-i6i-.a) 1ay #e i+!)i+e- "o /.+ o!ia) !o+"a!",

So!ia) !o+"a!" a00ear "o ge+era"e i+ "/e1 *ee)i+g o* i+e!.ri"y$ -o.#"$ a+- +er6o.+e$

7i"/ "/e +a".ra) e**e!" #ei+g o!ia) 7i"/-ra7a) a+- e"ra+ge1e+", Sa*e"y a+- 0ea!e are

i+"er0re"e- a "/e *r.i" o* -i!o++e!"io+ a+- )o+e)i+e, [email protected]+")y$ "/e 1a".ri"y o*

!o11.+i!a"i6e =i)) a+- o!ia) 1a++er 1ay #e /i+-ere-, E9"re1e)y a+9io. 0eo0)e )ear+

"o )i6e #y "/e1e)6e,

A+9ie"y -e*i+i"e)y a**e!" o+e 0iri".a) )i*e a-6ere)y, Maria+ o#er6e- "/a" a+9ie"y

1ay #)o!= "/e o0era"io+ o* gra!e i+ "/e o.)Q >Maria+$ '8;3?,



Rev Hagos 57

T/e e+"/.ia1 a+- !o11i"1e+" "o 0ray a+- rea- "/e S!ri0".re$ 7/i!/ are "/e 1ea+

a+- !o+*ir1a"io+ o* gra!e$ 7i)) 6ii#)y -e!reae, S0iri".a) -e!)i+e i "/e re.)"$ 0ro-.!i+g a

e+e o* #ei+g io)a"e- a+- a)ie+a"e- *ro1 Go-, T/e e!"ay o* o+e a)6a"io+ i e6i-e+")y

a#e+" a+- "/e "a+!e o* g)a-+e 7/i!/ i "/e "rai" o* 7or/i0 i )o", For "/a" reao+$

-o.#" !o+!er+i+g "/e [email protected]!y a+- e**e!"i6e+e o* 0iri".a) reo.r!e "o eae "/e

e1o"io+a) 0ai+ 1ay arie i+ "/e 1i+- o* "/e i+-i6i-.a)$ 7/i!/ .)"i1a"e)y 1ay )ea- "o

.+!er"ai+"ie !o+!er+i+g "/e 0o7er a+- "/e 6ery e9i"e+!e o* Go-, T/e re.)" o* a+9ie"y

are o#6io.)y -e"r.!"i6e a+-$ i+ o1e !ae$ a00are+")y 0er1a+e+",

(,3 T/e Pro0er A""i".-e "o7ar- A+9ie"y

</a"$ "/e+$ /o.)- #e "/e C/ri"ia+ a""i".-e #e "o7ar- i10)e a+- -e"r.!"i6e

a+9ie"y </e"/er "/e a+9ie"y i Si10)e or -e"r.!"i6e i" re1ai+ "r.e "/a" i" !o+"ra-i!" a

C/ri"ia+ +e7 0iri".a) +a".re$ a+- o6er a+- a#o6e -e+ie a+ i+"egra) !/ara!"eri"i! o*

"/e #)ee- 0iri".a) =i+g-o1, A+ a+9io. 1i+- /a a+ e9"re1e -e0e+-e+!e o+ o+e o7+

0ero+a) reo.r!e a+- a#i)i"ie$ or o+ "/oe 7/o /e "/i+= are 1ore 0o7er*.) "/a+ /e i$

"/a+ o+ Go- Hi1e)*, De"r.!"i6e a+9ie"y /o7 a )a!= o* 0iri".a) 1e))o7+e$ 7/i!/ !a+

)ea- *i+a))y$ i* .+i10e-e-$ "o -e0ar".re *ro1 "/e "r.e *ai"/, I+ "/e 0ara#)e o* "/e o7er a+-

"/e ee-$ Je. C/ri" i+"er0re"e- "/e 1ea+i+g o* "/e ee- a "/a" *e)) a1o+g "/e "/or+,

He ai-$ A+- "/e o+e o+ 7/o1 ee- 7a o7+ a1o+g "/e "/or+$ "/i i "/e 1a+ 7/o /ear

"/e 7or-$ a+- "/e 7orry 1eri1+aW o* "/e 7or)-$ a+- "/e -e!ei"*.)+e o* ri!/e !/o=e "/e

7or-$ a+- i" #e!o1e .+*r.i"*.)Q >Ma" '3%%?,

T/e a+9ie"y o* "/i 7or)-Q i "/e a+9ie"y e90erie+!e- i+ "ri6i+g "o !o0e 7i"/ "/e

0re.re a+- -e1a+- o* -ai)y )i6i+g, I" i 0ara))e)e- i+ "/e L.=a+ Go0e) #y "/e

a+9ie"ie2o* "/i )i*eQ >L.=e :'5?, A+ i+*erre- !o10ario+ i e"a#)i/e- /ere #e"7ee+



Rev Hagos 58

"/e +a".ra) )i*e o* "/i 0eri/i+g 7or)- a+- "/e 0iri".a) )i*e "/a" e+-.re *ore6er, T/e

Si10)e a+- -e"r.!"i6e a+9ie"y "y0e 1e+"io+e- a#o6e are ao!ia"e- 7i"/ "/e +a".ra)

0eri/i+g )i*e, T/e C/ri"ia+ /o.)- .+-er"a+- "/a" -e0i"e "/e *a!" "/a" /e i )i6i+g i+ "/i

7or)- /e i +o" .00oe- "o #e i-e+"i*ie- 7i"/ i", Hi !i"ie+/i0 i i+ /ea6e+ >P/i) 3%&?, He

/o.)- o0era"e i+ a 7ay "/a" !a++o" #e -o1i+a"e- #y "/e 7orrie o* "/e 7or)-Q >Mar=

5'8?$ #y "r."i+g Go- !o10)e"e)y$ #ei+g !o1*or"e- "/a" "/e /o)y Go- a+- /i o+ Je.

C/ri" 7i)) .00)y a)) o* /i +ee- a!!or-i+g "o Hi ri!/e i+ g)ory i+ C/ri" Je.Q >P/i)

5'8?, Go- o.r Fa"/er [email protected]"e)y .00)ie *or a)) "/e +ee- o* Hi 0iri".a) o+ a+-

-a.g/"er, Go- i a)7ay *ai"/*.), I+ "/e 1a++er o* Go-$ a C/ri"ia+ /o.)- #e *ai"/*.),

He+!e$ "/e C/ri"ia+ a""i".-e "o7ar- i10)e a+- -e"r.!"i6e a+9ie"y /o.)- #e o+e o*

!o+-e!e+io+ a+- i+"o)era+!e, T/i or" o* #e/a6ior !a))e- a+9ie"y i a)ie+ "o /i +e7

0iri".a) +a".re a+- "o "/e #)ee- 0iri".a) =i+g-o1 o* 7/i!/ /e i 0ree+")y a 1e1#er, I"

i a)ie+ "o /i +e7 0iri".a) +a".re #e!a.e "/e 6ery 0ree+!e o* "/a" +a".re -e1a+- .""er

*ai"/ i+ Je. C/ri"$ 7i"/ o+e o* i" +a".ra) *r.i" #ei+g "r." i+ Go-, I" i a)ie+ "o "/e

0ree+" )i*e i+ "/e 0iri".a) =i+g-o1 #e!a.e Go- i i" i+g$ !o+"i+.a))y ."ai+i+g a+-

!ari+g *or Hi !i"ie+,

T/e /.1a+ !o+"i"."io+ /o.)- +o" #e 6ie7e- a o+e-i1e+io+a), Ye" "/e

i+"erre)a"io+/i0 #e"7ee+ "/e 0y!/o)ogi!a) a0e!" a+- "/e 0/yi!a) a+- 0iri".a) a0e!"

are e9"re1e)y !o10)e9 a+- 0ro*o.+-, S.#[email protected]+")y$ e6e+ *or "/e C/ri"ia+$ 0y!/o)ogi!a)

!o+i-era"io+ are i+ or-er 7/e+ "rea"i+g e1o"io+a) -i".r#a+!e, T/e [email protected]"io+ o* a +e7

0iri".a) +a".re +ei"/er erae or .00ree o+e #ai! 0y!/o)ogi!a) 1a=e.0$ +or

re1o6e a."o1a"i!a))y a)) e1o"io+a) 0ro#)e1 o* o+e 0rerege+era"i6e "a"e, A!!or-i+g)y$

0eo0)e 7/o /a6e a 0re-i0oi"io+ "o7ar- a+9ie"y "a"e$ #e!a.e o* /ere-i"ary e+-o71e+"



Rev Hagos 59

a+- "e10era1e+"$ -o +o" )oe "/i 0ar"i!.)ar 0re-i0oi"io+ 7/e+ "/ey #e!o1e a C/ri"ia+$

"/o.g/ "/e S0iri" 0ree+!e a+- gra!e !a+ re"ri!" a+- ig+i*i!a+")y 1i+i1ie i"

a!".a)ia"io+, I+ 0iri".a) a+!"i*i!a"io+$ 1a".ri"y i a 0rogrei6e e+"er0rie 7/i!/ i+6o)6e

"/e gra-.a) era-i!a"io+ o* "/e 6i!e$ +o" "/e "r.!".re$ o* "/e 0ero+a)i"y, Py!/o)ogi!a)

0e!.)iari"ie a+- i-ioy+!raie$ i+!).-i+g 0re-i0oi"io+ a+- "e10era1e+"a) "e+-e+!ie$

are a)"ere- 1i+i1a))y$ i* a" a)), ><i!/er+ e" a)$ '8:%?

a 0ro0er a""i".-e "o7ar- a+9ie"y i a""ai+e- #y re!og+ii+g o1e o* "/e reao+ *or

i", Co))i+ o.")i+e *o.r 1ai+ reao+ *or a+9ie"y, Fir"$ a0ar" *ro1 a 0re-i0oi+g

"e+-e+!y$ 0eo0)e )ear+ "/ro.g/ e90erie+!e "o #e!o1e a+9io., T/e !/i)-$ *or e9a10)e$

rea)ie "/a" 7/e+ /e or /e i -e*ia+" a+- !/a))e+ge a *a"/er a."/ori"y "/a" /e or /e

1ay re!ei6e "er+ -i!i0)i+e, T/e a+"i!i0a"io+ o* "/e -i!i0)i+e$ 7/i!/ 1ay #e 0ai+*.)$

e6o=e 0y!/i! "e+io+, Se!o+-$ 0eo0)e i10)i!i")y )ear+ "o #e a+9io. #y *o))o7i+g "/e

e9a10)e o* o"/er, T/e 1o"/er 7/o i a*rai- o* )o.- !)a00i+g "/.+-er 1ay i+"i)) "/i a1e

*ear i+ "/e -a.g/"er 7/o o#er6e /er rea!"io+ "o i", T/ir-$ o!ia)ia"io+ 0ro1o"e a+9ie"y,

T/e !/i)- +a".ra))y )ear+ a+- a-o0" "/e "a+-ar- a+- 1a++er o* /i or /er !.)".re a+-

o!ie"y, For i+"a+!e$ "/e <e"er+o!ie"y !/i)- )ear+ "/a" 7i)- a+i1a) are +o" *ree "o

roa1 "/e "ree" .+.0er6ie-, A+ o!!.rre+!e o* .!/ a!"io+$ !o+"rary "o /i !o+-i"io+e-

e90e!"a"io+$ 1ay e6o=e 0y!/i! "e+io+, Fo.r"/$ )ear+i+g "o "/i+= ra"io+a))y o!!aio+

a+9ie"y, T/e 1a".ri+g i+-i6i-.a) !a+ re*)e!" o+ a+- a+a)ye /i a!"io+ a+- ae "/e

[email protected]+!e o* "/oe a!"io+, T/e i10)e 0oi+" i+ "/ee *o.r 0ro0oe- reao+ *or "/e

o!!.rre+!e o* a+9ie"y i "/a" -i**ere+" e90reio+ o* a+9ie"y are o*"e+ a )ear+e- #e/a6iora)

re0o+e, A!!or-i+g)y$ i* a+9ie"y i "o #e re-.!e-$ a+- e6e+ e)i1i+a"e-$ "/e+ "/e )ear+e-



Rev Hagos 60

!o+-i"io+e- re0o+e 1." #e re!og+ie- a+- "/e a00ro0ria"e 1ea.re "a=e+ "o .+)ear+

"/e1$ .#"i"."i+g "/e1 7i"/ a +e7 e" o* /ea)"/ier re0o+e,>Co))i+$ '843?

(,5 T/e Ca.e o* A+9ie"y

T/e 0y!/o-y+a1i! #e/i+- a+9ie"y i !o10)e9, Vario. 0y!/o)ogi" ..a))y -e!ri#e

a+9ie"y a a+ i+-i"i+!" a+- i+-ire!" *ee)i+g$ /a6i+g +o 0e!i*i! o.r!e or roo" !a.e, T/i

aer"io+ !a+ .+-o.#"e-)y #e !/a))e+ge-, <i"/ a+9ie"y "/ere i !/ara!"eri"i!a))y a !a.e

e**e!" re)a"io+/i0$ a)"/o.g/ "/e !a.e 1ay #e !o+!ea)e- or 1i!o+"r.e-,

Narra1ore aer" e6ere a+9ie"y 1ay re.)" *ro1 "/e *ee)i+g o* *ear a+- g.i)" o* a

0a" "ra.1a"i! e6e+" or *ro1 a+ i+e!.re !/i)-/oo- !/ara!"erie- #y "ri6i+g *or 0are+"a)

!o11e+-a"io+ >Narra1ore$ '8:'?, Si1i)ar)y$ <i!/er+ ai-$ a+9ie"y !a+ #e !a.e- #y

.+!o+!io. i+"ra0y!/i! !o+*)i!"$ !/i)-/oo- "ra.1a$ a+- *ear o* i+*eriori"y$ 0o6er"y$ or

0oor /ea)"/ ><i!/er+$ '8:%?,

A+9ie"y *ee)i+g !a+ #e ei"/er o#e!" or e6e+"re)a"e- or i10)y *ree*)oa"i+g, O#e!"

or e6e+"re)a"e- a+9ie"y i a00are+" 7/e+ "/e .**erer i a7are o* a 0e!i*i! "/rea"e+i+g

o#e!" or i".a"io+, Free*)oa"i+g a+9ie"y /a +o o#6io. "/rea"e+i+g o#e!" or i".a"io+,

Ne6er"/e)e$ a+9ie"y a)7ay /a a !a.e$ ei"/er re1o"e or 0ro9i1a"e ei"/er -ire!" or

i+-ire!", T/e 0ree+!e o* a+9ie"y i i+-i!a"i6e o* o1e 0y!/i! !o+*)i!", A+9ie"y i "/e

e1o"io+a) o6er*)o7Q o* 0y!/i! !o+*)i!", I" i +o" e9!).i6e)y i-e+"i*ie- 7i"/ a+y i+g.)ar

0y!/i! !o+*)i!"$ #." ra"/er a!!o10a+ie 1o" o* "/e1, I" i +o" a+ io)a"e- -i".r#a+!e i+

i"e)*$ #." i a 0ri1ary ig+a) o* 0o"e+"ia) a+- a!".a)W -i"re >Co))i+$ '843?

I" i 1y "ro+g #e)ie* "/a" "/e rea) !a.e o* a+9ie"y are ..a))y re)a"e- 7i"/ 0e!i*i!

*)a7e- 1e+"a) "a"e, T/ere !a+ ro.g/)y #e "/ree 1aor *)a7e- 1e+"a) "a"e *ro1 7/i!/



Rev Hagos 62

Egoi1 /a "7o *.+-a1e+"a) -i1e+io+$ +a1e)y$ .0eriori"y >0ri-e? a+- i+*eriori"y

>[email protected]!y?, A .0erior +a".re *or!e a+ i+-i6i-.a) "o "ri6e *or i+-i6i-.a)i"i! a""e+"io+

a+- "o re!ei6e "/e o6a"io+ a+- a-1ira"io+ o* o"/er, Hi e)*i10or"a+!e$ a10)i*ie- e)*

)o6e$ a+- /i -eire *or re!og+i"io+ o*"e+ !.)"i6a"e a "/o.g/")e$ -i0aragi+g$ a+- 1er!i)e

"a+!e, Hi #e/a6ior 7i)) a)o #e 0o"e+"ia))y erra"i!, B." $ "/e a0o")e Pa.) a-1o+i/e-$

For "/ro.g/ "/e gra!e gi6e+ "o 1e I ay "o e6ery 1a+ a1o+g yo. +o" "o "/i+= 1ore /ig/)y

o* /i1e)* "/a+ /e o.g/" "o "/i+= #." "o "/i+= o a "o /a6e o.+- .-g1e+"$ a Go- /a

a))o""e- "o ea!/ a 1ea.re o* *ai"/Q >Ro1 '%3?,

A+ i+*erior +a".re ee1 "o #e "/e 1ore !o11o+ o* "/e "7o -i1e+io+ i+ "/oe 7/o

.**er *ro1 a+9ie"y, A+ i+*erior +a".re *or!e a+ i+-i6i-.a) "o o!ia))y -e"a!/ a+- "o *ee)

"/rea"e+e- 7/e+ aro.+- o"/er 0eo0)e, T/i i+-i6i-.a) *ee) .+7or"/y o* 0ero+a)

re!og+i"io+ a+- )o6e, He )a!= e)*re0e!", T/i i+-i6i-.a) *ee) "/a" a+y"/i+g /e *ee) "/a"

/e i ei"/er +o" !orre!" or goo- e+o.g/, T/i i+-i6i-.a) 6ie7 /i1e)* a *ai).re, T/e !/i)-

7/o i re0ea"e-)y !o+-e1+e- #y /i "ri!" 1o"/er 1ay #e i+!)i+e- "o 6ie7 /i1e)* a

.+i+"e))ige+", T/e 0ero+ 7i"/ a+ i+*erior +a".re "e+- "o -i)i=e /i1e)*$ a+- a a re.)"

#e)ie6e "/a" o"/er -o +o" )i=e /i1 ei"/er, He o*"e+ *o))o7 "/e 0a"/ o* a 0er*e!"io+i",

Per*e!"io+i1$ #e!a.e i" i i-ea) a+- .+a""ai+a#)e gi6e+ "/e +a".ra) !ir!.1"a+!e are

)i1i"i+g *a!"or$ i" 7i)) )ea- "/e 0ero+ "o a 6ery .+e"")e-$ *r."ra"i+g$ a+- .+/a00y )i*e

"y)e,

T/e origi+ o* a+ i+*erior "e10era1e+" i a 0oor e)*i1age, O+e e)*i1age -e6e)o0

"/ro.g/ a !o1#i+a"io+ o* 6ario. o.r!e, Fir"$ e)*i1age #.i)- .0 "/ro.g/ "/e

.-g1e+" a+- e6a).a"io+ o* *a1i)y 1e1#er a+- 0eer, I* "/ee .-g1e+" a+-



Rev Hagos 63

e6a).a"io+ are +ega"i6e a+- -i0aragi+g$ "/e+ "/e i+-i6i-.a) e90erie+!e *ee)i+g o* g.i)"$

-i!o.rage1e+"$ a+- ree!"io+, He gra-.a))y #egi+ "o /a"e /i1e)*,

A!!or-i+g "o o!ia) 0y!/o)ogi" e)*i1age -e6e)o0 "/ro.g/ o!ia) e90e!"a"io+ a+-

"a+-ar-$ 0ar"i!.)ar)y a "/ee e90e!"a"io+ a+- "a+-ar- !e+"re o+ i+"e))ige+!e$ 7ea)"/$

a+- #ea."y, T/e 6a).e o* o!ie"y !a+ i10er!e0"i#)y #e!o1e 0ero+a) 6a).e$ -i!"a"i+g 7/a"

i o* 0ri1ary 7or"/ a+- i10or"a+!e, T/.$ *ai).re "o !o+*or1 "o "/e o!ie"a) e90e!"a"io+

a+- "a+-ar- 1ay *o"er a 0oor e)*i1age, T/ir-$ e)*i1age -e6e)o0 "/ro.g/ e)*

e9a1i+a"io+$ i+"ro0e!"io+$ a+- e)*!ri"i!i1, So1e 0eo0)e are 1i+."e)y a+a)y"i!a)$

.-gi+g "/e1e)6e a!!or-i+g "o e)*i10oe- 0er*e!"io+i" "a+-ar-, O* !o.re$ .!/

"a+-ar- are o*"e+ .+rea)i"i!, Ne6er"/e)e$ *ai).re "o !o+*or1 "o "/ee 0ero+a) i-ea)

1ay a-6a+!e a 0oor e)*i1age, Fo.r"/$ e)*i1age -e6e)o0 "/ro.g/ 0ero+a) -e!iio+

1a=i+g, C/oi!e o* a!"i6i"ie$ !/oo)$ *rie+-$ /o##ie$ o#$ e"!,$ !arry 7i"/ "/e1

0o"e+"ia))y erio. re0er!.io+, Ha"y$ .+"/o.g/"*.)$ or 7ro+g -e!iio+$ !a+ "rigger a+

.+e90e!"e- a+- .+-eira#)e erie o* e6e+"$ 7/i!/ 1ay #e 0er!ei6e- a -ire!")y re*)e!"i+g

o+ "/e 7or"/ a+- e)*e"ee1 o* "/e i+-i6i-.a),

T/e !.)"i6a"io+ o* a goo- e)*i1age #egi+ 7i"/ e)*a!!e0"a+!e, A*"er 1a=i+g a

e+i#)e a+- "r."/*.) e)* a.-i"i+g$ o+e /o.)- a1ia#)y a+- rea-i)y a!!e0" o+e

[email protected]!ie a+- "re+g"/$ a+- "o0 #ei+g o "o.g/ o+ /i1e)*, T/e C/ri"ia+ /o.)-

a!!e0" /i1e)* #ae- o+ "/e *a!" "/a" Go- /a a!!e0"e- /i1 .+!o+-i"io+a))y i+ Je. C/ri"

"/ro.g/ gra!e, Gra!e$ i* rea))y e90erie+!e- a+- !orre!")y .+-er"oo-$ !a+ )i#era"e "/e

#e)ie6er *ro1 "/e .rge "o "ri6e *or a!!e0"a+!e *ro1 o"/er, T/e Gra!e o* Go- g.ara+"ee

*.)) a!!e0"a+!e, T/e C/ri"ia+ i a!!e0"e- #y Go-$ +o" #e!a.e o* 7/a" /e /a -o+e$ or

#e!a.e o* 7/o /e i$ #." #e!a.e o* 7/a" Je. C/ri" /a -o+e, T/e C/ri"ia+ !a+ ge" a



Rev Hagos 66

/ea)"/$ *a1i)y 7e))#ei+g a+- 1a"eria) 0oeio+ 1ay re.)" i+ gr.eo1e *ear, Gr.eo1e

*ear o*"e+ "e1 *ro1 a+ e9aggera"e- 6a).e or i10or"a+!e aig+e- "o e 0ar"i!.)ar o#e!",

T/e -ri6i+g #e)ie* i "/a" "/e 0ro!.re1e+" o* "/ee o#e!" 7i)) 0ro6i-e e!.ri"y, T/e

i+-i6i-.a) -i!er+1e+"$ +o+e"/e)e$ /a #e!o1e -i"or"e-, A a re.)"$ "/e -a+ger o* )o

or -a1age o* "/ee o#e!" 1ay *ee) /i1 7i"/ e9"re1e *ear a+- i+!a0a!i"a"io+,

T/e C/ri"ia+ i i+"r.!"e- +o" "o #e 1or#i-)y *ear*.) >Ia 3'$ ( 55%$ :?, Gra!e o*

Go- i+ "/e /ear" o* "/e #e)ie6er e+a#)e /i1 "o -ire!" /i "/i+=i+g$ a+- "o e" /i a""e+"io+

o+ /ea6e+)y rea)i"ie$ ra"/er "/a+ o+ ear"/)y !o+!er+ >Co) 3' 5?, T/e C/ri"ia+ /o.)-

a-1i" /i gr.eo1e *ear "o Go- a+- a= Go- *or go-)y !o.rage, A--i"io+a))y$ o+e /o.)-

erio.)y e6a).a"e a+- re/.**)e /i 0riori"ie, S0iri".a) 0riori"ie /o.)- a)7ay #e gi6e+

0riori"y >' Ti1 ;:?, T/e C/ri"ia+ /o.)- =+o7 "/a" /i 0ri1ary !o11i"1e+" i "o Je.

C/ri"$ a+- +o" "o /i1e)*$ /i *a1i)y$ or /i *rie+- >Re6 '%''?, T/i !o11i"1e+" e+"ai)

a+ e+"ire e)*-e+ia)$ a rea-i+e "o gi6e .0 e6ery"/i+g$ a+- e6e+ -ie$ *or "/e a=e o* Je.

C/ri" a+- /i Go0e) >Ma" ';%5 M= :35 L.=e 8%3?, T/e C/ri"ia+ i o+e 7/o /a -ie-

"o i+ a+- )i6e *or C/ri"$ a+- +o7 /e /o.)- .-ge /i1e)* "o #e -ea- 0ra!"i!a))y i+ /i

7a)= o* )i*e, A+ e90)i!i" -e"er1i+a"io+ i 6ery i10or"a+" i* *ear i "o #e o6er!o1e, A S0iri"

g.i-e- )i*e i "/e #e" !.re *or gr.eo1e *ear >% Ti1 '8?,

T/e a#o6e 1e+"io+e- *)a7e- 1e+"a) "a"e g.i)"$ egoi1$ a+- *ear$ 1ay #e

"e10orary or !/ro+i!, I* "/ey are "e10orary$ "/e+ "/eir -.ra"io+ 7i)) #e /or" i* 1a+age-

0ro0er)y, I* "/ey are !/ro+i!$ "/e+ "/oro.g/ !o.+e)i+g 1ay #e +ee-e- i+ or-er "o -i!o6er

a+- e9a1i+e "/e !a.a"i6e *a!"or, I+ "rea"i+g a+9ie"y$ "/e !r.!ia) 1e+"a) "a"e /o.)- #e

i-e+"i*ie- a+- *.))y e90)ore-,



Rev Hagos 68

e1o"io+a) 1a+i*e"a"io+, T/. i" !a+ #e !o+!).-e- "/a" a+9ie"y$ *ro1 a C/ri"ia+

0er0e!"i6e$ !o++o"e a *)a7e- 0er!e0"io+ a+- i+"er0re"a"io+,

(,( T/e Roo" o* A+9ie"y

T/e roo" o* a+9ie"y i !o++e!"e- "o a 0e!i*i! 1e+"a) orie+"a"io+, T/e 1e+"a) orie+"a"io+

re0o+i#)e *or a+9ie"y i !a))e- egoi1, Egoi1 0ro-.!e a+- *.e) a+9ie"y #e!a.e "/i

"y0e o* 1e+"a) orie+"a"io+ a!!e)era"e "/e a7are+e o* o+e i+a#i)i"y "o 1a+age o1e o*

)i*e 0re.re i+g)e/a+-e-)y, Se)*!e+"ere-+e 0ro1o"e i+-e0e+-e+!e a+- e)*

-e0e+-e+!y, T/e e**e!" 7i)) #e a+ o6er0o7eri+g e+e o* 0o7er)e+e a+- -e0air, Co0i+g

!a0a#i)i"y a+- 0)a+ are 7ea=e+e-$ a+- *i+a))y #e!o1e -y*.+!"io+a), E1o"io+a)

-i".r#a+!e a+- a+9ie"y are "/e i1.)"a+eo. e**e!" 7e 0er!ei6e i+ .!/ !e+ario, T/e

C/ri"ia+ 1e+"a) orie+"a"io+ /o.)- #e Go-!e+"ere-$ ra"/er "/a+ e)*!e+"ere-, He

/o.)- !o+"e10)a"e o+ "/e /o)y a+- rig/"eo. a""ri#."e o* Go-$ a+- o+ Hi a"o.+-i+g a+-

1ig/"y 7or=, A "/e C/ri"ia+ #e!o1e 1ore *a1i)iar a+- *i))e- 7i"/ "/e =+o7)e-ge o*

Go-$ "/e+$ /e +a".ra) #e!o1e )e 0reo!!.0ie- 7i"/ /i1e)*, Hi 1e+"a) orie+"a"io+ #egi+

"o !/a+ge$ a+- 7i"/ "/a" !/a+ge i "/e "ra+*or1a"io+ o* e1o"io+a) "a+!e,

A--i"io+a))y$ a gro7i+g 0reo!!.0a"io+ 7i"/ Go-$ "/ro.g/ !o1i+g i+ !o+"a!" 7i"/ "/e

"r."/ o* Hi1$ +a".ra))y !.)"i6a"e "r." 7/i!/ i a #i#)i!a) re1e-y *or *ear, T/e a#e+!e o*

rea) "r." i+ Go- i "/e 1ai+ reao+ 7/y C/ri"ia+ *ee) a+9io., T/e #i#)e ay$ Yo. 7i))

=ee0 /i1 i+ 0er*e!" 0ea!e$ 7/oe 1i+- i "aye- o+ yo.$ #e!a.e /e "r." i+ yo.Q >Ia

%;3?, Bi#)i!a) "r."/ 7/i!/ i roo"e- *ir1)y i+ "/e 1i+- ge+era"e "ro+g "r." i+ Go-,

(,; T/e Trea"1e+" *or A+9ie"y



Rev Hagos 69

<i"/ regar- "o "/e "rea"1e+" o* a+9ie"y$ a 1e+"io+e- i+ 0re6io. -i!.io+$ "/ere are

-i**ere+" !/oo) o* "/o.g/", Mo" 0y!/o"/era0i" 0ro1o"e #e/a6iora) 1o-i*i!a"io+$ .!/

a$ "/o.g/""o00i+g$ #e/a6ior re/eara)$ re)a9a"io+ "rai+i+g a+- 1o-e)i+g,

T/ee "e!/[email protected] 1ay #e 0ar"ia))y .e*.)$ #." a+ a00are+" -e*i!ie+!y 7i"/ #e/a6ior

1o-i*i!a"io+ i "/a" "/e 0er!e0"io+>? a+- 1e+"a) "a"e "/a" 0ro6o=e "/e a+9ie"y 1ay +o"

*i+- a *.+-a1e+"a) *o!. or !o+i-era"io+ i+ "/e "rea"1e+", A 0y!/o)ogi!a) a00roa!/ i*

.e- /o.)- #e 0ri1ari)y !og+i"i6e$ +o" #e/a6iora), Be/a6iora) 1a+i*e"a"io+ i )arge)y "/e

re.)" o* !og+i"i6e -e*e!",

O"/er 0y!/o)ogi" .e -e+ia)$ a6oi-a+!e$ ra"io+a)ia"io+ a+- +ar!o"i! >!o))e!"i6e)y

!a))e- e!a0i1?, T/i 1e"/o- /a gra6e -o7+i-e, Fir"$ "o -e+y "/e a+9ie"y i [email protected])e+"

"o -e!ei6i+g o+ee)*, S.!/ a 1e"/o- i !)ear)y /ar1*.), T/e 1e+"a) e9er!ie #y i"e)*

0ro-.!e a+9ie"y a+- -ire!" "o gr.eo1e i+"ro0e!"io+ a+- 1e+"a) "rai+,

B." a)) /o.)- agree "/a" "/e o)e ra-i!a) o)."io+ i "o )oo= *or a+- -o a7ay 7i"/ "/e

o.r!e o* a+9ie"y, Ra"io+a)ii+g a+9ie"y$ 7/i)e o1e7/a" /e)0*.)$ 1ay a)o #e /ar1*.), T/e

a+9ie"y 1ay #e 1a=e-$ a+- /e+!e #e!o1e 6ag.e #." 1or#i-, Nar!o"ii+g a+9ie"y

"/ro.g/ -r.g or a)!o/o) i o+)y a 0ro6iio+a) o)."io+ 7/i!/ i+i"ia"e a +e7 !a!a-e o*

0ro#)e1, <i"/ -r.g$ "/e a+9ie"y i +o" a!".a))y "rea"e-$ #." "e10orari)y 1a=e- A+9ie"y

i e)*0er0e".a"i+g, Dr.g "/era0y i a 0o0.)ar a00roa!/ i10)y #e!a.e re)ie* i i11e-ia"e

a+- 0)ea.ra#)e,

I+ "rea"i+g a+9ie"y$ C/ri"ia+ [email protected] 1ore "/a+ ." "/e /ari+g o* #i#)i!a) 6ere$

"/o.g/ "/i 1ay #e /e)0*.), [email protected]+")y$ "/e 1a+age1e+" o* a+9ie"y /o.)- "ar" 7i"/ a

!o+*ro+"a"io+ a+- !r."i+y o* "/e 1e+"a) "a"e "/a" /a !a.e- "/e a+9ie"y, T/i$



Rev Hagos 71

re0."e$ i* "/ere i a+y e9!e))e+!e a+- i* a+y"/i+g 7or"/y o* 0raie$ -7e)) o+ "/ee "/i+g,

T/e "/i+g yo. /a6e )ear+e- a+- re!ei6e- a+- /ear- a+- ee+ i+ 1e$ 0ra!"i!e "/ee "/i+g$

a+- "/e Go- o* 0ea!e 7i)) #e 7i"/ yo. >P/i) 5:$ 8?,

No+e"/e)e$ "/e a""ai+1e+" o* a Go-!e+"ere- 1e+"a) !o+-i"io+ i +o" i11e-ia"e #."

0rogrei6e #e!a.e i" -e1a+- !o+i"e+" 1e-i"a"io+ o+ "/e S!ri0".ra) aer"io+, T/e

0rogrei6e a""ai+1e+" o* Go-!e+"ere- "/i+=i+g 7i)) 0ro0or"io+a))y re-.!e e)*!e+"ere-

"/i+=i+g, Se)*!e+"ere- "/i+=i+g i *.+-a1e+"a))y i+-i6i-.a)i"i! i+ +a".re, I" i a =i+- o*

"/i+=i+g 7/i!/ ree!" a+- -i/o+or$ Go-, For "/e e)* !e+"ere-$ e)* i "/e ee+"ia) a+-

*i+a) 0reo!!.0a"io+ i+ /i .+-er"a+-i+g o* -ai)y )i*e, Se)*!e+"ere-+e i a =i+- o* e)*

7or/i0 a+- 0iri".a) re#e))io+ agai+" "/e /o)y Go-, T/e a+9io. C/ri"ia+ /o.)-

"/ere*ore !o+*e a+- re0e+" o* /i o#eio+ o* e)*, He /o.)- a#a+-o+ /i e)*i/ -eire

a+- a0ira"io+, I+ "ryi+g "o "ri.10/ o6er e)*!e+"ere-+e$ "/e C/ri"ia+ /o.)- *o"er "/e

/o)y -e1ea+or o* )o6e, Lo6e$ #y i" +a".re i o."7ar-orie+"e- >' Cor '35:?, T/e !e+"er o*

o.r !o+!er+ /o.)- #e "/e #re"/re+ a+- "/eir +ee-, <i"/ "/i e)*)e -ire!"io+ o* 1i+-$

a+9ie"y i !o+i-era#)y re-.!e-, Per*e!" )o6e #ei+g i+ 0)a!e a+9ie"y 7i)) #e o." o* 0)a!e,

F.r"/er1ore$ i+ !o.re o* o.r e+-ea6or "o re+e7 o.r "/i+=i+g 0a""er+ a+- a""i".-e$ "/e

!og+ia+" a+- 0.r0oe*.) ree!"io+ o* "/o.g/" 7/i!/ are +o" !ri0".ra) i 6i"a),

T/e Ho)y S0iri" i+ .$ a+- "/e 0o7er 1a-e a!!ei#)e "/ro.g/ gra!e *or #e)ie6er$

e+a#)e . "o !/e!= a+- !o+"ro) "/e !o+"e+" o* o.r 1i+-, T/e Bi#)e ay$ <e are

-e"royi+g 0e!.)a"io+ a+- e6ery )o*"y "/i+g raie- .0 agai+" "/e =+o7)e-ge o* Go-$ a+-

7e are "a=i+g e6ery "/o.g/" !a0"i6e "o "/e o#e-ie+!e o* C/ri"Q >% Cor '&(?, T/e C/ri"ia+

/o.)- )ear+ "o "/i+= 7i"/ #i#)i!a) "e10era+!e a+- 0ra!"i!a)i"y, Vai+ I1agi+a"io+ /o.)-

#e =e0" i+ !/e!=$ *or 6ai+ .+#i#)i!a) i1agi+a"io+ i o+e o* "/e reao+ *or "/e o!!.rre+!e o*



Rev Hagos 72

a+9ie"y a+- 7orry ,T/e #i#)e /o.)- #e "/e o+e "/a" g.i-e a+- go6er+ "/e !o+"e+" o* o.r

"/o.g/",

A+ e**e!".a) 7ay "o #ea" +o+ #i#)i!a) "/o.g/" i *ir"$ 7e /a6e "o re!og+ie "/e

"/o.g/" e!o+-$ 7e /a6e "o a!=+o7)e-ge "/eir /aar- "/. -ia00ro6e o* "/e1 "/ir-$ 7e

/o.)- re+o.+!e a+- 1e+"a))y -e"a!/ o.re)6e *ro1 "/e1 *i+a))y$ -i)o-ge "/e1 7i"/

#i#)i!a) "ea!/i+g a+- 6ere, B." *or "/i "o /a00e+$ "/e o+e 7/o )ea- . "o a)) "r."/ >"/e

Ho)y S0iri"? /o.)- #e gi6e+ /i -.e 0)a!e,

C/a+ge "/ro.g/ "/e re+e7a) o* o+e 1i+- a)o e+"ai) "/e 1e+"a) -e"er1i+a"io+ "o

!o11i" 0oi#)e a+- !o+!re"e a+9ie"yi+-.!i+g i".a"io+ "o Go-, T/e a0o")e Pe"er a-6ie-

Ca"i+g a)) yo.r a+9ie"y .0o+ Hi1 #e!a.e He !are *or yo.Q >' Pe" (4?, T/e C/ri"ia+

1." !o+!io.)y -e"a!/ /i1e)* *ro1 /i -i"re*.) !ir!.1"a+!e$ re!og+ii+g "/a" Go- i

i+ !o10)e"e !o+"ro) a+- /a "/e reo.r!e "o /a+-)e a+y e1erge+!y, T/i 1e+"a)

-e"er1i+a"io+ "o !o11i" "/e 1a""er "o Go- i a+ a!" o* "r.e 0iri".a)i"y, <i"/ "/e

.+-er"a+-i+g o* o+e o7+ 0o7er)e+e i+ "/e 1i--)e o* o6er0o7eri+g or .+!o+"ro))a#)e

i".a"io+$ "/ere /o.)- #e a !/i)-)i=e "r." i+ Go- </o i *ai"/*.) "o 1a=e 1a""er .+-er

/i !o+"ro), T/i e90reio+ o* -e0e+-e+!y o+ Go- i 7e))0)eai+g "o Hi1,

T/i 1i+- re+e7a) a)o e+"ai) !.)"i6a"i+g a 0ro0er 1i+-e", Ma+y a+9ie"ie arie *ro1

"/e a.10"io+ o* a *.".re !a)a1i"y *.e)e- #y .+!er"ai+"y a+- -o.#", T/e #i#)e "ea!/e$

Do +o" #e a+9io. "/e+$ ayi+g$ </a" /a)) 7e ea" or </a" /a)) 7e -ri+= or <i"/

7/a" /a)) 7e !)o"/e o.re)6e T/ere*ore -o +o" #e a+9io. *or "o1orro7 *or "o1orro7

7i)) !are *or i"e)*, Ea!/ -ay /a e+o.g/ "ro.#)e o* i" o7+Q >Ma" ; 3'$ 35?, Ea!/ -ay /a

i" o7+ e" o* !o+!er+ a+- 0ro#)e1$ a+- o1e o* "/e1 are @.i"e 0rei+g, T/e !are

[email protected] *or "/e /a+-)i+g o* -ai)y !o+!er+ a+- 0ro#)e1 /o.)- +o" #e 0roe!"e- "o



Rev Hagos 73

i+!).-e "/e *.".re, I* 7e -o o 7e !a+ 0re!i0i"a"e a+- o6er)oa- o.re)6e i+ a 7ay "/a"

-e0)e"e o.r 6igor, T/e a+9ie"ie a+- -i**i!.)"ie o* "o1orro7 7i)) "i)) #e "/ere 7/e+ "/e

-ay !o1e, U+"i) "/e "i1e arri6e 0reo!!.0a"io+ 7i"/ *.".re e6e+" i #o"/ e+e)e a+-

*r.i")e,

I+ Ma""/e7 ; 7e are e9/or"e- +o" "o 7orry a#o." *.".re e6e+" a+- "o /a+-)e o+e -ay

a" a "i1e, C/ri" "a"e- "/a" ea!/ -ay /a e+o.g/ "ro.#)e o* i" o7+ 7i"/o." #orro7i+g

*ro1 "/e *.".re, <orryi+g i a !/oi!e a+- "/e a0o")e Pa.) ai-$ Do +o" #e a+9io. a#o."

a+y"/i+gQ >P/i) 5;?, I+ .11ary$ 7e +ee- "o )i6e o+e -ay a" a "i1e a+-$ i* 7orrie !o+"i+.e

"o i+"r.-e i+"o !o+!io.+e$ "o .e "/e i10)e "e!/[email protected] o* 0.""i+g ai-e a )i1i"e- "i1e *or

0o+-eri+g "/e i.e,

C/ri"ia+ /o.)- i+0e!"$ a+a)ye$ a+- e6a).a"e 1a""er a+- o!!.rre+!e 7i"/i+ "/e

7i-er !o0e o* "/e e6er)a"i+g =i+g-o1, Bigo"ry a+- a+ irra"io+a) 0reo!!.0a"io+ 7i"/

-e"ai) i+!i"e a+9ie"y, E9"re1e !o+!e+"ra"io+ o+ )i*e -e"ai) re.)" i+ a 1i"a=e+ #e)ie* o*

i "r.e a+- ig+i*i!a+", T/e #i#)e a-6ie o+e "o )i*" /i eye .+"o Go- a+- "o a-o0" a

/ea6e+)y 0er0e!"i6e, Je. "a"e-$ For "/i reao+ I ay "o yo.$ -o +o" #e a+9io. *or yo.r

)i*e$ a "o 7/a" yo. /a)) ea"$ or 7/a" yo. /a)) -ri+= +or *or yo.r #o-y$ a "o 7/a" yo.

/a)) 0." o+, I +o" )i*e 1ore "/a+ *oo-$ a+- "/e #o-y "/a+ !)o"/i+gQ >Ma" ;%(?, </i)e

C/ri"ia+ /o.)- +o" o6er)oo= "/e a""e+-a+!e o* )i*e ro."i+e 1a""er$ /e /o.)- /a6e /i

0riori"y "raig/"e+e- o.", T/e o#eio+ o* C/ri"ia+ /o.)- #e Go- a+- Hi =i+g-o1,

Je. ai-$ B." ee= *ir" Hi =i+g-o1 a+- Hi rig/"eo.+e a+- a)) "/ee "/i+g /a)) #e

a--e- "o yo.Q >Ma" ;33?

T/e [email protected]+!e o* a re+e7e- 1i+- 7i)) #e a )i*e o* go-)y o#e-ie+!e, T/i )i*e i a+

a+9ie"y*ree )i*e, </e+ 7e o#ey "/i 7ay Go- *a6or a+- #)ei+g 7i)) #e g.ara+"ee-,



Rev Hagos 74

C/ri"ia+ a""ai+ a+ i+!reai+g e+e o* "/e 0ree+!e a+- 0o7er o* Go-$ 7/i!/ i+-i0."a#)y

a!" a a 0ro"e!"io+ a+- !.re *or a+9ie"y, Fro1 0iri".a) 0oi+" o* 6ie7$ "/e re+e7e- 1i+-$

re+e7e- #y Bi#)i!a) "r."/$ i #ai o* o6er!o1i+g a+9ie"y,

A+o"/er -e)i#era"io+$ 7/i!/ i a *o.+-a"io+a) a+- 6i"a) a 1i+- re+e7a)$ i "/e

o#er6a+!e a+- +.r".ri+g o* 0rayer, T/e #i#)e ay$ Be a+9io. *or +o"/i+g$ #." i+

e6ery"/i+g #y 0rayer a+- .00)i!a"io+ 7i"/ "/a+=gi6i+g )e" yo.r [email protected]" #e 1a-e =+o7+

"o Go-, A+- "/e 0ea!e o* Go-$ 7/i!/ .r0ae a)) !o10re/e+io+$ /a)) g.ar- yo.r /ear"

a+- yo.r 1i+- i+ C/ri" Je.Q >P/i) 5;?,

I" i *[email protected]+")y "/e #.i)-.0 o* 1i+or +.ia+!e a+- *r."ra"io+ "/a" a!"i6a"e a+-

7ore+ a+9ie"y, T/e #i#)e a-1o+i/e "/a" e6ery a+9ie"y 7/i!/ i *e)"$ irre0e!"i6e o* i"

i+ig+i*i!a+!e i "o #e 0ree+"e- "o Go- i+ 0rayer, Go- i !o+!er+e- a#o." e6ery a0e!" o*

"/e #e)ie6er )i*e, Fro1 "/i 7e !a+ i+*er "/a" C/ri"ia+ +ee- "o 0ray !o+"i+.a))y a+-

!o+"a+")y C/ri"ia+ /o.)- 1a=e [email protected]" i+ "/e a"1o0/ere o* 0raie$ a-.)a"io+$ a+-

#)ei+g, A)) ge+.i+e 0rayer "ar" #y a!=+o7)e-gi+g a+- .0)i*"i+g Go-, A "/e C/ri"ia+

!o+"a+")y -ra7 +ear "o Go- i+ 0rayer$ Go- gi6e Hi .+*a"/o1a#)e 0ea!e 0ea!e "/a"

goe #eyo+- /.1a+ a+a)yi a+- -e!ri0"io+, T/e 0ea!e o* Go- "a#i)ie e1o"io+ a+-

re+e7 "/e 1i+-, I" g.ara+"ee a ere+e$ .+!o+*.e- "e10era1e+",

T/ere are "7o 0ro#a#)e reao+ 7/i!/ "/7ar" "/e e90erie+!e o* Go- .+*a"/o1a#)e

0ro6i-e+!e a+- 0ea!e "/a" !o1e "/ro.g/ 0rayer, T/e #i#)e ay$ A+- 7i"/o." *ai"/ i" i

i10oi#)e "o 0)eae Go-$ *or /e 7/o !o1e "o Go- 1." #e)ie6e "/a" He i$ a+- "/a" He i a

re7ar-er o* "/oe 7/o ee= Hi1Q >He# '';? a+- Je. ai-$ Tr.)y I ay "o yo.$ i* yo.

/a6e *ai"/$ a+- -o +o" -o.#"$ yo. /a)) +o" o+)y -o 7/a" 7a -o+e "o "/e *ig "ree$ #." e6e+ i*

yo. ay "o "/i 1o.+"ai+$ Be "a=e+ .0 a+- !a" i+"o "/e ea$ i" /a)) /a00e+, A+- a)) "/i+g



Rev Hagos 76

/ear "/e 6oi!e o* Go- "/ro.g/ Hi <or- a+- [email protected]+")y "o o#ey Hi !o11a+-1e+",

Li*e i+ "/e S0iri" i )i*e i+ o#e-ie+!e "o Go- 7i)), Go- <or- /o.)- -7e)) i+ o.r /ear",

I+ "/i 0iri".a) "a+!e$ "/ere 7i)) #e *ree-o1 *ro1 a+9ie"y, T/e a0o")e Pa.) !o+*ir1 "/i$

B." "/e *r.i" o* "/e S0iri" i )o6e$ oy$ 0ea!e$ 0a"ie+!e$ =i+-+e$ goo-+e$ *ai"/*.)+e$

ge+")e+e$ e)*!o+"ro)Q >Ga) (%%*,?,

(,4 Co+!).io+

A+9ie"y i o1e"/i+g "/a" !a+ #e !.re- 0er1a+e+")y i* o+e ee i" *ro1 a C/ri"ia+

0er0e!"i6e, C/ri"ia+ are a#)e "o #e *ree *ro1 -e"r.!"i6e a+9ie"y a+- i" -e#i)i"a"i+g$

-e"r.!"i6e e**e!" >' Cor '&'3?, A+9ie"y !a++o" o)6e 0ro#)e1 or !a++o" a--re o.r

erio. !o+!er+, Je. C/ri" /a 0.r!/ae- #o"/ 0ea!e$ oy a+- a)) *or1 o* #)ei+g

>e+!o10ae e6ery"/i+g goo-? *or . "/ro.g/ Hi !ro$ a+- 7e a)) /a6e "/a" 0ro1ie, O.r

#)ee- i+/eri"a+!e i !er"ai+ >Jo/+ '5%4 ';%3?, T/e !ir!.1"a+!e i+ 7/i!/ "/e C/ri"ia+

i "ro.#)e- 7i"/ a+9ie"y i +o" o+)y a#+or1a)$ #." i a)o i+ -ire!" o00oi"io+ "o "/e 7or- o*

Go- *or "/e #i#)e ay 0)ai+)y -o +o" #e a+9io., T/e C/ri"ia+ i !a))e- "o a+ a+9ie"y *ree

)i*e,

;, Di!.i+g a+9ie"y i+ a 0.re)y #i#)i!a) 0er0e!"i6e

A+9ie"y i "/e agi"a"io+ "/a" 0re6ai) i+ "/e 7or)- #e!a.e o* "/e a#e+!e o* 0iri".a)

6a).e, A+9ie"y i "/e re!i0ro!a"io+ o* "/e o.) .+-er i+ +a".re !o+"ro) #y 7/i!/ 0iri".a)

6a).e #e!o1e *or*ei", Fear /a a+ o#e!" /o7e6er$ A+9ie"y /a +o o#e!", T/e Po7er o*

a+9ie"y i i+ i" a1#ig.i"y, >Jo/$ %&'3? A -e!ri#e- i+ "/e 0re6io. !/a0"er$ A+9ie"y

e90e!" "/e 7or" #e!a.e "/e i+-i6i-.a) i i+ .#e!"i6e 0ei1i1, Pei1i1 -oe +o"

e90)ai+ a C/ri"ia+ o0"i1i1 -oe #e!a.e #e)ie6er are -e"i+e- *or #)ei+g a+- +o"

!.re, A+9ie"y i +o" a i10)e 7orry i" i o1e"/i+g "/a" i *ar -ee0er, A+9ie"y a!ri*i!e



Rev Hagos 78

P/i)i00ia+%3Se)*i/A1#i"io+ Do +o"/i+g o." o* e)*i/ a1#i"io+ or 6ai+ !o+!ei"$

#." i+ /.1i)i"y !o+i-er o"/er #e""er "/a+ yo.re)6e, T/i #)ee- 7or- o* Go- "e)) .

"/e o+e o* "/e e!re" o* )i6i+g a+ a+9ie"y *ree )i*e, I" i a6oi-i+g e)*i/+e a+- #ei+g

e+-o7e- 7i"/ /.1i)i"y, I+ 1y 0re6io. -i!.io+ I /a6e 0oi+"e- o." "/e -i**ere+!e

#e"7ee+ /.1i)i"y a+- i+*eriori"y, H.1i)i"y i "/e 6ir".e o* "/oe 7/o =+o7 "/eir 0)a!e I+

Go- =i+g-o1, B." i+*eriori"y i "/e 6ir".e o* "/oe 7/o are -i!o++e!"e- *ro1 "/e gra!e

a+- re6e)a"io+ o* Go- "/ey !o.)- +o" e+6iage "/e )o*"y 0)a!e Go- /a 0)a!e- "/e1,

Jere1ia/ %8'' For I =+o7 "/e 0)a+ "/a" I /a6e *or yo.$ ay "/e Lor-$ 0)a+ "o

0ro0er yo. a+- +o" "o /ar1 yo.$ 0)a+ "o gi6e yo. /o0e a+- a *.".re 7/a" a.ra+!e !a+

7e ge" 1ore "/a+ "/i e90)i!i" .""era+!e o* Go- Go- ay /i i+"e+"io+ *or . are a)7ay

goo-$ +o" #a-, He a.re- . "/a" o.r -e"i+y >*.".re? i i+ /i /a+-, A+ a+9io. 0ero+

"/i+= "/a" o1e"/i+g !a"a"ro0/i! i goi+g "o /a00e+ "o /i1, He /a *orgo""e+ "/a" Go- i

*ar #eyo+- /i .00oe- !a)a1i"ie,

Pa)1 85'8 </e+ a+9ie"y 7a grea" 7i"/i+ 1e$ yo.r !o+o)a"io+ #ro.g/" oy "o

1y o.), )e" . a)) e1#ra!e "/i 0o7er*.) aer"io+ o* "/e 0a)1i", Go- !o1*or" "/oe

7/o are i+ a+9ie"y "/e [email protected]+!e o* 7/i!/ i oy, Le" . /o)- o* "/i "r."/,

'" Jo/+ 55 yo. -ear !/i)-re+ are *ro1 Go- a+- /a6e o6er!o1e "/e1$ #e!a.e "/e o+e

"/a" i i+ yo. i grea"er "/a+ "/e o+e "/a" i i+ "/e 7or)-, Per/a0 "/ere i +o 6ere i+ "/e

!ri0".re a 0o7er*.) a "/i, I" e90)i!i")y 0." "/a" 7e are a#)e "o o6er!o1e a+y or" o*

!/a))e+ge "/a" "rie "o .+-er1i+e . #e!a.e i" i +o" o.r 1ig/" ra"/er /i 1ig/" i+ . "/a"

!a+ o6er!o1e "/e 7or)-, </e+ a C/ri"ia+ i a+9io. /e /o.)- rea)ie "/a" "/e o+e i+ /i1

i grea"er "/a+ "/e o+e i+ "/e 7or)-, T/e "ro+ger 7i)) /a6e "/e ay i+ "/e 6i!"ory, E6ery

0o7er a+- 0ri+!i0a)i"y a**)i!"i+g "/e 1i+- o* "/e #)ee- !/i)-re+ o* Go- i -oi+g o



Rev Hagos 81

T/e 0ea!e o* Go- "/a" "ra+!e+- a)) a+9ie"y i o#"ai+e- "/ro.g/ "/e 0rayer o* *ai"/$

0e"i"io+ >.00)i!a"io+? a+- "/a+=gi6i+g, T/i i "/e #).e 0ri+" o* a+9ie"y "rea"1e+",

H.1#)e yo.re)6e$ "/ere*ore$ .+-er Go- 1ig/"y /a+-$ "/a" /e 1ay )i*" yo. .0 i+

-.e "i1e, Ca" a)) yo.r a+9ie"y o+ /i1 #e!a.e /e !are *or yo.Q >' Pe"er (;4? "/i i

a+o"/er a1ai+g !ri0".re 0aage i" .#")y 0oi+" o." "/a" 0ri-e i o+e o.r!e o* a+9ie"y

a+- i" re1e-y i /.1i)i"y, </e+ 7e are #.r-e+e- 7i"/ "/e !are o* "/i )i*e$ 7e are

1a=i+g a 1i"a=e #e!a.e Go- "o)- . "o !a" a)) o.r !are .0o+ /i1 #e!a.e i !are *or

.,

T/e+ Je. ai- "o /i -i!i0)e T/ere*ore I "e)) yo.$ -o +o" 7orry a#o." yo.r )i*e$

7/a" yo. 7i)) ea" or a#o." yo.r #o-y$ 7/a" yo. 7i)) 7ear, Li*e i 1ore "/a+ *oo-$ a+- "/e

#o-y 1ore "/a+ !)o"/e, Co+i-er "/e ra6e+ T/ey -o +o" o7 or rea0$ "/ey /a6e +o

"oreroo1 or #ar+ ye" Go- *ee- "/e1, A+- /o7 1.!/ 1ore 6a).a#)e yo. are "/a+ #ir-

</o o* yo. #y 7orryi+g !a+ a-- a i+g)e /o.r "o /i )i*e Si+!e yo. !a++o" -o "/i 6ery

)i"")e "/i+g$ 7/y -o yo. 7orry a#o." "/e re"Q >L.=e '%%%%;$ Ma""/e7 ;%(35? Mo"

E"/io0ia+ 7orry *or *oo-$ !)o"/i+g #." Go- /a a goo- +e7 +o" o+)y *or E"/io0ia+ #."

a)o *or "/e 7/o)e 7or)- Go- ai- yo.r )i*e i 1ore i10or"a+" "/a+ *oo- i* I ga6e 1y )i*e

"o a6e yo.r )i*e /o7 !a+ I +o" *ee- a+- !)o"/ yo. Le" a)o+e "/e /.1a+ #ei+g$ 7/o1 I

!rea"e- i+ 1y i1age a+- )i=e+e$ Go- ay$ I !are *or "/e ra6e+ e6e+, Go- *.r"/er "o)- .

"/a" 7e !a++o" -o )i"")e "/i+g #." 7e 7orry a#o." "/i+g ee1i+g)y i10oi#)e *or /.1a+

!a0a!i"y,

</y are yo. -o7+!a"$ O 1y o.) </y o -i".r#e- 7i"/i+ 1e P." yo.r /o0e i+

Go-$ *or I 7i)) ye" 0raie /i1$ 1y Sa6ior a+- 1y Go-Q >Pa)1 5%(?,T/e 0a)1i" 0oi+"



Rev Hagos 82

o." .#")y "/a" "/e re1e-y *or a -i".r#e- o.) i 0.""i+g o+e /o0e i+ Go- a+- "o 0raie

/i1 i+ 0i"e o* "/e !ir!.1"a+!e,

Tr." i+ "/e LORD 7i"/ a)) yo.r /ear" a+- )ea+ +o" o+ yo.r o7+ .+-er"a+-i+g i+

a)) yo.r 7ay a!=+o7)e-ge /i1$ a+- /e 7i)) 1a=e yo.r 0a"/ "raig/", Do +o" #e 7ie i+

yo.r o7+ eye *ear "/e LORD a+- /.+ e6i), T/i 7i)) #ri+g /ea)"/ "o yo.r #o-y a+-

+o.ri/1e+" "o yo.r #o+eQ >Pro6er# 3(:?, Lea+i+g o+ o+e o7+ .+-er"a+-i+g !a.e

o.r 0a"/ +o" "o #e "raig/" >*.)) o* !/a))e+ge a+- 1iery? i" i "i1e 7e /o.)- a= 7/y I

a1 a+9io. a+- 7/y are "/i+=i+g +o" 7or=i+g *or 1e T/e a+7er i gi6e+ i+ "/i !ri0".re

6ere i" ay o.r e+e1y i )ea+i+g o+ o.r .+-er"a+-i+g,

2"/e S0iri" /e)0 . i+ o.r 7ea=+e, <e -o +o" =+o7 7/a" 7e o.g/" "o 0ray *or$

#." "/e S0iri" /i1e)* i+"er!e-e *or . 7i"/ groa+ "/a" 7or- !a++o" e90re, A+- /e 7/o

ear!/e o.r /ear" =+o7 "/e 1i+- o* "/e S0iri"$ #e!a.e "/e S0iri" i+"er!e-e *or "/e

ai+" i+ a!!or-a+!e 7i"/ Go- 7i)), A+- 7e =+o7 "/a" i+ a)) "/i+g Go- 7or= *or "/e

goo- o* "/oe 7/o )o6e /i1$ 7/o /a6e #ee+ !a))e- a!!or-i+g "o /i 0.r0oeQ >Ro1a+ :%;

%:?, <e are i+"r.!"e- i+ "/e 0iri"$ 1ea+i+g "/e 0iri" =+o7 "/e 7i)) o* Go- a+- /e)0 .

"o 0ray rig/" a+- #y *ai"/ o "/a" o.r a+7er 7i)) #e 0ro10", A+ e**e!"i6e 0rayer 1ea+ a

rig/" !o11.+i!a"io+ 7i"/ Go-, T/e rig/" !o11.+i!a"io+ i .+-er"oo- i+ "/e e+e "/a"$ i"

i 0rayi+g a!!or-i+g "o "/e 7i)) o* Go-, T/e 0ro#)e1$ I "/i+=$ i+ 1o" C/ri"ia+ i +o"

0ro0er)y -i!er+i+g "/e 7i)) o* Go-, I" /o.)- #e +o"e- "/a" "/e 0iri" )ea- . "o a)) "r."/, I*

7e 0ray 7i"/ a -i6i-e- /ear" a+- 7i"/ 0ro#a#i)i"y i" i .+)i=e)y "/a" o.r 0rayer #e

a+7ere-, T/e e!re" )ie i+ #ei+g !o+*i-e+" a#o." "/e 7i)) o* Go-, I" i +o" e+o.g/ "o ay )e"

"/e 7i)) o* Go- #e -o+e 7e /a6e "o =+o7 "/e 7i)), O+e i10)e r.)e 7e !a+ *o))o7 i "/i

e6ery ge+era) 0ro1ie Go- ga6e "o /i !/i)-re+ i /i 7i)), For e9a10)e i" !a++o" #e "/e 7i))



Rev Hagos 84

.**i!ie+" *or yo.$ *or 1y 0o7er i 1a-e 0er*e!" i+ 7ea=+e, T/ere*ore I 7i)) #oa" a)) "/e

1ore g)a-)y a#o." 1y 7ea=+ee$ o "/a" C/ri" 0o7er 1ay re" o+ 1e, T/a" i 7/y$ *or

C/ri" a=e$ I -e)ig/" i+ 7ea=+ee$ i+ i+.)"$ i+ /ar-/i0$ i+ 0ere!."io+$ i+

-i**i!.)"ie, For 7/e+ I a1 7ea=$ "/e+ I a1 "ro+gQ >% Cori+"/ia+ ''%3'%'&?,

So 7e ay 7i"/ !o+*i-e+!e$ T/e Lor- i 1y /e)0er I 7i)) +o" #e a*rai-, </a" !a+

1a+ -o "o 1eQ >He#re7 '3;?, A+9ie"y i a+ e90reio+ o* )a!= o* !o+*i-e+!e o+ Go-

*ear a+- "/e e+e o* #ei+g 7i"/ o." a /e)0er a+- "/e *ear o* #ei+g /ar1e- #y o"/er are a))

i+-i!a"io+ o* )a!= o* !o+*i-e+!e o+ Go-, B." "/e e6er "r.e 7or- o* Go- ai- /a6e

!o+*i-e+!e o+ Go-,

20." yo.r /o0e i+ "/e LORD #o"/ +o7 a+- *ore6er1ore,Q > Pa)1 '3''? a

0eri"e+" /o0e i+ Go- i a [email protected]+",

No7 1ay o.r Lor- Je. C/ri" Hi1e)*$ a+- o.r Go- a+- Fa"/er$ 7/o /a )o6e-

. a+- gi6e+ . e6er)a"i+g !o+o)a"io+ a+- goo- /o0e #y gra!e$ !o1*or" yo.r /ear" a+-

e"a#)i/ yo. i+ e6ery goo- 7or- a+- 7or=Q >% T/e, %';'4?, T/i 7a Pa.) #e+e-i!"io+

"o "/e T/ea)o+ia+ !o+"ai+ e)e1e+" o* "/e 7i)) o* Go- *or .$ o.r !o1*or" a+-

e"a#)i/1e+",

Co+!).io+

No 7/ere 7e *i+- a+9ie"y a -e!ri#e- a .e*.) #." i" -e"r.!"i6e e**e!" are *o.+-

a#.+-a+")y,

;,% Rea-y 1a-e o)."io+ *ro1 "/e Bi#)e

T/e *o))o7i+g !ri0".ra) 6ere are o1e o* "/e 0re!ri0"io+ 7e *i+- i+ Go- /o)y

#oo=, Be i" a+9ie"y or a+y i1agi+e- or rea) !a)a1i"y$ "/ee !ri0".ra) 6ere are "/e "oo) #y

7/i!/ 7e -e*ea" o.r e+e1ie, Go- 7a+" o+)y a !o10)e"e "r." o+ /i !a0a!i"y /e 0)ai+)y

http://www.christiananswers.net/bible/psa131.html

http://www.christiananswers.net/bible/psa131.html



Rev Hagos 85

"o)- . "/a" 1o.+"ai+ are +o" 1o6i+g +o" #e!a.e "/ey are 1o.+"ai+ ra"/er #e!a.e 7e

-o +o" /a6e e9er!ie- o.r *ai"/, T/e !/ea0e" a+- "/e 1o" e**e!"i6e "/era0y i Go- 7or-,

<i"/ "/i i+ 1i+- )e" . !a+ "/ro.g/ "/ee 6ere o* "/e !ri0".re

Fear i +o" *ro1 Go-, Fear i *ro1 Sa"a+, II Ti1o"/y '4 ay$ Go- /a +o" gi6e+

. a 0iri" o* *ear #." o* 0o7er$ o* )o6e$ a+- a o.+- 1i+-,

T/e Bi#)e "e)) o* a 1a+ +a1e- A#ra1 7/o "r."e- Go- i+ 0i"e o* /i o7+ 0ero+a)

*ear, No7,,, "/e Lor- ai- "o A#ra1$ Go *or yo.re)* *or yo.r o7+ a-6a+"ageW a7ay

*ro1 yo.r !o.+"ry$ *ro1 yo.r re)a"i6e a+- yo.r *a"/er /o.e$ "o "/e )a+- "/a" I 7i)) /o7

yo. >Ge+ei '%'?, Fear +o", I" i "/e a1e 1eage He ga6e "o Jo/.a 7/e+ He !a))e-

/i1 "o )ea- "/e !/i)-re+ o* Irae) "o "a=e "/e )a+- He /a- 0ro1ie- "o gi6e "/e1 a "/eir

i+/eri"a+!e >Jo/.a ';8?, A+- "o a)) 7/o e" o." "o *o))o7 Go- 0)a+ "o-ay$ He ay$

Fear +o",



Rev Hagos 86

Iaia/ 5''& Fear +o"$ *or I a1 7i"/ yo. #e +o" -i1aye-$ *or I a1 yo.r Go- I

7i)) "re+g"/e+ yo.$ I 7i)) /e)0 yo.$ I 7i)) .0/o)- yo. 7i"/ 1y rig/"eo. rig/" /a+-,

P/i)i00ia+ 5;4 Do +o" #e a+9io. a#o." a+y"/i+g$ #." i+ e6ery"/i+g #y 0rayer

a+- .00)i!a"io+ 7i"/ "/a+=gi6i+g )e" yo.r [email protected]" #e 1a-e =+o7+ "o Go-, A+- "/e

0ea!e o* Go-$ 7/i!/ .r0ae a)) .+-er"a+-i+g$ 7i)) g.ar- yo.r /ear" a+- yo.r 1i+- i+

C/ri" Je.,

Pa)1 (;3 </e+ I a1 a*rai-$ I 0." 1y "r." i+ yo.,

% Ti1o"/y '4 For Go- ga6e . a 0iri" +o" o* *ear #." o* 0o7er a+- )o6e a+- e)*!o+"ro),

' Pe"er (;4 H.1#)e yo.re)6e$ "/ere*ore$ .+-er "/e 1ig/"y /a+- o* Go- o "/a" a" "/e

0ro0er "i1e /e 1ay e9a)" yo.$ !a"i+g a)) yo.r a+9ie"ie o+ /i1$ #e!a.e /e !are *or

yo.,

Ma""/e7 ;%(35 T/ere*ore I "e)) yo.$ -o +o" #e a+9io. a#o." yo.r )i*e$ 7/a" yo. 7i)) ea"

or 7/a" yo. 7i)) -ri+=$ +or a#o." yo.r #o-y$ 7/a" yo. 7i)) 0." o+, I +o" )i*e 1ore

"/a+ *oo-$ a+- "/e #o-y 1ore "/a+ !)o"/i+g Loo= a" "/e #ir- o* "/e air "/ey

+ei"/er o7 +or rea0 +or ga"/er i+"o #ar+$ a+- ye" yo.r /ea6e+)y Fa"/er *ee-

"/e1, Are yo. +o" o* 1ore 6a).e "/a+ "/ey A+- 7/i!/ o* yo. #y #ei+g a+9io. !a+

a-- a i+g)e /o.r "o /i 0a+ o* )i*e A+- 7/y are yo. a+9io. a#o." !)o"/i+g

Co+i-er "/e )i)ie o* "/e *ie)-$ /o7 "/ey gro7 T/ey +ei"/er "oi) +or 0i+$ ye" I "e))

yo.$ e6e+ So)o1o+ i+ a)) /i g)ory 7a +o" arraye- )i=e o+e o* "/ee, ,,,

Pa)1 355 I o.g/" "/e Lor-$ a+- /e a+7ere- 1e a+- -e)i6ere- 1e *ro1 a)) 1y *ear,

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Rev Hagos 87

' Jo/+ 5': T/ere i +o *ear i+ )o6e$ #." 0er*e!" )o6e !a" o." *ear, For *ear /a "o -o 7i"/

0.+i/1e+"$ a+- 7/oe6er *ear /a +o" #ee+ 0er*e!"e- i+ )o6e,

' Pe"er (4 Ca"i+g a)) yo.r a+9ie"ie o+ /i1$ #e!a.e /e !are *or yo.,

De."ero+o1y 3'; Be "ro+g a+- !o.rageo., Do +o" *ear or #e i+ -rea- o* "/e1$ *or i" i

"/e Lor- yo.r Go- 7/o goe 7i"/ yo., He 7i)) +o" )ea6e yo. or *ora=e yo.,Q

Iaia/ 3(5 Say "o "/oe 7/o /a6e a+ a+9io. /ear"$ Be "ro+g *ear +o" Be/o)-$ yo.r

Go- 7i)) !o1e 7i"/ 6e+gea+!e$ 7i"/ "/e re!o10e+e o* Go-, He 7i)) !o1e a+- a6e

yo.,Q

Jo/+ '5%4 Pea!e I )ea6e 7i"/ yo. 1y 0ea!e I gi6e "o yo., No" a "/e 7or)- gi6e -o I gi6e

"o yo., Le" +o" yo.r /ear" #e "ro.#)e-$ +ei"/er )e" "/e1 #e a*rai-,

Jo/.a '8 Ha6e I +o" !o11a+-e- yo. Be "ro+g a+- !o.rageo., Do +o" #e *rig/"e+e-$

a+- -o +o" #e -i1aye-$ *or "/e Lor- yo.r Go- i 7i"/ yo. 7/ere6er yo. go,Q

Pa)1 %35 E6e+ "/o.g/ I 7a)= "/ro.g/ "/e 6a))ey o* "/e /a-o7 o* -ea"/$ I 7i)) *ear +o

e6i)$ *or yo. are 7i"/ 1e yo.r ro- a+- yo.r "a**$ "/ey !o1*or" 1e,

Ma""/e7 ;35 T/ere*ore -o +o" #e a+9io. a#o." "o1orro7$ *or "o1orro7 7i)) #e a+9io.

*or i"e)*, S.**i!ie+" *or "/e -ay i i" o7+ "ro.#)e,

Pro6er# '%%( A+9ie"y i+ a 1a+ /ear" 7eig/ /i1 -o7+$ #." a goo- 7or- 1a=e /i1

g)a-,



Rev Hagos 88

L.=e '%%%%; A+- /e ai- "o /i -i!i0)e$ T/ere*ore I "e)) yo.$ -o +o" #e a+9io. a#o."

yo.r )i*e$ 7/a" yo. 7i)) ea"$ +or a#o." yo.r #o-y$ 7/a" yo. 7i)) 0." o+, For )i*e i

1ore "/a+ *oo-$ a+- "/e #o-y 1ore "/a+ !)o"/i+g, Co+i-er "/e ra6e+ "/ey +ei"/er

o7 +or rea0$ "/ey /a6e +ei"/er "ore/o.e +or #ar+$ a+- ye" Go- *ee- "/e1, O*

/o7 1.!/ 1ore 6a).e are yo. "/a+ "/e #ir- A+- 7/i!/ o* yo. #y #ei+g a+9io.

!a+ a-- a i+g)e /o.r "o /i 0a+ o* )i*e I* "/e+ yo. are +o" a#)e "o -o a 1a)) a

"/i+g a "/a"$ 7/y are yo. a+9io. a#o." "/e re"

Pa)1 %4' T/e Lor- i 1y )ig/" a+- 1y a)6a"io+ 7/o1 /a)) I *ear T/e Lor- i "/e

"ro+g/o)- o* 1y )i*e o* 7/o1 /a)) I #e a*rai-

Pa)1 ((%%%3 Ca" yo.r #.r-e+ o+ "/e Lor-$ a+- /e 7i)) ."ai+ yo. /e 7i)) +e6er

0er1i" "/e rig/"eo. "o #e 1o6e-, B." yo.$ O Go-$ 7i)) !a" "/e1 -o7+ i+"o "/e 0i"

o* -e"r.!"io+ 1e+ o* #)oo- a+- "rea!/ery /a)) +o" )i6e o." /a)* "/eir -ay, B." I

7i)) "r." i+ yo.,

Pa)1 %4''5 T/e Lor- i 1y )ig/" a+- 1y a)6a"io+ 7/o1 /a)) I *ear T/e Lor- i "/e

"ro+g/o)- o* 1y )i*e o* 7/o1 /a)) I #e a*rai- </e+ e6i)-oer aai) 1e "o ea" .0

1y *)e/$ 1y a-6erarie a+- *oe$ i" i "/ey 7/o ".1#)e a+- *a)), T/o.g/ a+ ar1y

e+!a10 agai+" 1e$ 1y /ear" /a)) +o" *ear "/o.g/ 7ar arie agai+" 1e$ ye" I 7i))

#e !o+*i-e+", O+e "/i+g /a6e I a=e- o* "/e Lor-$ "/a" 7i)) I ee= a*"er "/a" I 1ay

-7e)) i+ "/e /o.e o* "/e Lor- a)) "/e -ay o* 1y )i*e$ "o gae .0o+ "/e #ea."y o* "/e

Lor- a+- "o [email protected] i+ /i "e10)e, For /e 7i)) /i-e 1e i+ /i /e)"er i+ "/e -ay o*

"ro.#)e /e 7i)) !o+!ea) 1e .+-er "/e !o6er o* /i "e+" /e 7i)) )i*" 1e /ig/ .0o+ a

ro!=, ,,,



Rev Hagos 89

Ro1a+ :3'38 7/a" "/e+ /a)) 7e ay "o "/ee "/i+g I* Go- i *or .$ 7/o !a+ #e

agai+" . He 7/o -i- +o" 0are /i o7+ So+ #." ga6e /i1 .0 *or . a))$ /o7 7i))

/e +o" a)o 7i"/ /i1 gra!io.)y gi6e . a)) "/i+g </o /a)) #ri+g a+y !/arge

agai+" Go- e)e!" I" i Go- 7/o ."i*ie, </o i "o !o+-e1+ C/ri" Je. i "/e

o+e 7/o -ie-1ore "/a+ "/a"$ 7/o 7a raie-7/o i a" "/e rig/" /a+- o* Go-$

7/o i+-ee- i i+"er!e-i+g *or ., </o /a)) e0ara"e . *ro1 "/e )o6e o* C/ri"

S/a)) "ri#.)a"io+$ or -i"re$ or 0ere!."io+$ or *a1i+e$ or +a=e-+e$ or -a+ger$ or

7or- ,,,

He#re7 ''' No7 *ai"/ i "/e a.ra+!e o* "/i+g /o0e- *or$ "/e !o+6i!"io+ o* "/i+g +o"

ee+,

He#re7 5'5'; i+!e "/e+ 7e /a6e a grea" /ig/ 0rie" 7/o /a 0ae- "/ro.g/ "/e

/ea6e+$ Je.$ "/e So+ o* Go- )e" . /o)- *a" o.r !o+*eio+, For 7e -o +o" /a6e a

/ig/ 0rie" 7/o i .+a#)e "o y10a"/ie 7i"/ o.r 7ea=+ee$ #." o+e 7/o i+ e6ery

re0e!" /a #ee+ "e10"e- a 7e are$ ye" 7i"/o." i+, Le" . "/e+ 7i"/ !o+*i-e+!e

-ra7 +ear "o "/e "/ro+e o* gra!e$ "/a" 7e 1ay re!ei6e 1er!y a+- *i+- gra!e "o /e)0

i+ "i1e o* +ee-,

Ro1a+ '('3 May "/e Go- o* /o0e *i)) yo. 7i"/ a)) oy a+- 0ea!e i+ #e)ie6i+g$ o "/a" #y

"/e 0o7er o* "/e Ho)y S0iri" yo. 1ay a#o.+- i+ /o0e,

Iaia/ 53' B." +o7 "/. ay "/e Lor-$ /e 7/o !rea"e- yo.$ O Ja!o#$ /e 7/o *or1e-

yo.$ O Irae) Fear +o"$ *or I /a6e re-ee1e- yo. I /a6e !a))e- yo. #y +a1e$ yo.

are 1i+e,



Rev Hagos 90

Pa)1 8'''; He 7/o -7e)) i+ "/e /e)"er o* "/e Mo" Hig/ 7i)) a#i-e i+ "/e /a-o7 o*

"/e A)1ig/"y, I 7i)) ay "o "/e Lor-$ My re*.ge a+- 1y *or"re$ 1y Go-$ i+ 7/o1

I "r.",Q For /e 7i)) -e)i6er yo. *ro1 "/e +are o* "/e *o7)er a+- *ro1 "/e -ea-)y

0e"i)e+!e, He 7i)) !o6er yo. 7i"/ /i 0i+io+$ a+- .+-er /i 7i+g yo. 7i)) *i+-

re*.ge /i *ai"/*.)+e i a /ie)- a+- #.!=)er, Yo. 7i)) +o" *ear "/e "error o* "/e

+ig/"$ +or "/e arro7 "/a" *)ie #y -ay$

' Jo/+ '8 I* 7e !o+*e o.r i+$ /e i *ai"/*.) a+- ." "o *orgi6e . o.r i+ a+- "o

!)ea+e . *ro1 a)) .+rig/"eo.+e,

L.=e '&'8 Be/o)-$ I /a6e gi6e+ yo. a."/ori"y "o "rea- o+ er0e+" a+- !or0io+$ a+-

o6er a)) "/e 0o7er o* "/e e+e1y$ a+- +o"/i+g /a)) /.r" yo.,

Pro6er# '5%4 "/e *ear o* "/e Lor- i a *o.+"ai+ o* )i*e$ "/a" o+e 1ay ".r+ a7ay *ro1 "/e

+are o* -ea"/,

Pa)1 85'8 </e+ "/e !are o* 1y /ear" are 1a+y$ yo.r !o+o)a"io+ !/eer 1y o.),

Jo# '''5'( I* [email protected]"y i i+ yo.r /a+-$ 0." i" *ar a7ay$ a+- )e" +o" i+."i!e -7e)) i+ yo.r

"e+", S.re)y "/e+ yo. 7i)) )i*" .0 yo.r *a!e 7i"/o." #)e1i/ yo. 7i)) #e e!.re a+-

7i)) +o" *ear,

' Cori+"/ia+ '3'3 o +o7 *ai"/$ /o0e$ a+- )o6e a#i-e$ "/ee "/ree #." "/e grea"e" o*

"/ee i )o6e,



Rev Hagos 92

He#re7 '''5 Lo+g ago$ a" 1a+y "i1e a+- i+ 1a+y 7ay$ Go- 0o=e "o o.r *a"/er #y

"/e 0ro0/e"$ #." i+ "/ee )a" -ay /e /a 0o=e+ "o . #y /i So+$ 7/o1 /e

a00oi+"e- "/e /eir o* a)) "/i+g$ "/ro.g/ 7/o1 a)o /e !rea"e- "/e 7or)-, He i "/e

ra-ia+!e o* "/e g)ory o* Go- a+- "/e e9a!" i10ri+" o* /i +a".re$ a+- /e .0/o)- "/e

.+i6ere #y "/e 7or- o* /i 0o7er, A*"er 1a=i+g 0.ri*i!a"io+ *or i+$ /e a" -o7+

a" "/e rig/" /a+- o* "/e Mae"y o+ /ig/$ /a6i+g #e!o1e a 1.!/ .0erior "o a+ge)

a "/e +a1e /e /a i+/eri"e- i 1ore e9!e))e+" "/a+ "/eir, For "o 7/i!/ o* "/e a+ge)

-i- Go- e6er ay$ Yo. are 1y So+$ "o-ay I /a6e #ego""e+ yo.Q Or agai+$ I 7i))

#e "o /i1 a *a"/er$ a+- /e /a)) #e "o 1e a o+Q

Ma""/e7 %:%& Tea!/i+g "/e1 "o o#er6e a)) "/a" I /a6e !o11a+-e- yo., A+- #e/o)-$ I

a1 7i"/ yo. a)7ay$ "o "/e e+- o* "/e age,Q

Ro1a+ :'38 T/ere i "/ere*ore +o7 +o !o+-e1+a"io+ *or "/oe 7/o are i+ C/ri"

Je., For "/e )a7 o* "/e S0iri" o* )i*e /a e" yo. *ree i+ C/ri" Je. *ro1 "/e )a7 o*

i+ a+- -ea"/, For Go- /a -o+e 7/a" "/e )a7$ 7ea=e+e- #y "/e *)e/$ !o.)- +o" -o,

By e+-i+g /i o7+ So+ i+ "/e )i=e+e o* i+*.) *)e/ a+- *or i+$ /e !o+-e1+e- i+

i+ "/e *)e/$ i+ or-er "/a" "/e rig/"eo. [email protected]+" o* "/e )a7 1ig/" #e *.)*i))e- i+

.$ 7/o 7a)= +o" a!!or-i+g "o "/e *)e/ #." a!!or-i+g "o "/e S0iri", For "/oe 7/o

)i6e a!!or-i+g "o "/e *)e/ e" "/eir 1i+- o+ "/e "/i+g o* "/e *)e/$ #." "/oe 7/o

)i6e a!!or-i+g "o "/e S0iri" e" "/eir 1i+- o+ "/e "/i+g o* "/e S0iri",

Iaia/ 5''5 Fear +o"$ yo. 7or1 Ja!o#$ yo. 1e+ o* Irae) I a1 "/e o+e 7/o /e)0 yo.$

-e!)are "/e Lor- yo.r Re-ee1er i "/e Ho)y O+e o* Irae),

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Rev Hagos 95

a!."e a+9ie"y 1a+age1e+" i 6i"a)$ "rea"i+g !/ro+i! a+9ie"y 7i"/ "/e1 7i)) o+)y !o10o.+-

"/e 0ro#)e1, Dr.g are +o" i-ea) o)."io+,

A0ar" *ro1 "/ee 1aor a00roa!/e$ "/e 1i+or a00roa!/e )i"e- i+ "/i reear!/ 0a0er

/a6e +o" re!ei6e- 7i-e a!!e0"a+!e, A00roa!/e #ae- o+ ea"er+ 0/i)oo0/ie are ge""i+g

gro.+- i+ "/e 7e"er+ 7or)- #." 1o" -o +o" .+-er"a+- "/a" "/ee 0ra!"i!e are "ie- .0

7i"/ 0aga+ re)igio+, T/e o !a))e- 1a+"ra 0eo0)e are "o)- "o ay -.ri+g 1e-i"a"io+

/o.)- +o" #e ee+ )ig/")y$ i" i a+ a6e+.e Sa"a+ 7or=,

No7 7/e+ 7e !o1e "o "/e #i#)e 7ay$ i" i #ae- o+ "/e -eig+er 7/o -eig+e- ., T/e

#i#)e i "/e grea"e" a+- 1o" i+*).e+"ia) #oo= o* "/e age$ !o+"ai+i+g "/e 1o" #ea."i*.)

)i"era".re a+- "/e 1o" 0er*e!" 1ora) !o-e e6er -e6ie-$ 7a 7ri""e+ #y "/e Ho)y S0iri" 6ia

/o)y 1e+ o* Go-, T/e #i#)e i i+0ire- i" i+0ira"io+ /a i+"er+a) e6i-e+!e a+- e9"er+a)

"e"i1o+y, I* o+e erio.)y i+6e"iga"e "/e Bi#)i!a) e6i-e+!e$ o+e *i+- "/a" "/eir !)ai1 o*

-i6i+e i+0ira"io+ >"a"e- o6er 3$&&& "i1e$ i+ 6ario. 7ay? 7ere a10)y ."i*ie-, </o

!o.)- re*."e "/e age)e 7i-o1 "/e #i#)e -e1o+"ra"e- </i!/ 0y!/o)ogi" a+- e)* /e)0

0e!ia)i" /a +o" rea- "/e #i#)e U+)i=e "/e M.)i1 7/o 6e/e1e+")y -e*e+- "/eir /o)y

#oo= >#e!a.e i" !a++o" -e*e+- i" e)*$ #e!a.e i" i 7ea=? 7e C/ri"ia+ are +o" a*rai- o*

i" i+0e!"io+ i+ *a!" a+y #o-y !a+ 7ri"e a+y"/i+g o+ "/e #i#)e "/o.g/ 1a+y a""a!= i" +o

o+e 7a a#)e "o -i!re-i"e- i" I ay "/i #e!a.e I /a6e 1a-e .**i!ie+" reear!/e i+ "/i

1a""er i+ 1y "/eo)ogi!a) ".-ie, T/e #i#)e i i" o7+ -e*e+-er #e!a.e "/e a."/or i Go-,

Go- -oe +o" err o i /i 7or-,

T/e e9"raor-i+ary e6i-e+!e o* *.)*i))e- 0ro0/e!y i ." o+e !ae i+ 0oi+" i+ "/e

i+0ira"io+ o* "/e Bi#)e, Ma+y Bi#)e 0ro0/e!ie /a6e #ee+ *.)*i))e-$ -i"i+!"i6e)y a+-

e9a!")y$ o*"e+ )o+g a*"er "/e 0ro0/e"i! 7ri"er /a- 0ae- a7ay,

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Rev Hagos 97

Ro.+-+e o* "/e ear"/ >Iaia/ 5&%%?

A)1o" i+*i+i"e e9"e+" o* "/e i-erea) .+i6ere >Iaia/ ((8?

La7 o* !o+er6a"io+ o* 1a a+- e+ergy >II Pe"er 34?

Hy-ro)ogi! !y!)e >E!!)eia"e '4?

Va" +.1#er o* "ar >Jere1ia/ 33%%?

La7 o* i+!reai+g e+"ro0y >Pa)1 '&%%(%4?

Para1o.+" i10or"a+!e o* #)oo- i+ )i*e 0ro!ee >Le6i"i!. '4''?

A"1o0/eri! !ir!.)a"io+ >E!!)eia"e ';?

Gra6i"a"io+a) *ie)- >Jo# %;4?

a+- 1a+y o"/er,

I" i +o"e7or"/y a)o "/a" +o rea) 1i"a=e /a e6er #ee+ re6ea)e- i+ "/e Bi#)e 7/e"/er i"

i i+ !ie+!e$ i+ /i"ory$ or i+ a+y o"/er .#e!", Ma+y ra"io+a)i" a+- "/oe 7/o /a6e "/eir

o7+ e6i) age+-a /a6e !)ai1e- #." +o+e o* "/e1 /a6e go" .#"a+"ia) gro.+- /a- "/ey #ee+

.!!e*.)$ 7e 7o.)- /a6e ee+ i" i10a!", T/e a."/or o* "/e #i#)e i Go- a+- /i a""ri#."e

.!/ a$ 7/o He i$ Hi !/ara!"er$ Hi +a".re$ </a" He )o6e a+- /a"e$ Hi 0)a+ *or "/e

*.".re$ Hi 0.r0oe$ 0a" /i"ory o* Hi -ea)i+g 7i"/ 0eo0)e$ g.i-e)i+e *or /ea)"/y )i6i+g$

7or= o* "/e -e1o+i! *or!e$ g)i10e o* /ea6e+$ rea)i"y o* /e))$ 1ora) i.e$ /o7 "o !are

*or "/e )a+-$ !ie+!e$ /o7 "o /a+-)e re)a"io+/i0$ /o7 "o /a+-)e "/oe 7/o /.r" yo.$ /o7

"o o)6e *ear $-e0reio+ a+- a+9ie"y a+- 1a+y 1ore are !)ear)y a+- .!!i+!")y 1e+"io+e-,

I+ "/e Bi#)e Go- gi6e . -e"ai) a "o /o7 "o 7or/i0 Hi1$ /i 6a).e a+- i10or"a+!e i+

o.r -ai)y )i*e, He /o7 . /o7 "o )i6e a 0.r0oe*.) a+- 6i!"orio. )i*e a+- 7/a" 7e /o.)-



Rev Hagos 99

T/e Bi#)e i /ar0$ !.""i+g "/ro.g/ e6ery"/i+g$ #e i" -o.#" or -e*e+e$ !a.e . "o

o0e+$ )i"e+ a+- o#ey, No"/i+g a+- +o o+e i .+yie)-i+g "o Go- <or-, <e !a+" ge" a7ay

*ro1 "/e 0o7er*.) 7or- o* Go-,

A "/e He#re7 7ri"er ay i+ "/e 0a" Go- 0o=e "o o.r a+!e"or "/ro.g/ a )i+e o*

0ro0/e" i+ -i**ere+" 7ay, B." "o-ay He 0ea= "o . "/ro.g/ Hi So+ Je. C/ri" 7/o1

He /a a00oi+"e- a /eir o* a)) "/i+g a+- "/ro.g/ Hi1 !rea"e- "/e .+i6ere, C/ri" i "/e

i1age o* Go- a+- i "/e e9a!" re0ree+"a"io+ o* Go- +a".re, U+)e 7e "a=e "/e "i1e a+-

-i)ige+")y ear!/ "/e Bi#)e 7e 1i o." a)) "/a" Go- /a i+ "ore *or .,

I+ L.=e ;5;58$ Je. /o7 . 7/a" /a00e+ "o a 0ero+ 7/o /ear Hi 7or- a+-

0." i" "o 0ra!"i!e, Hi 7or- are *o.+-a"io+ 7or-$ 7or- "o #.i)- o.r )i*e o+, I* 7e 7or=

"/e 7or- i+"o o.r )i*e$ 7e are )i=e a 1ar" !ar0e+"er 7/o -.g -ee0 a+- )ai- "/e *o.+-a"io+

o* /i /o.e o+ #e-ro!=, </e+ "/e ri6er #.r" i" #a+= a+- !ra/e- agai+" "/e /o.e$

+o"/i+g !o.)- /a=e i"$ i" 7a #.i)" "o )a",

Co+!).io+

</e+ 7e ay "/e Bi#)e i "/e o+)y o)."io+ "o a+9ie"y$ i" i #e!a.e i" i "/e o+)y

a#o)."e)y "r.e #oo= o+ ear"/, T/e a."/or i "/e o+e 7/o -oe +o" err, T/i reear!/ i

#ae- o+ 0re.00oi"io+$ *a!" #eyo+- error, For "/oe 7/o are #ei+g a**)i!"e- #o"/

C/ri"ia+ a+- +o+ C/ri"ia+$ "/e #i#)e e90)i!i")y "e)) . "/e origi+ o* a+9ie"y a+- "/e

o)."io+ "o i", Ge" /o)- o* "/e 0ro1ie o* "/e /o)y Go- a+- #e /ea)e- o* yo.r a+9ie"y,

:, T/e !/a))e+ge *or "/e !/.r!/

U+*or".+a"e)y "/e !/.r!/ i +o" -oi+g a "/e !ri0".re ay, Pa"ie+" are #ei+g e+" o."

"o "/e e!.)ar 7or)- i+ ear!/ o* o)."io+, </i)e "/e e!.)ar 7or)- !a++o" a!" #y i"e)*



Rev Hagos 100

i+!e Go- i i+ !o+"ro)$ "/e 0e!.)iar 0eo0)e 7/oe !i"ie+/i0 i i+ /ea6e+ /o.)- /a6e -o+e

o1e"/i+g /ea6e+)y "o "/e 0eo0)e aro.+-, I" i 1y !o+6i!"io+ "/a" "/e 0o"e+"ia) o* a /.1a+

1i+- i a go- gi6e+ gi*" i* .e- a00ro0ria"e)y #." #e!a.e o* "/e *a)) "/e /.1a+ !o+!ie+!e

i -e*i)e-, T/e .+ re+e7e- 1i+- !a++o" -o "/i+g +ea")y "/a" i "/e reao+ 7/y 7e ee a))

or" o* 1e-i!a) error, T/ee -ay 7e are "ri11e- "o )oo= +or1a) o a 1a+ -i"i+g.i/e-

7i"/ /i *ai"/ 7i)) #e regar-e- a goi+g "o "/e e9"re1e a+- 1ay a)o #e )a#e)e- a a

/ere"i!, Peo0)e "r." -r.g 1ore "/a+ Go-, T/e 1e-i!i+a) 6a).e o* 0rayer o* *ai"/$ "/e

E.!/ari"$ "/e Go- gi6e+ /ea)i+g 0o7er o* "/e 1a+ o* Go- i+"er!eio+ are ig+ore-, O+e

A*ri!a+ 0rea!/er ai- yo. -o +o" 0ay "7i!e *or a i+g)e !o11o-i"y /e ai- Je. /a

"a=e+ a)) yo. a**)i!"io+ a+- 0)eae "a=e /o)- o* i", T/e !ri0".re are +o" o+)y "/e 1e-i!i+e

o* "/e o.) #." o+)y "/e #o-y, T/e 1e-i!i+e *or a+9ie"y i "/e !ri0".re a+- "/ey -o +o"

/a6e a+y i-e e**e!"

T/. "/ere i a !/a))e+ge *or "o-ay !/.r!/$ a !/a))e+ge "o )oo= a+- a!" a "/e #i#)e

ay, My 6iio+ regar-i+g a+9ie"y "rea"1e+" i "/e e"a#)i/1e+" o* a 7e)) "r.!".re-

!/.r!/ #ae- #i#)i!a) !o.+e)i+g a" +o !o", T/e 7or- o* Go- i +o" *or a)e,

Bi#)i!a) !o.+e)i+g /a 1a+y goa)$ #." "/e 0ri1ary goa) i "o ai" 0eo0)e -e6e)o0 a

i+!ere )o6e *or Go- a+- o"/er, T/e 0.r0oe i +o" "o i10)y ai" o+e "o *ee) #e""er or

*i+- /a00i+e$ #." "o ai" o+e gro7 i+ 0ero+a) /o)i+e a+- 0iri".a) 1a".ri"y *or

er6i!e i+ "/e #o-y o* C/ri", A+ a--i"io+a) goa) o* #i#)i!a) !o.+e)i+g i "o ai" "/e

C/ri"ia+ 1ee" "/e -i**ere+" !/a))e+ge o* )i*e >a+9ie"y$ *ear$ -e0reio+$ /o0e)e+e$

)ai+e a+- o o+? i+ a 7ay "/a" 7i)) a)7ay 0)eae a+- g)ori*y "/e Lor- Je. C/ri",



Rev Hagos 101

[email protected]+e o* Bi#)i!a) Co.+e))i+g i "/a" i" #egi+ 7i"/ "/e *a!" "/a" T/e Go0e) o*

Je. C/ri" i "/e a+7er "o o.r 1o" #ai! 0ro#)e1, T/e Bi#)e i "/e !o.+e)or 1ai+

"oo) >+o" a 0y!/o)ogy #oo=?, T/e Ho)y S0iri" i10ar" gi*" "o "/e !o.+e)or "o g.i-e a+-

gi6e /o0e "/ro.g/ "/e S!ri0".re, Prayer a+- -e0e+-e+!e .0o+ Go- are ee+"ia) 0ar" o*

#i#)i!a) !o.+e))i+g, Bi#)i!a) !o.+e))or /a6e reo.r!e$ a #oo= a+- a 0o7er gi6er$ 7/i!/

.+#e)ie6er -o +o" /a6e >"/o.g/ "/ey 1ay /a6e "/e #oo=$ "/ey -e*i+i"e)y -o +o" ge" "/e

0o7er o* "/a" !o1e "/ro.g/ rege+era"io+?, T/e "oo) "/a" a" "/e -i0oa) o* "/e C/ri"ia+

!o.+e))or are [email protected]$ .**i!ie+"$ a+- .0erior "o a+y"/i+g "/e 7or)- /a "o o**er,

Bi#)i!a) !o.+e)i+g i a))i+!).i6e i+ "/a" i" i-e+"i*ie "/e ig+i*i!a+!e o* "/e 0a"$ "/e

0ree+"$ a+- "/e *.".re i+ "/e )i*e o* "/e C/ri"ia+, Bo"/ 7a)=i+g 7i"/ Go- i+ "/i )i*e a+-

=+o7i+g Hi1 i+ 0er0e".i"y are o.r !o+!er+,

Ui+g "/e S!ri0".re i+ !o.+e)i+g +e!ei"a"e .+-er"a+-i+g "/e 0ro#)e1 *ro1 a

0.re)y #i#)i!a) 0er0e!"i6e a+- "/e+ a00)yi+g "e0#y"e0 #i#)i!a) o)."io+ "o "/oe

0ro#)e1, Ho0e !a+ #e *o.+- a+- "ra+*or1a"io+ !a+ #e #ro.g/" a#o." a "/e <or- o*

Go- i 1i+i"ere- i+ "/e 0o7er a+- 7or=i+g o* "/e Ho)y S0iri",

T/e S!ri0".re o* #o"/ "/e O)- a+- "/e Ne7 Te"a1e+" are -e0e+-a#)e a+- [email protected]"e

*or a)) "/e i.e *a!i+g /.1a+i"y, Ma+y ay "/ey #e)ie6e i+ "/e a."/ori"y o* S!ri0".re$ #."

"/eir a!"io+ !o+"ra-i!" i" .**i!ie+!y "o 1ee" "/eir +ee-, Bi#)i!a) !o.+e)i+g /o.)- #e

!o+-.!"e- 7i"/ a !o11i"1e+" "o "/e a#o)."e .**i!ie+!y o* S!ri0".re a "/e 1ea+ #y

7/i!/ a C/ri"ia+ 0iri".a) 0ro#)e1 /o.)- #e a--ree- a+- o)6e-, Je. C/ri" "a.g/"

"/a" )ear+i+g a+- a00)yi+g S!ri0".re i "/e "ar"i+g 0oi+" o* !/a+ge i+ o.r )i6e, Je.

0raye- "o /i Fa"/er$ Sa+!"i*y "/e1 i+ "/e Tr."/ Yo.r <or- i Tr."/ >Jo/+ '4 '4?,



Rev Hagos 102

Bi#)i!a) C/a+ge -e1a+- "/a" o.r !ir!.1"a+!e /o.)- +o" #e regar-e- a "/e !a.e o*

o.r 0ro#)e1 ra"/er "/ey are "e" 7/i!/ e90oe "/e !o+-i"io+ o* o.r /ear" a+- 1a=e .

rea-y *or o#e-ie+!e "o Go- "/ro.g/ a!=+o7)e-gi+g a+- .0roo"i+g "/e1 #y "/e 7or- o*

Go-, I" i o+)y "/ro.g/ a 0re!ie #i#)i!a) .+-er"a+-i+g o* 7/o a+- 7/a" 7e are "/a" "/e

e9a!" +a".re o* o.r 0ro#)e1 a+- "/eir a00ro0ria"e o)."io+ !a+ #e -i!er+e-,

Bi#)i!a) !/a+ge /o.)- *ir" "a=e 0)a!e i+ "/e 1i+-, E6ery "/i+=i+g /o.)- #e #ro.g/"

i+"o a)ig+1e+" 7i"/ "/e <or- o* Go-, Bi#)i!a) !o.+e)i+g /o.)- *o!. o+ ge+.i+e !/a+ge

o* /ear" +o" o+ "/e 1ere !/a+ge o* !ir!.1"a+!e or #e/a6ior,

T/e Ho)y S0iri" i "/e O+e 7/o 7or= i+ a)) area o* a+!"i*i!a"io+, He !a+ !/a+ge o.r

"/i+=i+g$ a""i".-e$ a+- #e/a6ior$ .)"i1a"e)y #ri+gi+g . i+"o !o10)e"e !o+*or1i"y "o

C/ri",

<e a #e)ie6er i+ C/ri" /a6e "/e a#i)i"y a+- +e!eary 1ea+ "o g)ori*y Go- a+- "o

)i6e a )i*e 0)eai+g "o Hi1, Bi#)i!a) Co.+e)i+g$ 7/e+ #)ee- #y "/e Ho)y S0iri"$ /e)0 . "o

#e!o1e 0.re i+ /ear"$ "o /a6e a 0ea!e*.) !o+!ie+!e$ a+- "o i+!ere)y "r." Go- i+ or-er "o

)i6e *or Hi g)ory,

T/e !/.r!/ i "/e 1ea+ #y 7/i!/ C/ri" /a or-ai+e- "o ai" #e)ie6er gro7 i+"o Hi

)i=e+e, Bi#)i!a) !o.+e)i+g i +o" "o #e a+ o0"io+a) 1i+i"ry o* "/e !/.r!/, Prea!/i+g$

"ea!/i+g$ e6a+ge)i1$ -i!i0)e/i0$ a+- !o.+e)i+g are a)) 6i"a) 0ar" o* "/e !/.r!/

1i+i"ry, Co.+e)i+g i 1o" e**e!"i6e 7/e+ i+!or0ora"e- a 0ar" o* "/e )o!a) !/.r!/, T/e

!/.r!/ e+!o.rage$ 1o"i6a"e$ a+- !/a))e+ge #e)ie6er "o )o6e a+- goo- 7or= >He#,

'&%5?, A !o.+e)i+g 1i+i"ry 0ro6i-e 0ra!"i!a)$ re)e6a+" /e)0 #ae- .0o+ o.+- #i#)i!a)

0ri+!i0)e "/a" e+a#)e . "o #e [email protected]"e)y [email protected] *or e6ery goo- 7or= >% Ti1, 3 '4?



Rev Hagos 104

I" i *."i)e "o "a)= a#o." "/oe 7/o -o +o" =+o7 "/e "r."/ I a1 1.!/ !o+!er+e- a#o."

"/oe 7/o 0ro*e "o #e)ie6e #." 7/o -o +o" 0ra!"i!e 7/a" "/ey #e)ie6e, C/ri"ia+i"y i a 0ar

"i1e o# *or 1o" 0ro#a#)y a S.+-ay o# "/a" "/ey /o.)- !o10)y 7i"/ #." "/e 1ai+ o#

"/ey are i+ i "/e o+e "/a" i a**)i!"i+g "/e1,

.o"i+g "/e #i#)e /o.)- +o" #e !ere1o+ia) 7e /a6e "o -e)6e i+"o i" a+- "a=e o." "/e

ge1, T/e #i#)e i 0a!=e- 7i"/ o)."io+$ +o" o+)y *or a+9ie"y #." a)o *or e6ery 0ro#)e1,

O+e 1ay a= /o7 o+e !a+ .+)o!= re6e)a"io+ *ro1 "/e #i#)e a+- .e i" "o "ra+*or1 /i

1i+- a+- #e a+9ie"y *ree *or "/i @.e"io+ I 7i)) !o+!ie)y .11arie 7/a" 7e /a6e

a)rea-y go+e "/ro.g/

', +o7i+g o+e re-ee1e- "a"e

A re-ee1e- 1a+ )i6e *or C/ri" a+- +o" *or /i1e)* *or "/e o)- e)*i/ e)* i

!r.!i*ie- 7i"/ C/ri", T/e #i#)e ay 7e are -ea- "o i+ a+- a)i6e *or C/ri", T/i 1ay ee1

a 0/i)oo0/y o+e /a "o 1ar6e) a" "/e "r."/ /o7e6er i "/a" "/i i 7/a" a re-ee1e- "a"e

1ea+, O+e /a "o 0ray a+- 1e-i"a"e "/e 7or- o* Go- "o !o10re/e+- "/i #)ee- "r."/,

%, +o7i+g 7/o i i+ !/arge

Go- -i- +o" ay 7orry a#o." 7/a" "o ea" or !)o"/ or 7/a" "o 0ay *or !o))ege or /o7

"o #.y /o.e or !ar, He o+)y "o)- . "o "a=e !are o* "/e =i+g-o1 /e e+"r."e- "o . a+- "/e

re" i /i re0o+i#i)i"y,

3, Fai"/ i 0i6o"a)

T/e 0eo0)e o* Ga)i)ee !o.)- +o" re!ei6e 1ira!)e *ro1 Je. +o" #e!a.e Je. 7a

.+7i))i+g "o -o 1ira!)e ra"/er #e!a.e "/ey /a6e +o" #e)ie6e-, T/e !ri0".re ay /e !o.)-

+o" -o 1ira!)e >+o" /e -oe +o" 7a+" "o?,Fai"/ .+)o!= 1ira!)e i" #ri+g Go- !)oer "o

., Pro#)e1 6a+i/ 7/e+ *ai"/ i i+ 0)a!e,



Rev Hagos 105

5, <e +ee- re6e)a"io+

T/e C/ri"ia+ )i*e i a )i*e o* re6e)a"io+ "/e 7or- o* Go- /o.)- #e i+"er0re"e- "o

. "/ro.g/ "/e Ho)y S0iri",

(, Ai1i)a"io+

I" i +o" "/e /ea- =+o7)e-ge ra"/er i" i "/e a00)i!a"io+ o* "/a" =+o7)e-ge "/a" !a+

#e regar-e- a "r.e =+o7)e-ge, O.r =+o7)e-ge !a++o" #e -i6or!e- *ro1 "/e !orre0o+-i+g

a!"io+, <e are "o)- +o" o+)y #e "/e /earer o* "/e 7or- #." a)o "/e -oer o* i", Ai1i)a"io+ i

1e-i"a"i+g "/e 7or- o* Go- .+"i) i" !rea"e *ai"/ i+ ., Fai"/ i "/e o00oi"e o* -o.#"$

1ea+i+g$ 7/a" 7e rea))y #e)ie6e$ 7e !a+ -o,

;, re0e"i"io+ a+- 1e-i"a"io+

<e o*"e+ r./ "/ro.g/ "/e 7or- o* Go- "/a" 1ay #e "/e reao+ 7/y i" i +o"

e1#e--e- i+ ., T/e 7or- o* Go- !a+ 1a".re i+ . "/ro.g/ re0e"i"io+ a+- 1e-i"a"io+,

4, Prayer

</e+ 7e 0ray 7e !a)) Go- i+ "o a!"io+ "/ro.g/ 0rayer 7e gi6e re6ere+!e "o Go-

0rayer a!=+o7)e-ge Go-, T/e Prayer o* *ai"/ /e)0 "o "raig/"e+ o.r 7or)- 6ie7, <e are

a-1o+i/e- "o 0ray i+ "/e 0iri", T/e #ig a+- )o*"y !/a))e+ge "/a" are /a.+"i+g . 7i)) #e

1a)) a+- i+ig+i*i!a+" a*"er a 0ro0er !o++e!"io+ 7i"/ Go- "/ro.g/ 0rayer, Prayer i )i=e

a+"i 6ir. 7e .e i+ !o10."er$ i" re1o6e .+7a+"e- 0rogra1 "/a" are )o7i+g .,

T/e [email protected]"e *or 0rayer i *ai"/, <e /a6e "o 0ray "/e 0rayer o* *ai"/, <e /o.)- a)o

0ray a!!or-i+g "o "/e 7i)) o* Go-,

T/. C/ri"ia+ i+-ee- !a+ [email protected] a+9ie"y a+- a)) *or1 o* 0iri".a) a**)i!"io+

.i+g "/e #i#)e o+)y, T/e 1e-i!i+e *or a+9ie"y -oe +o" +ee- o.r 1o+ey i" o+)y +ee- o.r

o#e-ie+!e "o /i 7or- "/ro.g/ *ai"/, Go- ai- I a1 i+ !o+"ro) o -o +o" #e 7orrie- ."



Rev Hagos 107

BRASSARD S "/e Ca.e o* A+9ie"y *ro1 a Be/a6iora) Per0e!"i6e <EB %&'&

ELVENS C FEAR AND ANXIETY <EB '884

Viega ge)* a7are+e a+- a+9ie"y7e#%&'&

Fra+=e+$ R, E, >'885?, H.1a+ Mo"i6a"io+$ 3r- e-, CA Broo=Co)e P.#)i/i+g Co10a+y,

a)a"$ J, <, >'88%?, Bio)ogi!a) Py!/o)ogy$ 5"/ e-, CA Broo=Co)e P.#)i/i+g Co10a+y,

Nor!ro$ J, C, >%&&(?, A 0ri1er o+ 0y!/o"/era0y i+"egra"io+, I+ J, C, +e7 Yor=o9*or-

.+i6eri"y 0re

Nar-o AANXIETY MEDICATIONS<EB%&''

Me)i+-a S1i"/$ M,A,$ La7re+!e Ro#i+o+$ a+- Jea++e Sega)$ P/,D, La" .0-a"e-

De!e1#er %&'%

Ro#er" Sega)$a+9ie"y 1e-i!a"io+$7e#$%&'%

Mer!er a+9ie"y re)ie*7e#%&'%

Ve+"er A CHALLENGES OF !#"7e#%&&4

Bria+ H A))io+ U+-er"a+-i+g a+- Ma+agi+g A+9ie"y7e#%&''

Hy-er$ O, .e+"i+, T/e C/ri"ia+ Ha+-#oo= o* Py!/ia"ry, O)- Ta00a+ F)e1i+g H,

Re6e)) Co,$ '843,

Fe/#a!=$ Sey1o.r e" a), Py!/o)ogy A+ I+"ro-.!"io+, E-i", #y Pa.) M.e+ a+- Mar= R,Roe+7eig, Toro+"o D,C, Hea)"/ a+- Co,$ '843,

S"a**or-C)ar=$ Da6i-, Py!/ia"ry ToDay, Ba)"i1ore Pe+g.i+ Boo= I+!,$ '8;3,



Rev Hagos 108

Do)ore$ Sr, Maria+, Crea"i6e Pero+a)i"y i+ Re)igio. Li*e, Ne7 Yor= S/ee- a+- <ar-$

I+!,$ '8;3,

Meier$ Pa.) D,$ Fra+= B, Mi+ir"/$ a+- Fra+= B, <i!/er+, I+"ro-.!"io+ "o Py!/o)ogy a+-

Co.+e)i+g, Gra+- Ra0i- Ba=er Boo= Ho.e$ '8:%,

Co))i+$ Gary R, O6er!o1i+g A+9ie"y, Sa+"a A+a Viio+ Ho.e P.#)i/er$ '843,

Narra1ore$ C)y-e M, E+!y!)o0e-ia o* Py!/o)ogi!a) Pro#)e1, Gra+- Ra0i- Zo+-er6a+

P.#, Ho.e$ '8:',

Gay)i+$ <i))ar-, Fee)i+g, Ne7 Yor= Ba))a+"i+e Boo=$ '8:&,

Geier$ Ro#er" L, Be/a6io.r Mo- a+- "/e Ma+age- So!ie"y, Bo"o+ Bea!o+ Pre$ '84;,

Jo/ -e*i+i+g a+9ie"y 7i"/ #i#)i!a) 0er0e!"i6e 7e# %&'3



Rev Hagos 109



Gebrehiwot 2

TA%&' () *(+T'+T

Ac-nowledgment........................................$

Preface..............................................$

1/ ntrod"ction.......................................

1/1 ntrod"ction to the thesis Problem

1/2 tatement of the Problem

1/$ ("tline of *haters

2/ Maor *o3enants in the

%ible............................./4

$/ The new co3enant in later rohetic

writings...................//1#

/ The st"dy of the eistle to Hebrews in relation to

co3enants..........//$1

#/ The new co3enant in

Hebrews............................/0

5/ The law and the new co3enant............................

54

6/ The new co3enant and the Holy irit........................

77

4/ "mmary and

concl"sions............................../122

7/ !or-s



Gebrehiwot 3

cited......................................//1$2

A*8+(!&'DGM'+T

)irst and foremost, want to than- Dr Danny Abaldo, Dean of Tr"th And Mercy nstit"te

(f Ad3anced Ministries t"dies for is "ntiring s"ort both in co"rse wor-s that ha3e

ta-en so far as well as in the aro3al of my roosal / He willingly comm"nicated with

me concerning iss"es was conf"sed with and always got a romt rely/ Great resect

and areciation sho"ld be gi3en for Dr Danny again for ma-ing a t"ition free ed"cation

ossible for most of "s, who will otherwise not ha3e a chance to "rs"e 9"ality

theological ed"cation/ +e:t want to than- my belo3ed wife for being with me and

enco"raging me in my life endea3ors and in my daily toils/ he is the amle of my life

and than- God abo"t her always/ Praised be the almighty God who led me -now the

tr"th abo"t ;es"s/ was a 3ery religio"s man b"t in the fa"lty doctrine of *otic

tradition/ He too- me o"t of that doctrine and showed me the ath/ worshi God with

"tter hainess and gratit"de as He ga3e me eternal life/ He sho"ld be raised abo3e all

and always<<

want to mention that too- my time and researched eno"gh to comlete my thesis and

tried my best to balance my theological 3iews with other 3iews so that it will be



Gebrehiwot 4

aealing and rational to those who read it/ After all, what matters is not what 3iew

b"t, to the oint of ne"trality, being committed to what the %ible says/ )inally, want to

say than- yo" again and God bless yo" for yo"r commitment in enabling biblical

ed"cation to "s who deserately need it/

Preface

This thesis is born o"t of my constant concern regarding the condition of the

'thioian rotestant ch"rch/ The 'thioian (rthodo: *h"rch co"ld be regarded as an

eastern orthodo: ch"rch howe3er there is a doctrine called "nion =Tewahdo> which says

the h"manity and di3inity of ;es"s are "nited and insearable as oosed to d"alism/

The tyical 'thioian (rthodo: *h"rch has a temle and ar- of co3enants mar-ed in the

names of angels and saints/ Peole lead with angels? names and the names of Mary for

the forgi3eness of their sins/ They say that they cannot aroach God directly e:cet

thro"gh the media of dead saints and angels/ t is a blashemo"s s"osedly @?*hristian??

religion associated with witch craft and di3ination/ As can be -nown rior to the

introd"ction of the e3angelical mo3ement the dominant *hristian denomination in

'thioia is the 'thioian (rthodo: *h"rch/ This ch"rch is ro ;"daeistic in its theology

and was wor-ing towards concealing what ;es"s *hrist has bro"ght to man -ind/ The

maor e3angelistic wor- in 'thioia is geared towards sol3ing the theological conf"sion

regarding ;es"s *hrist, o"r lord and sa3ior/ The maor theological flaw in the afore

mentioned ch"rch is fail"re to roerly "nderstand and imlement the new co3enant

/Great areciation for the old o3er the new osed a roblem/ ;es"s *hrist was a

s"lement he was s"osed to be the main fig"re b"t in the co"ntry li3e in the lace

of ;es"s *hrist fig"res li-e Mary and the angels are gi3en a more rominent lace than

o"r &ord and this, thin-, is artly d"e to the mis"nderstanding of the new co3enant/



Gebrehiwot 5

belie3e the same conf"sion seems to be fo"nd in different denominations of the world/

My thesis cannot sol3e e3ery theological mani"lation that is based on sha-y gro"nds

b"t it will "t the basic rinciles and "nderstandings, to the oint of ne"trality, needed

to be embraced by rofessing *hristians/ do not say the content is witho"t

contro3ersies for tried to "t what "nderstood and belie3ed in/ n my thesis tried not

to be in fa3or of any of -nown denominations/ n light of this, the thesis is not written in

the conte:t of theologically analyBing the new co3enant 3iews among the different

denominations rather it is the synosis of an aologetic defense against the gross and

aarent errors in the 'thioian?s dominant religio"s tradition/ )inally hoe something

reso"rcef"l can be drawn o"t of this thesis for in3ested my time and energy to write on

the most imortant toic, the erson of ;es"s *hrist and the new co3enant/

The New Covenant in the Light of the Bible

A Thesis presented as part of the fulfillment for the degree of

Doctor of Philosophy in Theology

*hater (ne

ntrod"ction to the Problem

Carieties of disagreements in contemorary *hristian denominations ha3e been

obser3ed concerning the 3iews abo"t how to disting"ish between the oldE co3enant

and the newE co3enant/ ':amles of which are the doctrinal di3ersity aarent in

c"rrent *hristian teachings regarding the roosed contin"ing 3alidity of artic"lar

commandments from among the moral *ommandments and, also, regarding laws

which are not secifically mentioned by ;es"s as no longer necessary in his reaching/

*ontro3ersies seem to sin aro"nd the "nderstanding and alication of the new



Gebrehiwot 8

41$, >?? and ;eremiah $1$$ hosts the main body of the 9"oted te:t/ The main iss"e this

thesis will address is what does Hebrews 41$ mean regarding the distinction between

old and the new co3enantsF

This thesis will also scr"tiniBe the original te:t abo"t the new co3enant in boo-

of ;eremiah $1$1$/ This thesis will also deal with the roblems of whether there is a

distinction in Hebrews between the ceremonial and moral laws of the (ld Testament,

esecially with reference to the concet of co3enants, the relationshi of the law with

the new co3enant and the role of the Holy irit in the new co3enant life/

("tline of *haters

n this chater highlights of the toics co3ered in this thesis are co3ered/ *hater

(ne of this thesis contains an introd"ction to the roblem of the co3enants and its

imortance for biblical st"dies and the *h"rch of the +ew Testament/ t states the

roblem and s"r3eys the state of the 9"estion as o"tlined abo3e/

*hater two will deal with the disc"ssion of different co3enants described in the

whole bible b"t m"ch emhasis on the (ld Testament/ Different co3enants s"ch as the

Abrahamic, +oachian, the inaitic, the new and other co3enants are disc"ssed/

*hater Three will deal with the new co3enant within (ld Testament/ n

artic"lar, this chater will e:amine the meaning of the original assage in the (ld

Testament on which the writer of Hebrews has his arg"ment from =;er $1$1$>/ This

chater will e:amine the concet of co3enant and new co3enant in (ld Testament as a

whole/

*hater fo"r will deal with an e:egetical st"dy of Hebrews 451$/ n Hebrews

45, the a"thor made 3ery strict delineation/ The new co3enant is better for the 3ery



Gebrehiwot 9

fact that it is based on better romises/E The inai co3enant incl"ded romises of

earthly blessings =&e3itic"s 25>/ Iather than material blessings, the writer of Hebrews

has hea3enly =eternal> romises in 3iew =Heb 71#>/

n Heb 46, some fa"lt was seen with the first co3enant otherwise a second

co3enant sho"ld not ha3e been declared in the ;eremiah $1 assage that follows/ The

ne:t 3erse says the fa"lt was with the eole/ !hat follows is the e:tensi3e 9"otation

from the (ld Testament that is fo"nd in the +ew Testament/

*hater fi3e deals with the disc"ssion of the new co3enant in the eistle to Hebrews/

Here the s"eriority of the new co3enant is echoed and the contrasting obsoleteness of

the old is also shown/ This section affirms "ndo"btedly the "ndis"ted s"remacy of

the new co3enant o3er the old/

*hater si: deals with the relationshi between the law and the new co3enant/ This is

a oint of conf"sion in the *hristian o"rney/ This section e:o"nds how the moral laws

sho"ld be 3iewed by *hristians/

*hater se3en will deal with how to li3e the new co3enant life thro"gh the Holy irit/

This section disc"sses the role of the Holy irit in the *hristians? life/

*hater eight will deal with the s"mmary and concl"sion of the thesis/

*hater two co3enants in the %ible

This chater gi3es an o3er 3iew of the co3enants we "nderstand that there are

many co3enants that are mentioned in the (ld Testament/ Jnderstanding each

co3enant, why it is gi3en and who were in3ol3ed is 3ital /o"r disc"ssion begins with an

early formal co3enant God made with Abraham/ God made a co3enant with Abraham

=Gen 1#1420> accomanied by an elaborate and mystifying sacrificial ceremony/ God

romised a line of descendants to Abraham and land inheritance/ n the conte:t of



Gebrehiwot 10

Genesis chater 1# no obligations were imosed on Abraham/ (nly God asses

between the ieces of the animals/ Abram merely loo-s on, assi3e beneficiary of the

co3enant romise/ The "nilateral "nconditional nat"re of this co3enantal agreement

ass"red Abraham and his osterity that God?s relationshi with his eole is

ermanent/E=Anderson #$>

This decisi3e co3enant has historically been determinati3e for ;ews as they 3iew

their own identity/ As saiah said, &oo- to the roc- from which yo" were c"t and the

9"arry from which yo" were hewn, loo- to Abraham, yo"r father and to arah, who

ga3e yo" birth/E =sa #112>/ This co3enant idea is also mentioned by the aostle Pa"l

in the +ew Testament as a tool for describing the gosel core message/ n the boo- of

Galatia the Abrahamic co3enant was described as an older co3enant than the inai

=law> co3enant =Gal $1#14>/ This is indicati3e of Pa"l?s 3iew in Galatians of a high

degree of discontin"ity between the inai co3enant and the earlier Abrahamic

co3enant/ Abraham?s faith in God?s romise has re3io"sly been credited to him as

righteo"snessE =Gen 1#5>/

Howe3er, later, in what seems to be a confirmation or elaboration of this

co3enant, God calls on Abraham to wal- before me and be blamelessE =Gen 1612>

and says will confirm my co3enant between me and yo" and this is my co3enant and

yo" will be the father of many nationsE =Gen 162, >/ !hile the re9"irement to be

blamelessE denotes only an "ndefined obedienceKloyalty obligation on Abram?s art,

an obligation is, howe3er, clearly incl"ded/ This introd"ces a clearly bilateral asect to

this fo"ndational co3enant both in the re9"irement of ethical cond"ct and in the

added rit"al of circ"mcision/

@?Th"s it is safe to concl"de that this wo"ld indicate a bilateral co3enant with



Gebrehiwot 11

Abraham/ Genesis chater1# and chater 16 contain two co3enant ericoes/ Then,

blessings and the land romise were corroborated, %eca"se Abraham -et my

re9"irements, my commands, my decrees and my lawsE =Gen 25#>/ These obligations

are not selled in the conte:t/??=Harold 112>

The romise in Genesis 16 reeats what God said earlier that Abram?s descendants

wo"ld form a great nation and that the entire world wo"ld recei3e a blessing thro"gh

him =Gen 121$>/ This atriarchal co3enant =Gen 1#14> was later reeated to saac and

;acob =&e3 252>/ n the co3enant with Abraham, circ"mcision is gi3en as a symbol =Gen

161011>/ This circ"mcision symbol =the oldest rite or mitB3ah in ;"daism> is one

e:amle of the obligations that are e:ected of Abraham and his descendants "nder

this co3enant/

The eole of srael went down into 'gyt and, in time, became sla3es there/

%"t, God remembered his co3enant with Abraham, saac and ;acob =':od 22>/ Jnder

Moses, God liberated them and made a new co3enant with them at inai/ %"t, was this

really a comletely newE co3enantF *ertainly many of its re9"irements were new and

e:tend se3eral chaters =':od"s 202$>/ Howe3er, there were still the "nderlying

romises of land and blessing/ o, we might well see the inai co3enant as an

o"tgrowth of the fo"ndational Abrahamic co3enant =reeated also for saac and ;acob,

th"s can be called a atriarchal co3enant>, based on the co3enantal bac-gro"nd of that

Abrahamic co3enant/

@?God romised that if they -ee his co3enant, srael wo"ld be his treas"red

ossessionE and a -ingdom of riests, a holy nation =':od 17#5>/ Their art was to

obey the terms of the co3enant/ This they agreed to erform =':od 2$>/ %lessings for

obedience and c"rses for disobedience were later elaborated =&e3 251ff De"t 1125



Gebrehiwot 12

24ff>/ !hile the inai co3enant had the str"ct"re and form of a s"Berain3assal treaty

in many resects, it was not certainly onesided/ ome scholars hold that, in the eistle

to Hebrews, as the case with other sections of the %ible, the co3enant, whether old or

new, are not m"t"al agreements, contract or negotiation they are "nilateral gifts from

God/??=Heldberg 5#>

!hile all the terms of the inai co3enant were written by God, cannot f"lly

agree with s"ch "nilateral concet of co3enantal assessments in light of the clear and

willing agreement of the ;ews to articiate in that co3enant and hints on the assages

of bilateral connotation =':od 174>/

f the sraelites 3iolated the co3enant, the co3enant did not cease/ Iather, they

will come "nder the "nishment ro3isions of the co3enant =&e3itic"s 25> which are

triggered by their disobedience/ They wo"ld e3en face foreign cati3ity/ %"t if they

reent, God says, will remember my co3enant with ;acob, and my co3enant with

saac and my co3enant with Abraham/ will not reect them comletely, so as to brea-

my co3enant with themE =&e3 252#>/ t is significant that the atriarchal co3enant is

the one mentioned as the oint of reference co3enant, rather than the one at inai,

s"orting the idea of the deendency of the inai co3enant on the atriarchal one/ As

Anderson said, n the final form of the Pentate"ch, the Abrahamic co3enant is the

o3erarching theme within which the Mosaic co3enant of law is embraced/?? =;ames

11>This is f"rther s"orted elsewhere in other both (ld and +ew Testament assages

=2 8gs 1$2$ 1 *hr 1515 Ps 10#7 Acts $2# Gal $16>/

Tho"gh there are many obligations and ass"rances contained in the inai

*o3enant, we recogniBe that the ten moral *ommandments aear to be the core of

the agreement in ':od $24 Moses was there with the &(ID forty days and forty



Gebrehiwot 13

nights witho"t eating bread or drin-ing water/ And he wrote on the tablets the words

of the co3enant/ =De"t 1$>/

All the reg"lations of the co3enant were not confined to ':od"s 202$/ )or

e:amle, the sacrificial comonent was also considered art of the co3enant =Heb 71

>/ &i-ewise, the De"teronomistic =Moabite> 3ersion of the co3enant contains added

commands These are the terms of the co3enant the &(ID commanded Moses to

ma-e with the sraelites in Moab, in addition to the co3enant he had made with them

at HorebE =De"t 271>/ Th"s, as the nation of srael got ready to enter the Promised

&and, God renews and re3ises =De"t 271> the inai co3enant with a new generation

=De"t #1$>/ !e sho"ld also "nderstand that, within the inai co3enant, other

conditions or rono"ncements of God were, in a narrower sense, occasionally called

co3enantsE for e:amle, the abbath =': $115> and also the shewbread =&e3 24>/

)or the sraelites the co3enant and the law largely became the same, since co3enant

stat"s was redicated on obedience to the law. The law was the co3enant identity

indicator for srael/ =Iaymond $> (f co"rse, by agreeing to the co3enant, srael

entered into a relationshi with God that transcended law/ t was a co3enant based on

lo3e =De"t 67, 12 1 8gs 42$ 2 *hr 51 +eh 1# Dan 7>, rooted in the faithf"lness

of God =De"t 67 Ps 2#10 sa #10>/ He wo"ld be their God and they wo"ld be his

eole/



Gebrehiwot 14

n the eriod of the monarchial system, another co3enant, a Da3idic

co3enant was added, romising an eternal -ingdom to Da3id?s descendants =2 am

2$# 2 *hron 1$#>/ This romise was reeated in ;eremiah =accomanied by a

romise of an "nbro-en line of &e3itical riests> =;er $$2022>/ n the same conte:t,

God fi:ed the fate of the Da3idic line in with that of all the descendants of ;acob

@? f ha3e not established my co3enant with day and night and the fi:ed

laws of hea3en and earth, then will reect the descendants of ;acob and

Da3id my ser3ant and will not choose one of his sons to r"le o3er the

descendants of Abraham, saac and ;acob/?? =;er $$2#5>/

n the shady oste:ilic eriod, a salmist mo"rned the aarent fail"re of the

Da3idic co3enant and of God?s faithf"lness and aealed for deli3erance =Ps 47$4

$7, 7>/

There were eriods in srael?s history when co3enant renewal too- lace/

;osiah made a co3enant based on the redisco3ered boo- of the &awE =2 *hr $1#>/

This was a renewal of the inai co3enant =2 *hr $$1$2>/ !e saw other instances

of co3enant renewals with ;ehoida =2 *hr 2$15>, with HeBe-iah =2 *hr 2710> and

after the ret"rn from the e:ile =+eh 1027>/

ome scholars see a shar distinction between the +oachian and Abrahamic

co3enants and that of inai/ As noted earlier, it m"st be ac-nowledged that there is

a comletely clear romise connotation nat"re and content to the +oachian



Gebrehiwot 15

co3enant/ The Abrahamic co3enant is largely based on romise b"t we obser3ed in

Genesis 16 that, at least, a general loyalty and obedience is re9"ired/ (bligations

were rominent in the inai co3enant b"t we ha3e also seen that many blessings

and romises were incl"ded as well/ n general, the word co3enant m"st be

"nderstood by its conte:t/

!e ha3e seen abo3e that while there are many co3enants referred to since

the one with Abraham, they all are based on that f"ndamental co3enant b"t 3ary in

their e:lanation of the obligations of the co3enant eole/ There is contin"ity in a

shared fo"ndation based on the atriarchal romises and, often, discontin"ity in the

details/ A s-eletal thread lin-s all the co3enants, affi:ing them in the romises to

Abraham/ %lessings and c"rses will follow obedience and disobedience resecti3ely/

%"t God was totally committed in his relationshi with srael/ They were the ale

of his eyeE =De"t $210> and the belo3ed infant he wo"ld not forget =sa 71#>/ God

said, will ne3er brea- my co3enant with yo"E =;"dg 21>/ He will always remember

his co3enant with Abraham, saac and ;acob =&e3 252>/

&onging for a Deeer *ommitment to God

)rom the 3ery start of the detailed inai co3enant, Moses recogniBed

inade9"acy within the sraelites when it came to their readiness and ability to be

faithf"l to the co3enant that they had made with God beca"se he -new the eole

he was leading they were not deendable/ !hen Moses? discile ;osh"a

comlained that two "na"thoriBed men are rohesying, Moses relied, Are yo"

ealo"s for my sa-eF wish that the entire &ord?s eole were rohets and that



Gebrehiwot 16

the &ord wo"ld "t his irit on them<E =+"m 1127>/

the eole of srael ass"red

Moses Tell "s whate3er the &ord o"r God tells yo"/ !e will listen and obey/E =De"t

#26>/ God relied

/ / / '3erything they said was good/ (h, that their hearts wo"ld be inclined to fear

me and -ee my commands alwaysE =De"t #2427>/

God?s fre9"ent command to srael was that they wo"ld simly &o3e the

&ord yo"r God with all yo"r heart and with all yo"r so"l and with all yo"r strengthE

=De"t 5#

1012 111$ 2515>/ The forty years in the wilderness was =for the nation of srael>

to test what was in yo"r heartE =De"t 42>/ %"t the inai age brac-et t"rned o"t to

be st"bborn and rebellio"sE =Ps 644>/ They did not -ee God?s co3enantE =3/ 10>/

There were e:cetions/ Moses is faithf"l in all God?s ho"seE =+"m 126>/ *aleb and

;osh"a wholly followed the &ordE =+"m $212>/ *aleb?s obedience was attrib"ted

to his ha3ing a different siritE =+"m 122>/ n the days of 'liah, God has reser3ed

se3en tho"sand who ha3e not bowed the -nee to %aalE =1 8gs 1714>/ 8ing Da3id is

a man after God?s own heartE =1 am 1$1>/ The hearts of some of the -ings of

;"dah were also t"rned to God =1 8gs 1#1 2 8gs 2217, 2#>/ The rohets yearn

after God?s Promised one/ The sirit of *hristE is in them =1 Pet 11011>/

*hater Three The +ew *o3enant in the later rohetic writings

t is the rohetic writing that solidly so-e abo"t the f"t"re new co3enant

that God had en3isioned for his eole/ Th"s, -eeing this in mind, we now mo3e to

a consideration of the new co3enant in the later rohetic writings/ The rohet



Gebrehiwot 17

saiah lamented the sic-ness of heart that afflicted ;"dah =sa 1#>/ Their heart is

hardened =sa 510>/ The eole did not ha3e an interest, a heart, a sirit to -ee the

co3enant/ God had earlier rohesied this thro"gh Moses =De"t $11516, 2627>/

Meanwhile, God?s word is

@?Iemember these things, ( ;acob, for yo" are my ser3ant, ( srael/ ha3e

made yo", yo" are my ser3ant ( srael, will not forget yo"/ ha3e swet

away yo"r offenses li-e a clo"d, yo"r sins li-e the morning mist/ Iet"rn to

me, for ha3e redeemed yo"/?? =sa 2122>

Moreo3er, there is a romise/ The sirit will be o"red "on "s from on

highE =s $21#>/ of a f"t"re one who is called God?s ser3ant, God said will

"t my irit on him and he will bring "stice to the nationsE =sa 21>/ A

f"t"re co3enant of the irit is also described this way

As for me, this is my co3enant with them, says the &(ID/ My irit, who is

on yo", and my words that ha3e "t in yo"r mo"th will not deart from yo"r

mo"th, or from the mo"ths of yo"r children, or from the mo"ths of their

descendants from this time on and fore3er,E says the &(ID/ =sa #721>

The Holy irit will be the center of the new co3enant and his resence will

g"arantee contin"ity of obedience to God thro"gh o"t the coming generations/

%"t, for now, srael has rebelled and grie3ed / / / Holy iritE =sa 5$10>

which he had set among themE =3/ 11>/ saiah cries o"t !hy, ( &ord, do

yo" ma-e "s wander from yo"r ways and harden o"r hearts so we do not

re3ere yo"E =3/ 16>F A radical transformation of the heart and the sirit was



Gebrehiwot 19

-ingdoms of srael and ;"dah will "ltimately be one ='Be- $61517>/ This deiction

is robably restoration "nder the new co3enant that destroys the wall of enmity

and brings "nity "nder one head/

saiah so-e f"rther of this time as one when God?s "nfailing lo3e for yo"

will not be sha-en nor my co3enant of eace be remo3edE =sa #10>/ God went on

to romise to ma-e an e3erlasting co3enant with the ho"se of Da3id =sa ##$>/ This

so-e of a f"t"re new co3enant =sa #72021>, not the inai co3enant which is

already in lace/ This f"t"re =new> co3enant is also rohesied in saiah 514 where

it is based on God?s faithf"lness/

!hen we analyBe the message of the rohet 'Be-iel, we ercei3e

comarable romises/ t hosts the core message that says The nation of srael was

faithless and will be "nished for brea-ing the co3enant they made with God/ %"t

God said Let will remember the co3enant made with yo" in the days of yo"r

yo"th, and will establish an e3erlasting co3enant with yo"E ='Be- 15#750>/ The

imlication of this is that God had already "t in lace the inai co3enant, b"t will

later establish a newE and e3erlastingE co3enant in the f"t"re that will be

s"erior and end"ring/ He went on to say that, at that time he will gi3e to yo" as

da"ghters, b"t not on the basis of my co3enant with yo"/ o will establish my

co3enant with yo", and yo" will -now that am the &ordE =5152>/ The sense is a

little obsc"red, b"t the imlication is that God will go f"rther in e:tending mercy to

srael than what the inai co3enant called for/

&ater, 'Be-iel ret"rns to the newE co3enant theme/ !ith Da3id as rince



Gebrehiwot 20

o3er

srael, will ma-e a co3enant of eace with them and rid the land of wild beasts/

the trees of the field will yield their fr"it and the gro"nd will yield its cros / / /

resc"e them from the hands of those who ensla3ed themE ='Be- $ 2#26 Hos

214>/ The c"rses for disobedience to the old co3enant will be o3ert"rned/ This time

will be one when God says

@? will srin-le clean water on yo", and yo" will be clean , will gi3e yo" a

new heart and "t a new sirit in yo" will remo3e from yo" yo"r heart of

stone and gi3e yo" a heart of flesh/ will "t my irit in yo" and mo3e yo" to

follow my decrees and be caref"l to -ee my laws/?? ='Be- $52#26>

The resence of the Holy irit will lead "s to a new imet"s to obey God from the

heart the laws of God with gladness/ This new heart in the eole of God will be

"ndi3idedE in its faithf"lness to God an obedient eole and a eole of God

='Be- 111720>/ A f"t"re e3erlasting co3enant of eaceE was also so-en of in

'Be- $625/

!hen we come to the rohet ;eremiah, we see his dee arehension

o3er the "nfaithf"lness of the eole of ;"dah to the co3enant =;er 1114 ;er 224

7>/ ;"dah has bro-en the conditionsE of the co3enant so God has bro"ght all the

c"rses of the co3enant "on them/ The society was corr"t and was abo"t to be

destroyed/ Howe3er, The idea of the boo- of ;eremiah cannot be f"lly "nderstood

by a notion of co3enant 3iolation and co3enant c"rse, the f"ndamental

ass"mtions of De"teronomistic theology/ t also asserts the sorrow of God. n



Gebrehiwot 21

site of srael?s obstinacy and rebellion, God nonetheless wills a contin"ing relation

with srael/E=;ac- 16> &engthy narrati3es show ;eremiah sea-ing the di3ine word in

the royal co"rt and among the rohets in the 3anishing years of the nation of

;"dah/ ;eremiah wails for the eole and beseeches God )or the sa-e of yo"r

name / / / remember yo"r co3enant with "s and do not brea- itE =;er 121>/

The ositi3e tone of this sal3ation rohesies reflects a dream at odds with the

;eremiah tradition of shar criticism and den"nciation of society/E=am"elson #1>

Let, that dream was rooted in God?s faithf"lness after "nishment/ A note of hoe

is so"nded in ;er 271012

@This is what the &(ID says @!hen se3enty years are comleted for %abylon,

will come to yo" and f"lfill my gracio"s romise to bring yo" bac- to this

lace/ )or -now the lans ha3e for yo",? declares the &(ID, @lans to

roser yo" and not to harm yo", lans to gi3e yo" hoe and a f"t"re/ Then

yo" will call "on me and come and ray to me, and will listen to yo"/?

God will bring his eole srael and ;"dah bac- from cati3ityE =;er $0$>/ They will

ser3e the &ord and Da3id their -ing, whom He will raise " for themE =3/ 7>/ God

said, will reb"ild yo" " again ( Cirgin sraelE =;er $1>/ ee, will bring them

from the land of the north and gather them from the ends of the earthE =3/ 4>/ He

roclaimed in 3/ 20,

@s not 'hraim my dear son, the child in whom delightF Tho"gh often

sea- against him, still remember him/ Therefore my heart yearns for him



Gebrehiwot 22

ha3e great comassion for him/?

'3en tho"gh the negati3e theme of e:ile or disintegration of the 8ingdom of

;"dah was re3alent in ;eremiah, there was also a clear message of reinstatement

in 3/ 24 when God romised that ;"st as watched o3er them to "root and tear

down, and to o3erthrow, destroy and bring disaster, so will watch o3er them to

b"ild and to lant, declares the &(ID/E ndeed, this minor theme of solace or

consolation go3erns ;eremiah $0$$/ The ;eremiah $1 assage "ses f"t"ristic

lang"age in ;er $1$1$

)rom a *hristian oint of 3iew this assage has historically been gi3en great

weight by many commentators/ =%r"ce 2$>

The milie" sea-s of a reconstit"ted

sraelite comm"nity and not its s"bstit"tion/ This idea was carried thro"gh

;eremiah chaters $2 and $$/ !e see in ;er $1$1$

The time is coming,E declares the &(ID, when will ma-e a new co3enant

with the ho"se of srael and with the ho"se of ;"dah/ t will not be li-e the

co3enant made with their forefathers when too- them by the hand to lead

them o"t of

'gyt, beca"se they bro-e my co3enant, tho"gh was a h"sband to them,E

declares the &(ID/ This is the co3enant will ma-e with the ho"se of srael

after that time,E declares the &(ID/ will "t my law in their minds and

write it on their hearts/ will be their God, and they will be my eole/ +o

longer will a man teach his neighbor, or a man his brother, saying, @8now the



Gebrehiwot 23

&(ID,? beca"se they will all -now me, from the least of them to the greatest,E

declares the &(ID/ )or will forgi3e their wic-edness and will remember

their sins no more/E

This 3ital assage contains a clear foc"s on the toic of di3ineh"man co3enants/

;eremiah said there will be a new co3enant with the ho"se of srael and the ho"se

of ;"dah/

@?/ / / what m"st be rated as one of the most imortant (ld Testament

rohecies / / / t deals with a new co3enant which God intends to ma-e with

srael and ;"dah following a eriod of national reentance / / / The main

characteristics of this new co3enant are comlete forgi3eness of sins, and God

becoming @their God? in a way not yet e:erienced/??=*aird >

t was said of the ho"se of srael and the ho"se of ;"dah =the northern and

so"thern -ingdoms> that both of them bro-eE the inai co3enant =;er $1$2>/ The

brea-ingE of the co3enant is a common theme in the rohets =De"t $120 2 8gs

1412 sa 2# 'Be- 15#7 1614 6 ;er $14>/ Did this brea-ing of the inai

co3enant also imly that God wo"ld forget his co3enant and co"nt it n"ll and 3oidF

@?This co3enant was not n"llified b"t bro-en it became then none:istent at the

aointed time of its e:iry/E=Das 1#2>

)rom the 3ery beginning, co3enant rebellion is rohesied/ The

conse9"ences of this are se3ere =s"ffering, cati3ity and e:ile> b"t fall short of the

dissol"tion of the co3enant itself/ God romised will not reect them or abhor

them so as to destroy them comletely, brea-ing my co3enant with themE =&e3



Gebrehiwot 24

25>/ They wo"ld be bro"ght bac- from cati3ity/ Their hearts wo"ld be

circ"mcised so that yo" may lo3e God with all yo"r heart and with all yo"r so"lE

=De"t $05>/ The co3enant relationshi had, clearly, not been terminated by

rebellion/ Many %ible scholars see contin"ity *an co3enant bond be bro-enand

at the same time ersistF *an God se3er a relationshi as a res"lt of co3enant

3iolationsand ne3ertheless maintain it in eret"ityF The %ible seems to

answer in the affirmati3e/E=Da3idson 22>

ndeed, we ercei3e that, desite srael?s disloyalty to the co3enant,

;eremiah still calls on God Iemember yo"r co3enant with "s and do not brea- itE

=;er 121>/ This "nchanged co3enant e:ectation was still cherished e3en in the

econd Temle eriod =&- 162 Acts $ 2#>/ )"rthermore, we read that God wo"ld

certainly remember his co3enant after "nishment has been meted o"t =&e3 252

Ps 47$ ;er 271011 'Be- 1550>/

Howe3er, God will instit"te a new co3enantE with the ho"se of srael and

with the ho"se of ;"dah/E !e here "nderstand that the arties to this newE

co3enant are described the way the same as at inai/ God made the co3enant with

all the twel3e tribes of srael =searated into two -ingdoms in the days of

;eroboam, 1 8gs 12172>/

The co3enant is described as new/E This disting"ishes it from earlier

renewalsE of the inai co3enant =e/g/ ;osiah in 2 8gs 2$$>/ ='r-han 4> As we ha3e

obser3ed, the newness of this co3enant in3ol3es a new sirit, a new heart, a



Gebrehiwot 26

$6$1 04> it is his daily tho"ght =Ps 11776> it is a mother?s teaching to her child

=Pro3 520> it is a light =Pro3 52$> it is the law of tr"th in the lis of the riest =Mal

25>/

The Hebrew word for law has a richer meaning than the 'nglish lang"age,

indicating =in addition to commands> the ideas of teaching or instr"ctionE or

g"idance abo"t how to li3e/E=Michael #>

The e:tent of the concet of the law

e:tends to e3ery word that comes from the mo"th of the &ordE =De"t 4$>/ Th"s,

the entire moral, rit"al and ci3il laws were a "nity for the co3enant eole/

;eremiah rightly stated that will "t my law in their minds and write it on their

heartsE =;er $1$$>, we m"st -ee this richer concet of the law in 3iew/

The writing of the law on the hearts of the eole ens"res obedience to

God?s will/ 'thioian orthodo: holds the 3iew that the new co3enant is not "ni9"e

in any way and fairly in line with as the old beca"se it is not said that God will gi3e

a new lawE/ =%roo-s 17> The secific elements of an "nmediated relationshi with

God and forgi3eness witho"t sacrifice noted abo3e, in themsel3es, militate against

this 3iew and indicate that a significant change is ta-ing lace/ n the case of

selected indi3id"als "nder the inai co3enant, it was ossible for the law to be

written on their hearts as we ha3e seen earlier =Ps 04 sa #16>/ n the econd

Temle eriod, Pa"l "nderstood that e3en the Gentiles co"ld ha3e the =ethical>

re9"irements of the law written on their hearts,E witho"t -nowing abo"t the law

gi3en in inai or Moabite codified 3ersions =Iom 211#>/



Gebrehiwot 27

A characteristic feat"re of the new co3enant is its "ni3ersal alication

within the ho"se of srael and the ho"se of ;"dah they will all -now meE =;er

$1$>/ Moreo3er, this too- lace as a res"lt of the action of God, not of the eole

will "t my law in their minds and write it on their heartsE =;er $1$$>/ There is,

clearly, an re3erberation here of the affirmation in De"teronomy =De"t 557>,

where a resonsibility was "rged "on the sraelites that these words which

command yo" this day shall be "on yo"r heart / / / yo" shall write them on the

doorosts/ / / /E

As George said, there is a maor difference between the inaitic and

;eremiah co3enants

@?this internaliBation Nin ;er $1O wo"ld be accomlished by God, while in the

Mosaic conte:t the internaliBation was to be accomlished by the eole

themsel3es. the "ni9"eness of the new co3enant lies not in the hoe of

internaliBation, b"t in how and by whom this wo"ld be accomlishedby

God, aart from h"man effort. the &ord himself does in the new co3enant, in

some decisi3e instances, what was left to the eole to do "nder the (ld

*o3enant/??=Abebe #5>

&inda holds that the new co3enant will set ", indeed has already established

thro"gh ;es"s *hrist, a no3el relationshi between God and the eole of the

co3enant in which the &aw as the re3ealed will of God will be internaliBed / / / as a

res"lt of a 3ital act of forgi3eness on God?s art/E=8ibreab 2#1> %"rns e:amines that



Gebrehiwot 28

The new co3enant will entail a hitherto "n-nown "ni3ersalism in which the

relationshi in its tr"e sirit"al asect =cf/ ;er 72#25> is imarted "on the entire

eole and not "st a ortion/E=8ichoge 1> n other words, the whole of the

sirit"al srael will be imacted and changed, not "st a few religio"s ersons/ A

new moti3ation towards obedience will be instilled in srael by God/ Iobert said, t

is not only a new co3enant it is a final co3enant/ / / / t will ne3er be s"erseded by

a s"cceeding co3enant/E=Daniel 56>

An additional attrib"te of the new co3enant is that the comm"nication of

the -nowledge of God to the eole of God will be "nmediated +o longer will a

man teach his neighbor, or a man his brother, saying, @8now the &(ID,? beca"se

they will all -now me, from the least of them to the greatest, declares the

&(IDE=;er $1$>/ This seems to be 3ery m"ch dissimilar with the rimary teaching

role that we find within the &e3itical ractices =De"t 24 2 *hr $1 Mal 26>/

Menden obser3ed, '3en more asto"nding is the abrogation of the entire

f"rnishing of religio"s instr"ction, nstead of the ro"tine establishment and cyclic

reading of the co3enant te:t, the awareness of the di3ine will is deosited within

the conscience of the members of the comm"nity/E=Allen 17>

Moreo3er, in a

cr"cially different aroach, forgi3eness of sin will not deend on the sacrificial

c"lt the romise that God will forgi3e their wic-edness and will remember their

sins no moreE =ibid/> is gi3en witho"t condition for sacrifice =Ps #116>/

All the newness is li-ely beca"se God has forgi3en the entire world/E

Howe3er,



Gebrehiwot 31

=3/ 4>/ ;er"salem will finally f"lfill its mission for God to bring me renown, oy,

raise and honor before all nations on earthE =3/ 7>/ God had commanded this to

srael as art of their mission to the world in the days of Moses =De"t #4>/

The Ho"se of srael and the Ho"se of ;"dah will welcome the romised

righteo"s %ranch from Da3id?s line =3/ 1#>/ t is in this conte:t of the romised

righteo"s %ranchE that the co3enants with the line of Da3id, the &e3itical

riesthood and the ho"se of ;acob are all affirmed as s"rely as the cycles of day

and night, and of hea3en and earth

)or this is what the &(ID says Da3id will ne3er fail to ha3e a man to sit on

the throne of the ho"se of srael, nor will the riests, who are &e3ites, e3er

fail to ha3e a man to stand before me contin"ally to offer b"rnt offerings, to

b"rn grain offerings and to resent sacrificesE =;er $$1614>/

This is what the &(ID says f yo" can brea- my co3enant with the day and

my co3enant with the night, so that day and night no longer come at their

aointed time, then my co3enant with Da3id my ser3antand my co3enant

with the &e3ites who are riests ministering before mecan be bro-en and

Da3id will no longer ha3e a descendant to reign on his throneE/ / / f ha3e

not established my co3enant with day and night and the fi:ed laws of hea3en

and earth, then will reect the descendants of ;acob and Da3id my ser3ant

and will not choose one of his sons to r"le o3er the descendants of Abraham,

saac and ;acobE =;er $$2125>/

t is 3ital to become aware of that the assage asserts a contin"ing Da3idic -ingly



Gebrehiwot 32

line and a &e3itical riesthood offering b"rnt offerings / / / grain offerings / / / and

to resent sacrificesE =3/ 14>/ "ch references stand in contrast to the re3io"s two

chaters with their all"sions to an inner inscrition of the law on the hearts of

sraelites and ret"rn "s to the realm of (ld *o3enant rit"als/

This is not a sing"lar reference/ !hen the (ld Testament rohets sea- of

the eschatological age, we sometimes find all"sions to the obser3ance of inaitic

decrees/ n 'Be-iel?s 3iew of a f"t"re eschatological temle, he says, +o foreigner

"ncirc"mcised in heart and flesh is to enter my sanct"aryE ='Be- 7>/ !hen God

ret"rns to Zion in the eschatological age, the )east of Tabernacles is described as a

re9"ired obser3ance for all nations =Zech 11517>/ The sacrificial c"lt is said to

contin"e beca"se many will come to sacrificeE in God?s ho"se =3/ 21>/

!hen we read s"ch assages we enco"nter a rohetic 3iew that seems,

instead of ointing "s to an inner change of heart and sirit "nder a new

co3enantE, oints "s to a renewal of the inaitic co3enant s"ch as occ"rred earlier

in srael?s history =2 *hr $0# $#14>/ o, "st when we are concl"ding that a new

sirit"alKethical co3enant has been foretold, it seems that we are challenged by a

different rohetic 3iew of the f"t"re co3enant that incl"des secific elements of

the inaitic co3enant/ The "s"al *hristian 3iew is that, !ith the rending of the 3eil

of the temle =M-/ 1#$4>, srael and her instit"tions had been dismissed, and

access to God was now a3ailable indeendently of the temle is solid and tr"e

beca"se those e:licit writings do not show the contin"ation of the old rather the

shadow was s"osed to be in lace in all e:lanations "ntil the body aears/ (ne



Gebrehiwot 33

good e:amle that corroborates this idea is the e:lanation Pa"l rendered in the

boo- of Iomans regarding circ"mcision this owerf"l co3enant has its co"nterart

sirit"al meaning in the +ew Testament as the circ"mcision of the heart/E=Da3id et al

16>

!e m"st ac-nowledge that, within the (ld Testament record, there is no a

tension in this regard between a siritbased new co3enant and a renewal of the

old co3enant/ ndeed, the (ld Testament interretati3e tradition does not ma-e

room for the contin"ation of inaitic and rit"al ractices in the conte:t of the

instit"tion of a new co3enant/E

!e sho"ld, also, note that a final reference to a f"t"re co3enant in ;eremiah

is fo"nd in ;er #0# where we see a reentant srael and ;"dah who will come and

bind themsel3es in an e3erlasting co3enant / / /E which does not necessarily mean

the hysical srael b"t the sirit"al one for in the new co3enant God has a global

agenda/ n 3ariety of +ew Testament e:lanations of Abraham?s fatherhood,

gentiles who belie3ed in ;es"s are also regarded as sirit"al sons of Abraham/ Th"s

in all e:lanations in connection with the disc"ssion of the new co3enant, the

references to ;"dah and srael referes not only to the hysical nations of srael and

;"dah b"t also the sirit"al srael/

"mmary

To s"mmariBe o"r findings in this chater, we note first the wide semantic

range of the word for co3enant in the (ld Testament/ The most f"ndamental form

of co3enant is the concet of an agreement between two ersons or nations,



Gebrehiwot 34

incl"ding m"t"al romises and d"ty within the conte:t of a de3otional oath/

*o3enants of m"t"al de3otion and harmony can be made between e9"al, almost

e9"al or losided arties/ At times, nationtonation co3enants can be made

between arties where one is s"erior to the other/ n other cases there is an

agreement between e9"al arties =nations>/

!hen we reflect on di3ineh"man co3enants, we see that sometimes these

are entirely "nilateral and romissory in nat"re =e/g/ the co3enant romised to

+oah>/ n one 3ersion =Gen 1#>, the decisi3e Abrahamic co3enant aears li-ewise

to be "nconditional and romissory/ Howe3er, in Gen 16, which aears to

elaborate on the initial co3enant, the re9"irement to be g"iltlessE =33/ 12> entails

an "ndefined obedienceKloyalty obligation on Abraham?s art/ This establishes a

bilateral asect to this co3enant/

The inai co3enant aears as an o"tgrowth or de3eloment of the

fo"ndational atriarchal co3enant, based on the theological bac-gro"nd of that

co3enant/ f the sraelites 3iolate the inai co3enant =or the later De"teronomy

re3ision>, the co3enant does not come to an end/ Iather, the nation of srael will

come "nder the "nishment conditions of the co3enant which are triggered by

their disobedience and e3en will go into foreign cati3ity/ Desite fail"re on the

eole?s art, there are intermittent renewals of the co3enant which God agrees

to/ Thro"gho"t, the oint of reference co3enant is the atriarchal one with

Abraham based on a relationshi with God and the lo3e initiated co3enant/

)rom the initial time of the co3enant, there was a longing on the art of God



Gebrehiwot 35

and his ser3ants for a real sirit"al and non s"erficial obedience on the art of the

eole of srael/ The Maor Prohets saiah, ;eremiah and 'Be-iel in artic"lar all

loo- forward to this change in the age to come/ The indwelling of the sirit of God

will ens"re an obedient eole who lo3e to do his will/ A newE co3enant will be

made by God as the centeriece of a larger eschatological hoe which incl"des a

new act of sal3ation, a new e:od"s, a new Zion, and a new Da3idic -ing/

n ;eremiah $1, ;eremiah sea-s of a newE and e3erlastingE co3enant/ This

co3enant will be made with the same arties the ho"se of srael and the ho"se of

;"dah =literary the 12 tribes of srael b"t incl"si3e of all nations>/ This co3enant will

not be li-e the co3enant in inai/ The lawE of God will be inscribed on the hearts of

the eole of srael/ There are distincti3ely newE elements in this co3enant which

incl"de an "nmediated relationshi with God and forgi3eness of sin witho"t the

need for sacrifices/ The scoe of the co3enant with the eole of srael is "ni3ersal/

)"rthermore, God is instr"mental in the establishment of this new co3enantE

beca"se he is the one who, thro"gh his irit, internaliBes the law into the hearts of

the eole/ 'Be-iel went as far as to say that a iritfilled srael will always fear

meE and ne3er t"rn away from meE/

;eremiah $$ seems to stand in contrast to the rest of these assages and is

seemed not easily reconciled with them/ This chater so-e of a contin"ing Da3idic

-ingly line and a &e3itical riesthood which will offer sacrifices in the eschatological

age/ (ther (ld Testament rohetic assages reeat this theme/ There seems a

tension between the assages in ;eremiah $$ and those in ;eremiah $1 and $2/



Gebrehiwot 36

Howe3er, the maority of the te:ts in ;eremiah and in 'Be-iel and saiah oint to a

new co3enantE that is internal and irit based/

*hater fo"r

The t"dy of the eistle to Hebrews in relation to co3enants

The a"thor of the eistle to Hebrews is not -nown/ ome say it is the

aostle Pa"l, others say it is %arnabas/ !hoe3er wrote it, this eistle is acceted

as canonical and it owerf"lly sea-s to "s e3en today/ This eistle is "ni9"e in

that it directly addressed the iss"e of co3enants in mar3elo"s manner/ )or the

"rose of disc"ssion a segment of the eistle is considered for elaboration and

e:egesis, based on this bac-gro"nd, this chater will comrise an e:egetical st"dy

of Heb 451$/ )or this "rose, it is imortant to first consider the bac-gro"nd of

this assage abo"t the new co3enantE which is drawn from ;eremiah $1, since this

milie" ro3ides insights into the theological setting and tho"ght world of the

readers of Hebrews/ This thesis has already s"r3eyed the (ld Testament in this

regard in the re3io"s chater/

Disc"ssion of Heb 451$

The abo3e scrit"ral assage is selected beca"se we find the core message

behind this thesis/ As we deal with the e:egesis of the Hebrews chater 4 assage,

we "nderstand that the a"thor of Hebrews has "st recently introd"ced the concet

of co3enant into his arg"ment/ The first occ"rrence of co3enant aears in an

anticiatory reference in Heb 62122 where we read that The &ord has sworn and

will not change his mind @Lo" are a riest fore3er? =Ps 110>/ %eca"se of this ledge,



Gebrehiwot 37

;es"s has become the ass"rance of a better co3enant/E The betterE nat"re of this

co3enant reflects the better hoeE of Heb 617, based on ;es"s? eternal riesthood

better romisesE =Heb 45>, =a term that is not immediately defined in the conte:t>

better sacrificesE =Heb 72$> better and lasting ossessionsE =Heb 10$> a better

co"ntryE and a better res"rrectionE =Heb 1115, $#> and ;es"s? blood that sea-s a

better wordE =Heb 122>/ The same word betterE is also, at times, translated

s"eriorE by the +C in Hebrews =1, and two times in 45>/

The a"thor of Hebrews introd"ces the concet of co3enant into his arg"ment when

he almost cas"ally mentioned co3enant in Heb 622/ He simly states that the fact

that ;es"s is a riest fore3er g"arantees a better co3enant than what the old

co3enant co"ld offer/ He will e:o"nd on the concet m"ch more f"lly in the

sections that follow/ The ne:t chater of this thesis will deal with the o3erall concet

of co3enantE and new co3enantE in Hebrews/ !ith this bac-gro"nd, we will now

t"rn to the e:egesis of Heb 451$/ Heb 4412 is the longest 9"otation from the (ld

Testament that is fo"nd in the +ew Testament/ Abrahamson affirmed that, as

characteristic of Hebrews, the a"thor chooses to 9"ote a assage in e:tensionE and

gi3es his 3iew that considerable feat"res, e3en in long 9"otations s"ch as those in

$611 and 4412, tend to be fo"nd at the start, and esecially at the end of the

assage 9"oted/E=%artholomew 2$>

The old testament 9"otation from ;eremiah $1$1$ in Heb 4412 is largely

similar to the Hebrew old testament =;eremiah $4$1$>/ The a"thor of Hebrews

goes on to contrast the riestly ministry of ;es"s with the &e3itical riesthood/ (nce



Gebrehiwot 38

again, ;es"s? ministry is s"erior to that of the &e3itical riests/ He has "sed the word

earlier in Heb 1 for ;es"s? s"eriorE name comared to the angels/ The word can

also simly ha3e the sense of differentE or 3ario"sE as in Heb 710 and in Iom

125/

The a"thor then introd"ces ;es"s in his role as the as the mediatorE of a

betterE co3enant/ The term mediatorE occ"rs only si: times in the +ew

Testament/ n Gal $1720 Moses is the mediator of the old co3enant/ n 1 Tim 2#

it is the man *hrist ;es"sE who is in the role of mediator/

The co3enant of which ;es"s is mediator is betterE and is also based on

better romisesE/ These better romisesE are not immediately selled o"t in the

Hebrews 4 assage/

The larger conte:t of the %oo- of Hebrews as a whole also oints to the content of

these better romises/E %elie3ers can loo- forward to better and lasting

ossessionsE =Heb 10$> a better co"ntryE and a better res"rrectionE =Heb 1115,

$#>/ These are all based on the better hoeE of Heb 617 ministered by ;es"s?

eternal riesthood and his "ni9"e and alls"fficient sacrifice for sins =Heb 7225

101112>/

n the statement f first co3enant had not been witho"t fa"lt, then no lace wo"ld

ha3e been so"ght for a second co3enant/ The word co3enantE does not aear in

the 3erse b"t is imlied/

The direct foc"s of the writer?s arg"ment is on a new co3enant with ho"se of srael

and the ho"se of ;"dah/ n Hebrews 46, some limitation was fo"nd with the first



Gebrehiwot 39

co3enant otherwise a second co3enant wo"ld not ha3e been mentioned in the

;eremiah $1 assage that follows/ The ne:t 3erse told "s that the fa"lt was fo"nd

with the eole/ !hat was the nat"re of the fa"ltEF !e read that the former

co3enant was not fo"nd to be fa"ltlessE/ The a"thor of Hebrews goes on to "se

;eremiah $1 to show that the (ld Testament itself has so-en of a f"t"re new

co3enant/E !hile the ;eremiah $1 assage is the longest (ld Testament 9"ote in the

+ew Testament, the a"thor does not comment e:tensi3ely on it/ He "ses the assage

to comment that God has fo"nd fa"lt with the eole of srael o3er their fail"re to

adhere to the former co3enant/ There is e:tensi3e comment in the (ld Testament on

the fail"re of srael to -ee the co3enant/ )or e:amle, in Ps 64 #4, we read

@?He decreed stat"tes for ;acob and established the law in srael, which he

commanded o"r forefathers to teach their children, so the ne:t generation wo"ld

-now them, e3en the children yet to be born, and they in t"rn wo"ld tell their

children/ Then they wo"ld "t their tr"st in God and wo"ld not forget his deeds b"t

wo"ld -ee his commands/ They wo"ld not be li-e their forefathers, a st"bborn and

rebellio"s generation whose hearts were not loyal to God, whose sirits were not

faithf"l to him/??

The co3enant fail"re of the eole is clear The men of 'hraim, tho"gh armed

with bows, t"rned bac- on the day of battle they did not -ee Gods co3enant and

ref"sed to li3e by his lawE =33/ 710>/

The a"thor of Hebrews 9"otes the ;eremiah $1 assage to show his readers

that a new and better co3enant was rohesied/ t is centered on ;es"s as God?s



Gebrehiwot 40

high riest/ The a"thor of Hebrews states that the "se of the word newE oints to

the end of the old, and, more artic"larly, that the e3ent redicted by ;eremiah is

now near/E

Heb 41$ concl"des the a"thor?s comments on ;eremiah $1 by saying that

%y calling this co3enant new, he has made the first one obsolete and what is

obsolete and aging will soon disaearE =Heb 41$>/ He says that for ;eremiah to

call the latter co3enant new is a"tomatically to declare the former one =the inai

co3enant> old or obsolete/ &i-ewise, old age =or becoming old> is a sign of imminent

disaearance/ t is clear that this new sit"ation is the res"lt of an eschatological

act of God which brings abo"t a change of the co3enant/

The case of the a"thor is that %y calling this co3enant Qnew,Q he NGod, from

the antecedent in 3/ 4O, has declared the first one obsolete and what is obsolete

and aging will soon disaearE =3/ 1$>/ t co"ld be arg"ed that the reference is to

;eremiah as the immediate a"thor, b"t the writer of Hebrews has not referred to

this/ The reference is, clearly, to the original comment in ;eremiah $1$1/

The word translated obsoleteE which has the general meaning of to ma-e

or declare old, obsolete>/ n &"-e 12$$, obsolete sea-s of "rses / / / that will

not wear out E or =as e:anded on by &"-e in the te:t> a treas"re / / / that will not

be ehausted , and where no thief comes near and no moth destroysE Nemhasis

mineO/ ("tside of &"-e we only ha3e two +ew Testament references to obsolete/

%oth are fo"nd in Hebrews/ (ne is in Heb 41$ as noted/ The other is in Heb 11011

=9"oting Ps 1022# sa #15>, where we read that n the beginning, ( &ord, yo"



Gebrehiwot 42

wasted, old, something to be remo3ed from its lace/ nstead, he goes on in Heb

1$4b to add what is obsolete and aging will soon disaear/E The writer of Hebrews

does not secify a time or describe circ"mstances when the old co3enant will

disaear/E

The old co3enant =the temle or its sacrificial system tho"gh Hebrews

ma-es no s"ch distinction, it can be lainly "nderstood>, is only soonE or nearE to

disaear/ That co3enant did not disaear in ;eremiah?s day with his

rono"ncement of a newE co3enant to come/ t did not disaear with the coming

=or with e3en the death> of ;es"s *hrist =desite ;es"s? statement in &"-e 2220 at

the &ast "er that the wine was the new co3enant in my bloodE>/ t did not

disaear on the Day of Pentecost when Peter reached that the last daysE

rohesied by the rohet ;oel had beg"n =Acts 21514>/ )"rthermore, here in

Hebrews, some thirty years or more after the death and res"rrection of ;es"s, the

old co3enant was still seems ractically in e:istence in the li3es of sraelites b"t was

essentially made obsolete and was aging conse9"ent on the sacrifice of *hrist/ n

some sense, the old and new co3enants were contin"ing to e:ist side by side,

according to the a"thor of Hebrews/ belie3e that as the a"thor of Hebrews sea-s,

The old order still e:ists, b"t its end is imminent/E (ne may arg"e that n Hebrews,

the stat"s of the old co3enant is that of being old, wellad3anced in years not that

of being dead or e:tinct/ ts disaearance has not yet ta-en lace b"t it is near/

t is imortant to consider that the same arg"ment which says that for God

to rono"nce a newE co3enant a"tomatically ma-es the e:isting one oldE was



Gebrehiwot 43

"st as 3alid in the days of ;eremiah/ ;eremiah, himself, does not sea- of the

nearnessE of the new co3enant/ %artholomew noted, si: h"ndred years before

*hrist, God so-e of a new co3enant/ %y imlication, the e:isting co3enant was

then already @obsolete and aging?/E=%artholomew 2>Let, to ass"me that obsolete

and agingE co3enant contin"ed to e:ist for h"ndreds of years after that time is a

m"ch s-ewed concetion of the old co3enant for me/ t is imortant, therefore, to

e:ercise ca"tion abo"t declaring the old co3enant e:ists tho"gh aged/ %ased on a

similar set of circ"mstances o"tlined by the a"thor of Hebrews/ As %artholomew

ac-nowledged, The shift from the old to the new co3enant =45> has beg"n and

well ad3anced, b"t is yet to be comleted shows the nearness of the e:tinction of

the old co3enant tho"gh it was not materialiBed at the time of the Hebrew writer/E

=%artholomew 2> As a secondary oint we note the range of "sage of near in the

+ew Testament/ Th"s, when we loo- at the "sage of near as an ad3erb in the +ew

Testament, we see that, at times, it may sea- of things whose early signs ha3e

aeared/ Th"s, belie3ers are to learn this lesson from the fig tree As soon as its

twigs get tender and its lea3es come o"t, yo" -now that s"mmer is nearE =Mt

2$2>/ *ertain signs resage the nearness of ;es"s? ret"rn and the imminence of

the -ingdom =Mt 2$$ &- 21$0>/ ;es"s? aointed timeE was nearE =in a matter

of days> when he told the disciles to reare for the Passo3er meal =Mt 2514>/ (n

se3eral occasions we are told that 3ario"s ;ewish festi3als were nearE =;n 5 62>/

+earness can also be merely geograhical, so that &ydda was near ;oaE



Gebrehiwot 44

=Acts =7$4>/ )or the belie3er, Pa"l says o"r sal3ation is nearer now than when we

first belie3edE =Iom 1$11>/ %elie3ing in *hrist means that now in *hrist ;es"s yo"

who once were far away ha3e been bro"ght near thro"gh the blood of *hrist ='h

21$>/ +earness in this sense has to do with sirit"al relationshi or standing/ There

is also a significant eschatological sense of nearness/ Pa"l ass"res the Philiians

that the &ord is nearE =Phil #>/ The readers of Ie3elation are "rged to ta-e the

message serio"sly for the time is nearE =Ie3 1$ 2210>/ =2>

As an imroer reosition, near often refers to nearness geograhically

=;n 52$ 1114 et al>/ n Heb 54, nearnessE sea-s of ending "dgment so that

land that rod"ces thorns and thistles is worthless and is in danger of Nnear toO

being c"rsed/ n the end it will be b"rned/E The other "sage of near in Hebrews is

the Heb 41$ assage/ =%ernard $>

Th"s, when the +ew Testament writers say that something is near,E they

"se the word near with the common !oine range of meanings/ Things, eole and

e3ents may be near in lace, in sirit"al relationshi or in time/ +earness of time

may 3ary in degree, from a few days to an indeterminate eschatological f"t"re =Phil

# Ie3 1$ 2210>/ This thesis rooses that Heb 41$ is an e:amle of a "sage of

near relating to nearness of time with an indeterminate chronological referent b"t

ass"mes with relati3e ass"rance that the old is robably e:tinct after temle

ser3ice ceased with the destr"ction of the temle of ;er"salem at aro"nd 60 AD by

Tit"s/ ;es"s rohetically redicted the destr"ction and related to the @?end of the

timesE designating it as a t"rning oint/



Gebrehiwot 45

The foregoing analysis of the 3ario"s meanings of near is not central to this

arg"ment b"t shows that the word does allow a range of meanings which incl"des

3arying degrees of time referents/ The a"thor of Hebrews simly says that the old

co3enant is near to disaearing/ The timing of its "ltimate disaearance is not

stated b"t can be inferred/ *ertainly, we can see in Hebrews that the new co3enant

has been ina"g"rated and near comletion in its f"ll e:istence showing the

aarent e:tinction of the old as imminent/

n light of this and from what we ha3e seen in o"r st"dy of Heb 451$, we

concl"de that the new co3enant has been ina"g"rated with the death and

res"rrection of ;es"s *hrist, b"t that there is no clear statement in Hebrews that

the old co3enant ceased at any artic"lar time tho"gh history can gi3e "s a cl"e

how it haened/ Has the old co3enant contin"edF Howe3er hard we try ositi3ely

to be ca"tio"s abo"t saying that the a"thor of Hebrews did not declare the old

co3enant e:tinct b"t soon to disaear, its obsoleteness ma-es is "seless/ This

disc"ssion is necessary beca"se some gro"s still thin- that the old is still e:isting

beca"se the a"thor of Hebrews has not said when it is going to come to an end b"t

to arri3e at s"ch a concl"sion while we ha3e clear rohetic declarations that the

holy God romised a new co3enant beca"se the old made nothing erfect is a way

to legitimiBe ones own doctrine/ Th"s the ob3io"s answer to the 9"estion of

contin"ity is a definite no, s"ch a 9"estion will latter be e:amined in this thesis/

*hater )i3e

The +ew *o3enant in Hebrews



Gebrehiwot 46

The Jse of co3enant in Hebrews

The main theme of the boo- of Hebrews is the disc"ssion of the co3enants/

The idea of co3enant is artic"larly significant in the %oo- of Hebrews/ This is

ob3io"s from the fre9"ent "se of the word co3enant/ (f the thirtythree

instances of co3enant in the +ew Testament, se3enteen are fo"nd in Hebrews/

These are concentrated in the central section of the boo- =Heb 11014>, with

the e:cetion of three =Heb 1027 122 1$20>/

A brief synosis of the "se of co3enant in the +ew Testament o"tside of

Hebrews shows that the word is "sed to refer to the c" of wine at the &ast "er

3iB/ the blood of the new co3enantE =Mt 2526 M- 12 2220 1 *or 112#> the

Abrahamic co3enant =&"-e 162$ Acts $2# Gal $16> the co3enant of

circ"mcisionE =Acts 64> the co3enantsE =l"ral> which belong to sraelites =Iom

7> the newE co3enant =Iom 1126> where Pa"l 9"otes God?s intention th"s,

And this is my 3ery co3enant with them when ta-e away their sinsE *hristian

ministers are ministers of a new co3enantE =2 *or $5> the Mosaic=inai >co3enant

=2 *or $1 > a man?s co3enantE =regarding which God?s co3enant with Abraham

is gi3en as an e:amle> =Gal $1#> two co3enantsE =the Abrahamic and the

MosaicKinaitic> =Gal 2> the co3enants of the romiseE =referring to the

Abrahamic co3enant>, ='h 212> and the ar- of the co3enantE =Ie3 1117>/

ince o3er a half of the +ew Testament references to co3enant in the +ew

Testament are fo"nd in Hebrews, ob3io"sly the idea of co3enant is imortant for

the a"thor?s arg"ment/ !e also "nderstand that the a"dience aears to be deely



Gebrehiwot 47

drawn to the inaitic co3enant =Heb 6111, 1417, 2$2, 2524 4#5 71$1, 2

101, 410> / !hen he so-e of co3enant,E to which co3enant was he referringF

The references were either to the inaitic co3enant or to the new co3enant

mediated by ;es"s/

Th"s, ;es"s is a ass"rance of a better co3enantE =Heb 622 45> there are

references to a new co3enantE =Heb 44, 10 71# 1015 122> and there is

mention of the blood of the new co3enantE ;es"s? blood =Heb 1027 1$20>

there was also the inaitic co3enant =Heb 47 720> this inaitic co3enant had an

ar- of the co3enantE which contained the tablets of the co3enantEthe ten

commandments =Heb 7> and =in some other assage> co3enant is translated as

a willE in the +ew nternational Cersion and other translations =Heb 715, 16>/

There are also two clearly indirect references to the old and new co3enants

resecti3ely where the word co3enant is not directly "sed =the firstE and the

secondE> o also, there are two indirect references in Heb 41$/ &i-ewise, in Heb

71, we see another indirect reference to the old co3enant +ow the first co3enant

had reg"lations for worshi and also an earthly sanct"ary/E Heb 714 also mentions

of the first co3enantE being dedicated with blood/

This initial s"r3ey shows that the word co3enant refers in Hebrews to

either the inaitic co3enant or the new co3enant mediated by ;es"s/ ("tside of

these direct "sages of co3enant, there are other assages in Hebrews which

all"de to either the concet of a new co3enant that is heart and siritbased or to

the need for s"ch a co3enant/



Gebrehiwot 48

)or e:amle, in Heb $610 we read,

o, as the Holy irit says QToday, if yo" hear his 3oice, do not harden yo"r

hearts as yo" did in the rebellion, d"ring the time of testing in the desert,

where yo"r

)athers tested and tried me and for forty years saw what did/ That is why

was angry with that generation, and said, RTheir hearts are always going

astray, and they ha3e not -nown my ways/

n this assage =and in the following 3erses to Heb 11>, it is clear that the

historical entry of srael into the Promised &and did not constit"te the romised

restE of which the salmist so-e/ %ased on Ps 7#611, the writer of the boo- of

Hebrews commented )or if ;osh"a had gi3en them rest, God wo"ld not ha3e

so-en later abo"t another dayE =Heb 4>/ The reasons why they did not ta-e o3er

the romised rest were rebellion and stiffness of heart leading to their testing God/

The "nderlying roblem was that their hearts were always going astrayE and they

ha3e not -nown my waysE =Heb $610>/ n other words, the lac- of a co3enant that

incl"ded a means to change the heart and the sirit of the eole aears to imly

that this is the central iss"e/ This is of artic"lar bearing to the a"dience in Hebrews

who are more imressed by the traditions of the old co3enant than the sirit"al

romise of the new co3enant/ )"rthermore, the a"thor of Hebrews directs to the

word of GodE that enetrates e3en to di3iding so"l and siritE =Heb 12>, where

the real essence of a Godleasing obedience is to be fo"nd/



Gebrehiwot 49

Another 3ital asect of the new co3enant according to ;eremiah is +o

longer will a man teach his neighbor, or a man his brother, saying, @8now the

&(ID,? beca"se they will all -now me, from the least of them to the greatest,

declares the &(ID/ / / /E =;er $1$>/ The old co3enantleaning a"dience of Hebrews

is also lac-ing in this fr"it of the new co3enant,

@n fact, tho"gh by this time yo" o"ght to be teachers, yo" need someone to

teach yo" the elementary tr"ths of Gods word all o3er again/ Lo" need mil-,

not solid food< Anyone who li3es on mil-, being still an infant, is not

ac9"ainted with the teaching abo"t righteo"sness/ %"t solid food is for the

mat"re, who by constant "se ha3e trained themsel3es to disting"ish good

from e3il? =Heb #121>/

nstead, they are still rotracted at the elementary teachings =Heb 512>, which

mostly co"ld ha3e been learned from the (ld Testament itself, aart from the new

re3elation in *hrist/ t is not that the readers are not ones who ha3e tasted the

hea3enly gift, who ha3e shared in the Holy irit, who ha3e tasted the goodness of

the word of God and the owers of the coming ageE =Heb 5#>, b"t they aear to

not to 3al"e these ri3ileges/ The imlications of a belittling of *hrist?s sacrifice are,

otentially, dire for them =3/ 5>/ ome co3enantal lang"age may also be imlied in

Heb 564 in the conte:t of blessings and c"rsings/

Th"s we read in Heb 564

@&and that drin-s in the rain often falling on it and that rod"ces a cro "sef"l

to those for whom it is farmed recei3es the blessing of God/ %"t land that



Gebrehiwot 51

the land yield their fr"it/?

Also sa ##5,

@+ow will tell yo" what am going to do to my 3ineyard will ta-e away its

hedge, and it will be destroyed will brea- down its wall, and it will be

tramled/

will ma-e it a wasteland, neither r"ned nor c"lti3ated, and briers and

thorns will

grow there/ will command the clo"ds not to rain on it/ And Hos 1064,

amaria and its -ing will float away li-e a twig on the s"rface of the waters/

The high laces of wic-edness will be destroyed it is the sin of srael/ Thorns

and thistles will grow " and co3er their altars/?

Part of the content of the old co3enant gets reference in Hebrews 6, where

the MelchiBede-tye riesthood of ;es"s is contrasted with the &e3itical

riesthood/ ;es"s is a riest not on the basis of a reg"lation as to his ancestry

=beca"se he is from the tribe ;"dah not &e3i> =Heb 6 15> as with the (ld Testament

riests/ A change of the riesthoodE re9"ires a change of the lawE =3/ 12>/ The

a"thor of Hebrews bl"ntly states that, The former reg"lation is set aside beca"se

it was wea- and "seless =for the law made nothing erfect>, and a better hoe is

introd"ced, by which we draw near to GodE =33/ 1417>/ His comment in conte:t

deals secifically with who will ser3e as God?s riest/ Howe3er, his broad statement

that the law made nothing erfectE goes m"ch f"rther and oints to f"ndamental

sirit"al shortcomings or limitations in the old co3enant/ The better hoe thro"gh



Gebrehiwot 52

;es"s *hrist will now ermit f"ll reconciliation and relationshi with God/

The -ey toic of radical and f"ll forgi3eness of sins "nder the new co3enant

is, of co"rse, front and centre in the mind of the a"thor/ t forms the core of his

most comelling aeal to his a"dience/ This is a central romise of the new

co3enant

)or will forgi3e their wic-edness and will remember their sins no moreE =Heb

412

;er/ $1$1$>/ The basis for this forgi3eness is ;es"s? "ni9"e sacrifice as the on of

God/

t was offered only once ="nli-e the &e3itical sacrifices> and is s"fficient for all time/

As we read in Heb 725, ;es"s, the eternal riest, now He has emerged once for all

at the end of the ages to do away with sin by the sacrifice of himself/E

Heb 10111 says,

@Day after day e3ery riest stands and erforms his religio"s d"ties again and

again he offers the same sacrifices, which can ne3er ta-e away sins/ %"t when

this riest had offered for all time one sacrifice for sins, he sat down at the

right hand of God/ ince that time he waits for his enemies to be made his

footstool, beca"se by one sacrifice he has made erfect fore3er those who

are being made holy/?

Heb 101620 contin"es the theme,

@Then he adds Their sins and lawless acts will remember no more/E And

where these ha3e been forgi3en, there is no longer any sacrifice for sin/



Gebrehiwot 53

Therefore, brothers, since we ha3e confidence to enter the Most Holy Place

by the blood of ;es"s, by a new and li3ing way oened for "s thro"gh the

c"rtain, that is, his body !hy, the a"thor of Hebrews as-s, wo"ld his

a"dience settle for a sacrificial system that co"ld ne3er forgi3e sins b"t only

contin"ally remind them of their g"ilt =Heb 101>F?

The a"thor also stressed that the law aoints as high riests men who are

wea- b"t the romise, which came after the law Nemhasis mineO, aointed the

on, who has been made erfect fore3erE =Heb 624>/ ;es"s is a riest fore3er/ His

aointment as riest by the oath of God comes after and s"ersedes what the law

had ordained/ His contin"ing life and intercessory riesthood ma-e him the

g"arantee of a better co3enantE =Heb 622>/

;es"s? riesthood is a hea3enly ministry based on his intercessory wor- in

the sanct"ary, the tr"e tabernacleE =Heb 42>/ The writer of Hebrews does not

entirely negate the ministry of the men who already offer gifts rescribed by the

law/E The ser3ice of the Aaronic riests, howe3er, is only a coy and a shadowE of

the hea3enly ministry of ;es"s =3/ #> and cannot rod"ce gen"ine forgi3eness of

sins/ Moreo3er, / / / the ministry ;es"s has recei3ed is as s"erior to theirs as the

co3enant of which he is mediator is s"erior to the old one, and it is fo"nded on

better romises =3/5>/E Howe3er, if he N;es"sO were on earth, he wo"ld not be a

riestE =3/ > according to old co3enant riestly reg"lations/

As noted earlier in Heb 71, we saw an imlied reference to the old



Gebrehiwot 54

co3enant +ow the first co3enant, had reg"lations for worshi and also an earthly

sanct"ary/E This 3erse does not limit the content of the old co3enant to simly

hysical sacrificial reg"lations b"t states that s"ch reg"lations were incl"ded in that

co3enant/ A s"stained criti9"e of the sacrificial system resented in &e3itic"s and

other arts of the Pentate"ch is central to the arg"ment of the a"thor of Hebrews/

=%ernard #6> He notes the reetiti3e or ne3erending nat"re of the sacrifices offered

"nder that system and the h"man flaws of the riests/ n addition, he so-e of a

drawbac- on the d"ration of these sacrificial reg"lations They are only a matter of

food and drin- and 3ario"s ceremonial washingse:ternal reg"lations alying

"ntil the time of the new order =Heb 710>/ This new orderE is not, elsewhere,

secifically defined in Hebrews/ Howe3er, in the instant conte:t, ;es"s? c"rrent high

riestly role is seen to la"nch this new order =33/ 111>/

The Theology of the *o3enants in Hebrews

!hat is 3ery good in the boo- of Hebrews is that both old and new

co3enants fig"re rominently in Hebrews/ The old =first> co3enant was close to its

end/ The new co3enant was being ina"g"rated/ A newly re3ealed co3enant remise

was "nderway/ The old co3enant was a shadow of what ;es"s has now bro"ght/

Howe3er, this change does not affect the 3alidity and rele3ance of the (ld

Testament crit"res/ The crit"res still sea- to the newly established *hristian

comm"nity/

That being said, it is clear that the writer of Hebrews does not secify a time



Gebrehiwot 55

when the old co3enant will cease in its entirety/ ndeed, some say the old co3enant

was rendered rohetically obsolete e3en from the days of ;eremiah when that

rohet so-e of a new co3enant that was to come in a f"t"re eschatological time/

The old co3enant was s"cceeded by the new co3enant established in the *hrist

e3ent b"t that same old co3enant contin"ed to f"nction in some limited way e3en

in the days of the a"thor of the %oo- of Hebrews/ This chater will mo3e on to

e:amine these iss"es/

The Temle, art of the worshi fabric of the old co3enant, is s"cceeded by

the aointment of the new co3enant in *hrist/ The new riesthood of *hrist after

the order of MelchiBede- la"nched the new co3enant/ !ith one fa"ltless sacrifice,

it relaced e3en the solemn ann"al Day of Atonement ceremony as the means for

the cleansing of sin/

God is offering a new relationshi to his eole whereby sins are forgi3en and his

&aw is internaliBed in the hearts of his eole/ The sacrificial system in the old

co3enant was, clearly, seen to be only temorary since it reresent only a shadow

of the reality in hea3en and, f"rthermore, that the reference to a newE co3enant

necessarily imlied the obsolescence of the first =inaitic> one/

The a"thor of Hebrews "tiliBes the range of meaning of co3enant =which

incl"des both co3enant and will or testament> to ma-e his oint in Heb 71516/

The sacrifice of *hrist has bro"ght the new co3enant into effect/

ndeed, the old co3enant was not e9"ated in Hebrews with the Hebrew crit"res

themsel3es/ They ha3e ongoing 3alidity as e3idenced by the a"thor?s e:tensi3e "se



Gebrehiwot 56

of them in his arg"ments/ God contin"es to sea- with one 3oice to his eole/ At

the same time, a radical shift in theology is in e3idence/

!hile we might ded"ce that the a"thor of Hebrews has some endoint in

mind for the first co3enant, he does not state this and sees that co3enant as still

being in e:istence =howe3er tentati3ely> in his own time and seems to be an:io"s

to tell them that the ha3e attached themsel3es to a co3enant that is obsolete/

8oester s"ms " the stat"s of the old co3enant as definiti3ely as the te:t allows in

his commentary on Heb 41$

To become old is to reach the end of life, to become owerless =;ohn 2114>

and "nrod"cti3e/ The first co3enant is a art of the order symboliBed by the

@first tent?, which is now gi3ing way beca"se @the time of correction has

arri3ed =7410>/ The old order still e:ists Nemhasis mineO tho"gh that is not

God?s intention since the new is already ina"g"rated, there won?t be any

room for the old, b"t its end is imminent =%roo-s 12> =means there will come

a 3i3id eriod of time that comels the cessation of the sacrificial system, that

most robable is the destr"ction of the temle and the s"bse9"ent shift from

the main stream ;"daism to rabbinical ;"daism>/

&ater, &a"w ac-nowledged that The shift from the old to the new co3enant

=45> has beg"n b"t is not comlete since a change has occ"rred, b"t the romises

ha3e not been f"lly realiBed/E=&a"w 2#>

This fact is star-ly highlighted by the

sirit"al wea-nesses of the 3ery reciients of this eistleKsermon/ They str"ggle



Gebrehiwot 59

declared a riest fore3er by an oath/ They m"st offer sacrifice for their own sins/

;es"s is with o"t sin/ They had an earthly ministry, his is hea3enly/ They minister in

an earthly tabernacle, ;es"s ministers in hea3en before God himself/ They were

s"osed to enter reeatedly to offer, ;es"s entered once with one offering at the

clima: of the ages/ He offered his own blood =not that of animals> and it ro3ided

real forgi3eness/ Th"s, the writer of Hebrews arg"ed, the new co3enant is clearly

seen to be s"erior/

!hen we come to the 3iew of the a"thor regarding &aw we face some

diffic"lties/ (ne f"nction of the word &aw is in reference to the c"ltic order =Heb

612> "nder which the eole of srael recei3ed the &aw =Heb 611>/ '3en the new

co3enant is enactedKrom"lgated legally on the basis of s"erior romises =4/5>/E

Gerhard s"ggested, therefore, that the new co3enant can be reresented as a new

tye of legislation/??=;ames $$>

Howe3er, desite this legal terminology, the concet or category of &aw is only

"sed 3ery imlicitly in Hebrews with reference to the new co3enant/ As Gerhard

said, nowhere do we read of a @new? or @better? law/E=;ames $$>

Gerhard f"rther obser3ed that the most negati3e remar-s that the a"thor

ma-es

abo"t the old co3enant are all connected to the ceremonial &aw, which was fleshly

=6/15>, had wea- and "seless commandments =6/14>, erfected nothing =6/17>,

aointed wea- men =6/24>, and was "nable to erfect those drawing near =10/1

>/E=16> (n the other hand, the end"ring !ord of crit"re remains =Heb 12 #12



Gebrehiwot 60

5# 12#>/

n s"mmary, the a"thor of Hebrews consistently stressed the s"eriority of

the

+ew co3enant o3er the old co3enant/ The new has been ina"g"rated in *hrist/ The

old is fading b"t the a"thor does not say it has e3en yet in his days ended b"t again

this does not mean that the old is going to contin"e for we see no reason this

sho"ld be so/ As lainly ointed o"t God has "shered a new co3enant beca"se the

old co"ld not ma-e eole erfect/

The (bsolete *o3enant

As re3io"sly tried to be stated, one of the -ey 9"estion which this thesis

addresses is what does Hebrews 41$ mean when it says that the first co3enant is

obsoleteF Main stream *hristian o"tloo- of ;"daism =;"daism belie3e that the old

co3enant is still oerational and "ni9"ely wor-s for the ;ews> o3er the cent"ries,

ha3e often considered ;"daism to be an obsolete religion and based on the

e:lanation rendered on re3io"s disc"ssions it is indeed so/

This thesis rooses that a clear distinction sho"ld be made between a new

co3enant that has been la"nched thro"gh the wor- of *hrist and a disaearing =b"t

note that it has already disaeared according to the a"thor of this thesis> old

co3enant that has been rendered obsolete thro"gh that e3ent/ God has

imlemented an end"ring new co3enant with srael and the nations of the world

based on Abrahamic romises/

Daniel aid,



Gebrehiwot 61

@?/ / / do allow that one order did r"n its co"rse in the old disensation "nder

the *reator, and that another is on its way in the new one "nder *hrist/ do

not deny that there is a difference in the lang"age of their doc"ments, in their

commandments of 3irt"e, and in their teachings of the law/ Let all this

di3ersity is consistent with one and the same God/?? =Daniel 14>

&i-ewise, Tert"llian gi3es his 3iew that

@?/ / / There is a searation of the two co3enants by reformation, amlification

and rogress/ To demonstrate, the fr"it is searated from the seed, altho"gh

the fr"it came from the seed/ &i-ewise, the Gosel was searated from the

&aw e3en tho"gh it was de3eloed from the &aw/ t is a different thing from it,

b"t not a strange one/ t is searate from it, b"t it is not contrary to it/ The old

co3enant that was gi3en for ;ews and was bro-en so that the co3enant of

the belo3ed ;es"s co"ld be sealed "on their heart/ =Daniel 17>

Martin &"ther, the great reformer resented his 3iew in his *ommentary

on the %oo- of ;onah, and followed a long tradition of *hristian interretation

when he s"ggested that old co3enant co"ld be comared to the lant that

flo"rished and then withered as described in the boo- of ;onah @t ser3ed b"t for a

time and then ceased to e:ist? destroyed by a Godsent worm foretelling the

coming of ;es"s *hrist who ended the old co3enant/ =Allen 100> ndeed, many of

the fo"nding theologians of modern Protestantism, incl"ding &"ther regarded the

old co3enant as an obsolete co3enant/E many belie3ed that the old co3enant still



Gebrehiwot 62

embraced by ;ewish eole stands in no essential connection whate3er with the

new and it was embraced in 3ain/

Are the ;ews today really a eole with no co3enant at all a -ind of

religio"s fossilE belonging to an earlier eriod of sal3ation history as many o"lar

*hristian interretations ha3e s"ggestedF The answer will be lain and simle the

new co3enant is meant to f"nction for e3ery nation and @?srael?? m"st embrace the

new co3enant in *hrist/ They were s"osed to be forer"nners of the new co3enant

b"t in their "nbelief they reected the messiah foretold by the boo-s of the

rohets/ till the co3enant is theirs god will still made the door oen for them so

that they will embrace the new/

t sho"ld certainly be noted that modern scholars who hold to a relacement

Theology do not harbor the antiemitism it is not an iss"e of antagoniBing the ;ews

b"t acceting the tr"th/ The boo-s they "se tal- abo"t a new co3enant that

s"ersedes the old/ t is lain and simle hold the 3iew that this solid fact that

nation of srael and its law =the inaitic co3enant> ha3e been e3erlastingly relaced

by the ch"rch and the +ew *o3enant/ o"r &ord roclaimed that the ;ewish nation no

longer has a lace as the secial eole of God =the bible says there is no ;ew, Gree-

or Gentile> that lace has been ta-en by the *hristian comm"nity =Those who

belie3ed in *hrist>E we can obser3e that the (ld *o3enant and its ordinances ha3e

been done away fore e3er in fa3or of the s"erior eternal +ew *o3enant that

go3erns the whole world irresecti3e of nationality/ Howe3er, there sho"ld no hint

of antagonism against the ;ews eole in o"r in3estigation and ad3ice against



Gebrehiwot 63

disdain and moc-ery/ The gosel of ;es"s *hrist sho"ld be reached to ;"daiBers/

Howe3er, "nli-e this o"lar *hristian 3iew, there are still a n"mber of

contemorary theologians who ha3e ro ;"daist leanings tried to concl"de that the

old co3enant with srael is still in force and that srael has therefore not been

s"cceed by the ch"rch in the lan of sal3ation/

&a"w echoed his 3iew that

@?!itho"t any hesitation the ;ews are the chosen eole of God / / / They

osses the romise of God and if we *hristians who belie3ed in ;es"s ha3e

it, it is only beca"se we were grafted into the old tree/??=&a"w 22>

totally negate the roosition that says the old co3enant is still oerational

for it is lainly indicated in the boo- of Hebrews that the old is made obsolete th"s

non f"nctional/ There is no reason why srael sho"ld embrace a failed co3enant

which co"ld not ma-e any body erfect/ (ne wo"ld not deny the secial lace of

the ;ewish eole b"t the co3enant gi3er is God/ He is the so"rce of the co3enant

and he made the new co3enant the s"re and only way so that there won?t be any

other alternati3e way/ The old co3enant was soon to disaear beca"se it had

accomlished what was intended for it/ The old showed man?s imerfection and

the new showed the ossibility in the imossibility/ Th"s The

*ontin"ityKDiscontin"ity dis"te does not ha3e many facets/ The disc"ssion sho"ld

deal with s"ch iss"es as hermene"tics, the biblical method of sal3ation, the law and

the co3enants, srael and the *h"rch and 8ingdom romises/ Jnfort"nately, this

section will only address the toic of law and co3enants as it relates to the theology



Gebrehiwot 65

selecti3ely, so that a denomination which teaches mandatory tithing may

conc"rrently ignore the abbath command, desite its resence in the Decalog"e/

The "nderlying res"ositions for the alication of any (ld Testament law to the

*hristian *h"rch are often left "ne:lored/

The f"ndamental iss"e is how the old testament and new testament relate

to one another and if the *h"rch is at liberty to ic- and chooseE which old

testament laws it will obser3e =if any> and, if so, on what basisF How can we

determine if, and to what e:tent, any art of the Mosaic &aw alies to *hristiansF

This s"bect has been wrestled with by many theologians/ *asey commented

@?Desite all the ositi3e affirmations abo"t the formal rincile of the

a"thority of the old testament scrit"res for the *hristian faith, the basic

9"estion sooner or later red"ces itself to one of the following methodologies

e3erything the new testament does not reeat from the old testament is

necessary for the *hristian to -ee it or e3erything that the new testament

has not changed in rincile still remains in force for the *hristian/??=Anderson

7>

!ith this comment *asey tried to s"ggest an interretati3e frame line that

crit"re sho"ld normally address/ !hat to -ee and what not to -ee is an iss"e

lightly seen in the 'thioian ch"rch b"t my notion is that not all laws are similar/

There are shadows that are s"osed to be non e:istent while there are imm"table

laws that show God?s character standard/ Many rotestant sects in 'thioia ha3e

traditionally disting"ished three -inds of laws within the Mosaic &aw, that is, the



Gebrehiwot 66

moral laws, the ceremonial laws, and the ci3il laws/ Howe3er some theologians

oose that s"ch a distinction can be misleading, beca"se both old testament and

new testament normally "se the term @law? to sea- of the whole Mosaic &aw

rather than a artic"lar asect of it the moral, ceremonial, and ci3il laws are

ine:tricably bo"nd together in the old testament / !hile artially agree with this

still belie3e that the abo3e distinction remains "sef"l, b"t we do not need to

3is"aliBe them to be di3isions and better if we mention of three dimensions of the

one law rather than three -inds of laws/ This "nderstanding is artic"larly rele3ant

in Hebrews where there is considerable emhasis on the c"ltic or sacrificial asect

of the law, s"ch that it wo"ld lead the reader to ass"me that only this c"ltic or

sacrificial asect of the law is in 3iew/

The writer of Hebrews sea-s strongly to his *hristian constit"ency and

clearly ma-es the oint that the new co3enant has clearly s"erseded the old

co3enant regardless of the nation to which it is s"osed to aly/ As a gro", it is

clear that the readers of Hebrews 3iew the ;ewish scrit"res as a"thoritati3e and

also gras that ;es"s f"lfilled 3ario"s messianic rohecies/ %"t they face

ersec"tion or threats of ersec"tion that are wea-ening their Beal for ;es"s/ They

are temted to 3iew the (ld Testament scrit"res as a"thoritati3e re3elation on

how eole sho"ld worshi God in order to be acceted by him/ They are loo-ing

to the old co3enantKc"ltic worshi system as their reference or as an addition to

the sal3ation they ha3e in *hrist/

ince m"ch of the Mosaic co3enant deals with transgression and sacrificial



Gebrehiwot 67

atonement, it seems clear that at least that m"ch of the Mosaic co3enant wo"ld

become obsolete when God mo3ed to "t an obedient heart in the eole/ Mosaic

&aw also commanded teaching for the recollection of the law, which will not be

needed when the new co3enant is f"lly realiBed/ The te:t does not sea- of what

other differences may be in3ol3ed between the two co3enants/ *ertainly, the

co3enant will not be li-e the old one it is tr"ly new/

The rohets redicted an eschatological co3enant that wo"ld not be

bro-en, a di3inely initiated co3enant in which all the eole wo"ld be faithf"l/ The

new co3enant is a new deart"re in the same sense that the Mosaic co3enant was

a new deart"re from the Abrahamic/ *irc"mstances ha3e changed a new ordering

of the relationshi between God and his eole is re9"ired/

The writer of Hebrews stressed that, for the *hristian, *hrist is the centre of

faith and ractice, the standard of the new life and of the new co3enant/ Th"s,

neither the Mosaic &aw as a whole or any indi3id"al law within it, er se, has any

claim on the *hristian?s obedient wal- with God/ Michael briefly "ts it this way

%y saying that sins wo"ld be remembered no more, ;eremiah redicted

the end of the sacrificial system/ '3en more amaBing is the abrogation of the

entire system of religio"s doctrinal system/ nstead of the deosit and eriodic

reading of the co3enant te:t, the -nowledge of the di3ine intention is deosited

within the conscience of the members of the belie3ing comm"nityE =Michael 25>

;ac- Allen wrote, The new co3enant cannot be rec-oned to be a renewed



Gebrehiwot 68

,inai co3enant s"ch as that too- lace on the lains of Moab at hechem =;osh"a

2>, or in ;er"salem at the clima: of the ;osiah Ieform =2 8ings 2$>/ Altho"gh this

new co3enant will ha3e some degree of contin"ity=the ersistence of moral laws,

tho"gh the orientation is now different> with the inai co3enant, it will still be a

gen"inely new co3enant, one that mar-s a new beginning in the di3ineman

relationshi beca"se 1> it is gi3en witho"t conditions 2> it will be written in the

hearts of the eole in a way the inai co3enant was not =3 $$> and $> it will be

gro"nded in a wholly new act of di3ine grace??=1$>

Abebe noted that,

@?The Mosaic &aw has been relaced as the standard of life for the faithf"l

follower of God/ There need be no fear of antinomianism since the +ew

Testament clearly ta-es " all the Ten *ommandments, e:cet for the

abbath, as art of @*hrist?s law? and thereby a"thoritati3e for belie3ers /

*hristians, now, are not "nder the Mosaic &aw, b"t they are not free from all

law/??=Abebe 11$>

nstead of the (ld Testament code of law, the indwelling of the irit and

"nion with *hrist are the new g"ides for the *hristian/ Hebrews "ndo"btedly "ses

;eremiah?s rohecy of a new co3enant to arg"e that the Mosaic co3enant is

obsolete and, therefore, its laws ha3e no binding a"thority on the *hristian/

The readers of Hebrews may well ha3e faced arg"ments from other

religionists based on the ;ewish scrit"res/ Those who might confront them to

res"me or begin old co3enant ractices co"ld 9"ote Moses =&e3 1527$0> th"s



Gebrehiwot 69

@This is to be a lasting ordinance for yo" (n the tenth day of the se3enth

month Nthe Day of AtonementO yo" m"st fast and not do any wor-whether

nati3eborn or an alien li3ing among yo" $0 beca"se on this day atonement

will be made for yo", to cleanse yo"/ Then, before the &(ID, yo" will be clean

from all yo"r sins/?

ndeed, the arg"ments in Hebrews do not centre on whether ;es"s is the romised

Messiah, b"t on whether he is a s"fficient means of atonement for sins/ t seems

clear that the readers were being ress"red or enticed to obser3e the laws of

Moses for ass"rance of di3ine accetance and sal3ation rather than to see sal3ation

as resting simly in ;es"s/ They are being "rged to the necessity of articiating in

old co3enant worshi/

@8ibreab says,

@@His ersistence that the old co3enant has been obsolete is e:ressed with a

moral sincerity and dri3en home reeatedly in a manner which wo"ld be

ointless if his readers were not esecially ordered to li3e "nder that

co3enant, b"t which wo"ld be 3ery m"ch rele3ant if they were still trying to

li3e "nder it, or en3isaged that, ha3ing assed beyond it, they co"ld regress to

it/??=8ibreab $>

n Hebrews chater 4 the a"thor does not so m"ch describe the new co3enant, b"t

simly arg"es that it has rendered the old one obsolete/ The readers need to be

con3inced that the old co3enant is obsolete before they are willing to consider the

benefits of the new one/ The a"thor?s s"mmary comment on the ;eremiah $1



Gebrehiwot 71

reetitio"s rit"als/ nstead, beca"se of what *hrist has accomlished, the laws are

re3o-ed, sins are dealt with, the sins of the eole are cleansed, and the riests

and rit"als are obsolete and no longer necessary/

n s"mmary, the a"thor of Hebrews is adamant *hristians m"st li3e within the new

co3enant and not the old one/This thesis has dealt earlier with the concet of

ina"g"ration as it relates to the co3enant concet/ Jn9"estionably, we can see in

Hebrews that the new co3enant has been ina"g"rated/ As Manson says, The +ew

*o3enant itself belongs to, and mar-s the +ew Age ina"g"rated by the entrance of

the Iedeemer into the hea3enly sanct"ary/E=8ichoge 71>

Th"s the introd"ction the new co3enant concet in the +ew Testament is

necessarily the same as the n"llification of the old and the establishment of the new/

There is +ew Testament e3idence for the concet of ina"g"ration and contin"ation

of the new co3enant as the lasting co3enant God has made with the world =not "st

the nation of srael> which 3iews the coming age is g"ided and "dged by the life,

death and res"rrection of ;es"s/ The end =last days> is already here, b"t it has yet to

see its cons"mmation =Acts 21516 1 Pet 1#>/ The 8ingdom of God =1 *or 1##0

*olossian 11$ >, the res"rrection =Iom 5 Acts 21#>, the "dgment of atan =*ol

21# Mt 427> all ha3e both a resent reality and a f"t"re f"lfillment/ All *hristians

wo"ld affirm that the Messiah has come in *hrist b"t many wo"ld also affirm that

his first ad3ent was not s"ch that it bro"ght an end to h"man history or a concl"sion

to the romises/

&i-ewise, the new co3enant is an eschatological concet which also has a



Gebrehiwot 72

resent ina"g"ration and a f"t"re asect of f"lfillment or realiBation in the form of

the coming of *hrist and the s"bse9"ent glorification of saints in *hrist/ 8ey

elements of ;eremiah?s rohecy regarding the f"ll indwelling of God?s willKlaw in

the heart and the lac- of any need for teachers both seem only inchoately resent

in the li3es of the reciients of the %oo- of Hebrews =and indeed in the li3es of all

*hristians down the cent"ries> ob3io"sly, there remains m"ch to be f"lfilled/

n addition, the thesis has scr"tiniBed that aro:imately si: h"ndred years

before the ad3ent of ;es"s ;eremiah so-e of the need for a newE co3enant/ That

"tterance of God, according to the writer of the eistle of Hebrews, already stated

the old co3enant o"tdated in the eriod of ;eremiah?s rohecy/ The old co3enant,

of co"rse, contin"ed in e:istence desite its rohetic imlied obsolescence/ '3en in

the eriod Hebrews was written, decades after the death and res"rrection of ;es"s,

the writer of Hebrews made no statement that the old co3enant has ceased to e:ist

tho"gh in God?s agenda it did since the new has been instit"ted/ ts obsolescence

certainly is certain and sealed from the oint of 3iew of what has now been

la"nched in *hrist b"t the a"thor really does not go beyond the imlication of what

;eremiah had re3io"sly said/

ome theologians say that it is 3ital that the following logic m"st now

considered regarding the s"osed contin"ity of the old co3enant if an obsolete

co3enant co"ld contin"e to e:ist for o3er si: h"ndred years " to the ina"g"ration

of the new co3enant, can it also contin"e to e:ist in the time between that same

ina"g"ration and the final f"lfillment of the new co3enant at *hrist?s ret"rnF Do



Gebrehiwot 73

the ;ewish eole who ha3e not "t their faith in *hrist ha3e no co3enant

relationshi whatsoe3er with GodF The ob3io"s answer will be the old contin"ed

for 500 years only beca"se the new was not ina"g"rated/ ince the ina"g"ration

of the new, no lace co"ld be fo"nd for the old/ The old has ser3ed the "rose of

God so now it m"st gi3e the room for the new/ Those who hold the 3iew that the

old co3enant will be contin"ing "ntil the coming of *hrist, ha3e lainly reected

the better and s"erior co3enant that God has bro"ght thro"gh ;es"s *hrist/

Moreo3er, ;"daism is a religion that has reected the re3ealed Messiah/ ome

contemorary theologian hold the 3iew that the two co3enants are oerating side

by side, the old for the ;ews and the new for the gentiles, they are indeed in a

gra3e error/ "ch theologians has "st lost site of the "rose of the old co3enant/

"ch ro ;"daeistic statements are not in the mind of the writer of Hebrews/ (n

the contrary, it is fact"al that m"ch of the boo- of Hebrews is dedicated to showing

that the new co3enant is far better than the old &e3itical co3enant/ Th"s, it is

cr"cial to realiBe that this difference deends "on a solid fact of sal3ation history

the "ltimate sacrifice of ;es"s the Messiah/E=)erg"son 15>

Da3idson s"r3eyed Hebrews and obser3ed,

@? the eistle to the Hebrews nowhere engaged in the disc"ssion of ;ews and

Gentiles, in no lace it gi3es roof of contro3ersies o3er circ"mcision or

dietary laws, deno"nces nothing in the Mosaic &aw e:cet for the &e3itical

sacrificial instit"tion, and has no olemic against ;ews or ;ewish leaders and

nowhere does Hebrews s"ggest that there is ;ewish *hristian eole



Gebrehiwot 74

distinction regarding the s"erior co3enant b"t it disc"sses an imlied

relacement of the old by the new and its s"remacy o3er the anti9"ated

co3enant/E=Da3idson 56>

!e can also consider the "dgment of Mar-/ ;/ &ieberman abo"t the %oo- of

Hebrews

@? The idea of this eistle?s relationshi to ;"daism co"ld be held to be an old

fashioned one, if it s"ggests that writers and readers considered themsel3es

as standing o"tside their religio"s legacy and ha3ing an o"tloo- towards its

basic set of con3ictions from which they had now distanced themsel3es by

con3erting to *hristianity/ Iather, from their own oint of 3iew, it was not so

m"ch that ;"daism was obsolete b"t more that their religion and its central

symbols had now been decisi3ely f"lfilled in *hrist/??=Das 67>

8ichoge made some caref"l obser3ations on what is said and what is not

said by the a"thor of Hebrews

@?The writer of Hebrews is not seemed to be interested in a total abolition of

the Mosaic &aw/ Iather, his concern foc"sed secifically on the religio"s

ractice of offering sacrifices for sins "nder the first co3enant/ t is hard to

generaliBe the new co3enant lang"age of Hebrews chater 4 into a total

negation of the law/ This is to go far beyond what can be fo"nd in the eistle/

The collecti3e force of these obser3ations is to roose that the brand new

co3enantE chater in Hebrews has often been o3er interreted thro"gh an

eye of abrogation of all the law, incl"ding the moral laws within it and to



Gebrehiwot 75

come " with a s-ewed interretation of ta-ing holiness lightly/??=8ichoge

16>

n s"mmary, it is clear in Hebrews that *hristians are to li3e "nder the terms

and laws of the new co3enant and not "nder those of the old/ As the inai co3enant

was a restatement of the Abrahamic one and was based on it, so now there is a

change and the new co3enant e:resses God?s new re9"irements based on the

same Abrahamic co3enant thro"gh faith in *hrist/ )or the *hristian there is no

9"estion of "sing (ld Testament reg"lations to go3ern their li3es these laws are

obsolete/ The old testament crit"res, howe3er, contin"e to sea- the word of

God to the *h"rch/ )"rthermore, *hristians now sho"ld resond to the leading of

the Holy irit that seals their "nion with *hrist and also the f"ll teachings of ;es"s

*hrist and the aostles sho"ld act as a g"ide in the new co3enant/ They now li3e

"nder the terms of the ina"g"rated new co3enant with its ri3ileges of the

forgi3eness of all sins, free access to the holy God, the indwelling of the irit, a

comassionate highriestly ministry of ;es"s and eternal romises/

t is an established fact that the new co3enant has been come to lace it

has not yet been f"lly realiBed beca"se its f"lfillment is finaliBed when ;es"s *hrist

ret"rns/ There is a f"t"re element of the new co3enant that sho"ld not be

o3erloo-ed/ This is when the f"lfillment of what ;eremiah $1 so-e of will be f"lly

instit"ted/ ;eremiah?s rohecy holds o"t the hoe =reeated in Hebrews 4> that

the ho"se of srael and / / / the ho"se of ;"dahE will articiate in the new

co3enant/ n the meantime, the obsolescence of the old co3enant c"lminates in its



Gebrehiwot 76

disaearance beca"se of what God has done in *hrist/ All eoles e3erywhere are

called to belie3e in him/ God is faithf"l to remember the co3enant he made with

Abraham, saac and ;acob/ The ;ewish eole geared to be in a new co3enant

relationshi with God/ He has not forgotten his co3enant of lo3e and faithf"lness to

them as clearly indicated by Pa"l letter to the Iomans/ !hat is always tr"e that we

cannot ma-e a distinction between ;ews and *hristians regarding the new

co3enant/

*hater i: the law and the new co3enant

&et "s now start one of the most cr"cial disc"ssions in this thesis the relation

shi of the law in general with the new co3enant/ t is wise to "nderstand that this

thesis is caref"l not e9"ate the law with the old co3enant/ The %ible tells "s that the

law is holy and the commandments are holy/ t is not the intention of the boo- of

Hebrews or any other ortion of the scrit"re to deno"nce the law/ )rom the 3ery

beginning the roblem was with the eole who ha3e agreed to bind themsel3es

with a co3enant in the sense that they were to lease God by -eeing the law b"t as

was disc"ssed re3io"sly they co"ld not/ "ch the rober "nderstanding of the law

a3es the way for "nderstanding the lace of the law in the new co3enant/ @?The

word lawE occ"rs two h"ndred and twenty three times in the +ew Testament of the

8ing ;ames Cersion/ The word ordinances,E which means law occ"rs se3en

times/??=Abebe 42>



Gebrehiwot 78

belie3e God has gi3en "s a way to identify which law or co3enant is referred in

secific te:ts/ f we do not gras the conte:t of the assage, we will get into the

roblems of interretation of the %ible/

A contradiction in the %ible is necessarily a lie beca"se the %ible is the

insired word of God/ The %ible as a coherent whole is "nified and with o"t error/

!ith o"t this imortant res"osition we will be baseless when we disc"ss any

thing in the %ible/ Th"s f one thing is -nown to be tr"e and another seems to

disagree with it, the interretation we ga3e to the second is not tr"e and we may

regard it as a misinterretation/ "rely, it m"st be a misinterretation/ Tit"s 12 tells

"s that God cannot lie/ n hoe of eternal life, which God, that cannot lie, romised

before the world beganE Hebrews 514 also tell "s that God cannot lie/ That by two

imm"table things, in which it was imossible for God to lie/ / / /E And finally +"mbers

2$17 tells "s this also/ God is not a man, that he sho"ld lie/ / / /E

!e ha3e agreed that it is imossible for God to lie, and disagreements between te:ts

are lies, there can be no disagreements anywhere in the %ible/ Therefore, the right

way to interret the %ible sho"ld be in a way that there are no discreancies in the

entire %ible/ !hen we "nderstand the %ible in a way that there are no

disagreements anywhere, we realiBe that we ha3e correctly "nderstood it/ This is the

method God has gi3en "s thro"gh his sirit by which we might -now when we ha3e

the %ible interreted correctly/



Gebrehiwot 79

mortantly, it is tr"e that ordinances that ha3e acted as shadows to the tr"e body

=the *hrist> are no longer necessary since they were ointing to the body/ (nes the

body is re3ealed, the shadows are no longer necessary =they ha3e accomlished their

"rose>/ %"t on the other hand there are moral laws, s"ch as we find in the Ten

moral *ommandments =e:cl"ding the abbath beca"se it is not a moral law b"t a

shadow of the tr"e rest we fo"nd in *hrist as bea"tif"lly e:lained in the boo- of

Hebrew $> and the laws of lo3e ;es"s reaffirmed in the +ew Testament, ;es"s said

that these are the commandments gi3en in the new testament for all belie3ers @?lo3e

the &ord God with all yo"r might and strength and lo3e yo"r neighbor as yo"rself??/

Therefore, when we haen to en3isage something in the +ew Testament that is

"nderstood in s"ch a way to connote that the moral laws are no longer in effect, we

sho"ld "nderstand that s"ch interretation is incorrect/ )or e:amle, there are

3erses in the +ew Testament that says belie3ers now are not "nder the law/ n

conte:t of the 3erses we ha3e scanned thro"gh that say that the commandments will

stand eternally, this does not mean that the moral laws ha3e been done away with/

Iather we sho"ld "nderstand what is meant by being "nder the law/ !e will

elaborate later on what not being "nder the law act"ally means/

*oncerning the fo"r tyes of laws the &ord God ga3e to the nation of ancient srael,

here are the tyes of laws that contin"ed and the ones that were discontin"ed/

1/ The great "ni3ersal moral law, the moral *ommandments



Gebrehiwot 80

The moral laws, best s"mmed " in the Ten *ommandments b"t not limited to

the Ten *ommandments seem to e:ist eternally/ As described abo3e ;es"s has

instit"ted laws in the +ew Testament/ These laws are the laws of lo3e, the law of

faith and the law of the sirit/ The law of lo3e admonishes as to lo3e o"r neighbor as

o"r sel3es which means any thing that we do not want to haen on "s, we sho"ld

not do to others/ !e are also instr"cted, as a rime commandment that we sho"ld

lo3e the lord God with all o"r might which means we sho"ld not worshi any other

gods or ossession or money or any h"man being more than God/

2/ The religio"s ceremonial laws

God lanned from the beginning that the religio"s ceremonial laws wo"ld cease at

the cross, beca"se *hrist, the tr"e &amb of the Holy God was sacrificed/ The animal

sacrifices that eole were re9"ired to offer in general ointed ahead to *hrist?s

death on the cross/ And he shall confirm the co3enant with many for one wee- and

in the midst of the wee- he shall ca"se the sacrifice and the oblation to cease,E

=Daniel 726> for "s to offer animal sacrifices today wo"ld be a blashemy, saying

that *hrist did not die for o"r sins/ Th"s it is consistently agreed on most *hristian

denominations that the ceremonial laws are indeed ceased/ The 'thioian (rthodo:

*h"rch still obser3es certain ordinance s"ch as the (ld Testament riesthood, the

Ar- of the *o3enant, the tabernacle, incense offerings and related o"tdated

shadows/

$/ The health laws



Gebrehiwot 81

There are laws that the Holy God has ro3ided "s with to -ee "s healthy and free

from diseases/ The way the h"man body wor- ha3e not been changed since the laws

of health were gi3en/ The laws of health are act"ally as m"ch beneficial for "s today

as they were for the ancient nation of srael/ !hen we read ':od"s 1#25 / / / f yo"

will diligently hear-en to the 3oice of the &ord yo"r God, and will do that which is

right in his sight, and will gi3e ear to his commandments, and -ee all his stat"tes,

will "t none of these diseases "on yo", that ha3e bro"ght "on the 'gytians for

am the &ord that heals yo"/E f eole are willing to erfectly obey God by -eeing

the health laws today there wo"ld most li-ely be not sic-/ Th"s the health laws are

still 3al"able today b"t it is not obligatory for "s to -ee the health laws/ %"t we

"nderstand that one 3ital tr"th abo"t being -et in eret"al health and so"ndness

is listening to the 3oice of God, abiding by his instr"ctions/

/ The ci3il laws

These were the laws go3erning the ci3il "nishments for crimes within the nation

of srael/ Many of c"rrent ci3il laws today are based on and similar to these laws to

certain degree/ God does not oblige these laws to be strictly adhered to today,

beca"se the scenario of the nat"re of God r"ling a nation as it was in the time of

ancient srael is no longer in e:istence, b"t they can be "sed as g"ides in setting "

world go3ernments/ To elaborate on why we do not strictly aly the ci3il laws is

this !hen someone is con3icted of m"rder, for e:amle, the m"rderer =according to

the mosaic law> sho"ld be "t to death 9"ic-ly in order to disco"rage others from

committing the same sin b"t today, racticing this e:actly again sho"ld not



Gebrehiwot 82

necessarily be mandatory as s"ch b"t we gras a 3ital concet that says an offender

has to get a comarable "nishment to maintain order/

%y now we tried to differentiate among the different dimensions of the law

within the Mosaic &aw/ Th"s nterreting the %ible so that there are no

disagreements anywhere will always demands the "nderstanding whether the +ew

Testament is referring to the moral *ommandments or not/ !e do not force

interretation b"t we sho"ld rightly di3ide the word to come " with the coherent

whole, the word of God/

&et "s again consider econd Timothy $15, 16 that e:lains to "s that the

entire (ld Testament is alicable for "s today/ All scrit"re is gi3en by insiration

of God, and is rofitable for doctrine, for reroof, for correction, for instr"ction in

righteo"sness That the man of God may be erfect, thoro"ghly f"rnished "nto all

good wor-s/E (b3io"sly, when this was written there were no +ew Testament

cannon as we -now it today/ This 3erse is informing "s that the (ld scrit"res are

rofitable for doctrine, reroof, correction, and instr"ction in righteo"sness/ Th"s we

sho"ld not lea3e o"t any art of the holy %ible/ %"t again this does not mean that we

need to aly e3erything written in the (ld Testament/ t is wise to thin- that in the

(ld Testament the law was inscribed on the tablets of stone and was read to the

eole b"t in the new co3enant that same law will be written on the hearts of his

eole/ n the old the law co"ld not be -et to erfection beca"se of the gross

incaacities of the then co3enant eole/ As Pa"l elaborated, the law was not meant



Gebrehiwot 83

to be -et by them b"t to show them that they cannot/ Howe3er, in the new

co3enant, *hristians are able to -ee the moral laws/ The -eeing of the moral laws

is not in the notion of a means to sal3ation b"t as a fr"it of sal3ation =those who are

sa3ed are ca"sed to follow God?s righteo"s commandments thro"gh the ower of

the holy God, the Holy irit>/ &ater on this thesis an e:tensi3e treatment of the

ministry of the Holy irit will be dealt with/

!e were told in the 3i3id lang"age in Psalms 11167 that all of God?s

*ommandments will stand fast for e3er and e3er/ The wor-s of his hands are 3erity

and "dgment all his commandments are s"re/ They stand fast for e3er and e3er,

and are done in tr"th and "rightness/ He sent redemtion to his eole he has

commanded his co3enant for e3er holy and re3erend is his name/E

These 3erses tell "s that God?s moral *ommandments will stand thro"gho"t all

eternity/ These 3erses also ma-e it clear that li-e the new co3enant that stands

fore3er, the moral laws are accorded the same ri3ilege/ This is 3ery 3ital, beca"se

when the +ew Testament sea-s of a co3enant or a law that was discontin"ed, it

cannot in all robability refer to the law or co3enant of the moral *ommandments

=moral laws>/

Additionally, 'cclesiastes $1 made it 3ery clear that God will ne3er change or

abolish His *ommandments/ -now that, whate3er God does, it shall be for e3er

nothing can be "t to it, nor any thing ta-en from it and God does it, that men

sho"ld fear before him/E Th"s lainly sea-ing the laws will either be f"lfilled or



Gebrehiwot 84

stand fore3er and g"ide moral beha3ior/ They will ne3er be discarded as if

mista-enly instit"ted/

Many eole try to change these clear %ible te:ts that tell "s that the

*ommandments will stand fore3er by mista-enly labeling these 3erses as symbolicE

lang"ages, or these 3erses as ha3ing a sirit"al meaning, or that eternally does not

really mean fore3er, or in some other way try to hide the meaning/ Many socalled

*hristians of the rotestant sect in 'thioia today claim that the *ommandments

were meant only for the ;ews, b"t they are fast to say that they are not ermitted to

lie, m"rder, commit ad"ltery, or brea- any other of the *ommandments/ (ne cr"cial

oint of "nderstanding that sho"ld be embraced by e3ery *hristian is that high

caliber morality is demanded by God from *hristians b"t at the same time that does

not mean that the -eeing of the moral laws is a means to sal3ation/

!e saw that ;es"s, Himself, tells "s to li3e by e3ery word that comes o"t of

the mo"th of God in Matthew / %"t he answered and said, t is written, Man

shall not li3e by bread alone, b"t by e3ery word that roceeds o"t of the mo"th of

God/E !e "nderstand that, directly o"t of the mo"th of God came o"t the moral

*ommandments in ':od"s 20$16 and the laws of lo3e in the gosel of ;ohn 16/

These are the 3erses in the %ible that God, Himself, wrote them/ And God wrote

them to ma-e "s realiBe their significance and to ma-e "s realiBe that they wo"ld

fore3er be in effect/ That is the reason why He wrote them on tables of stone and

transferred them to o"r hearts in the new co3enant to show their ermanence



Gebrehiwot 85

moreo3er the laws of lo3e were gi3en to the disciles of ;es"s on an imortant the

eriod of time/ !hich ortion in the %ible wo"ld we consider to be more accetable,

the 3erses directly "ttered by God or the interretation of theologian in a way they

desire it to beF !e rather heed to the imortant instr"ctions of the holy God/

;es"s said in Matthew #16, 14 that He did not come to destroy the law/ Thin- not

that am come to destroy the law, or the rohets am not come to destroy, b"t to

f"lfill/ )or 3erily say "nto yo", till hea3en and earth ass, one ot or one tittle shall

in no wise ass from the law, till all be f"lfilled/E Here again as 3i3idly as ossible

;es"s told "s that He did not come to do away with the law b"t that the law will be in

oerational for good/ The law is holy as Pa"l said, there is nothing wrong with it b"t

the roblem was with those who wanted to -ee the law, they co"ld not beca"se

they were in a fallen state they were risoners b"t now glory to God e3ery tr"e

*hristian can manifest Godliness and *hrist li-eness thro"gh a high moral caliber as a

law of lo3e that will contin"ally dri3e "s to do good/ n the abo3e assage, abo"t

which art of the law is ;es"s telling "sF The art of the law that will be in force

thro"gho"t all fore3er is the moral *ommandments not the ceremonial laws/

!e saw in )irst ;ohn $ that sin is brea-ing any of the moral *ommandments of

God/ !hoe3er commits sin transgresses also the law for sin is the transgression of

the law/E

saiah 2, # is a rohecy of the tro"ble that occ"rs when the eole of the earth

declare that God?s law is no longer in effect/ The earth mo"rns and fades away, the



Gebrehiwot 86

world lang"ishes and fades away, and the ha"ghty eole of the earth do lang"ish/

The earth also is defiled "nder the inhabitants thereof beca"se they ha3e

transgressed the laws, changed the ordinance, bro-en the e3erlasting co3enant/E t

will not be far fetched if we concl"de that the e:isting roblems, afflictions and

s"fferings in the world today are direct o"tcomes of eole 3iolations of the holy

commandments of God/

Today, the earth is the arena, the stage of the "ni3erse, where the disastro"s res"lts

of disobeying God?s law are being re3ealed in the name of being sa3ed and free from

God?s moral commandments b"t then, thro"gho"t all eternity, after God creates the

new earth from the obli3ion of the old, the Glory of the "ni3erse will be shown here

on the new earth/ Today God is r"ling from hea3en b"t after He creates the new

earth, He will ma-e His residence and His throne on the new earth/ This world will be

the heart of God?s go3ernment and the home of the righteo"s in *hrist all o3er

eternity/ Ie3elation 21$ says, And heard a great 3oice o"t of hea3en saying,

%ehold, the tabernacle of God is with men, and he will dwell with them, and they

shall be his eole, and God himself shall be with them, and be their God/E Les, the

world, where the great *reator God of the world and beyond, ;es"s *hrist, was

3icio"sly m"rdered by those whom He created and lo3ed, will be *hrist?s throne

thro"gho"t all eternity/ The ne:t 3erse e:o"nds to "s that there will be no

"nhainess or roblems of any -ind in the new earth/ '3erything will be erfect/

And God shall wie away all tears from their eyes and there shall be no more



Gebrehiwot 87

death, neither sorrow, nor crying, neither shall there be any more ain for the

former things are assed away/E

The moment the +ew Testament refers to righteo"sness we need to "nderstand that

it act"ally is referring to the God?s holy son, ;es"s *hrist?s act of f"lfilling the

righteo"s re9"irements of the law, which is the definition of righteo"sness in the (ld

co3enant/ '3ery time the (ld Testament refers to righteo"sness it is referring to the

God?s *ommandments/ +ow for all those who belie3e *hrist is o"r righteo"sness/

!e inherit that erfection in him and manifest it in the -eeing of God?s moral

commandments/

@?Many te:ts in the +ew Testament refer to not being "nder the law, b"t "nder

grace/ Many te:ts refer to being "stified/E !hat does it mean to be "nder graceF

%efore we can answer this we m"st see what the word "stifiedE means/ '3ery time

the word "stifiedE is "sed in the (ld Testament it is translated from the Hebrew

word tsada", which means made righteo"s/E '3ery time the word "stifiedE is "sed

in the +ew Testament it is translated from the Gree- word di!aioo, which means be

righteo"s/E !hen we are "stified, we are righteo"s/ A erson is "stified when he

accets the tr"th ;es"s *hrist is the romised sa3ior/ As it was elaborated re3io"sly,

-eeing all of the commandments will not be a ro"te of sal3ation and will not ens"re

it/??=Allen 22>

Tit"s $6 tells "s, That being "stified by his grace, we sho"ld be made heirs

according to the hoe of eternal life/E Here we "nderstand that it is grace that



Gebrehiwot 88

"stified "s/ t is grace that ma-es "s righteo"s/ t is grace of God that gi3es "s the

ower to obey the God?s holy *ommandments and ma-es "s the li3e God has

en3isioned for "s/

%y o"rsel3es, witho"t God?s enablement, God?s ability in "s to g"ard "s from sinning,

it is absol"tely "nthin-able for "s to f"lly obey the commandments of God/ Pa"l

s"ms " the h"man condition retty well in Iomans 614, 17 )or -now that in me

=that is, in my flesh,> dwells no good thing for to will is resent with me b"t how to

erform that which is good find not/ )or the good that wo"ld do not b"t the e3il

which wo"ld not, that do/E t is "tterly "nthin-able for mortal man, by himself, to

-ee God?s holy *ommandments and be declared righteo"s/ !e need God?s hel, his

enablement, if we are going to be able to f"lfill s"ccessf"lly the God?s holy

*ommandments/

Pa"l said in Iomans 51 that sin shall not be master o3er yo", which means

we are not going to sin, which denotes that we can act"ally lease God by -eeing

e3ery one of the holy *ommandments/ How are we doing thisF !e ha3e been

"stified, or ha3e been made righteo"s by the grace of God as we "st saw in Tit"s

$6/ %y grace, by the ower of God, we are -eeing the God?s holy *ommandments/

Therefore if we are "nder grace, we are free from the condemnation of the law,

beca"se by the ower of God =His grace> we are free from the c"rse of the law/ +ow

-eeing all of the God?s holy *ommandments is not a means to sal3ation b"t the

fr"it of sal3ation/ +ow, thro"gh ower from God we can f"lfill the righteo"s



Gebrehiwot 89

re9"irements of the law/ (ne 3ery clear thing abo"t the new co3enant is it is yet to

reach its clima: at *hrist?s ret"rn when the corr"tible is clothed with the

incorr"tible th"s absol"teness tho"gh, the intention behind, it will ne3er be an

instantaneo"s rocess where one will be a"tomatically changed into a comletely

erfect indi3id"al/ There is what is -nown as the renewal of o"r minds, which is a

grad"al rocess, not a sontaneo"s one/

To elaborate on the concet of condemnation, if we ne3er m"rder anyone,

we are not "nder the law of the state that says don?t m"rder/ %"t if we do steal from

someone and are ca"ght, we will really -now that we are "nder the law of the state

that says don?t steal/ %eing "nder the law has the meaning of being "nder the

condemnation of the law/ the non sontaneity of erfection of character together

o"r being abo3e the law shows that we are not going to be condemned by the law

for o"r transgression beca"se the ayment for all o"r offences are f"lly aid in

*hrist/ Th"s we need to reent and do good to be worthy of fr"its that benefits

man-ind and shows *hrist to the world/

+ow we will bring " the 3ital idea of a erson being bornagain/ !e read that the

definition of a bornagain *hristian is fo"nd in 1 ;ohn $7/ !hoe3er is born of God

does not commit sin for his seed remains in him and he cannot sin, beca"se he is

born of God/E Ieal bornagain belie3ers ha3e, by his grace, by the ower of the holy

God, can o3ercome sin in their li3es/ They don?t sin/ They obey each and e3ery one of

the God?s holy *ommandments of God erfectly/ They can f"lfill the law "st li-e



Gebrehiwot 90

*hrist did/ This is the fate of all tr"e belie3ers/ There is a h"ge contro3ersy

s"rro"nding the 3erse in 1;ohn, the reality of the sit"ation is contrary to erfection,

many are seen failing and to o"r relief instances of fail"res were seen in Pa"line

writing and what the meas"re was correction and reentance/ Moreo3er the same

ohn ad3ised belie3ers not to sin b"t in case we sin, we ha3e the blood of ;es"s to

cleanse "s/ Th"s a *hristians? character has to consistently grow to erfection/ As a

child grows to a teenage then to an ad"lt s"ch growth in godliness is re9"ired of "s,

belie3ers/ *hange in life is directly roortional with the freedom we gi3e to the Holy

irit to enable "s li3e in the *hrist li-eness of life we are called to/

+e:t is an additional elaboration of grace of God being the ower of God that

enables "s to -ee His holy *ommandments/ The new co3enant, we will bear in

mind, is shown in ;eremiah $1$1$$ and Hebrews 410 to be God?s righteo"s law

inscribed in o"r hearts and in o"r minds, 'Be-iel $525, 26 said, A new heart also will

gi3e yo", and a new sirit will "t within yo" and will ta-e away the stony heart

o"t of yo"r flesh, and will gi3e yo" a heart of flesh/ And will "t my sirit within

yo", and ca"se yo" to wal- in my stat"tes, and yo" shall -ee my "dgments, and do

them/E This is a owerf"l romise God made to His eole/ He said that He, Himself,

will ca"se "s to wal- in His stat"tes/ He will be the ower, the enablement, in the

li3es of His tr"e belie3ers to ca"se them always to obey his holy *ommandments/

Additionally, He said that His chosen eole will, indeed, -ee His stat"tes and His

laws/ !hen God romised each of "s that He will ca"se "s to wal- in His stat"tes and

that we will -ee His "dgments and accomlish them, how co"ld any of God?s



Gebrehiwot 91

eole ossibly say that he co"ld ne3er achie3e this goal, saying this is ma-ing God a

liarF

!e sho"ld now loo- again at the %ible?s definition of a wic-ed erson/ Psalms

1171## told "s that the wic-ed are eole who do not obey the God?s holy

*ommandments/ al3ation is far from the wic-ed for they do not see- yo"r

stat"tes/E Psalms 117#$ also told "s that the wic-ed are those who ignore God?s

law/ Horror has ta-en hold "on me beca"se of the wic-ed that forsa-e yo"r law/E

+e:t let "s consider Iomans 42 )or the law of the irit of life in *hrist ;es"s has

set me free from the law of sin and death/ )or what the law co"ld not do, in that it

was wea- thro"gh the flesh, God sending his own on in the li-eness of sinf"l flesh,

and for sin, condemned sin in the flesh That the righteo"sness of the law might be

f"lfilled in "s, who wal- not after the flesh, b"t after the irit/

Does being set free from the law of sin and of death mean that the God?s holy

*ommandments are no longer in effectF !e also saw that there can be no

disagreements anywhere in the %ible/ o the hrase being set free from the law of

sin and of deathE cannot ossibly mean that the God?s holy *ommandments ha3e

been done away with/ in is no longer reign in o"r life/ As we -now a law

ersistently wor-s, in the old co3enant eole ha3e contin"ally sinned beca"se they

are "nable not to sin b"t the new co3enant has bro"ght with it the caacity to brea-

the cycle of sin and the death bro"ght by it/ Alying what we "st "nderstood abo"t

grace, the law of the irit of life in *hrist ;es"sE/ God?s grace is the one that gi3es



Gebrehiwot 92

"s the ower to o3ercome sin comletely and to -ee the God?s holy

*ommandments erfectly/ !hen we o3ercome sin and obey the God?s holy

*ommandments we are free from the condemnation of the law/ Going bac- to o"r

e:amle of stealing, if we don?t steal from anyone, we are not "nder the law that

"nishes stealing/

Ta-e head to the 3erse at fo"r that says the righteo"sness of the law might

be f"lfilled in "s, who wal- not after the flesh, b"t after the irit/E ince the God?s

holy *ommandments defined righteo"sness in the (ld co3enant, and if the

righteo"sness of the law is being f"lfilled in "s, then the sa3ed one are those we are

"nable to brea- any of the God?s holy *ommandments beca"se of the ower that

came with regeneration/

;es"s, since He came in the li-eness of a h"man being, he sho"ld ro3e

himself by f"lfilling the law and by erfectly comlying with them, th"s showing "s

that h"man beings who are in *hrist ;es"s can f"lfill the moral re9"irements of the

law/ !hen we become bornagain belie3ers and wholly -ee the moral laws, the law

can be f"lfilled in "s "st the way it was f"lfilled in ;es"s/

!e saw that we can ne3er gi3e " sinning witho"t God?s grace, God?s heling

hand/ Pa"l said in Iomans 614 that there is no inherent good thing in him/ H"man

beings are f"ll of sinf"l tendencies/ The idea of the new co3enant is to relace o"r

thoro"ghly sinf"l characters =thro"gh regeneration> with the new nat"re formed by

God?s grace/ !hen that haens we won?t be graling with sin anymore/ %"t, in



Gebrehiwot 93

order for this to occ"r, we sho"ld desire this with all o"r heart and mind/ n order for

this to ta-e lace it sho"ld be o"r s"reme desire to want to follow God erfectly

and to -ee His commandments/ God will ne3er oblige "s to obey Him/

;es"s came to this world after the li-eness of man-ind and He f"lfilled the law

in the flesh by ne3er yielding to sin, telling "s that belie3ers are able do this/ !hen

the condition of the law is f"lfilled in "s, we will not be sinning/ !hen the condition

of the law is f"lfilled in "s, we will be -eeing the *ommandments of God to a f"ll

e:tent/

The eistle to the Galatians, li-e that of the Iomans, has m"ch to say abo"t

being "stified/ ee Galatians 215/ 8nowing that a man is not "stified by the wor-s

of the law, b"t by the faith of ;es"s *hrist, e3en we ha3e belie3ed in ;es"s *hrist,

that we might be "stified by the faith of *hrist, and not by the wor-s of the law for

by the wor-s of the law shall no flesh be "stified/E

8ee in mind that being "stified means being declared righteo"s, and that

being righteo"s is -eeing all of the commandments in the old co3enant sense/

8eeing in minding also that God?s grace in *hrist is the ower gi3en to those who

really want to obey God by belie3ing in the righteo"sness of god to those who

belie3e, namely ;es"s *hrist, we see in these 3erses also that we are "stified by faith

in the righteo"sness of God/ !e are made righteo"s by faith also/ )aith, therefore,

oerates as God?s grace to gi3e "s the ability, the strength to obey God?s

commandments/ This is why Pa"l said that by the wor-s of the law shall no flesh be



Gebrehiwot 94

"stified,E beca"se nobody can obey the law witho"t God?s enablement and the

accomanied faith/

The following two imortant Cerses ma-e it clear that it is ossible for "s to

fall away after we ha3e come to *hrist/ %"t if, while we see- to be "stified by

*hrist, we o"rsel3es also are fo"nd sinners, is therefore *hrist the minister of sinF

God forbid/ )or if b"ild again the things which destroyed, ma-e myself a

transgressor/

The ne:t 3erse tal-s abo"t being dead to the law/ )or thro"gh the law am dead to

the law, that might li3e "nto God/

f the law to which a erson is declared dead to is the moral *ommandments, and

being dead to the law ha3ing the meaning that we no longer need to obey the moral

*ommandments/ Then does it mean that we are really free to get engaged in m"rder

or stealing, or any of the other offences rohibited by the *ommandmentsF

!e can notice how Pa"l became dead to the law/ Cerse nineteen said that he

became dead to the law thro"gh the law/ The moral *ommandments condemned

Pa"l of sin, and by the Grace of *hrist he was able to o3ercome sin thro"gh faith in

*hrist so that he no longer is "nder the condemnation of the law/ f he ne3er 3iolates

the law, then he sho"ld not be concerned abo"t the condemnation of the law/ %"t

the new co3enant bro"ght with it not only the state of not being condemned by the

law e3en if there is sinning, b"t also the ossibility not to sin thro"gh the ower of



Gebrehiwot 95

God/ He or any other tr"e belie3er can de3elo this character to the oint that one

nat"rally ne3er sins/ This is also another meaning of being dead to the law/ A erson

who is dead to the law is a bornagain *hristian, who, according to )irst ;ohn $7,

cannot sin/E

This 3erse is s"ggesti3e of Galatians $2, 2#/ !herefore the law was o"r

schoolmaster to bring "s to *hrist, that we might be "stified by faith/ %"t after that

faith is come, we are no longer "nder a schoolmaster/E

n what way is the law o"r schoolmasterF The law shows "s o"r sins as the

aostle Pa"l said in Iomans 66 !hat shall we say thenF is the law sinF God forbid/

+ay, had not -nown sin, b"t by the law for had not -nown l"st, e:cet the law

had said, Tho" shall not co3et/E !hen we glance thro"gh God?s law, the

*ommandments, and comare o"r characters to those laws, we realiBe that we are

in a horrible condition/ !hen faith came and when the ower of the lord ;es"s *hrist

aeared to o3ercome sin and the ability to obey the law came, we are now able to

sto sinning/ !hen this occ"rs, we no longer want the law as a schoolmaster, for o"r

characters are then in accord with *hrist/

Galatians 221 told "s what we saw in Iomans, that it is by the ower of ;es"s *hrist,

His enablement and faith, that we are able to obey the law/ do not fr"strate the

grace of God for if righteo"sness comes by the law, and then *hrist is dead in 3ain/E

!hen he said that righteo"sness will not come by the law he was affirming again

that he can not -ee the law by himself to be sa3ed, rather thro"gh the ower of



Gebrehiwot 97

saw that God?s grace or faith can only come if we want to obey the *ommandments

with all o"r being, one of this commandments as described in the gosel of ohn is

belie3ing that ;es"s *hrist is the messiah/ t is "st wrong to limit commandments to

"st the ten commandments of fo"nd on e:od"s 20/ There are n"mero"s holy

commandments that are timeless/

Are yo" so foolishF Ha3ing beg"n in the irit, are yo" now made erfect by the

fleshF Ha3e yo" s"ffered so many things in 3ainF f it be yet in 3ain/ He therefore that

ministers to yo" the irit, and wor-s miracles among yo", does he do it by the

wor-s of the law, or by the hearing of faithFE Here we ercei3e that the belie3ers in

Galatia had become selfconfident, beca"se they belie3ed that they can f"lfill the

law and be righteo"s and accetable in the sight of God by themsel3es witho"t the

grace of *hrist/ (f co"rse they co"ld not -ee the law witho"t grace, and so when

they became conceited and selfreliant they became bac-sliders/ Pa"l said on the

boo- of Galatians that those who want to be sa3ed by -eeing the law are e:ected

to f"lly obey the re9"irement of the law/ And as described abo3e the moral law is

not "st ten, it is in fact "nco"ntable in the laws of the +ew Testament which says

lo3e thy neighbor as thyself and lo3e yo"r God with all yo"r might/ The one who

failed in one ot of the law has failed in all th"s it is imossible for a mere man to

-ee the law and get sa3ed by it/ That is the reason why God needed to instit"te a

means to sal3ation aart from the -eeing of the law, which is the sending of the

second Adam in the li-eness of man and He -et the f"ll re9"irement of the law and

ga3e his righteo"sness to all who belie3e that they were in the second Adam when



Gebrehiwot 98

he was cr"cified and for those who belie3e that they in deed died with him, b"ried

with him, raised with him and are now in the right hand side of the most holy God

and those who "nderstand that this was ossible beca"se they were in him/

The recetion of the Holy irit calls for o"r willingness to s"bmit to God, by

being willing to reno"nce any carnal effort that is aimed at o3ercoming sin and any

h"man might that thin-s it can -ee God?s commandments/ f we manifest an

attit"de of rebellion against -eeing the commandments, or if we become self

reliant that we can -ee the law o"rsel3es, we cannot recei3e the Holy irit/ !hen

one becomes selfreliant he thin-s that he is righteo"s in himself/ This is the recie

for fail"re/ Those who tr"st in themsel3es "t o"t the Holy irit/ That is the reason

why many are reigning in sin than in holiness/ *ontin"ing with, Galatians $5 '3en

as Abraham belie3ed God, and it was acco"nted to him for righteo"sness/ 8now yo"

therefore that they which are of faith, the same are the children of Abraham/E )aith

is the recie for righteo"sness not the -eeing of the law by o"r might/ t will be

wrong when eole try to ma-e the law the gate way to "stification, this, will n"llify

the wor-s of ;es"s *hrist/

Cerse 4 And the scrit"re, foreseeing that God wo"ld "stify the heathen

thro"gh faith, reached before the gosel "nto Abraham, saying, in thee shall all

nations be blessed/ o then they which be of faith are blessed with faithf"l

Abraham/E !e saw earlier that to be "stified was to obey the *ommandment of



Gebrehiwot 99

God, to belie3e in his on/ Pa"l said that it is thro"gh godly faith that we recei3e the

grace to be able to li3e a holy life/

)or as many as are of the wor-s of the law are "nder the c"rse for it is written,

*"rsed is e3ery one that contin"es not in all things which are written in the boo- of

the law to do them/ %"t that no man is "stified by the law in the sight of God, it is

e3ident for, The "st shall li3e by faith/ And the law is not of faith b"t, The man that

does them shall li3e in them/E

!e ha3e already seen that no one can -ee the law witho"t the grace of

;es"s *hrist/ That is what Pa"l was trying to inform "s here when he said no man is

"stified by the law/ / /E He then informed "s that the @?"st shall li3e by faith??/ The

grace of the lord ;es"s *hrist and the ower of the holy God is the secret behind the

ower of the regeneration/ !hen o"r mind against sin is wellb"ilt by the ower of

the holy God, we will s"rely not sin There is aoint where we will not 3iolate any of

the holy commandments/ Pa"l says in 3erse ten that if we are trying to -ee the law

all by o"rsel3es, we had better -ee them all the way to its f"llness/ !e are noting

that there are n"mero"s te:ts in the +ew Testament in many different scrit"ral

assages that say this same thing time and again/

*ontin"ing with 3erse se3enteen And this say, that the co3enant, that was

confirmed before of God in *hrist, the law, which was fo"r h"ndred and thirty years

after, cannot disann"l, that it sho"ld ma-e the romise of none effect/ )or if the

inheritance be of the law, it is no more of romise b"t God ga3e it to Abraham by



Gebrehiwot 100

romise/ !hy then the lawF t was added beca"se transgressions sho"ld abo"nd, till

the seed sho"ld come to whom the romise was made and it was ordained by

angels in the hand of a mediator/

The abo3e 3erses told "s why the law was added beca"se transgression

sho"ld abo"nd/ 'arlier we saw that transgression or sin is brea-ing any of the holy

*ommandments/ )or in cases where there ha3e been transgressions, there were the

*ommandments in lace/ !ith o"t laws there is no mechanism of -nowing abo"t

transgressions/ The law was a test of man caability to lease God by -eeing the

law the law "t man at the mercy of God beca"se man was constantly in the cycle of

fail"re/

s the law then against the romises of GodF God forbid for if there had been a law

gi3en which co"ld ha3e gi3en life, 3erily righteo"sness sho"ld ha3e been by the law/

%"t the scrit"re has concl"ded all "nder sin that the romise by faith of ;es"s *hrist

might be gi3en to them that belie3e/E Here again Pa"l was saying that it is imossible

for "s all to -ee righteo"s re9"irements of the law witho"t the grace of ;es"s *hrist

that comes thro"gh faith/

Galatians #$, )or testify again to e3ery man that is circ"mcised, that he is a

debtor to do the whole law/ *hrist is become of no "se to yo", yo" who are trying to

be "stified by the law yo" are fallen from grace/E f a erson be adamant on

-eeing the law to be "stified, Pa"l said he is obliged to -ee the entire law/ %"t to



Gebrehiwot 101

do this wo"ld be a sacrilege saying that *hrist did not die for o"r sins/ This is why

Pa"l said here that *hrist is become of no effect to yo"/ / / /E

There is m"ch conf"sion between the lace of the law in the old and in the

new/ n the boo- of Iomans, it says the new co3enant eole are abo3e the law b"t

those in the old co3enant are below the law/ !hen ;es"s *hrist was born, reached

the good news, died for man-ind, and finally res"rrected, the (ld *o3enant has

finished its ob as a school master and a new co3enant was "t in lace/

%"t o"r High Priest N;es"s *hristO has been gi3en a ministry that is far s"erior to the

ministry of those who ser3e "nder the old laws, for he is the one who g"arantees for

"s a better co3enant with God, based on better romises/ f the first co3enant had

been fa"ltless, there wo"ld ha3e been no need for a second co3enant to relace it/

%"t God himself fo"nd fa"lt with the old one when he said The day will come, says

the &ord, when will ma-e a new co3enant with the eole of srael and ;"dah.E

=Heb/ 454>

Does this mean the old co3enant was Gods mista-eF +ot at all, God forbid it/

The old co3enant as described by its laws, riestly ministry, tabernacles, animal and

other sacrifices, etc were ortraits of what ;es"s *hrist wo"ld do in the new

co3enant/ God was not ignorant or "naware of the shortcomings of the (ld *o3enant

and that is the reason why He en3isioned a new s"erior lan for man-ind, that is, to

send ;es"s *hrist to ma-e man-ind?s? life right/ The sacrifice of ;es"s *hrist was not

an after tho"ght/ His ad3ent and "rose was rohesied to the first eole



Gebrehiwot 103

t is here that ;es"s instit"ted the new co3enant, while sharing with His twel3e

disciles the Passo3er meal "st before His cr"cifi:ion/ He too- the c" of wine and

said, This c" is the new co3enant in my blood, which is o"red o"t for yo"/E =&"-e

2220>/

The new co3enant is a co3enant that was sealed with the blood of a sacrifice/

;es"s was the slain &amb, and His blood has been o"red o"t for the sins of man-ind/

This signaled the end of the old co3enant and the beginning of the new one/

The Ten moral *ommandments were art of the old co3enant/ ;es"s *hrist

had not been oosing the old co3enant as the riests, scribes and Pharisees of the

day tho"ght/ And in case eole thin- that ;es"s *hrist came to -noc- o"t the law

and rohets of the (ld co3enant, ;es"s *hrist Himself clearly stated that He did not

come to destroy the law and the rohets/ He came not to annihilate, b"t to f"lfill

=Matt/ #16>/

;es"s f"lfilled the law/ He did not destroy it/ %eca"se he f"lfilled the law, thro"gh

faith in him we fo"nd sal3ation from o"r sins/ n Him alone is sal3ation/ ;es"s *hrist

f"lfilled the old co3enant and its laws/ The following oints tell "s how he

accomlished it/

1/ He li3ed a sinfree life

2/ %ecame the sacrifice for o"r sins

$/ He was raised from the dead defeating sin and death, o"r enemies



Gebrehiwot 106

They bro-e that co3enant, tho"gh lo3ed them as a h"sband lo3es his wife,E says the

&ord/

%"t this is the new co3enant will ma-e with the eole of srael on that day,E says

the &ord/ will "t my laws in their minds, and will write them on their hearts/

will be their God, and they will be my eole/ And they will not need to teach their

neighbors, nor will they need to teach their family, saying, @Lo" sho"ld -now the

&ord/? )or e3eryone, from the least to the greatest, will already -now me,E says the

&ord/ And will forgi3e their wic-edness and will ne3er again remember their sins/E

=;eremiah $1$1$ Hebrews 441$>

The commandment that was e:ternally written on two small stones=tyify the heart>

in the old co3enant and laced in the Ar- of the *o3enant for the co3enant eole of

God is now laced into the hearts of all who belie3ed in ;es"s *hrist and ha3e

become heirs in the new co3enant=The ch"rch the sirit"al srael>/

The Ten *ommandments together with the whole moral law initiated thro"gh lo3e

mo3ed from a osition of o"tside to inside/ 'Be-iel $52#26 also tal-ed abo"t the

change of heart that is going to ta-e lace with the coming of the new co3enant

will srin-le clean water on yo", and yo" will be clean will cleanse yo" from all

yo"r im"rities and from all yo"r idols/ will gi3e yo" a new heart and "t a new

sirit in yo" will remo3e from yo" yo"r heart of stone and gi3e yo" a heart of flesh/



Gebrehiwot 107

And will "t my irit in yo" and mo3e yo" to follow my decrees and be caref"l to

-ee my laws/E

This is how the law and the new co3enant are related the law will be "t into

hearts of the eole of God/ The new co3enant bro"ght with it the romise of the

resence of the Holy irit of God in the hearts of those who belie3e in ;es"s *hrist/

t is the ministry of the Holy irit in o"r hearts and minds that enables "s in

comlying with Gods laws and the ower to reign in holy li3ing/

The belie3er in *hrist =the new co3enant man> has a new relationshi with

the law of the old co3enant/ The relationshi between man and the law in the old

co3enant was that of sla3ery/ The law was caable of condemning those who do not

-ee it/ The law declared the sinner g"ilty/ The law showed that the heart and body

are f"ll of 3ile/ The law re3ealed the ower of sin on man/ A belie3er?s new

connection with the law is that of liberty and tri"mh/ t is liberty from the master of

sin/ *hrist has declared the belie3er free from the ower of sin and the fear of

condemnation by the law =Iom/ 41>/ +ow we are free to obey the law in a new way

witho"t the fear to be condemned by it for the law cannot condemned "s now

beca"se *hrist too- the condemnation for "s by ta-ing all o"r sin =ast resent ,

f"t"re> and dying in lace of "s< Thro"gh the ower of the Holy irit that indwells

"s we can now satisfy God for the new life bro"ght with it ower that e9"is "s to

reign in holiness/ !e cannot be sa3ed or be "stified in the sight of God by trying to

-ee the law of God/ !e can only be sa3ed and "stified thro"gh ;es"s *hrist and as



Gebrehiwot 108

*hrist is 3ictor, He o3er owered sin, now since the sirit of *hrist is in "s we too can

mo3e in 3ictory by the ower of the Holy Ghost who resides in "s/

+ow, a belie3ers d"ty is not to obey the moral *ommandments together

with the whole moral law and be declared righteo"s that will be the old co3enant

way thin-ing and it ro3ed to be "ns"ccessf"l =which was its "rose>/ A belie3ers

d"ties, now, are to be led and emowered by the Holy irit and do the will of God/

!hen ;es"s ga3e the ermon on the Mo"nt in Matthew #6 He mentioned

some of the old co3enant laws/ Jnderstanding that the crowds were ;"daiBers and

dedicated followers of the &aw of Moses, He tried to ma-e them "nderstand that

what He was abo"t to state was not with the intention of annihilating the old

co3enant laws or the rohets/ ;es"s stated His "rose of satisfying the law and the

rohets/ ;es"s then began citing old co3enant laws and reeating the law in the

conte:t of the new co3enant/ !e see that the hysical laws which are e:ternal were

sirit"aliBed =became heart iss"es>/

)or e:amle, let?s loo- at Matthew #2122

Lo" ha3e heard that the &aw of Moses says, @Do not m"rder/ f yo" commit m"rder,

yo" are s"bect to "dgment/? %"t say, if yo" are angry with someone, yo" are

s"bect to "dgment< f yo" call someone an idiot, yo" are in danger of being bro"ght

before the high co"ncil/ And if yo" c"rse someone, yo" are in danger of the fires of

hell/E



Gebrehiwot 110

neighbor as yo"rself/E &o3e does no harm to its neighbor/ Therefore lo3e is the

f"lfillment of the law/E Iomans 1$410

n ;ohn 1$$$# ;es"s *hrist ga3e a new commandment/ 8eeing it is what will

characteriBe a tr"e follower of ;es"s *hrist/

A new commandment gi3e "nto yo", that ye lo3e one another as ha3e lo3ed

yo", that ye also lo3e one another/ %y this shall all men -now that ye are my

disciles, if ye ha3e lo3e for one to another/E

*hater se3en the new co3enant and the Holy irit

ntrod"ction

+o toic is mis"nderstood as that of the ministry of the Holy irit/ His

ersonhood, ministry in the new co3enant and the e:tent of his in3ol3ement in the

life of belie3ers is a matter of contention/ ome regard him as an imersonal force =

thin- this is blashemy>, while others accet his erson hood b"t limit his

in3ol3ement =some say the days of miracles and wonders ceased with the aostolic

age> still others s"ch as the Pentecostals belie3e that the holy sirit is oerational

the way he was in the aostolic age/ Desite these differences, one certain thing that

"nites all *hristians is that all accet the hel of God in the form of his sirit is

mandatory for *hristian li3ing/ The new co3enant life is that of *hrist li-eness/ !e

are instr"cted to be clothed with *hrist, to ha3e his mind, to li3e a high caliber life as

he did and in general to do good not to do e3il/ How is this ossibleF The answer will



Gebrehiwot 111

be thro"gh the Holy irit/ This chater will be dedicated to the disc"ssion of the

role of the Holy irit in the belie3ers? life/ As we embar- on the st"dy the wor-s of

the Holy irit in the new co3enant, 9"ite a lot of 9"estions come to o"r mind

!hat is new abo"t the wor- of the Holy irit in the new co3enantF (ld *o3enant

belie3ers =rohets, -ings> were shown to be regenerated by the Holy irit and

were filled with the Holy irit/ Let ;es"s *hrist showed "s that there is something

f"ndamentally new abo"t the coming of the Holy irit at Pentecost/

n aears that the (ld and +ew Testaments, "nbelie3ers as well as belie3ers

seem to recei3e the gift of the irit/ =Agab"s in the new and %alaam in the old> How

can we "nderstand this in the conte:t of Pa"l?s teachings in Iomans 4F

A common *hristian teaching of the new co3enant is that the Holy irit is a

gift to those who belie3e and obey ;es"s *hrist/ How does this oose with certain

beliefs that we are born again by the irit rior to o"r e:ercising faith =e/g/

reformed theology>F

f, as the +ew Testament "ndo"btedly teaches, all belie3ers ha3e the Holy

irit, how is it that we are commanded to be filled with the Holy iritF

How can we ractically e:erience the Holy irit as we str"ggle to o3ercome sin in

o"r li3es and to ser3e God in a way that leases himF



Gebrehiwot 112

These are big iss"es, in many cases with a long history of debate regarding

the ministry of the Holy irit/ There is no sace here to ade9"ately treat the 3ariety

of 3iews on these iss"es, b"t rather this ortion of the thesis will foc"s on the ideas

in the +ew Testament describing the acti3ity of the irit and attemt to draw some

concl"sions regarding the s"eriority of the new co3enant o3er the old beca"se of

the "ni9"e ministry of the holy sirit in regeneration and the holiness ath/ The

disc"ssion abo"t the new co3enant will be fairly incomlete if the disc"ssion of the

Holy irit is left o"t/ !ith a toic as allencomassing as this, it is easier if we c"t

down on the amo"nt of labor in3ol3ed by choosing a artic"lar stress or asect of

the Holy irit?s wor- and selecting a assage from the crit"res that s"orts it/

The wea-ness of this aroach is that it distorts the broad emhasis of the crit"res

and goes against the intention of this thesis/ The intention of this thesis is to

roerly demarcate the new co3enant from the obsolete one and how s"erior it is/

!e sho"ld allow the %ible sea- for itself and allow it to characteriBe the content of

o"r doctrine and also the emhasis of o"r teaching/ %ased on this, we will begin with

a analysis of what the whole of the +ew Testament has to say abo"t the Holy irit/

All"sions to the !or- of the irit in the +ew Testament

@?The term irit =ne"ma in Gree-> occ"rs three h"ndred eighty one times in

the new testament n aro:imately one h"ndred twenty cases the reference is to

an e3il sirit or to the h"man sirit/ =n some cases it is hard to tell if the reference is

to the h"man sirit or to the Holy irit/ The Hebrew term for irit is @? ruach## which



Gebrehiwot 113

also means breath and occ"rs commonly with that meaning in the (ld Testament/ @?

=&a"w 77> Howe3er there are many sit"ations where the conte:t oints to that the

Holy irit is in 3iew/ Ieferences to the irit in the (ld Testament will be dealt with

whene3er aroriate thro"gho"t the thesis/

nitial o"ring of the Holy irit

@?There are references in the holy %ible regarding the Holy irit?s coming on

*hrist, and there are those that refer to the initial o"to"ring of the irit at

Pentecost or related s"bse9"ent o"to"rings on the amaritans, a"l, and the

Gentiles/ The 3erb most commonly associated with the irit in this conte:t is

batism/ (ther referent 3erbs "sed incl"de accet =recei3e> and fall "on/ n most

cases there is a clear se9"ence of e3ents/ n all cases the indi3id"als were already

belie3ers/?? =8ichoge 102> The disc"ssion of se9"ence is 3ery imortant when we

mention the Holy irit/ Th"s it will be ta-en " later in this thesis/



Gebrehiwot 114

The ministry of the Holy irit is closely related to defense of o"r faith/ The

Holy irit is referred as the sirit of boldness =Acts 4>/ Another imortant ministry

of the Holy irit is the re3elation or the recetion of the tr"th of God/ &ogically

sea-ing, these oint to the assing of tr"th to the Aostles in the aostolic ministry,

or bringing to remembrance what ;es"s has tho"gh his disciles =;ohn 12#25> b"t

more than that there is also the significant idea of the need for the irit in the

recetion of tr"th, as elaborated in first *orinthians chater 2/ !hat ;es"s has

bro"ght with him is called the tr"th, which sole tr"th can only be made correctly

-nown to man -ind thro"gh the re3elation of the sirit/

There is also a significant ortion that tal-s abo"t ecific Gifts of the Holy

irit =mostly s"ernat"ral>/ This is a common theme in the boo- of acts and in

Pa"line eistles/ The gift that most redominates is the gift of rohecy/ There are a

n"mber of instances in the Acts of the Aostles and the boo- of Ie3elation together

with instr"ctions for the "sage and testing in the 'istles =esecially the eistle to

the *orinthians>/ n a n"mber of cases the Holy irit is associated with a list of gifts/

(ccasionally, there is a general reference to signs and wonders/

There are a

considerable n"mber of references to sea-ing in tong"es, many of them are fo"nd

in Pa"line cor"s, namely, first *orinthians, 121 where Pa"l has elaborated on the

benefit of "se and the criticism of mis"se of this gift by the *orinthian ch"rch/



Gebrehiwot 116

the old co3enant Mechanics and eole easily fail/ !e ha3e to "nloc- the secret

behind di3ine initiated and enabled holiness/ A born a gain belie3er affirmati3ely

shows Godly 3irt"es in his *hristian wal-/ Holiness and all forms of blessings,

according to the bible words, are the fr"its of the sirit/ !ords that ill"strate the

blessings of the irit incl"de oy, lo3e, eace, liberty, comm"nion and "nity/

Additionally the following the list of fr"its of the Holy irit is to be noted in

Galatians #222$, lo3e, oy, eace, longs"ffering, -indness, goodness, faithf"lness,

gentleness, selfcontrol. The Holy irit also assists belie3ers with their rayer life/

The limiting factor that deters the rocess in the e:ercising of the fr"its of the irit

is described as the desire of the flesh that wars against o"r sirit =Iom 4116 Gal

#1551> we sho"ld "nderstand this and oen the room for the holy sirit by

reser3ing against temtations and tr"sting the strength of God in "s that can

ro3ide the ower to defeat indwelling sin where the law has failed to materialiBe/

As to the filling by the sirit belie3ers are described as being filled with the

Holy irit witho"t any sign being connected =no 3isible manifestation is ercei3ed>/

The se3en men chosen in Acts chater 5 were described as f"ll of the Holy irit,

chiefly tehen who is described twice as s"ch/ Another belie3er, %arnabas was f"ll

of the Holy irit and of faith =Acts 112> and the 'hesian belie3ers were

enco"raged to be filled with the irit =#14>/ Peter told "s that when we are

ersec"ted, the irit of glory and of God rests on yo" =1>/



Gebrehiwot 117

(ne might as- what was the stat"s of the (ld Testament man regarding the

Holy irit, in the s"bse9"ent oints will try to elaborate on this/ n The (ld

Testament, the instit"tion of circ"mcision has a h"ge significance/ The old co3enant

belie3ers did not ha3e to g"ess what circ"mcision symboliBed beca"se God, thro"gh

his rohets told them many times/ )or instance, in 'Be-iel $525, God said to them

@? will gi3e yo" a new heart and "t a new sirit in yo" will remo3e from yo" yo"r

heart of stone and gi3e yo" a heart of flesh/ He went on to e:lain in 3/ 26 will "t

my irit within yo" and ca"se yo" to wal- in my stat"tes, and yo" will -ee my

"dgments and do them/??

o 'Be-iel associated the circ"mcised heart to ha3ing the irit within "s/ God

"t his irit within "s/ This idea of a s"bmissi3e, regenerated heart is clearer when

we loo- at Iomans 22#/ Pa"l e:lained @?for circ"mcision is indeed rofitable if yo"

-ee the law b"t if yo" are a brea-er of the law, yo"r circ"mcision has become

"ncirc"mcision/??

The lin- between becoming an obedient belie3er and the wor- of the Holy irit is

el"cidated f"rther in the ne:t few 3erses

Pa"l went on in 3/ 26 @?and will not the hysically "ncirc"mcised, if he f"lfills

the law, "dge yo" who, e3en with yo"r written code and circ"mcision, are a

transgressor of the lawF And here is the clima: in 33/ 2427 )or he is not a ;ew who

is one o"twardly, nor is circ"mcision that which is o"tward in the flesh b"t he is a



Gebrehiwot 118

;ew who is one inwardly and circ"mcision is that of the heart, in the irit, not in

the letter whose raise is not from men b"t from God/??

!e can "nderstand that the elements of regeneration were fo"nd in (ld

Testament saints b"t their f"ll realiBation is shown in *hrist/ As can be ointed o"t,

the tyical attern of the wor- of the irit in ind"cing reentance is fo"nd in Psalm

#1/ )or those who "nderstood the significance of the ordinances al3ation has ne3er

been by the -eeing of law, b"t always by grace thro"gh faith/ This tye faith has

always been a gift of God ='h 24> and accomanied by reentance/ The men of

faith in the (ld Testament were celebrated not for their law -eeing rather for their

"tter tr"st on the holy God/ The great atriarch Abraham is called the father of

nations not beca"se of his wor-s b"t beca"se of the faith he demonstrated/

There is a 3isible connection between the irit of God and the word of God/

The first mention of the irit =ruach> in the (ld Testament is in the boo- of Genesis

12 and @?the irit of God was ho3ering o3er the face of the waters/?? As the di3ine

word was "ttered, the irit ca"sed it to materialiBe/ n the same manner, with the

new creation the word of God is heard or remembered by an "nbelie3er, and as it

enetrates the mind, at the instant of regeneration, the holy irit gi3es it ower to

change the heart and ind"ces a resonse/

ince faith comes thro"gh -nowledge, it nat"rally emerges in relationshi to

the teaching of the gosel fo"nd in crit"re/ The Iegeneration of man and the faith

to which it gi3es birth are seen as ta-ing lace by di3ine so3ereignty, b"t within the



Gebrehiwot 119

medi"m of the Preaching of the word and the witness of the eole of God/ =Iom

1011#>/ Their acti3ity in regeneration does not interr"t the so3ereign acti3ity of

the irit/ !ord of God and the irit belong together/

@?This idea of the new co3enant is owerf"lly s"mmariBed in *hrist?s words t is the

irit who gi3es life the flesh rofits nothing/ The words that sea- to yo" are

sirit, and they are life =;ohn 55$>/??

@?Then will gi3e them one heart, and will "t a new sirit within them, and ta-e

the stony heart o"t of their flesh, and gi3e them a heart of flesh?? 'Be- 1117/

@?And will o"r on the ho"se of Da3id and on the inhabitants of ;er"salem the irit

of grace and s"lication then they will loo- on me whom they ha3e ierced they

will mo"rn for Him as one mo"rns for his only son, and grie3e for Him as one grie3es

for a firstborn @?Zech 1210/

According to the abo3e assages, it is clear that beca"se of the massi3e scale

of the o"to"ring of sal3ation there wo"ld no longer be a small remnant sa3ed/ The

Gentiles wo"ld be incl"ded/ There wo"ld be a new =sirit"al> nation of srael in

which e3ery single erson wo"ld be regenerate, ="st as all of the old co3enant

eole =the hysical srael> were circ"mcised>/

'3ery belie3er wo"ld be indwelt by the irit ='Be- $526> s"ch that they

co"ld be led by him, and ma-e indeendent "dgments abo"t tr"th, and not be

reliant on a riesthood to interret the crit"res =;eremiah $1$$$>/



Gebrehiwot 121

As to +ew &ife in the irit there is an imlied connection in the +ew

Testament between the new creation and the irit/ Additionally, there is a close

connection between *hrist?s res"rrection and o"r new life, and *hrist is raised from

the dead by the ower of the irit/ n 'hesians 11720 Pa"l said @?and what is the

e:ceeding greatness of his ower toward "s who belie3e, according to the wor-ing of

his mighty ower which he wor-ed in *hrist when he raised him from the dead and

seated him at his right hand in the hea3enly laces/?? ince ower almost always

oints to the irit in the new testament/, The aostle Pa"l is saying that the same

ower of the holy irit that raised ;es"s from the dead is a3ailable in o"r li3es and

has made "s ali3e together with *hrist =by grace yo" ha3e been sa3ed>, and raised "s

" together, and made "s sit together in the hea3enly laces in *hrist ;es"s ='h 2#

5>/

The same correlation is made in *olossians 2121$ @?b"ried with him in

batism, in which yo" also were raised with him thro"gh faith in the wor-ing of God,

who raised him from the dead/ And yo", being dead in yo"r tresasses and the

"ncirc"mcision of yo"r flesh, he has made ali3e together with him, ha3ing forgi3en

yo" all tresasses/??

Pa"l made the alication a few 3erses later, @?f then yo" are raised with *hrist, see-

those things which are abo3e, where *hrist is, sitting at the right hand of God =*ol

$1>/??



Gebrehiwot 123

who comforts and leads "s/ Th"s it is wise to stri-e a balanced between these 3iews

for both 3iews are not correct/

The two feat"res of the Holy irit?s wor-, as the one who dwells in "s and as new

creator, are "s"ally distinct in the +ew Testament/ Iomans 54 are artic"larly

3al"able beca"se it is one of the few laces where they are e:licitly related

together/

To s"m " Pa"l?s disc"ssion of the Holy irit in the boo- of Iomans, "nion

with *hrist in his death and res"rrection is the erfect basis for o"r new life/

@?Therefore if we were b"ried with Him thro"gh batism into death, that "st as

*hrist was raised from the dead by the glory of the )ather, e3en so we also sho"ld

wal- in newness of life?? =Iom 5>/ ("r sharing in *hrist?s death has dissol3ed the

ower of sin in o"r li3es/ ("r sharing in his res"rrection has transorted "s into a

new -ind of e:istence the new man who li3es in the realm of the irit/

The boo- of Iomans 47 told "s that in the new co3enant the irit indwells

all belie3ers/ @? yo" are not in the flesh b"t in the irit, if indeed the irit of God

dwells in yo"/ +ow if anyone does not ha3e the irit of *hrist, he is not his/ His

indwelling will res"lt in ower for o"r res"rrection, %"t if the irit of him who

raised ;es"s from the dead dwells in yo", he who raised *hrist from the dead will

also gi3e life to yo"r mortal bodies thro"gh his irit who dwells in yo" =3/11>, and

ower for the battle against sin, )or if yo" li3e according to the flesh yo" will die b"t

if by the irit yo" "t to death the deeds of the body, yo" will li3e =3/1$>/ This



Gebrehiwot 126

Acts #$2 @?And we are his witnesses to these things, and so also is the Holy irit

whom God has gi3en to those who obey him/Q

Acts 172 @? he said to them, did yo" recei3e the Holy irit when you believed(##

Gal $1 @?that we might recei3e the romise of the irit through faith/??

Gal $2 @?Did yo" recei3e the irit by the wor-s of the law, or by the hearing of

faith(##

Gal 5 @?and because you are sons, God has sent forth the irit of his on into yo"r

hearts, crying o"t, Abba, )ather<??

'h 11$ @?in him yo" also tr"sted, after yo" heard the word of tr"th, the gosel of

yo"r sal3ation in whom also$ having believed$ yo" were sealed with the Holy irit

of romise/??

How can this be oosed with the testimony of the crit"res that man

witho"t the irit is sirit"ally dead/ @?t is the irit who gi3es life the flesh rofits

nothing/ The words that sea- to yo" are sirit, and they are life?? ;ohn 55$/ )aith

and reentance are the wor- of the irit, so how can they be conditional for the

gi3ing of the iritF

t can be "nderstood that the answer is fo"nd in the "nderstanding of the

need to searate the +ew *reator himself from his creati3e wor-/ God?s act of

regenerating "s is not the same as his gift of indwelling/ do not thin- it sho"ld be/



Gebrehiwot 127

ndwelling, in the conte:t so-en of by ;es"s =;ohn 6$7 11#25 1#25 1561,

also Gal $1 2 *or $54> has not occ"rred "ntil the day of Pentecost, b"t many

were born again into life before that time/

;"st as o"r regeneration is logically sho"ld come after o"r faith, and by

defa"lt , we can concl"de that it is imossible to find a regenerate erson who does

not ha3e faith, in the similar way faith and reentance are logically come before the

gift of the indwelling irit/ ince the gift of the Holy irit follows instantly from

faith and reentance, all tr"e belie3ers in *hrist ha3e this indwelling/

Iegarding the irit of the risen *hrist, (ld co3enant eole co"ld not be

indwelt by the Holy irit in the same way as after Pentecost/ Moreo3er we now

e:erience him as the irit of him who raised ;es"s from the dead Iom 411/ The

tri"mh that ;es"s *hrist won on the cross has made a drastic change in o"r

e:erience of the Holy irit/ The ower of his res"rrection is now accessible to "s/

The cr"cial 3ictory has been won by ;es"s *hrist/

The Holy irit led ;es"s on the redetermined ath he was to follow/ This

ath led him into disagreement, ersec"tion and cr"cifi:ion/ Altho"gh what

haened with ;es"s are e9"ally there in the athway in which the irit leads "s,

there is also the new dimension of oy and 3ictory which ;es"s *hrist only

anticiated/ Pa"l rayed that



Gebrehiwot 128

@?the eyes of yo"r "nderstanding being enlightened that yo" may -now what is the

hoe of his calling, what are the riches of the glory of his inheritance in the saints,

and what is the e:ceeding greatness of his ower toward "s who belie3e, according

to the wor-ing of his mighty ower which he wor-ed in *hrist when he raised him

from the dead and seated Him at his right hand in the hea3enly laces/ @? ='h 114

20>

Ieeated time and again in the +ew Testament is the statement that the

Holy irit is a gift of God/ The infl"ence of this ict"re can be lost on "s thro"gh

familiarity/ t is roer to ta-e some time to contemlate what this means/ He is

gi3en as a gift of lo3e,?? the lo3e of God has been o"red o"t in o"r hearts by the

Holy irit who was gi3en to "s @?Iom ##/ !e can get foc"sed on the gifts of the

irit and forget that the greatest gift is the irit himself/

@?f we can as- the )ather for any gift we desire, anything whatsoe3er, b"t what

better resent can we ossibly as- for than for he himself to be o"r ossession/

!hat better gift than that the God sho"ld ass"me residence in o"r erson, and ma-e

his ower accessible to "s not only his ower, b"t also his cherished fellowshi/ This

indeed is a to-en of hea3en/ This is a Jt"rn of the fall where Adam and '3e were

cast o"t of e:ress fellowshi with God/ !e cannot detach o"r e:erience of the

Holy irit from ;es"s *hrist/ The Holy irit is the irit of the *hrist/ ("r fellowshi

is not "st with the Holy irit b"t with the whole Godhead 3ia the irit/?? N$7O/ As



Gebrehiwot 130

filled with the Holy irit/ The aostle Pa"l told the 'hesian belie3ers to contin"ally

be filled with the Holy irit =#14>/

The rominent aostles, Peter and Pa"l were both on circ"mstances deicted as

being filled with the Holy irit, after the initial batism of them in the Holy irit/

!e sho"ld only safely concl"de from the abo3e e:lanations that we need to desire

a contin"ed filling/ !hen sit"ations haen that "shes "s to cast o"rsel3es on the

holy God, we may well be gi3en a secial meas"re of God?s grace and ower/

The Gifts of the Holy irit in the new and old co3enants

The Gifts of the Holy irit in the (ld *o3enant

As was stated re3io"sly, there are se3eral references to men and women in

the (ld Testament who had recei3ed the gifts of the Holy irit/ These gifts were not

many and haened on rare occasions and were gi3en to those indi3id"als in a

"ni9"e lace of leadershi, or for a "ni9"e God initiated assignment/ Altho"gh in

many cases there are statements li-e The irit of the &ord God came "on, these

were not indwellings in the new co3enant "nderstanding, b"t were gifts for the

emowerment of the esecial chosen for ser3ice/ !hat might aear astonishing is

that in both the (ld and +ew *o3enants, "nbelie3ers were seen on circ"mstances be

gi3en gifts/ The most e3ident instances in the (ld Testament are %alaam and a"l,

the -ing/ n the +ew Testament ;"das scariot =considered not a belie3er, if he were

one, he wo"ld not ha3e betrayed his lord for money> might ha3e recei3ed gifts along



Gebrehiwot 133

*hrist told "s that when two or more are gathered together in his name, He will be

there in the midst of them =Matt 1420>/ Pa"l described that when an "nbelie3er

ercei3es the resence of God when belie3ers meet together to "se their sirit"al

gifts to minister to one another, then bowing on his face, he will worshi God and

described that God is tr"ly among yo" =1 *or 12#>/

The sirit"al gifts were meant to be for the edification of the body of the

*hrist/ That is why Pa"l so-e so owerf"lly against the rec-less "se of gifts s"ch as

sea-ing in tong"es at the *orinthian ch"rch/ The way indi3id"al belie3ers are called

the temle of the holy God, so is the whole comm"nity that belie3e in ;es"s *hrist/

@?n whom the whole b"ilding, being oined together, grows into a holy temle in the

&ord, in whom yo" also are being b"ilt together for a dwelling lace of God in the

irit ='h 22122>??/ @?As the aostle Pa"l shifted to the fig"re of seech of the body,

he el"cidated that growth occ"rs when e3ery member does its art/

"mmary of imortant oints

As elaborately described, the ministry of the Holy irit lays a i3otal role in

the new co3enant life/ t is hard to en3isage the new co3enant life aart from the

ministry of the Holy irit/ Theologians from di3erse gro"s ha3e 3aried 3iews

regarding the Holy irit?s role in the belie3er?s life/ The a"thor of this thesis belie3es

that the Holy irit sho"ld be gi3en its d"e scrit"ral lace in the belie3ers? wal- of

life/ %"t at the same time the two e:tremes ha3e to be a3oided/ (ne of the e:tremes

is belie3ing that the ministry of the Holy irit has ceased and the other is being



Gebrehiwot 135

yo" ha3e done e3erything, to stand/ 3/1 tand firm then, with the

belt of tr"th b"c-led aro"nd yo"r waist, with the breastlate of

righteo"sness in lace 3/1

and with yo"r feet fitted with the readiness that comes from the

gosel of eace/ 3/15 n addition to all this, ta-e " the shield of

faith, with which yo" can e:ting"ish all the flaming arrows of the

e3il one/ 3/16 Ta-e the helmet of sal3ation and the sword of the

irit, which is the word of God/ 3/ And ray in the irit on all

occasions with all -inds of rayers and re9"ests/ !ith this in mind,

be alert and always -ee on raying for all the saints/

The iritfilled life rises or falls at home, wor-, school, and ch"rch based on the

*hristians desire to be controlled by the irit/ t is ne3er a matter of getting more of

God, the Holy irit/ The *hristian is batiBed by the irit at the moment of

sal3ation/ Henceforth, it is a matter of the *hristian gi3ing all of himself to the

leading and control, or filling of the irit/ atan is determined to ers"ade the

belie3er not to be filled with the irit/ %y adorning himself with the armor of God,

the *hristian is s"ernat"rally e9"ied by the Holy irit to withstand atans

schemes intended to ca"se the sirit"al demise of the belie3er/

The redeemed will li3e committed to *hrist, when God, the Holy irit is ermitted

to e:ercise a"thoritati3e sway "on the *hristian, by lacing on the belie3er the f"ll



Gebrehiwot 136

armor of God/ atan is acti3ely oosed to any *hristian being iritfilled/

The %ible is to be the *hristians only so"rce for "nderstanding atan and his wic-ed

de3ices against the iritfilled life/ !hen *hristians 3ent"re o"tside the %ibles

teaching ertaining to atan, they enter into a realm of false theory and erroneo"s

information abo"t atan and his cle3er lans/ ("tside the crit"res, many eole

ha3e swer3ed into the error of denying the e:istence of atan and his deceti3e

"roses/ The iritfilled belie3er m"st a3oid two e:tremes ertaining to atan,

and m"st aroriate one acc"rate resonse/

The first e:treme is the tendency to ignore or deny the e:istence and schemes of this

e3il ad3ersary called atan, and treat the %ibles teachings abo"t atan and his

-ingdom as myth/

The second e:treme to be a3oided is a fearf"l and dreadf"l reocc"ation with atan

to the e:tent that he becomes the central foc"s of the *hristian/ This e:treme

dislaces the &ord ;es"s *hrist as the centeriece of the belie3ers tho"ghts, desires,

beha3ior and lo3e/

The biblical and acc"rate way to rioritiBe atan is to "nderstand that he is real, that

he e:ists with strategy and hatred toward eole, b"t that he is a defeated foe,

cr"shed by the death and res"rrection of the &ord ;es"s *hrist/ %"t the redeemed



Gebrehiwot 138

enthroned on the mo"nt of assembly, on the "tmost heights of

the sacred mo"ntain/ sa/ 3/1 will ascend abo3e the tos of the

clo"ds will ma-e myself li-e the Most High/Q sa/ 3/1# %"t yo"

are bro"ght down to the gra3e, to the deths of the it/

Th"s, atan is now the ad3ersary of all eole and esecially see-s to thwart the

*hristian from li3ing the iritfilled life/ atan is the constant "nseen enemy of all

belie3ers/

atan is also the acc"ser of the redeemed/ The Holy irit seals the redeemed

in life eternal and the ab"ndant life in *hrist/ atan desires to "ndo the confidence

of the belie3ers tr"st in the %ible, as this wo"ld e3ent"ally lead the *hristian to

do"bt the ower of the irit to fill ones life and to -ee eternal life sec"re/ atan

wants the *hristian to condemn himself, altho"gh God has lifted His condemnation

thro"gh *hrist ;es"s/ atan acc"ses *hristians of sin that God has already forgi3en, as

stated in Ie3elation 12 Q3/ 10 Then heard a lo"d 3oice in hea3en say Q+ow ha3e

come the sal3ation and the ower and the -ingdom of o"r God, and the a"thority of

his *hrist/ )or the acc"ser of o"r brothers, who acc"ses them before o"r God day

and night, has been h"rled down/Q atan will condemn the holiest of tho"ghts and

beha3ior, as indicated in Zech/$ Q3/1 Then he showed me ;osh"a the high riest

standing before the angel of the &(ID, and atan standing at his right side to acc"se

him/Q



Gebrehiwot 140

%ible, as stated in 2 *or/ 11 Q3/1 and no wonder, for atan himself co3er" as an

angel of light/ C/1# t is not s"rrising, then, if his ser3ants show themsel3es as

ser3ants of righteo"sness/ Their end will be what their actions deser3e/

The *hristian m"st e3er ossess a %ible -nowledge mindset/ The iritfilled

life sees and discerns tr"th from falsehood/ The Holy irit will only lead in a

manner that is in harmony with crit"re in His filling of the belie3er/ Th"s, the

*hristian m"st be e3er diligent in being iritcontrolled so as to a3oid leading his

family wrongly, and to safeg"ard his ch"rch relationshis, so that he, his family, and

his ch"rch are not led astray by atan/ The belie3ing h"sband and father are

obligated to "rs"e the iritfilled life so his family and ch"rch may stay on Gods

biblical ath/

atan is no match for the ower of God, the Holy irit, b"t in e3ery way

imaginable atan wants the *hristian to be mo3ed towards entertaining beliefs that

are o"t of alignment with Gods tr"th/ Th"s, atan is the decei3er, as described in

Ie3/ 20 Q3/10 and the de3il, who decei3ed them, was thrown into the la-e of

b"rning s"lf"r, where the beast and the false rohet had been thrown/ They will be

tormented day and night for e3er and e3er/Q

atan is the Qtemter/Q The iritfilled belie3er is enabled by Gods wisdom

to ascertain atans temting him to sin/ The *hristian who is not controlled by the

irit becomes ignorant to the temting strategy of atan, which is to steadfastly



Gebrehiwot 145

and the local ch"rch will e:erience s"ccess in standing against atans attac-s as

the irit is ermitted to fill the belie3er with His infl"ence and a"thority/ This

standing oosed to atan is of s"ch imortance Pa"l is led of God to emhasiBe the

*hristians need to stand again, as con3eyed in 'h/ 5 Q3/1$ therefore "t on the f"ll

armor of God, so that when the day of e3il comes, yo" may be able to stand yo"r

gro"nd, and after yo" ha3e done e3erything, to stand/Q

The ro3ision of Gods armor is a grace, gi3en to the follower of *hrist for iritfilled

li3ing/ The relationshi between 'hesians 511 and 3erse 1$ is cr"cial to

"nderstand/ 'h/ 5 Q3/11 P"t on the f"ll armor of God so that yo" can ta-e yo"r

stand against the de3ils schemes,Q and )v.-* Therefore "t on the f"ll armor of

God, so that when the day of e3il comes, yo" may be able to stand yo"r gro"nd, and

after yo" ha3e done e3erything, to stand/Q Q3/4 %"t since we belong to the day, let

"s be selfcontrolled, "tting on faith and lo3e as a breastlate, and the hoe of

sal3ation as a helmet/Q The idea is that the *hristian will choose to Qbe clothedQ

from head to foot/ The iritfilled belie3er is contin"ally aware of his need to Q"t

onQ or to clothe himself in the f"ll armor of God, intentionally adorning his irit

filled life with all the ieces of armor, both defensi3e and offensi3e/

The aostle Pa"l may ha3e drawn his descrition from the soldier he was chained to

in his ho"se arrest, tho"gh it is not altogether certain that s"ch a c"stodian wo"ld

ha3e been in f"ll battle dress/

*ertainly Pa"l had obser3ed Ioman soldiers in f"ll attire/ Perhas he had e3en



Gebrehiwot 146

3iewed the soldiers caref"lly "tting on each iece of e9"iment/ The f"rnishings

made a3ailable for the belie3er in *hrist are gi3en of God for s"ccess in the str"ggle/

'hesians 512 reminds *hristians on the conflict at hand, Q)or o"r str"ggle is not

against flesh and blood, b"t against the r"lers, against the a"thorities, against the

owers of this dar- world and against the sirit"al forces of e3il in the hea3enly

realms/Q

%eca"se the warfare in which *hristians are engaged is on a scale described in 3/ 12,

the command to ta-e ad3antage of the anoly God has ro3ided in 3/ 11 is

reeated in 3/ 1$, QTherefore "t on the f"ll armor of God, so that when the day of

e3il comes, yo" may be able to stand yo"r gro"nd, and after yo" ha3e done

e3erything, to stand/Q

!hen the battle is at its fiercest, the soldiers of *hrist will still be able to hold their

line e3en against the most determined attac-/ !hen 3/ 1$ refers to lithe day of e3il it

is neither a artic"lar "nct"re, li-e aroaching death, nor the last great satanic

o"tbrea- at the end of the age, nor the whole of the resent age/ t is when things

are at their worst beca"se of the de3ils schemes/ A s"reme indicator that a

belie3er in *hrist is controlled or filled by God, the Holy irit, is his determination

to aroriate the articles of armor ro3ided by God/

The Articles of Armor

God, the Holy irit, emowers belie3ers to "t on the armor of God/



Gebrehiwot 148

tr"th b"c-led aro"nd, yo"r waist, with the breastlate of righteo"sness in lace/Q

n saiah 11# the Messiah is deicted as wearing the belt of righteo"sness aro"nd

his waist and faithf"lness as the sash aro"nd his body/ Here tr"th is said to be the

soldiers belt/ t is to be interreted obecti3ely as the tr"th of the gosel ='h 11$

1#>, or is it what the salmist describes as tr"th in the inward being =Ps #15 IC>

something of both elements may be combined, if we regard it as the tr"th that is in

;es"s ='h 21> and Qfr"it of the lightQ =#7>/ %eca"se the *hristian has acceted the

tr"th of re3elation and is now indwelt by the risen &ord, who is himself the tr"th, his

life has tr"th as its basis and he dislays the consistency of character that srings

from it/

%eca"se God, the Holy irit, is referred to as the Qirit of tr"thQ by *hrist in the

gosel of ;ohn 15 Q3/1$ %"t when he, the irit of tr"th, comes, he will g"ide yo"

into all tr"th/ He will not sea- on his own he will sea- only what he hears, and he

will tell yo" what is yet to come,Q the *hristian may ass"me the belt of tr"th and

God, the Holy irit, are in harmony in generating God bestowed tr"th in the life of

the belie3er/

The %reastlate of Iighteo"sness

'h/ 5 )v.- tand firm then, with the belt of tr"th b"c-led aro"nd yo"r waist, with

the breastlate of righteo"sness in lace/Q %eca"se of the relationshi between

li3ing a holy life and sanctification thro"gh God, the Holy irit, the *hristian m"st



Gebrehiwot 149

3iew the breastlate of righteo"sness being affi:ed in lace as s"bstantiating that

the belie3er is being filled with the Holy irit/ This character and lifestyle of holiness

will ermeate the iritfilled belie3er both in his family, local ch"rch, school, and

wor-lace/

;"st as the soldiers breastlate was 3ery noticeable, li-ewise a holy life stands o"t as

bright and "re light against the bac-dro of this dar- world/

hoes of the Gosel of Peace

The idea also incl"des that God, the Holy irit, seals the belie3er into sec"rity of

sal3ation as ro3ided in 'h/1 Q3/1$ And yo" also were incl"ded in *hrist when yo"

heard the word of tr"th, the gosel of yo"r sal3ation/ Ha3ing belie3ed, yo" were

mar-ed in him with a seal, the romised Holy irit, 3/1, who is a deosit,

g"aranteeing o"r inheritance "ntil the redemtion of those who are Gods

ossession to the raise of his glory/ This ro3ides s"re footing of h"mble

confidence in o"r relationshi of sal3ation in *hrist ;es"s/

This ass"rance of sal3ation sealed, by the Holy irit, ro3ides the iritfilled

*hristian with the co"rage to remain a faithf"l soldier for the ca"se of *hrist, as he is

ass"red in crit"re, that, Qnothing shall be able to searate "s from the lo3e of God

in *hrist ;es"s o"r &ordQ =Iomans 4$7>/



Gebrehiwot 150

The hield of )aith

t is God, the Holy irit, who imarts faith, and the *hristian who is iritfilled will

e:erience increased faith/ Th"s, e:ercising faith as a follower of *hrist increases the

*hristians ability to be a doer of the !ordQ as commanded in ;ames 1 /.00 do not

merely listen to the word, and so decei3e yo"rsel3es/ Do what it says/Q )aith is li-e a

m"scle, it grows with e:ercise in obedience to the !ord of God/

The belie3er who is iritcontrolled will ha3e the wondro"s benefit of being

enabled by the Holy irit to withstand the assa"lts of the de3il/ !hen the

*hristians faith is in harmony with crit"re then his faith is acc"rate/ This -ind of

gen"ine faith in *hrist, and tr"st in crit"re, combined with obedience to God,

demonstrates the follower of *hrist is )led by the iritQ or is filled with the irit/ A

growing faith is a manifestation that the belie3er is iritfilled/

n both the (ld and +ew Testament there are descritions of eole being filled with

the irit/ At times, this was a secial anointing for secific tas-s s"ch as in ':od/ $1

3/1 Then the &(ID said to Moses, 3/2 1ee$ ha3e chosen %eBalel son of

Jri, the son of H"r, of the tribe of ;"dah, 3/$ and ha3e filled him with

the irit of God, with s-ill, ability and -nowledge in all -inds of crafts

3/ to ma-e artistic designs for wor- in gold, sil3er and bronBe, 3/# to

c"t and set stones, to wor- in wood, and to engage in all -inds of



Gebrehiwot 151

craftsmanshi/Q

The irit secially anointed the se3enty elders who wo"ld assist Moses in carrying

the b"rden of the eole, as described in +"m/ 11

3/15 The &(ID said to Moses %ring me se3enty of sraels elders

/ who are -nown to yo" as leaders and officials among the eole/

Ha3e them come to the Tent of Meeting, that they may stand there

with yo"/ 3/16 will come down and sea- with yo" there, and will

ta-e of the irit that is on yo" and "t the irit on them/ They will

hel yo" carry the b"rden of the eole so that yo" will not ha3e to

carry it alone/Q

God the Holy irit seems to ha3e imarted strong and co"rageo"s faith into the

heart of these secific eole God chose for His secial ser3ice/ This is also e3idenced

in ;"dg/ $

3/6 The sraelites did e3il in the eyes of the &(ID they forgot the

&(ID their God and ser3ed the %aals and the Asherahs/ C/ The anger

of the &(ID b"rned against srael so that he sold them into the hands

of *"shanrishathaim -ing of Aram +aharaim, to whom the sraelites

were s"bect for eight years/ 3/7 %"t when they cried o"t to the &(ID,

he raised " for them a deli3erer, (thniel son of 8enaB, *alebs



Gebrehiwot 152

yo"nger brother, who sa3ed them/ 3/l( The irit of the &(ID came

"on him, so that he became sraels "dge and went to war/ The &(ID

ga3e *"shanrishathaim -ing of Aram into the hands of (thniel, who

o3erowered him/ 3/11 o the land had eace for forty years, "ntil

(thniel son of 8enaB died/

An ingredient imarted to these chosen ones of God in the (ld Testament was faith,

tr"st, and deendence on the &ord God of srael/ Altho"gh they did not ha3e an

"nderstanding of the &ord ;es"s *hrist, they had a faith in God that did contain the

same element of tr"st and obedience li-ened "nto a faith in *hrist/ n a sense, they

too held " their shield of faith gi3en them by the Holy irit/ Gideon was granted

faith in God, a growing faith, which God "sed to bring 3ictory to the sraelites/ The

crit"res teach that the irit of the &ord came "on Gideon and this mar-ed the

beginning of increasing tr"st and faith in God, as related in ;"dg/5

3/$$ +ow all the Midianites, Amale-ites and other eastern eoles

oined forces and crossed o3er the ;ordan and camed in the Calley of

;eBreel/ 3/$ Then the irit of the &(ID came "on Gideon, and he

blew a tr"met, s"mmoning the AbieBrites to follow him/

amson is an (ld Testament e:amle of fl"ct"ating faith, as he was often wea- and

ga3e in to his emotional im"lses, secifically toward Deliah/ Howe3er, the irit of

the &ord came "on Him and ro3ided strength and faith, as con3eyed in ;"dg/ 1



Gebrehiwot 153

3/# amson went down to Timnah together with his father and

mother/ As they aroached the 3ineyards of Timnah, s"ddenly a

yo"ng lion came roaring toward him/ 3/5 The irit of the &(ID came

"on him in ower so that he tore the lion aart with his bare hands

as he might ha3e tom a yo"ng goat/ %"t he told neither his father nor

his mother what he had done/

The irit of the &ord also ro3ided to amson the might to defeat enemies of srael,

as told in ;"dg/ 1

3/17 Then the irit of the &(ID came "on him in ower/ He went

down to Ash-elon, str"c- down thirty of their men, stried them of

their belongings and ga3e their clothes to those who had e:lained

the riddle/ %"rning with anger, he went " to his fathers ho"se/

The tr"th that the &ord God/ Almighty selected amson for His ser3ice while -nowing

that amson was 3ery s"scetible to not being faithf"l, demonstrates that God is

always in control and emloys wea- 3essels to do his will/ Howe3er, obedience to

the &ord increases faith and tr"st toward His erfect ways/ amson chose not to

obey/ n the (ld Testament disobedience co"ld lead to a deart"re of the anointing

of secial faith gi3en by the irit/ This was the case with amson when he

comromised himself with Deliah by sharing with her the so"rce of his strength/ He

raised loyalty to Deliah abo3e his

commitment and faith toward God/ The dearting of the &ord from amson was



Gebrehiwot 154

act"ally the Holy irit e:iting amson beca"se of his disobedience to God/

The f"rther e3idence in the (ld Testament is that the irit lea3ing someone was

"s"ally beca"se of a attern of habit"al disobedience in that erson toward God/

8ing a"l had great faith in God d"ring some of the years of his being 8ing, and that

was beca"se of ha3ing the irit come "on him/

The %ible tells of this anointing in 1am/ 10

3/1 Then am"el too- a flas- of oil and o"red it on a"ls head and

-issed him, saying, ;Has not the &(ID anointed yo" leader o3er his

inheritanceF 3/2 !hen yo" lea3e me today, yo" will meet two men

near Iache1s tomb, at ZelBah on the border of %enamin/ They will

say to yo", The don-eys yo" set o"t to loo- for ha3e been fo"nd/

And now yo"r father has stoed thin-ing abo"t them and is

worried abo"t yo"/ He is as-ing, Q!hat shall do abo"t my sonFQ

3/$ Then yo" will go on from there "ntil yo" reach the great tree of

Tabor/ Three men going " to God at %ethel will meet yo" there/

(ne will be carrying three yo"ng goats, another three loa3es of

bread, and another a s-in of wine/ 3/ They will greet yo" and offer

yo" two loa3es of bread, which yo" will accet from them/ 3/# After

that yo" will go to Gibeah of God, where there is a Philistine

o"tost/ As yo" aroach the town, yo" will meet a rocession of



Gebrehiwot 155

rohets coming down from the high lace with lyres, tambo"rines,

fl"tes and hars being layed before them, and they will be

rohesying/ 3/5 The irit of the &(ID will come "on yo" in

ower, and yo" will rohesy with them and yo" will be changed

into a different erson/ 3/6 (nce these signs are f"lfilled, do

whate3er yo"r hand finds to do, for God is with yo"/

a"l was gi3en faith toward God by the Holy irit/ Let, a"l chose a ath of

habit"ally ignoring Gods words of instr"ction thro"gh the rohet am"el,

s"bstantiated by his "nlawf"l sacrifice in 1 am"el 1$111, his rash oath in 1/2

his saring of Agag and li3estoc-, and Gods s"bse9"ent reection of him as -ing in

chater 1# and secially 3/25 which states, Q%"t am"el said to him, will not go

bac- with yo"/ Lo" ha3e reected the word of the &(ID, and the &('D has reected

yo" as -ing o3er srael<??

The rogression of a"ls fall from God is shown by the irit of, God lea3ing him in

1am/ 15 Q3/1 +ow the irit of the &(ID had dearted from a"l, and an e3il

sirit from the &(ID tormented him/Q a"l, witho"t the Holy irit, went so far as to

cons"lt a medi"m, th"s indicating his contin"ance in arting from the ways of the

&ord/ God chose to shorten a"ls life san as e:lained in 1*hr/ 10 Q3/1$ a"l died

beca"se he was "nfaithf"l to the &(ID he did not -ee the word of the &(ID and

e3en cons"lted a medi"m for g"idance/Q



Gebrehiwot 156

The absence of the Holy irits control o3er a ersons life lea3es the indi3id"al

"nable to obey God, whereas, the abiding of the Holy irits control "on a man,

and that ersons s"rrendering to the irits leading, b"ilds great faith in God/ ;"st

as the irit came "on eole in the (ld Testament and ga3e faith as indicated in

the re3io"s crit"re references, God, the Holy irit, "ni9"ely and certainly

indwells e3ery erson who tr"sts the &ord ;es"s *hrist as a3ior and &ord/ This

indwelling is described in 'h/ 1Q3/1$ and yo" also were incl"ded in *hrist when

yo" heard the word of tr"th, the gosel of yo"r sal3ation/ Ha3ing belie3ed, yo"

were mar-ed in him with a seal, the romised Holy irit/Q

f the irit imarted faith in the (ld Testament, we can ass"me He gi3es

increasing faith to +ew Testament belie3ers in *hrist/ The aostles "nderstood this

when they felt the need for more faith to forgi3e those who sin against them, as

related in &"-e 16 Q3/$ o watch yo"rsel3es/ f yo"r brother sins, reb"-e him, and

if he reents, forgi3e him/ 3/ f he sins against yo" se3en times in a day, and se3en

times comes bac- to yo" and says, reent, forgi3e him/ 3/s The aostles said to

the &ord, ncrease o"r faith Th"s, the irit imarts sa3ing faith and the gift of

faith/ )aith to belie3e in *hrist ;es"s is gi3en by God, the Holy irit, and the

"ni9"e Qgift of faithQ is also the irits to gi3e/

This is collecti3ely indicated in ;ohn 5 Q3/5$ The irit gi3es life the flesh co"nts for



Gebrehiwot 157

nothing/ The words ha3e so-en to yo" are sirit and they are life and in 2Ths/ 2

Q3/1$ %"t we o"ght always to than- God for yo", brothers lo3ed by the &ord,

beca"se from the beginning God chose yo" to be sa3ed thro"gh the sanctifying wor-

of the irit and thro"gh belief in the tr"th/ 3 /1 He called yo" to this thro"gh o"r

gosel, that yo" might share in the glory of o"r &ord ;es"s *hrist, and in 1*or/ 12

/- There are different -inds of gifts, b"t the same irit/ 3/# There are

different -inds of ser3ice, b"t the same &ord/ 3/5 There are different

-inds of wor-ing, b"t the same God wor-s all of them in all men/ 3/6

+ow to each one the manifestation of the irit is gi3en for the

common good/ 3/4 To one there is gi3en thro"gh the irit the

message of wisdom, to another the message of -nowledge by means

of the same irit, 3/7 to another faith by the same irit, to another

gifts of healing by that one irit/

God, the Holy irit, imarts faith to the hearts of men/ A mar- of being indwelt by

the Holy irit is faith in *hrist, which leads to obeying God, which mar-s the

*hristian as being filled or controlled by the irit with a growing faith/ The

*hristian is de3eloing stronger tr"st or faith when he ta-es " the shield of faith, so

he might contin"e on in obedience, by not s"cc"mbing to atans attac-s/ This article

of Qfaith armorQ is the mighty shield of faith in 'h/ 5 Q3/15 n addition to all this,

ta-e " the shield of faith, with which yo" can e:ting"ish all the flaming arrows of

the e3il one/Q



Gebrehiwot 158

Th"s, to not be filled with the Holy irit is to not ha3e this article of armor in lace

for rotection from gi3ing in to sin/ Howe3er, this article of armor, when held in

lace, is indicati3e of being in the wonderf"l controlling gri of God, the Holy irit,

not only indwelt, b"t thri3ing "nto obedience by s"rrendering to the irit who gi3es

faith/ God, the Holy irit, gi3es the belie3er faith, b"t ne3er faith in Qfaith,Q b"t faith

in QomeoneQ who is solely worthy of the *hristians faith, namely, the &ord ;es"s

*hrist/

The Helmet of al3ation and the word of the irit

An e:amination of 'h/ 5 Q3/16 Ta-e the helmet of sal3ation and the sword of the

irit, which is the word of God,Q re3eals two more articles of armor which m"st be

aroriated by the belie3er in *hrist, if he is to be controlled by the irit in his

ch"rch, family, school, and 3ocation/ God, the Holy irit, gi3es the helmet of

sal3ation, and sec"rity of sal3ation, to all who lace sa3ing faith in the erson of the

&ord ;es"s *hrist/

At that moment of sal3ation, instantaneo"sly, the *hristian is batiBed in the irit

as related by ;ohn the %atist in Matt/ $3/11 batiBe yo" with water for

reentance/ %"t after me will come one who is more owerf"l than , whose sandals

am not fit to carry/ He will batiBe yo" with the Holy irit and with fire/



Gebrehiwot 159

The tr"th that *hrist sa3es those who tr"st in Him, and that the Holy irit is then

imarted to a erson is con3eyed in &"-e 11 )v.-* f yo" then, tho"gh yo" are e3il,

-now how to gi3e good gifts to yo"r children, how m"ch more will yo"r )ather in

hea3en gi3e the Holy irit to those who as- him<Q

This is f"rther reiterated when ;es"s addressed +icodem"s and ass"red him of the

need to be born of the irit in ;ohn $ v.* n rely ;es"s declared, tell yo" the

tr"th, no one can see the -ingdom of God "nless he is born again/Q /- QHow can a

man be born when he is oldFQ +icodem"s as-ed/ Q"rely he cannot enter a second

time into his mothers womb to be born<Q C/# ;es"s answered, Q tell yo" the tr"th,

no one can enter the -ingdom of God "nless he is born of water and the irit/ C/5

)lesh gi3es birth to flesh, b"t the irit gi3es birth to sirit/ C/6 Lo" sho"ld not be

s"rrised at my saying, Lo" m"st be born again/Q

That the recei3ing of the Holy irit is insearable from tr"e sal3ation in *hrist is

demonstrated in Acts 17

3/1 !hile Aollos was at *orinth, Pa"l too- the road thro"gh the

interior and arri3ed at 'hes"s/ There he fo"nd some disciles 3/2 and

as-ed them, QDid yo" recei3e the Holy irit when yo" belie3edFQ

They answered, Q+o, we ha3e not e3en heard that there is a Holy

irit/Q 3/$ o Pa"l as-ed, Then what batism did yo" recei3eFQ

Q;ohns batism,Q they relied/ 3/ Pa"l said, Q;ohns batism was a



Gebrehiwot 160

batism of reentance/ He told the eole to belie3e in the one

corning after him, that is, in ;es"s/Q C/ (n hearing this, they were

batiBed into the name of the &ord ;es"s/

At the moment of the Qnew birth,Q the Holy irit enters the new belie3er, ha3ing

batiBed the erson in *hrist/ Th"s, anyone who is Qin *hristQ is indwelt by God, the

Holy irit/

The last iece of armor or in this instance, weaon, is the Qsword/Q 'h/ $16

regarding ta-ing " Qthe sword of the irit, which is the word of GodQ

"rrendering to the control or filling of the Holy irit in the *hristians family life,

ch"rch, school, and wor-lace always incl"des re3erence for, and ac-nowledgment

of, the inerrancy of crit"re/ God has re3ealed Himself, His desires for "s, His

offered sal3ation thro"gh His on, *hrist ;es"s, and has done all this s"fficiently

thro"gh His !ord, the crit"re, as stated in 2 Tim/ $ )v.-,

All crit"re is Godbreathed and is "sef"l for teaching, reb"-ing, correcting and

training in righteo"sness, 3/16 so that the man of God may be thoro"ghly e9"ied

for e3ery good wor-/Q

The Holy irit will ne3er lead a belie3er where Gods !ord does not ermit/

f a *hristian claims to be iritled b"t is li3ing a lifestyle, or ass"ming a system of

beliefs, contrary to crit"re, there is no filling of the irit "on the indi3id"al/ The

follower of *hrist m"st ha3e no tolerance for theology that s"ggests God, the Holy



Gebrehiwot 161

irit, g"ides anyone into beha3ior or hilosohies that are not in harmony with

crit"re/

Th"s states 'h/ 5 )v.-2 Ta-e the helmet of sal3ation and the sword of the

irit, which is the word of God/Q This comm"nicates to the *hristian that the irit

is the (ne who "t the words of Gods breath, the crit"re, into the minds of the

crit"re writers, and led each writer to "t down on archment recisely what

God breathed forth, as related in 2 Pet/ 1 )/. 20 Abo3e all, yo" m"st "nderstand

that no rohecy of crit"re came abo"t by the rohets own interretation/ 3/

21 )or rohecy ne3er had its origin in the will of man, b"t men so-e from God as

they were carried along by the Holy irit/Q 'h 516 directly refers to crit"re as

the Qsword of the irit,Q inferring that the *hristian, when iritfilled, will s"bmit

to the teaching of crit"re, and that this s"rrendering to Gods !ord mar-s the

belie3er as iritfilled or controlled/

The irit also con3icts and affirms the *hristians mindset and actions

thro"gh the crit"res/ The irit wields the crit"re for the *hristians best

welfare, sometimes e:osing sin so that confession and reentance might be

e:erienced, other times confirming the iritfilled follower of *hrist as li3ing

right in Gods sight/ This con3icting and affirming rocess of the irit emloys

the crit"re as swordli-e, as e:lained in Hebr/ Q3/12 )or the word of God is

li3ing and acti3e/ harer than any do"bleedged sword, it enetrates e3en to



Gebrehiwot 162

di3iding so"l and sirit, oints and marrow it "dges the tho"ghts and attit"des

of the heart/Q

The irits leading, comforting, ass"ring, and emowering the *hristian for

wor-s of ser3ice for his a3ior m"st not be searated from the content of crit"re/

God has gi3en *hristians a litm"s test to e3al"ate if one is iritfilled/

t is a desire to obey and act"al obedience to crit"re/ !hat does the iritfilled

life resemble in the belie3ers life, ch"rch relationshis, home, school, and

wor-lace interactionF t resembles obedience to crit"re/ "bmission to the

irit always incl"des the belie3ers receti3ity to the irit alying His sword, the

%ible, to ones tho"ghts and lifestyle/

TH' )IJT () TH' PIT A+D TH' PIT)&&'D &)'

!hen the follower of *hrist is iritfilled, he will be redominantly recogniBed by

the )fruit) of the irit being noticeable in his life/ The Qfr"it of the iritQ is

con3erse to the Qwor-s of the flesh/Q The f"ll te:t regarding this is Gal/ #

3/17 The acts of the sinf"l nat"re are ob3io"s se:"al immorality,

im"rity and deba"chery 3/20 idolatry and witchcraft hatred, discord,

ealo"sy, fits of rage, selfish ambition, dissensions, factions 3/21 and

en3y dr"n-enness, orgies, and the li-e/ warn yo", as did before, that



Gebrehiwot 163

those who li3e li-e this will not inherit the -ingdom of God/ 3/22/ %"t

the fr"it of the irit is lo3e, oy, eace, atience, -indness, goodness,

faithf"lness, 3/2$ gentleness and selfcontrol/ Against s"ch things there

is no law/ 3/2 Those who belong to *hrist ;es"s ha3e cr"cified the sinf"l

nat"re with its assions and desires/ 3/2# ince we li3e by the irit, let

"s -ee in ste with the irit/

The fr"it of the irit in the life of the *hristian is demonstrati3e of the belie3er

being filled with the irit/ !hat does the iritfilled life Qloo- li-eQ in the

*hristians life, ch"rch relationshis, home, school and wor-lace interactionsF t

loo-s li-e the Qfr"it of the irit/Q The fr"it is godly attrib"tes that characteriBe the

li3es of only those who belong to God by faith in *hrist, and ossess the irit of

God/ The irit rod"ces fr"it



Gebrehiwot 164

which consists of nine characteristics or attit"des that are ine:tricably lin-ed with

each other, and are commanded of belie3ers thro"gho"t the +T/ !hen God, the Holy

irit, gi3es His fr"it to the *hristian, it is beca"se the belie3er has a willingness to

cooerate with the character of God/ The *hristian has a deeseated desire to be

controlled by the irit and ha3e His fr"it manifest in his life, th"s, resembling the

nat"re of *hrist with increasing meas"re/ (nce the irit reigns in "s, ossessing "s

entirely, He can then freely manifest His ower and imart His life to "s/ This is

imlicit in ;es"s *hrists words when He said, sea-ing of the irit, He that belie3eth

on me o"t of his belly shall flow ri3ers of li3ing water =;ohn 23*45. That *hrist was

referring to the Holy irit is e3idenced in ;n 6 Q3/$7 irit, whom those who belie3ed

in him were later to recei3e/ J to that time the irit had not been gi3en, since ;es"s

had not yet been glorified/ "rely, the Qri3ers of li3ing waterQ in 3/ $4 incl"de the Holy

irits Qfr"itQ manifest thro"gh the *hristian, when he is filled by the irit/

The )r"it of &o3e

)irst and o3erarching, Qlo3eQ is the fr"it of the irit seen in the life of the irit

controlled *hristian/ This fr"it of lo3e will f"nction in the *hristian in all of his

relationshis/ t seems to be the dominant fr"it go3erning the other eight, as lo3e is

the s"reme 3irt"e of *hristian li3ing =1 *or 1$1$>/ Pa"l made it clear that Qthe whole

law is f"lfilled in one word, in the statement, Lo" shall lo3e yo"r neighbor as



Gebrehiwot 165

yo"rself/Q =Gal #1 d/ Iom 1$10>/ (nly being filled by the irit will ca"se this lo3e

to be realiBed, for this is agape lo3e/

The iritfilled belie3er in *hrist is emowered to lay down his demands and

selfish gratification, and let the irits fr"it of lo3e en3eloe his relationshis/ This is

tr"ly being free in *hrist/ Agae lo3e in the belie3ers life brings freedom to not ha3e

to ha3e ones own way, b"t to enoy the freedom of being a sla3e of *hrist by being

filled by the irit/ The *hristian is ne3er freer than when he is a ser3ant of *hrist/ The

iritfilled life enables the *hristian to -now that the commands of God only ser3e to

bring glory to *hrist, grow Gods -ingdom, and bring righteo"sness, eace and oy in

the irit to the *hristian, as con3eyed in Iom/ 1 Q3/16 )or the -ingdom of God is

not a matter of eating and drin-ing, b"t of righteo"sness, eace and oy in the Holy

irit/Q The *hristian ser3ant of *hrist can reoice in the commands of crit"re

toward him, for he tr"sts that all commands by God is His good, leasing and erfect

will/ Th"s, God commands *hristians in 'h/ # Q3/2 li3e a life of lo3e, "st as *hrist

lo3ed "s and ga3e himself " for "s as a fragrant offering and sacrifice to God/Q

How does the *hristian li3e this life of lo3e, or Qwal- in lo3eQ in a dar- and sinf"l

world that is "nder the sway of the wic-ed oneF (nly by yielding to the a"thority of

the Holy irit/ This "shers in agape lo3e which is Godgenerated and irit

bestowed into the heart of the *hristian, so that eros and phileo become go3erned

by agape. This is what the iritfilled life loo-s li-e when the fr"it of agape lo3e is

flo"rishing/



Gebrehiwot 166

The )r"it of ;oy

econd in the list is oy 6chara5. ;oy characteriBes the fr"it of the irit in the life of the

*hristian who is iritfilled/ This is a oy not based on lifes e3ents ha3ing no ad3erse

circ"mstances, b"t is a contentment man"fact"red by the irit in the midst of eacef"l

and trying times/ t is steady/ 'motions may flo"nder and the heart may alitate when

trials arri3e, b"t oy, gi3en by the irit, recogniBes that QGod ca"ses all things to wor-

together for good for those who lo3e God, to those who are called according to His

"roseQ =Iom/ 424>/

This not a oy of e"horic feelings which ebb and flow in resonse to others affirming

the *hristian, or agreeing with the belie3er/ This oy is only iritbestowed and remains

the same, e3en when the belie3er is "nder attac-/

The *hristian may wee, grie3e, sorrow, and not f"lly "nderstand why the testing of

ones faithQ Games 1$> is often ainf"l/ This is why being filled by the irit is so

absol"tely cr"cial for na3igating s"ccessf"lly the Qhard timesQ of life/ (nly by being

iritfilled is the belie3er able to embrace ;ames 1 Q3/2 *onsider it "re oy, my

brothers, whene3er yo" face trials of many -inds/Q

t is the irit who swells " the oy of the &ord in the *hristian/ %"t the *hristian only

recei3es this "ni9"e oy when he ma-es the decision to be irit filled/ !hat does a

iritfilled *hristian loo- li-e in his life, ch"rch, home, school and wor-laceF He



Gebrehiwot 167

e:hibits the oy of *hrist flowing as "nceasing c"rrent, with its so"rce being the Holy

irit/

The )r"it of Peace

Third in the list is eace 6eirene5. nto the mind of the iritfilled *hristian the irit

inf"ses eace/ This is a mar- of being filled with the irit/ This eace is not isolated to

fa3orable circ"mstances in the life of the one who is controlled by the irit/ As with

oy, eace is rooted in God being "nchanging/ His attrib"tes do not change li-ewise,

the eace of God distrib"ted by the Holy irit is not deendent "on the enco"nters

of life being oort"ne/ Iather, the 3ery eace of God may be best dislayed in the

life of the irit filled *hristian when agile rain comes down, the streams rise, and the

winds blow and beat against the iritfilled *hristian yet it did not fall, beca"se it

had its fo"ndation on the roc- =Matt 6226>/ The roc- of *hrist ;es"s is the eace of

the *hristian, as related in ;n/ 1 Q3/26 Peace lea3e with yo" my eace gi3e yo"/

do not gi3e to yo" as the world gi3es/ Do not let yo"r hearts be tro"bled and do not

be afraid/Q !hen the *hristian is iritfilled he sees his QIoc-Q as being "nfailing in

ro3iding eace thro"gh the irit/

This characteristic of the fr"it of the irit, eace, not only ser3es to sec"re the

contentment of the iritfilled *hristian b"t in addition shines the *hristian for *hrist

as QlightQ in a dar- lace, as the belie3ers Qfr"itQ is contrasted with the Qwor-s of the

flesh/Q



Gebrehiwot 168

The eace of the Holy irit which ermeates the *hristian who is irit filled has an all

cons"ming effect "on the ersonal relationshis of the belie3er/ This is Gods eace,

not self generated merriment which slis and slides based "on how others react to the

iritfilled *hristian/ The iritfilled follower of *hrist is at eace with others for he

"nderstands he does not ha3e to resond with hostility or be dist"rbed within beca"se

another erson lac-s self control/

The *hristians eace is indeendent of how others resond and react/ This is the cr":

of Iom/ 12 Q3/14 f it is ossible, as far as it deends on yo", li3e at eace with

e3eryone/Q f someone is not at eace with the iritfilled *hristian may it not be

beca"se of a sinf"l co"ntenance on the art of the follower of *hrist/ *ertainly this

eace identifies a discile of *hrist as being filled with the irit/ This iritgi3en fr"it

introd"ces harmony among *hristians/

This eace is acti3e in the *hristians life at ch"rch, home, school, and in the wor-lace/

He resonds with calm that is foreign to anyone not iritfilled/

He is able to disagree b"t not with flared assion, for the irit gi3es him a steady

demeanor which is able to confront with a cordial and leasant aroach, e3en in

abect conflict/ This is a eace that is noticed by the *hristians family, ch"rch, school

associates, and cowor-ers/ This is QeaceQ in ractice and is what a Holy irit

controlled *hristian loo-s li-e/ n his home, both so"se and children ali-e enoy the



Gebrehiwot 169

comany and leadershi of s"ch a iritfilled h"sband and father/ eldom does the

*hristian who demonstrates this eace from the irit ca"se t"rmoil in the ho"sehold,

b"t instead becomes "nderstood as one who li3es this eace in all relationshis/ This

iritfilled h"sband sacrifices his selfish QrightsQ so his wife might flo"rish in the &ord/

He is at eace with God and has recei3ed the eace of God thro"gh the Holy irit/

n the *hristians ch"rch s"ch a *hristian e:"des a eace that is an e:amle for

the fellowshi of belie3ers/ He ractices the gift=s> the irit has aortioned to him/ He

is at eace ertaining to his role in the &ords ch"rch and has no ambition to "s"r the

iritdelegated roles of other *hristians in the ch"rch/ He lays his osition on the

ch"rch team with a dislay of the irits eace/ The ch"rch which has n"mero"s s"ch

iritfilled followers of *hrist, flo"rishes with sirit"ally healthy families/ This is the

ch"rch which enoys life in the irit and His eace, as described in Iom/ 4 )v., the

mind of sinf"l man is death, b"t the mind controlled by the irit is life and eace/Q The

*hristians who are iritfilled ha3e a desire to Qlift "Q others in their family and

ch"rch, res"lting in homes and a ch"rch which enco"rages one another, as addressed in

Iom/ 1 Q3/17 &et "s therefore ma-e e3ery effort to do what leads to eace and to

m"t"al edification/Q The life of s"ch a erson is referred to as Qab"ndant,Q for *hrist

came to imart this tye of li3ing to those controlled by the irit, as so-en by *hrist

in ;ohn 10 Q3/10 the thief comes only to steal and -ill and destroy ha3e come that

they may ha3e life, and ha3e it to the f"ll/Q Peace, oy, and hoe all flow from God into

the so"l of those and their ch"rch who are iritfilled, as told in Iom/ 1# Q3/1$ May

the God of hoe fill yo" with all oy and eace as yo" tr"st in him, so that yo" may

o3erflow with hoe by the ower of the Holy irit/Q



Gebrehiwot 170

The )r"it of Patience

)o"rth on the list is atience/ This characteristic of the fr"it of the irit yields

great gain for the *hristian/ t is often artic"lated as the most diffic"lt 9"ality to obtain/

%"t the Holy irit gi3es it/ The belie3er who is iritfilled may not always be hay

with the days circ"mstances b"t he sees Gods hand controlling all of lifes

circ"mstances/ Th"s, he is atient to tr"st that God does all things erfectly well/

Jnrighteo"s anger, which often shortens the atience of the *hristian, is held in Qchec-Q

by the ower of the irit "on the life of the iritfilled belie3er/ He is atient in

belie3ing that God will care for him and if 3indication is Gods lan, God will do it for the

atient *hristian/ All nine characteristics of the fr"it of the irit o3erla and

intermingle/ The atience bestowed by the irit is connected to the selfcontrol gi3en

by the irit/ This res"lts in a blessed eace eret"ated by the irit/ Patience enables

the *hristian to be restrained from 3enting rage and wrath, to s"ffer long in any gi3en

circ"mstance, and to not "rs"e a co"rse of re3enge either in mental hatred or act"al

retaliation toward the erson who committed the in"ry/ There is no c"rsing within the

*hristian who is characteriBed by the atience of the irit/

How then is righteo"s anger and holy indignation to be e:ressed in the life of the

iritfilled belie3erF t cannot be denied, for anger is ermitted, e3en allowed by God in

ones life, and certainly is e3ident in the &ord God almighty, yet m"st not lead to sin in

the *hristians life/

*hristians m"st handle anger roerly/ The iritfilled belie3er is enabled by the

irit to emloy atience as a characteristic of the irits fr"it, "ni9"ely gi3en to him to



Gebrehiwot 171

re3ent anger from becoming de3astating sin/ %eing iritfilled safeg"ards the *hristian

from being im"lse dri3en/ +"mero"s times the iritdominated follower of *hrist will

ref"se to resond and react to others with o"tb"rsts of resentment, animosity, hostility,

indignation, and o"trage/ Agitation, aggra3ation, and anger will be e:erienced by the

iritfilled erson, b"t will decreasingly grad"ate to disobedience/ Patience def"ses the

hate that lingering anger can grow/ Patience short circ"its resentment/ !hen

resentment is 9"enched, righteo"s anger can lead to actions of tr"th and mercy toward

offending arties/ This Qmercy and tr"thQ may now be "rs"ed and meas"red o"t in a

manner that, when re9"ired, acts within the str"ct"re of the biblical rescrition for

ch"rch disciline, so that the one offended does not become an offender beca"se of a

sinf"l resonse to anger/ Patience leads the iritfilled *hristian to entr"st f"lly to God

any need for recomense, so that the belie3er can 9"ic-ly and ointedly r"le o"t any

tho"ght or actions of re3enge toward the offender, as ta"ght in Iom/ 12 )v.-7 Do not

ta-e re3enge, my friends, b"t lea3e room for Gods wrath, for it is written t is mine to

a3enge will reay, says the &ord/Q Also, atience go down the gr"dge bearing that is

so often associated with anger/ This enables the in"red *hristian to forgi3e the offender

and show the mercy of not bristling in bitterness toward the erson who wronged him/

Th"s, the iritled *hristian watches his own heart be healed from the h"rt

ca"sed him by another/ The irits atience calms him, so that anger will not be

ele3ated to the danger Bones of bitterness, malice, s"stained disaointment, rage,

f"ry, or m"rder in his heart/ Patience rotects against the im"lse of sin, so that the

irit, filling the belie3er, can soothe his mind and 9"iet his hearts o"trage/ t m"st be



Gebrehiwot 172

reiterated that righteo"s anger and holy indignation toward sin is "re and wholesome,

b"t m"st be in the gri of the Holy irit so that it is re3ented from siraling

downward into hatred and animosity/ This is described in 'h/ Q3/25 in yo"r anger do

not sin Do not let the s"n go down while yo" are still angry, 3/26 and do not gi3e the

de3il a foothold/Q Patience also leads to forgi3eness being e:tended toward the one

who has sinned against the iritfilled *hristian/ )orgi3eness tr"ly gi3en is anger tr"ly

controlled/

n *ol/ $ )v.-0 Therefore, as Gods chosen eole, holy and dearly lo3ed, clothe

yo"rsel3es with comassion, -indness, h"mility,gentleness and atience/ This is what a

irit controlled *hristian loo-s li-e in his ch"rch, home, school, and wor-lace/

The )r"it of 8indness

)ifth on the list is -indness/ +o one b"t the iritfilled *hristian will be able to s"stain

the distrib"tion of -indness/ There are those who feel that -indness carries a cost they

are not reared to ay/ t is too time cons"ming, too demanding, too li-ely to interfere

with cherished lans for ri3acy and selfind"lgence/

8indness not blooming from the filling of the irit will wear o"t, for it has not

the strength of God to contin"e/ Also, anything trying to ass for -indness, not of the

irit, will e3ent"ally demand ayment or -indness in ret"rn from those who ha3e been

ser3ed/ Altho"gh most eole desire to be treated -indly, the iritfilled *hristian

"nderstands that being rendered -indness is not why he is -ind/ He is -ind beca"se he



Gebrehiwot 173

cant be "n-ind/ He is iritfilled and -indness is now his nat"re for he is a new

creation in *hrist/ The iritfilled *hristian is indwelt by God, the Holy irit, and when

irit controlled, atient -indness will flo"rish/

The iritfilled *hristian sees eole thro"gh the eyes of the irit and is

emowered by the same irit to be -ind to others/ The old "n-ind way of regarding

others is fading away, and the new ability to be -ind witho"t regard of others lac- of

gi3ing -indness bac- is no longer an iss"e/ This is seemingly imossible and in

h"manistic effort it is "nattainable/ The old way of resonding to eole shrin-s as the

follower of *hrist comes "nder the infl"ence of the Holy irit/ This newness is

addressed in 2 *or/ # Q3/15 so from now on we regard no one from a worldly oint of

3iew/ Tho"gh we once regarded *hrist in this way, we do so no longer/ 3/16 Therefore, if

anyone is in *hrist, he is a new creation the old has gone, the new has come<Q ncl"ded

in Qthe new has comeQ is the fr"it of the irit, incl"ding -indness/ This is refreshing in

the iritfilled *hristians ch"rch, home, school, and wor-lace/

Peole are remar-ably selfish and "n-ind/ ndeed, they cannot hel b"t be, for eole

are simly li3ing o"t what they are, namely sinners/ inners beha3e sinf"lly, and

eole not filled with the irit will not dislay the -indness of the irit/ %"t the

*hristian manifesting -indness smells sweet in decayed laces/ 8indness is a &ight on a

bac-gro"nd of dar-/ 8indness is "sed of God to bring glory to *hrist and hel to those

in need/ 8indness is bea"tif"l in the sight of God as the crit"re states in Pro3o 2#

Q3/11 A word atly so-en is li-e ales of gold in settings of sil3er/Q God sends into



Gebrehiwot 174

the heart of the *hristian, who is doing -indness, the benefits of the &ord/ This is

referred to in Pro3o 11 Q3/16 A -ind man benefits himself, b"t a cr"el man brings

tro"ble on himself/Q

*omassion is the first co"sin of -indness and "shers in a heart 9"ic- to

forgi3e as con3eyed in 'h/ )v.*0 %e -ind and comassionate to one another,

forgi3ing each other, "st as in *hrist God forga3e yo"/Q Th"s, -indness is of

immeas"rable aroriateness in all enco"nters and relationshi interactions/

8indness is ne3er o"t of fashion for the iritfilled *hristian, and mar-s the one

controlled by the irit/ 8indness is what a iritfilled follower of *hrist resembles in

his ch"rch, home, school, and wor-lace/

The )r"it of Goodness

i:th on the list is goodness/ n the iritfilled life goodness m"st ne3er be "nderstood

as h"manistically generated nor bro"ght abo"t by social ser3ices/ nstead, this is a

goodness rod"ced in the *hristian solely by God, the Holy irit/ The imarted

goodness of the Holy irit into the attit"de and beha3ior of the iritfilled *hristian is

ne3er deceti3e, mani"lati3e, nor see-ing to gain the fa3or of another by treating them

good "nder retense/ The goodness of the fr"it of the irit is "re and tr"e, both in

mind and beha3ior/ Agathos =goodness> has to do more with moral and sirit"al

e:cellence that is -nown by its sweetness and acti3e -indness/ This acti3e -indness

resonates with generosity toward others which is beneficial and contrib"tes to their

sirit"al and hysical well being/ imly, the iritled *hristian is good toward eole



Gebrehiwot 175

based "on bringing glory to the &ord ;es"s *hrist/

The goodness of the *hristian is to e:tend to his family, ch"rch, school, and

other relationshis, incl"ding the wor-lace/ This goodness does not e:cl"de eole

who disagree with the belie3er/ Goodness is a ermeating fr"it of the irit thro"gh

the one He fills/ The belie3er resembles *hrist when goodness controls his life as the

irit ca"ses the iritfilled *hristian to reflect the glory of ;es"s/ The crit"re

addresses this in 2 *or/ $ Q3/14 And we, who with "n3eiled faces all reflect the &ords

glory, are being transformed into his li-eness with e3er increasing glory, which comes

from the &ord, who is the irit &i-ewise, the irit, rod"cing goodness in the

follower of *hrist, ca"ses him to conform more to the goodness of *hrist/ This is

ta"ght in Iom/ 4 Q3/27 for those God fore-new he also redestined to be conformed

to the li-eness of his on, that he might be the firstborn among many brothers/3/$0

And those he redestined, he also called those he called, he also "stifiedthose he

"stified, he also glorified/Q That this goodness is not ossibly the res"lt of selfeffort is

3ery comforting, as the iritfilled belie3er will increasingly be deendent solely "on

the irit for his goodness/

*hristians are commanded to do good/ Pa"l the aostle e:horts the *hristians

in Galatia toward goodness by stating in Gal/ 5 Therefore, as we ha3e oort"nity,

let "s do good to all eole, esecially to those who belong to the family of

belie3ers/Q !hile only the irit gi3es this goodness, the *hristian is to desire the

goodness gi3en by the irit/ This goodness also mingles with the sincere faith of the



Gebrehiwot 176

*hristian so that the good "roses of God may be f"lfilled in the life of the irit

filled *hristian/ This is described in 2 Ths/ 1 Q3/11 !ith this in mind, we constantly

ray for yo", that o"r God may co"nt yo" worthy of his calling, and that by his ower

he may f"lfill e3ery good "rose of yo"rs and e3ery act romted by yo"r faith/Q

Th"s, the iritfilled life resembles the goodness of *hrist as He is the &ord of those

who are iritfilled/ Altho"gh the QgoodnessQ in the life of the iritfilled follower of

*hrist does not mimic the erfection of ;es"s *hrist, there will be an o3erarching

degree of goodness e:"ding thro"gh the *hristian toward his family, ch"rch, school,

and in the wor-lace/

The )r"it of )aithf"lness

The last three iritgenerated Cirt"es on the list of the fr"it of the irit in

Galatians #222$ are Qfaithf"lness, gentleness, and self control/Q The iritfilled

*hristian rimarily as he is to be within himself, tho"gh all three certainly will ha3e an

effect "on those in his home, ch"rch, school and wor-lace/

He is to be characteriBed by )8aithfulness)6pistis5. This word also means faith,

b"t in this list it means that which ma-es a erson tr"stworthy or reliable/ t is the

word by which a faithf"l ser3ant is described =&"-e 151012>, incl"ding ser3ants of the

gosel and of *hrist =1 Timothy 112 2 Timothy 22>/ t describes the character of a

erson who will die for his confession of *hrist =Ie3elation 210 $1>/ t is also 3i3idly

descriti3e of the character of the &ord ;es"s *hrist, Qwho, is the Qfaithf"l witnessQ

=Ie3elation 1#> and of God the )ather, who always acts faithf"lly toward His eole



Gebrehiwot 177

=1 *orinthians 17 101$ 1 Thessalonians #2 2Thessalonians $$>/

)aithf"lness to *hrist is a hallmar- irit3irt"e in the *hristian who is irit

filled and this Qfaithf"lnessQ cannot hel b"t be recogniBed by his so"se, children,

fellow *hristians in ch"rch, and associates in the school and wor-lace/ Q)aithf"lnessQ is

not able to be hidden, b"t shines with a demonstration of loyalty to *hrist, and

o3erflows into all of lifes relationshis/

The )r"it of Gentleness

Iegarding Qgentleness,Q the ne:t iritgi3en 3irt"e of the fr"it of the irit,

gentleness is t is a h"mble and gentle attit"de that is atiently s"bmissi3e in e3ery

offense, while ha3ing no desire for re3enge or retrib"tion/ n the +ew Testament, it is

"sed to describe three attit"des s"bmission to the will of God =*olossians $12>,

teachability =Games 121>, and consideration of others ='h/ 305. This gentleness of the

irit in the *hristians life is "sed of God to ro3ide a calm "on his family

relationshis, ch"rch in3ol3ement, school and wor-lace interactions/

The )r"it of elf*ontrol

)inally, and erhas the string which ties all the 3irt"es of the fr"it of the irit together

is Qself control/Q The fr"it of the irit has no bo"ndaries constricting its territory in the

*hristian who is iritfilled/ %eca"se the fr"it of the irit can only be good and "re, it

may flo"rish ab"ndantly in the *hristian toward himself, his family, his ch"rch, his

school, and in his wor-lace/ Galatians #2$ states regarding the fr"it of the irit,



Gebrehiwot 178

QAgainst s"ch there is no law.) God is declaring that the fr"it of God, the Holy irit, has

no restraints, b"t is to abo"nd in the life of the iritfilled *hristian/

*hater 'ight

"mmary and *oncl"sions

This final chater will resent a s"mmary and concl"sions regarding the

theology of Hebrews on the s"bect of the co3enants and the disc"ssion of co3enants in

general/ )"rthermore, it will as- how these concl"sions correlate with the writings of

other +ew Testament a"thors, in artic"lar those in the Pa"line eistlesF !hat are the

imlications for *hristian dialog"es concerning the co3enantsF

o far this thesis has resented the 3iew that the new co3enant was

ina"g"rated by the death and res"rrection of ;es"s *hrist/ As ;es"s *hrist said at the

last s"er on &"-e 2220 / / / This c" is the new co3enant in my blood, which is

o"red o"t for yo"/E The comm"nion ser3ice contin"ally reminds *hristians of the new

co3enant relationshi they ha3e with God/ The eochchanging e3ents of the death

and res"rrection of *hrist laid an entirely new fo"ndation for the *hristian comm"nity

and reresented a call to both the eole of the new co3enant and Gentiles ali-e to

come to *hrist in faith/ The new co3enant ens"red those who come to him from all

nations enter into a new co3enant relationshi with God/ They are no longer a eole

go3erned by the r"les and reg"lations of the old co3enant b"t by the teachings of ;es"s

and the aostles and their "nion with *hrist, led and emowered by the irit/

The good news of the new co3enant relationshi with God thro"gh *hrist was



Gebrehiwot 179

reached to the ;ewish eole by the nascent *hristian ch"rch/ Howe3er, as the

aostle Pa"l bitterly grie3ed, many ;ews did not resond in faith to the gosel message

of ;es"s *hrist desite their many co3enant ri3ileges =Iom 72#>

@? ha3e great sorrow and "nceasing ang"ish in my heart/ )or co"ld wish that

myself were c"rsed and c"t off from *hrist for the sa-e of my brothers, those of

my own race, the eole of srael/ Theirs is the adotion as sons theirs the di3ine

glory, the co3enants, the recei3ing of the law, the temle worshi and the

romises/ Theirs are the atriarchs, and from them is traced the h"man ancestry

of *hrist, who is God o3er all, fore3er raised< Amen/??

o, where do the ;ewish eole stand todayF Are they a eole witho"t any

co3enant relationshi to GodF Many note in the abo3e reference from Iomans 7 that

Pa"l states that the co3enantsE are still theirsE =Iom 7>/ %"t this a 3ery s-ewed

interretation for me for a contin"ing co3enant relationshi with God on the art of

the ;ewish eole is clearly is still a ossibility and God has only one co3enant which is

s"erior o3er the obsolete co3enant and Pa"l is a reminder to the ;ews that they ha3e

to ta-e hold of the new co3enant and that day of realiBation will s"rely come will

come/

This thesis concl"des that a s"ersessionist 3iew based on the reference to an

obsoleteE co3enant in Hebrews 4 has a ossibility tho"gh it won?t be wise to "se the

term s"ersessionist as s"ch/ The second co3enant is not a renewed co3enant it is a

brand new co3enant/ The old co3enant is obsolete, and ;eremiah said as m"ch when

he anno"nced a coming new co3enant si: h"ndred years before *hrist/ Desite the



Gebrehiwot 180

h"man history changing death and res"rrection of ;es"s *hrist and the ina"g"ration of

the new co3enant at that time, the writer of Hebrews does declare imminent the

e:iration of the old co3enant/ t is diminishing and 3anishing/ t is in the shadow of

what ;es"s *hrist has done and its resence is almost "nnecessary/ The ;ews contin"ed

to cling to the obsolete co3enant relationshi with God b"t many are not yet mo3ing

on to the ne:t ste that God has for them/

%"t God is a God of co3enant lo3e and faithf"lness/ do not ass"me He has

forgotten the ;ewish eole/ %"t The old is gone and the new has come th"s God

se3ered his co3enant relationshi with them in the conte:ts of the old and bro"ght a

new one that wor-s for all and that only came thro"gh *hrist/ As the aostle Pa"l says

As far as the gosel is concerned, they are enemies on yo"r acco"nt b"t as far as

election is concerned, they are lo3ed on acco"nt of the atriarchs, for Gods gifts and

his call are irre3ocableE =Iom 112427> and we sho"ld not in any way "ndermine the

role of ;ews in the history of *hristianity from its incetion to f"lfillment/ The new

co3enant is meant for them also

@? do not want yo" to be ignorant of this mystery, brothers, so that yo" may not

be conceited srael has e:erienced a hardening in art "ntil the f"ll n"mber of

the Gentiles has come in/ And so all srael will be sa3ed, as it is written The

deli3erer will come from Zion he will t"rn godlessness away from ;acob/ And this

is my co3enant with them when ta-e away their sins =Iom 112#26>/??

The toic of srael?s co3enant relationshi with God is echoed in the rest of the

+ew Testament ;ohn the %atist?s father Zechariah reoices o3er the new wor- of the

God of srael and how He is remembering his co3enant with srael =&"-e 15462>/



Gebrehiwot 181

!hen Peter so-e on the Day of Pentecost he told them that The God of Abraham,

saac and ;acob, the God of o"r fathers, has glorified his ser3ant ;es"s / / / =Acts $1$>

and that / / / all the rohets from am"el on, as many as ha3e so-en, ha3e foretold

these days/ And yo" are heirs of the rohets and of the co3enant God made with

yo"r fathers / / / =33/22#>/ n Peter?s "nderstanding at that time, the ;ewish eole

were still heirs of a co3enant with their God/ Again n Peter?s 3iew, the old co3enant

had clearly been abolished with the death and res"rrection of *hrist beca"se eter

was referring to the realiBation of the new co3enant as was foretold in the (ld

Testament/

Pa"l?s theological stance of the old co3enant seems to be framed in the conte:t

of ;"daiBers and others who ta"ght that the old co3enant and its reg"lations were

binding on the *hristian comm"nity/ He is a minister of the new co3enantE =2 *or $5>/

The old is meant for a rearation gro"nd for the new/ t was the shadow/ The co

e:istence of two co3enants aarently oosite is "ntenable/

Pa"l sees that God?s word and his romises are 3alidly f"lfilled in the ch"rch b"t

longs to see hysical srael bro"ght to *hrist =Iom 101>/ He does not see their resent

"nbelief as barring them from sal3ation =Iom 1111>/ A f"llness of sal3ation will come

to them also =3/ 12>/ They will be readily incororated into God?s contin"ing lan =33/

2$

2>/ t is clear that, in Pa"l?s "nderstanding, the ;ewish eole =after the cross>

contin"e

to be in a relationshi with God in the old sense and a day will s"rely come where they

realiBe that the new is s"erior to the old and they were toiling in 3ain/ He says that,



Gebrehiwot 182

As far as the gosel is concerned, they are enemies on yo"r acco"nt b"t as far as

election is concerned, they are lo3ed on acco"nt of the atriarchs for Gods gifts and

his call are irre3ocable Nemhasis mineO =33/ 24 27>/

n the %oo- of Galatians, Pa"l rooses a shar dichotomy between the

Abrahamic co3enant of romise and the inaitic co3enant of &aw =Gal $1#14>/ Pa"l

belie3es that the former Abrahamic co3enant ta-es recedence =33/ 1#, 16>/ )or Pa"l,

the Mosaic reg"lations are an addend"m to the Abrahamic co3enant and, th"s, are

secondary and temorary/ The Aostle Pa"l?s emhasis is dri3en by his longing to

address the astoral needs of the *hristian comm"nities/ The Aostle Pa"l?s

arehensions and his fer3ency are 3ery clearly directed at those elements that so"ght

to imose asects of the Mosaic &aw on *hristian belie3ers/ They m"st be rotected

from deceti3e legalistic s"bstit"tesE for the gosel message =Gal 2/ 24 #$>/ To

the *orinthians Pa"l identifies himself as a minister of God?s new co3enantE =2 *or

$5>/ The old co3enant sea-s of *hrist b"t ;ew and Gentile ali-e m"st come to *hrist

in faith to gras that =2 *or $15 &"-e 226>/

Pa"l has his olemical concerns and he does sea- of the ;ewish nation as

lac-ing a co3enant relationshi with God now in the light of the new beca"se that old

co3enant which was oerational has e:ired/ &i-ewise, the a"thor of Hebrews does

ma-e s"ch comarable statements by "sing the term obsolete to the old co3enant/ As

we ha3e seen abo3e, both Pa"l and the writer of Hebrews do not allow for the co

e:istence of the two co3enants beca"se one of them is obsolete while the other is



Gebrehiwot 183

brand new and s"erior/

There cannot be common gro"nd for ;"daism and *hristian dialog"e within the

ersecti3e of co3enants for the 3ery reason that the old is no longer oerational in

e3ery way and God has a co3enant relation shi with the whole world, not "st the

hysical srael, thro"gh *hrist/ t is "ndeniable that the large crit"ral heritage of the

(ld Testament and the lin- of the new co3enant to the Abrahamic romises tell "s that

the old testament scrit"res are 3ital in the life of the *hrist b"t alication calls for

the right "nderstanding of the new co3enant in *hrist/ see eole rec-lessly 9"oting

the (ld Testament scrit"res, while 9"oting is mandatory interreti3e "nderstanding is

3ital lest we will be "nder legalistic notion and fail to areciate the new co3enant/ n

the disc"ssion of co3enants, in this thesis it was 3ital to mention ;ews in disc"ssion for

the aarent reason that they were the old co3enant eole and still they maintain

that/ God, in his mercy, has shown the ;ewish eole thro"gh e:osing the inside of

the temle at the time of ;es"s death and the historic destr"ction of the temle by the

Ioman to admonish that ;ews sho"ld not contin"e in their ignorance/ The cessation of

temle ser3ice was the landmar- that has bro"ght an end to the temle ser3ice b"t the

emergence of rabbinic ;"daism that was entirely the wor- of the Pharisees, is still a

st"mbling bloc- to the ;"daiBers/

(ne has to demarcate between the old co3enant and the law/ The old co3enant

is a failed co3enant not beca"se of God beca"se of the eole who entered a co3enant

relationshi with God/ t is a co3enant designed for the eole of srael to ro3e

themsel3es as a nation that leases God/ %"t the 9"estion is, did they do thatF The

answer is on the contrary/ The new is logically felt when the old was incaable to ma-e



Gebrehiwot 184

the nation erfect/ As to the gentile scenario, they had the law themsel3es, not the

inscribed one b"t the law of the conscio"s, /Adam, the first man, when he sinned he

was able to come o"t of the garden in 'den with one thing, that is called the

-nowledge of Good and '3il, the ability to differentiate between good and e3il/ o

gentiles cannot ha3e any e:c"se to say that we did not ha3e the law, they had it and

the gentile nations of the historical times were gra3e sinners /ome thin- that the

nations of srael are secial eole of God/ artially agree with this/ ndeed there

were mar3elo"s fathers of faith li-e Abraham, saac, ;acob, Da3id to name a few b"t

maority of the nations inhabitants are heart brea-ers/

n 'thioia, we are still graling with the nation?s dominant religion, the

'thioian orthodo: Tewahdo *h"rch/ They do not ma-e a distinction between the new

and the old/ al3ation by ;es"s alone and the s"remacy of the new o3er the old and

the c"rrent sole e:istence of the new is "st a o-e for them/ They confess ;es"s, the

call him the lord b"t they deny him in their ractices/ This thesis metic"lo"sly affirmed

the obsoleteness of the old co3enant by 9"oting the boo- of Hebrews the choice is

based on the ass"mtion that this artic"lar eistle is res"mably written to a ;ewish

*hristian a"dience in mind/ This thesis is esecially aealing and addresses the iss"e

of orthodo:y in 'thioia beca"se of the character similarity of the 'thioian (rthodo:

*h"rch and the ;ewish *hristian of the Hebrew a"diences/

This thesis is also e:tremely 3ital for those *hristian sects who thin- that loose

moral beha3ior is allowed for the belie3er/ n the name of @ am not "nder the law?

many 'thioians are ta-ing holiness lightly b"t the right "nderstanding is that God has



Gebrehiwot 185

laced the +ew Testament man in a high moral caliber scenario beca"se the means to

holiness is now a3ailable/ %eing abo3e the law shows o"r ability to master God?s

righteo"s commandments thro"gh the Holy irit/ t does not in any way show o"r

license to sin and not being "dged by the law/ The righteo"s God who detests sin will

not allow his sa3ed ones to mar themsel3es with sin/ God is saying to "s 3ia the new

co3enant now yo" indeed can lease me/ n the old, eole said we can lease yo" b"t

they co"ld not/ %"t in the new, God confidently said and ens"red o"r ability to lease

him/

The other 3ital demarcation that this thesis has made is the clear distinction

between the new and the old/ etting aside terminologies s"ch as s"ersessionism,

co3enant theology, contin"ity and discontin"ity, the core "nderstanding of co3enants

is clearly selt o"t/ The earliest co3enant God has made and in some way contin"ed

th"s far is the Abrahamic co3enant, and this co3enant is a romise to Abraham that

thro"gh him the nations of the world will be blessed, the romise to Abraham was not

limited to the nation of srael b"t asses beyond the bo"ndary and incl"ded the

nations of the world/ As we "nderstand this romise was f"lly materialiBed thro"gh

;es"s and the sal3ation of the world/ The Abrahamic co3enant and the new co3enant

ha3e contin"ity/ The faith e:ercised by Abraham so far ser3es as an e:amle of how

faith sho"ld be/ The old co3enant is called the inaitic co3enant, in this co3enant which

is a bilateral one, God has gi3en laws and ordinances secifically to the eole of srael

and the co3enant says they will gain fa3or and s"ort from the holy God when they

accet the terms of the co3enant and ractice them/ The di3ine fa3or was based on



Gebrehiwot 186

their obedience/ !hy has God instit"ted s"ch a co3enant with a eole whom he -new

won?t ractice itF )rom the 3ery o"tset the intention of the old co3enant is not meant

to enable eole righteo"s by the -eeing of the law, which is ractically imossible

beca"se for a man to be sa3ed by the law, he has to ractice it f"lly and that is

imossible/ Th"s the old co3enant is a eriod where the nations of srael were allowed

to ro3e themsel3es/ The o"tcome of the old co3enant is that, the eole of srael

were in constant transgression and "nable to abide by the terms of the co3enant they

were agreed to follow/ The old co3enant showed mans? incaability, the mercilessness

of the law and the holiness and mercy of God/ The "rose of the old co3enant is not

to erfect man rather showed the need for a sa3ior and the iss"e of grace/ The old set

the gro"nd for man to areciate and embrace the new/ Men who still belie3e and

ractice the old co3enant while the new is already instit"ted are ins"lting the lord

beca"se from the 3ery o"tset the "rose of the (&D was not to erfect man b"t to

e:ose the sinf"l nat"re/ The old was a co3enant of condemnation, it has condemned

man as sinf"l and dead/ o there is no bragging on mans? side/

t is 3ery 3ital to differentiate between the moral laws of God and the old

co3enant/ The moral laws are still in lace and act as standards for *hristian character/

The law is holy and there is nothing wrong with it/ n the old co3enant, man is "nable

to meet the re9"irement of the law b"t in the new that ability is the ower of the Holy

irit in "s who is the sirit of holiness/ t is not the holiness re9"irement =moral

standard> which is changed b"t it is the stat"s of man which is changed/ The carnal man

was transformed to the sirit"al man thro"gh the death and res"rrection of ;es"s



Gebrehiwot 187

*hrist/ The ath of holiness is now thro"gh the ability of God in "s, the Holy irit is the

sirit of holiness and enables "s to li3e life the way God wants it/ '3ery time man tr"sts

in his might in the ath of holiness, man is doomed to fail, faith is the realiBation that

o"r strength is thro"gh him/ ;es"s *hrist is the 3ine, we are the branches/ Aart from

the 3ine we wither o"t/ t is wise to remember that God r"nes "s so that we will be

more rod"cti3e/ n a n"t shell, both ;"daism and other *hristian denominations that

are trying to ractice both co3enants are at ris- of losing the benefits of the new/ The

old has gone by ser3ing its "rose and the new has come b"t the lea3en of the old,

the ride of man and tr"st at oneself and the desire to be fa3or by God with ones own

effort is striing *hristians of their heritage in *hrist/

n concl"sion, when we wind " this thesis the thesis statement has foc"sed on

the disc"ssion of co3enants in the boo- of Hebrews/ The stand of this thesis is that the

imminence of the obsoleteness of the new co3enant is mentioned b"t the a"thor of

Hebrews did not say the old has ceased or he did not mention when it is going to cease/

b"t he e:licitly told "s that the old is "st "seless and one has to embrace the new/

ome say that the old has contin"ed in some way for the eole of srael beca"se Pa"l

said the co3enant is theirs b"t s"ch a ded"ction is baseless and no la"sible reason

co"ld be forwarded for it/ (n the other hand, the a"thor of this thesis belie3es that

;es"s has showed "s the insignificance of the temle ser3ice when the 3eil was torn to

to bottom " on his death on the cross showing that temle ser3ice is no longer

necessary, this made the old co3enant immediately obsolete, the c"lmination of the

comlete disaearance of the old testament rit"als was shown in the destr"ction of



Gebrehiwot 188

the temle at ;er"salem/ *h"rch history tells "s that ;"daism co"ld not contin"e the

way it was s"osed to be and rabbinic ;"daism was instit"ted/ Those who ractice

;"daism or those who are ro ;"daeistic in their theological stand =li-e the 'thioian

(rthodo: *h"rch> sho"ld realiBe that only the new co3enant need to be embraced as a

ath of sal3ation/ God will not oerate two co3enants at the same time and that is the

reason why he said the second co3enant is s"erior o3er the first/ May the &ord hel "s

to li3e the high caliber life ;es"s bro"ght to "s thro"gh his death and res"rrection and

may the lord hel "s areciate the new co3enant/

Amen

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Harold !/ The 'istle to the Hebrews A *ommentary on the 'istle to the Hebrews/

2nd 'd/ Helm"t 8oester/ A *ritical and Historical *ommentary on the %ible/ Philadelhia

)ortress, 2000/

Heldberg M The new co3enant s"eriority as described in the boo- of ;eremiah

a theological analysis Grand Iaids M200$

;ames D The eistle to Hebrews and the boo- of ;eremiah co3enant analysis

webl 2001

Ieymond Alan the old co3enant and the c"rrent fate of ;ews Grand

IaidsZonder3an200

;ac- A Different co3enants their relationshi and differenceswebso"rce2002



Gebrehiwot 189

am"elson, Mar-/ The *h"rch in Hebrews/E Pages 1$$#1 in a Cision for the

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%r"ce, ) The 'istle to the Hebrews/ The +ew nternational *ommentary on the

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*aird, G/ %/ ':egetical Method of the 'istle to the Hebrews, *;T # =17#7>, #1/

*asey, ;"liana/ Hebrews/ +ew Testament Message 14/ D"blin, reland Ceritas,

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Das, A/ Andrew/ Pa"l, the &aw, and the *o3enant/ Peabody Hendric-son, 2001/

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"blishers so"th Africa2007

'r-han I The need for the new co3enant ersecti3esabbey2005

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Africa2010

%roo-s A the eistle of Hebrews the co3enant ac-age -ingdom "blishers,

+igeria, 2006

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Mega "blishing Ho"se, Addis Ababa, 'thioia200#

8ibreab et al The law, the old and the new co3enants comarati3e st"dies bole

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Gebrehiwot 190

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[ The 'nd



THE GLOBAL WAR FOR

A True Religion

DOCTOR OF PHILOSOPHY (PH.D)

BY

DR. UGOCHUKWU AKUA ROYAL OKAFOR (D.I!)"

!IGERIA AFRICA.

TO

TRUTH A!D ERCY I!STITUTE FOR AD#A!CED I!ISTRY STUDIES

TO

PROFESSOR DA!!Y L. ABALDO (DEA!)

I!TRODUCTIO!

The world has grown into the place of struggles for everything. It is said thateveryone has motives but how right is your motive? Motives are personal intuitionsthat are deeply reserved individually for our own use, it might fend well for self orrelation but whichever way it strikes out, it may seem only to be right in our eyes.



The Genesis of the study of religion starts culturally or traditionally and hasstood the times of ages to propagate its consent around the mind being of itsfollowers. The need for religion grew in quest for worship and protection over lifeand property, spiritually and otherwise. tructures around the globe has grown to be

built for religious doctrines and !ara"doctrine, most times it does regulate the livespeople live. #ho wonders if the religion is right or wrong and who knows what isright or wrong in a religion, e$cept there is a bylaw in the religion to delegate the do%sand don%ts of the religious sect. & notable religious organisation with ine$plicablylarge followers poses to be described as the main and ascribe their activities to theirgod, but everyone strikes his religion right and sees others as imposters andmanipulative to a fault. This has created chaos in the world generally and in mostcases has led to a global war.

'ringing into comparison the religious diversity has a lot of challenges to face as it

portrays accepting who for whom they are. Things might be wrong in the eyes of the world but in the minds and eyes of the followers, many have come to terms with theprinciples of the religious rule, and this has transcended from generational ages tilldate, owing only to minor constitutional amendments to suit the present society. 'ut(et me ask, should true religious principles and bylaws be sub)ect to change? If

)ustifiable, are there not people who may have been hurt by pre"e$isting principle?*oes it look fair religiously with them? *o those religions have methods of appeasingthe dead for recreating a law that brought their death, is a true religion )ustifiablethrough this?

#hy do we have political entities trying to influence religious sects? &re religionsnot the practice of godly principles? #hat do they have in common? These are factsto be considered why fighting for the knowledge of G(+'&( #& -+ & T//(IGI+0. It is imperative to know that the conflicts and contest of whose religionis true, has brought a global war gearing at position and not religious belief1 theintentions are basically dominating through all fierce means either by conviction or

by confusion, and without reservation for any religion, all are out for a self"meantreasons, be it good or bad. The world is dominated with several religiousorganisations and more religion by the days, who have culled their principles fromeither a mediator or some deities1 however, researches have shown that most

religions are not renowned but they have followers cutting within and across ethnicma)ors, which makes religions sub"divided by beliefs. -urthermore, one ma)orreligion can be sub"divided into 23 several beliefs, thus, gearing towards same ma)orreligion, but perceiving it from various end. This has brought about inter"conflictmovement and has resulted to disagreement amongst same religious believers1 theunderstanding can differ from creating new doctrines by famous and influentialfollowers to the old structured unshakable religious doctrine, the new religiousmovement in same religion are not given a ground for their practice by the renownedlords of the worship, but they gain the trust of the ma)ority because they are famous

and rich to share money and buy people into their understanding. In as much asthere is a religious war in the world there are still inter"religious hidden wars which



have taken effect in most communities around the world1 it does simply means thatthe statistic of the fighting religious organisations cannot be ascertained.

&pparently, there are people who belong to no form of religion in the world andequally do not attest to any, but have nursed some sense of feeling towards a lifestyle

that can be categorised as belief. These beliefs have brought more peace than harm tothe individuals practicing it and they have it all worked out themselves, not to get atanyone but to meet their emotional needs.

To further clarify our mode of study in this case study, what is the difference between & /(IGI+0 and & '/(I/-?

/(IGI+0

This is a movement of worshippers who have e$alted their horn in reverence to a

deity in honour of a true identity, which have displayed some level of power tointo$icate his follower into its worship. In most cases, these deities are hidden andnot known while in some other cases these deities are seen by some followers or allfollowers. 4owever it may seem, they are most committed to the worship and passesit on to generational families which also include luring neighbour and associate tosuch religion. In some religion, people are bought into the religion by the choice of

your demand and this is the service of honour of an already participating member asa sacrifice to the deity, either by will or by demand.

eligion can also be defined as the belief and worship of a superhuman

controlling power who can be a personal God or gods. *o we say that the definitionof religion is personal? I think this may be the case because people seem to defineterms by their observation, but this can be personal or most likely public. & religionis an organi5ed collection of beliefs or cultural systems that relate to humanity to anorder of e$istence. In so many faces of religion, they have been able to carve outethics, bylaws, doctrines, sacred ordinances, symbols and sacred histories to defineproperly their stand in every sense1 this has come to influence the lifestyle and theacceptance of most widely innovated technologies or civili5ation like the lay call it.

Most religion borrows acts and doctrines from M6T4. Mythology can refer to

the collection of the body stories of people which also refer to nature, history andcustoms. In reality of this fact, most religions may have organi5ed proceeding topropagate their activities, and they can be1

Be$%&iour'

Clerg

Hol l%*e'

S*ri+ure'

Ri+u%l'



Ser,on'

Cele-r%+ion o /ei+ie'0go/'0go//e''e'

Cele-r%+ion o '%*rii*e'

Cele-r%+ion o e'+i&%l'

Cele-r%+ion o e%'+

Tr%n*e'

Ini+i%+ion'

Funer%l 'er&i*e'

Cele-r%+ion o %+ri,oni%l 'er&i*e'

e/i+%+ion'

Pr%er'

u'i*

Ar+

D%n*e

Pu-li* 'er&i*e

'/4&7I+

This has to do with religious behaviour which religious organisations are seenpractising and has become part of their e$istence from inception till date. In thereligious behaviours, the religious act is called 8IT&(9 and the avoidances arecalled 8T&'++9.

The actions of religious behaviours in reference to ritual can be classified into twoma)or parts which are1 prayers and sacrifices. !rayers are most widely practised by religions globally1 most religions have a specified time to pray either individual orcollectively as long as their prayers are said. Most timely prayers are done incon)unction with their religious beliefs and teaching, while most timely prayers aredone on religious demand. acrifices are mostly found in several religions. !rayersand sacrifices form the basis of other curriculum activities found in a religion and allare seen in religious behaviours.

:(/G6



:lergy are the formal leaders found in religious organisations, they foresee theactivities of the organisation spiritually, and they stand as an intermediary betweenGod;god of the religion and the people. In most cases, these religious leaders do nothave any other business attached to their religious office but to commune with thespirit head of the religion. The clerics also preside over there religious rituals andsacrifices, teaching their doctrine in the congregation and piloting the activities of theorganisation. #e shall look at some names from some religious leaders attached totheir offices which also vary by their denomination. They are the1

:4ITI&0IT6

De%*on'

Prie'+'

Bi'$o'Pre%*$er'

P%'+or'

ini'+er'

I(&M

In Islam, a religious leader is often known as

I,%,

u+i or %%+oll%$

</#I4

In the <ewish tradition, a religious leader is called

R%--i or $%11%n.

E+*.

These are to mention but a few and an e$ample as to my e$planation to the clericterm used in this study.

4+(6 !(&:/

These are places that the religious followers consider to be holy, relating to thehistoric believe of their worship having connection with the said environment. Theseholy locations are patroni5ed by pilgrims who comes visit once in a while toacknowledge reverence to their superhuman God;god. These places are consideredholy and pilgrims believe they draw their strength and get their faith boosted after

visiting the place. Most 4oly places are seen in the mountains or valleys, countryside, martyrs sites, etc.



:I!T/

These are religious te$ts also known as holy books, scripture, holy writings, etc.

They are considered to be pure and sacred because they believe it is divinely andspiritually inspired and whatever is written within are considered of high spiritualcontent which yield great benefit to the human mind and activities.

IT&(

ituals are ordinances performed to accelerate or commemorate an event usuallyorganised by tradition or culture to enhance religious movements and beliefs. Thereis various understanding to what ritual can be and how ritual can be carried out.*igressing a little from the religious scene, rituals have taken huge place in the

traditional society to enhance the celebration of events1 however this may seem, ithas more on the society that connotes religion to the societal undertakings. !eoplepartake of these rituals which they believe have a lot to play in reverencing thepresence of their religious deity into the action at hand. 4ere are some events in

which rituals are seen being performed in1 not only the worship and sacramentalordinances but also atonement, purification, rites, oath of allegiance, dedication,ceremonies, coronations, presidential inauguration, marriages and funeral, clubmeetings, sporting, 4alloween parties, :hristmas shopping and more. ometimesrituals are also performed by the leaders for cases which may be outside the religious

operations but to secure an event to the betterment of a follower. These include1court trail case, e$ecution of criminals, etc. these seem very ritualistic in nature as aspiritual attempt is carried out. 4ere in &frica, most rituals are carried out byreligious heads on behalf an ardent responder for a proving case which stands therisk of being lost. ituals are work applied on faith to function, and these rituals arepersonal.

/M+0

ermons generally are oration which are read to the followers of a certain religiousgroup in order to relate the principles of the religious activities, to speak the mind ofthe deity of the religion, to e$hort or to chasten the followers in their daily activities,and also to bind them into not straying from the percept of the religious curriculum.ermons are being read to the congregation by the heads of service in theorganisation, and mostly it is read by the cleric in charge of worship at the moment of service. This sermon can come in several forms1 teaching, study, counselling,chastening, and rebuke. eligious sermons can be carried out in several placesallowed in principle by the religious organisation, thus delegating the purpose for thesermon. Most religious organisation are seen displaying their affection for theorganisation by giving alms and speaking the mind of the worship to non"followers,

some teach their principles in the streets, some visit homes to teach their principles,some kill as well to display what they are made up of, some carry out sacrifices to



perfect their claims, and some confide in their place of worship to themselves alone with their teachings also to themselves.

:/(/'&TI+0 +- G+*;*/ITI/;gods;goddesses

God almighty is understood by =3> of the world as the most supreme supernaturale$istence ever known, in which he is understood as immortal and cannot be seen with the ordinary eyes. Most religion en)oy that their God has that supernaturale$istence and so they feel covered in every aspect of their lives. The :hristian and the<ewish religion, the Islamic religion and most other religions of the world have greatreverence to God but have their different pronunciation to God. God is mostly used

by the :hristian religious entity, and the general world has come to fact with God being the supreme head of the :hristians. +ther religions still believe in God buthave different understanding to the mediator of the religion, and that we shall bediscussing in future studies.

*eities are also seen as supernatural god who possess greater power than merehuman and also have the ability to bring negative or positive changes to the life ofany follower or anyone at world large. This perception is based on internal belief andmay have nothing to do with other people from several other religions, but the actionof certain religion are basically understood and practised by ardent followers who

believe in the deity. Most deity are not seen but are created by a historical powerfulevent which lead it%s followers in strong belief of its e$istence and worship, whilesome others are carved physical deity in which the believers must have a verysignificant belief and event which may have resulted into accepting it as a god.

gods are male form of deities and goddesses are female form of deities. mostdeities have their abode in which some are found in the river, some are found in theforest, some are found in first heaven, some are carved wood and cement made gods,some are carried around the waist while most others are seen in several differentforms.

Most natural effects like lightings, earthquakes, disasters, birth and several othernatural phenomenon are all attributed to deities, seen or unseen, as their display ofpower, punishment, correction, blessing and e$istence, and not to any form or source

of scientific law.

:/(/'&TI+0 +- &:I-I:/

These are offerings offered to deities;gods;goddesses as a means of thanks andappreciation or a plea over something important. :elebration of sacrifices has beenan event that has come to stay and seen in several religions where items are given toa deity for an important event. acrifices are performed using edible items like fruitand foods, which are given to the god;goddess;deity and are being received by thecleric or religious leader and the rightful ritual is performed with it.



&lso in some religion, offering of animals are given for sacrifice to thedeity;god;goddess in which their bloods are used after been killed, poured on thephysical deity as a sacrifice in most case and declarations are made out to that effect.It is painful to say that most religions still offer human parts and complete human fora sacrifice and their blood are being used for a higher sacrifice. In &frica, before thecolonial government came, most monarch thrones and being established andenthroned with the human sacrifices to gods and deities of the land, it is anabomination that was referred to as religious customs and traditions and this wasgenerally accepted by the people1 most families count themselves privilege toproduce a soul that shall be used as sacrifice to the deity;god of the land.

In the :hristian community, several sacrifices are being received which rangesfrom edibles to financial sacrifices and to material sacrifices, hence it is given to theirGod. These sacrifices are as well accepted by God because the sign of the acceptance

from God shall remain visible and apparent to the giver and this motivates the giverto give continuously and having in mind that there is & (I7I0G G+* who rewardsevery sacrifice.

More of religions and sacrifices shall we see when we discuss in future on religionsand their practices around the globe.

:/(/'&TI+0 +- -/TI7&(

& festival is a special occasion of feasting or celebration carried out by a religiousgroup or a community in celebration or thanksgiving to the gods of the land or a

certain deity for a season of great plenty or a season of commemoration of historicevents. sually, it is one of its kind and members of the religion who are basedoutside of territorial origin are returned home for the occasion by the desire to

benefit spiritually from the occasion. In this celebration, entertainment most timesare observed as the festive celebration brings about good tidings1 the localcommunity benefits from the celebration as the elders in town and most likely theruling monarch is very much around to grace the occasion. & country whichrecognises the occasion usually give in their support by sending political delegates,

bringing gifts to the traditional ruler and clerics to commemorate along with them as

everyone is understood to benefit from the occasion. 4arvest of agricultural products are celebrated to the gods as dividend of worshipand the people who have e$perienced ripe harvest comes out in mass to be part ofsuch great yuletide. & celebration like 4alloween in &merica is a modern e$ample ofthis festival, and /aster with the :hristian is another great celebrations. These twomentioned herein are e$amples of a modern world festival, but there are remotecelebrations which are eventful n thanks to a deity for a believed )ob well done.

Most festivals around the world attracts the presence of tourists who en)oy the way such festival carry around its activities and they are fully en)oined andencouraged to celebrate in full the festival of whatever they are celebrating for.



:elebration of festival is cultural and religious in which the both are not left out aseveryone who is part of the culture is also part of the celebrating religion.

:/(/'&TI+0 +- -/&T

& feast which in the -rench pronunciation is called banquet is a gathering of eatingand drinking responsively, in honour of a person or a deity or a god;goddess. It canalso be in for of a celebration but may not be verily large like a full fledge celebration.-easts are religious and also cultural1 it solely depends on the reason for feasting andit does make everyone present in there so happy.

T&0:/

Trance is believed not to belong to the world of realities and as such may not really be discussed in courses that relates to it. Meanwhile, trance is a state of

consciousness different from the reality, and it is a state of minor unconsciousness.Trance belongs more to the spiritual than the physical, and this is because one losessome sense of belonging to a magic flow, and spiritual interpretation, or prayers orabsent mindedness into the realm of unreality. It is most time difficult to e$plain to alearner as it cannot be taught but belongs to the personal understanding and view.

7ery piritual individual can fall into trance as it belongs to the spiritual for adirect or indirect communication with the spiritual, either for revelation or forobservation. #hichever way it seem, trance is a spiritual activity of several religiousorganisation and cannot be e$perienced by everyone who is part of the religion but

can be e$perienced by special appointment in respect to what your input in theorganisation.

I0ITI&TI+0

Initiation is an acceptance into a religious group or a community youth or a formalentrance into a sect having met all criteria. It is mandatory that every intendingmember goes through this process to ascertain his;her membership in the forum. Itcould also be a formal admission into adulthood in a community or one of its formalcomponents. &lso in an e$tended sense, it can also be e reborn into a new state, in

which e$amples or such activities are1

C$ri'+i%n B%+i',

Hin/u /i2'$%

Fr%+ern%l org%ni'%+ion %**e+%n*e

3e4i'$ -%r or -%+ ,i+1&%$

A**e+%n*e in+o 'e*re+ 'o*ie+

A**e+%n*e in+o religiou' or/er



& person who is being transformed or reborn or reformed or initiated is called aninitiate. Most likely, it is a big event as a new member is welcomed into the forum, itis formal and official and deeply recognised by followers of the religion as theprinciples are disseminated round the contemporary environment.

Initiation of a new member demands the total acceptance of the curriculumactivities of the organisation, irrespective of the fact that it may not suit yourstandard of understanding, but when accepted, you are in for good.

eligion reserves no apology for its principles, and this is because it has set itsstandard which in most cases is not sub)ect to review or change but encourages every member to face the responsibility and consequences, sequel to your very own action.

-0/&( /7I:/

-uneral events or services are mourning ceremony organised to accord respect untothe dead about to be buried or buried within the space of time. eligions are solelyresponsible for the interment, prayers, monuments and rituals undertaken in theirhonour. In east &frica where I hail from, religious organisations headed by theirclerics arrive the scene of the funeral a night before the proper burial, and makesome prayers and incantations as the case may be, preparing the hearts and mind ofeveryone involved including the deceased family members1 the ne$t day, everyonecomes around to witness the funeral while the religious leader or the cleric performsthe burial interment and rites and finally lays the body to rest beneath the ground.

#hen this process is done, they leave the rest of the condolence visit to the guests,

friends and well"wishers of the family to pay their last respect in their variousmanners and understanding.

It is clears that the religious organisations takes the front row in the event todisplay their authority and the firmness of the religion so as not to be undermined inany way available.

:/(/'&TI+0 +- M&TIM+0I&( /7I:/

Marriage, which as well can be called matrimony, is a socially or rituallyrecognised union or legal contract between a man and a woman that establishes rightand obligation between them, between them and their children and between themand their in"laws. Marriage is considered as sacred and delightful in which hespouses are legally and religiously allowed to share se$ual affection and e$periences

between each other and are apparently restricted from engaging another relationship which stands to counter the ordnances and principles of the coming together of thecouple in discuss.

/very matrimonial commitment requires the attention of the religiousorganisation1 this is because religions understand marriages as a union that demand

spiritual blessings from acknowledged deity of such religion so as to attract blessingsand fruitfulness which is believed to be the dividends of marital union.



(egally approved marriages are in e$istence and the western communities practiceis more often than not. It is also commonly seen among youths, who derive pleasurein )umping marital procedures and protocols because it basically requires theconsent of the spouses and few witnesses to )oin them together, and such marriagesare prone to divorce because it is understood it didn%t go through a religious process.eligious ordained marriages in most cases stand the taste of time amidst variousproblems and challenges facing the couple1 the religious marriages requires thepresence of family members and relative, and also have strict rules and procedures

which must be met in order to )oin the two in holy matrimony.

&nother important reason for a religious marriage is because marriage is believedto be a spiritual activity, and so does requires spiritual procedure in order not toincur wrath of any manner but rather e$perience the blessings of marriage.

In recent times, marriages has taken a new shape where people are married

together for various reasons like forced marriage, child marriage, polygamy,marriage of class and of course the renowned same se$ marriages which has alsoeaten deep in most religious organisation basically the :hristian organisations. It has

well been noted that international laws has come into these marriages, encouragingpeople into equal rights of spouses and choice of spouse irrespective of gender. Thisdecisions most likely has countered various principles of religious marriages in whichthe international courts and government reserves no apology to their duty inprotecting freedom of rights and fundamental human rights. This also does not inany way change the strict unchanging religious principles on that as reverences are

reserved for the deity in worship, who may not accommodate such acts and can alsoincur wraths on the participants. I am not here to discuss various views outsidereligion but to typically state that mot religious organisation still stand theirunchanging ground grossly against government rule.

Most religions do not approve what some cultures approve. 4ow do I mean? In &frica, there are procedures to traditionally divorce or annul an e$isting marriage,that s culture1 but some religion strictly condemns divorce and annulment as theydon%t have the right to tear apart what a supreme deity has )oined together himself.The :hristian community do not have procedures to divorce for every divorce is done

outside the church, maybe in court.

M/*IT&TI+0

It is assuming a state of quietness or unconsciousness to connect to a sense ofthought and achieve a desired aim. This can be personal or religious depending on

your level of connectivity. /verything that has got to do with religion, be it physical orotherwise however reflects the deepest sense of spiritual realities and as such doesnot require approval to function properly. Meditation does not need one to teach oneinto that line. -or one to be able to practice the act of meditation correctly, he;she

must be a lover of the introversion lifestyle, a self will to do and not to do, and inevery sense of it, it reveals a lot which may be hidden from man in a noisy



environment. Meditation is often used to clear the mind and ease many healthconcerns, such as high blood pressure, depression, and an$iety. Most religiousindividual and worshippers observe their meditation differently from various view sof the world, which include prayers, sitting and having eyes closed, reading of beadsand mantra. *epending on what one wants to achieve, meditation can be carried outin several that suits best to achieve desired quest.

!&6/

0othing has ever been achieved religiously without religious prayers which aredone publicly or privately, depending on the religious routine which is widelyaccepted or approved by the deity. !rayers are means by which communication isestablished between a follower and a deity with respect to meeting several needs andgodly obligation e$pected in full. !rayers have several definitions and the need toknow how important religious prayers are is the certainty of what the prayers can do

for you in every sense.

!rayers can be said in invocation, in worship and use of many words to address your situation. In every sense and what religious organisation you may belong to,prayers are needed for supernatural connection and complaint. Many people say they do not belong to any religion and so does not pray at all1 but prayers are doneofficially and officially, how is this obtainable? Most people dwell in wishes and luckin which words are uttered to a demand. !eople say they desire to be this and if theother comes to pass they shall be happy, and maybe at the end of the day all thingsmay work out in his;her favour.

!rayers can also be done by incantations where spiritual words with deepunderstanding are uttered to God;god or deity. In the :hristian religions, speaking intongues has been a mysterious mode of praying in a language that only the spiritunderstands and it also takes one who has the gift of understanding tongues to alsounderstand the replies of the spirit to the actual prayers said in tongues. *eepspiritual incantations creates smooth entrance into the realm of the spirit, and thisprocess is usually applied when there is an emergency in the spirit which requiresimmediate connection, it is uttered and if uttered correctly will create an immediate

entrance into the realm of the spirit. !rayers can as well be said in songs and that goes a long way in interpretingspiritual presence and songs are mostly the easiest way to move in the spirit. Thereason I speak more in the spiritual in this sub"section is because prayers are moredetailed spiritually than physically. !rayers are spiritual )et to your desired spirituallocation and this demands great attention and practice to achieved desired result.ongs are spiritual wings on which prayers ride on to wherever it is directed to1 italso attracts the presence of such deity it is being sung to. (et use God almighty as areference to clear our point1 God dwells and inhabits the praises given to him in

songs and psalms, where praises dwell, God presence is close by, and when God%spresence is highly demanded, a song of worship and praise is introduced to accord



respect and ascribe worship unto him. &lso, songs are ways to reach our problems toGod in tunes that will gladden his heart as he listens.

/very cleric in any religion that prays in songs to his;her deity has maybegenerated dividends to that effect and has continued in that mode to fulfil his

religious obligations.

!rayers can be done in supplications or in petition1 and if prayed correctly with allmanner and principles to achieve success, then it is approved. It is a serious spiritual

business and should be handled as such.

!rayers can also be done by confession of transgressions sin@, which remorseful words are uttered to the deity to calm down the wrath which already may have beenincurred.

!eople pray for various reasons which could be for personal reasons or for thesake of others1 whichever way prayer remains prayer and should be done with everysense of humour and not the e$hibition of pride.

MI:

Music is art whose output medium is sound. ong is considered to be the smallestpart of music1 music has a lot that goes in it and is en)oyed by virtually all. In music,a concert is seen along with it and dancing has been part of it, creation has also beenpart of music which in it people are seen glooming with smiles. Music and all lot itsattributes brings lots of )oy and keeps life going.

Most religious organisation cannot do without the musical arts, which happens to bring glooms and life in the heart of the members1 their celebrations come moreoften with music taking ma)or parts and also have been regarded as a custom by

which life comes into religious celebrations to make more interesting and attractivethan it should be, as greater success of events are the primal motive of any religiousmovements.

Too many people including cultures have accepted music as part and way of theirlife1 the &ncient Greek and Indian philosophers defined music as tones ordered

hori5ontally as melodies and vertically as harmonies. -rom every sense music hasseveral form of definition as virtually everyone one is affected directly or indirectly by music and all of its components, thereby leaving in the lips of people the words thatcould define music properly from their very own e$periences.

& A3th century composer <ohn :age however has a different thing to say from whatpeople readily think music can stand out to represent. 4e thought that any sound can

be music. 4e went on to say that there is no noise anywhere, that all sounds aremusic1 this comes way different from a usual definition of music which is that 8 music

is an organised sound” . #e are not discussing music as a topic but seeing from what

we have here, music is basically at anyone%s discretion and definition has to be



personal too1 the point of focus is that music goes along with religious movementsand festivals.

&T

&rt includes visual art and graphic art which have been in e$istence amongstreligions to interpret the old times graphic of religious giants in several fields. &rtscan also be in works towards the religious growth and an established religion fromthe time of the old has made great use of art and that started as far back as the 2B th century until very recently when art was defined properly and western civili5ationcarved out the fine art which is studied in institutions as applied art.

*&0:/

*ance is the art of the movement of the body usually rhythmical. & dance is seen on

display to a sound usually pleasant to the ear and also to the heart. :ultures havegreatly imbibed the act of dancing in great celebrations and festivals, either togladden their hearts or to entertain the guests present at the occasion. Traditionallyit is accepted widely and in the recent time also it is accepted. Most people en)oy thedance attitude because it brings them into this sense of rela$ation after maybe atroubled day or a stressful day. Most cultures are also widely known for producinggreat dancers in feasts and as such attract tourists to such events to be dulyentertained.

eligious organisations have the same privilege to grace their occasions with

entertainments in festivals and dancers are welcomed to display. Most religiousorganisation do not condemn dancing but understands that it should be done inaccordance to the right principles of the religion so as not to peeve the deity whopioneers the religion. The :hristian community and religion believes that inaccordance to the scripture singing songs of praises to God and dancing along with it

brings great )oy to the heart of God and he as such is blessed with great songs ofpraises and dance that glorifies him in all accord.

ome religious organisations as well believe that dance should not be done in any way, which apparently brings disrespect to the god;deity in question, and as a mark

of honour and respect to the god;deity, dances are abolished. I believe the struggle of true religion has brought diverse understandings to common issues in our present

world. The argument if an action is accepted generally or not has been in conte$t ofdiscuss and nothing concrete can be reached in it and this is because people seethings differently and indifferently1 hence organisations are respected to their own

bylaws, which may be absolutely right correct. #e shall continue to see how thisG(+'&( #& -+ & T/ /(IGI+0 can be reconciled to one perfect mind ofpeace and )ustice.

*ance can also be recognised as nonverbal communication, which can result in

behaviour of animals to define a mode and an action. *ance can be categorised anddefined in various ways. It may be analysed purely by its choreography, its mode of



movements, or it may be classified according to its time or place of origin. Mostdance styles are well recognised by the culture and tradition that dances it in theircultural activities. *o you also know that social dancers have come to commercialiseit and make it a profession, and when some religious organisation are meant tocelebrate an event, they hire those professional as mercenaries and their presence

will motivate and choreograph the entire attendants of the occasion thus bringing lifeinto the event.

There are different dances which can be performed in cultural events which may beaccepted or may not be accepted by several religious organisations, but hence wediscuss religion in global perspective, we should therefore mention them for theyhugely accepted by many ancient religions which are still in vogue in this presenttime. They are1

Ero+i* /%n*e

A 4%r /%n*e

S%*re/ or li+urgi*%l /%n*e

This may seem weird in some e$tent however they are still practiced by variousreligions in the world today.

!'(I: /7I:/

These are community services given to honour the request of a religious right or

obligation. !ublic services are usually not voluntary but ma)orly to appease a certaindeity or gain some form of favour from such deity. !ublic services might come inform of visiting the less"privileged and the orphanage homes.

Most religious assignment in community services is done weeks to an event orritual or other sacrifices, either individual or collective. Things are given out to makeothers happy. In &frican :hristian religion, when mothers% undays are about to becelebrated, they go out en mass into the streets and into various homes to docommunity work and give out items ranging from edibles to material substances,thereby displaying their little obligation in their religious mothers activities.

Most often than not, out"reaches are being made in order to reach the backsliders whose attention are needed back into the religion with respect to spiritual orders anddemands which brought the crave to see the need met instantly. !ublic service is acontinuous function of many religious organisations and as such may not stopanytime soon.

RELIGIO!S AROU!D THE WORLD A!D THEIR TRADITIO!S

&pparently, the world is made up of people with diverse views and diverse

understanding, and this has led to establishment of several religions around the world. 'asically around the continent, the world is made up of individual and



collective religions which we shall be discussing in parts and also in full. everalresearchers have gone into serious research to be able to make positively the totalnumber of religions in the world, but to ascertain that, several facts were put intoconsideration including the geographical census. The world%s census was broughtinto action since the registration process will duly signify the religion of everyindividual, and here is the rough estimate of a certain research group called !/#//&:4 :/0T/.

0ote that all religions were not ascertained because they have low esteem value anddoes not have a renowned identity in the world, but nobody is indispensible sotherefore we shall look into these religions gradually and see why the defendthemselves and strike a resemblance to a true religion.

-rom the top in ranking according to the number of followers and worshippers,first in the line of ranking is the :4ITI&0 /(IGI+0 with C2.D> of :hristians

around the world. 7erily, we should know that everyone is not always included inseveral registrations but from the A323 population census registration, :hristianityhas been taking the lead with C2.D> to their credit. This show however that if the:hristian folks have a mandate to win the world back to God, then they really still dohave a very long way to go in that pursuit.

The second in religious ranking is the Islamic religion which is also called theMuslims and they are AC.A> in the world%s religious estimate. The Muslim

brotherhood is growing their network and they are taking every measure to win overthe world with their teachings, supports and benevolent act in winning a soul to theirreligion.

The third in religious ranking are the unaffiliated religions with a 2=.C>. Thereligiously unaffiliated are those who practice beliefs and they are categorically theatheists, agnostics or verily nothing affiliated. #e shall also be discussing thesegroup of believers in future case study.

The ne$t are the 4indus religion with a world capacity of 2D.3>. 4indus are widely seen in the &sian continent and are also widely practiced.

The 'uddhists are another religion with the world capacity of B.2>. They are alsoseen around in the &sian continent and are celebrated by believing followers.

The folk religionists are ne$t in line with the world%s capacity of D.E>. +ne might wonder why these set of people are called folk religionists, and who actually are they?They are the :hinese folk religions, 0ative &merican religions, &ustralian nativereligions, and this also includes the &frican religions found in &frica.

The <ewish religion is the ne$t in line with the total percentage of 3.A> in thecountry and around the world, and the other religions which may not be known will

fall into the category of 3.F> of the world ratings.



Generally, religion moulds the life of an individual or a community into a form,regulating their activities and most likely influencing their thoughts in alldimensions. #e shall look at religions by continents, but before we go all throughthat way, we shall study briefly the acceptance of beliefs in replacement of religions.These beliefs are with those who specifically do not have a religion they haveattached themselves to but have various understanding to life, and they havereplaced religion for beliefs, which we shall study briefly.

SE#ERAL FORS OF BELIEFS

(ike we previously have studied that there are religions around the world, but noteveryone are partakers of religion. I believe the concept of religion and belief is basedon individual view and whatever your understanding carries dignifies yourcommitment. The commitment into several beliefs has come a long way in fightingthe authenticity of long established religions around the world1 and these beliefs have

formed various forums and understandings where creative ideas, meaningful ormeaningless appears to take shape in the life of a man. *o you say that a man%s ideatowards his religion may be wrong? *o you +ut"rightly condemn an individual for

believing in what he;she feels right about? #ell, we shall look at that part of thisstudy to clear our understanding in that fight, for now, we shall ascertain and seedifference between religions and several forms of beliefs.

&T4/IT

These are people who don%t )ust believe but conclude that there is no God and that is

their final decision and not their option. In their belief, they have congratulatoryopinions and support culling from the highly placed in the society to the least in thelocal community. The general belief with an ardent atheist is non"e$istence of anyform. They have their back scratched from personal e$periences and perspectives Ithink. :ould this be ridiculous? I say no, but it is God%s freedom agency that is at

work in them, and like ing !haraoh, they are all blessed by God with freedom ofchoices. *o we agree with these ones that there is no God anywhere? There arequestions that need to be thrown at them, not for chaos but for clarity.

Are they everywhere (Omnipresent) to know that there is no God

anywhere?

Do they know everything (Omniscience) to know if there is no God?

+bviously, this religion per say might have based their arguments on personalreasons or from life%s e$perience. This can be on facts which may not be ascertained,

but they aren%t everywhere to know that there is no God, neither have they the abilityto know everything and also that there is no God anywhere.

To know that God does not e$ist, you must be greater than God or at least being

God, so as to know what is greater than God himself.



There is one greater proof to all argument concerning the e$istence of God, andthis is the creation of natural elements which are so real to argue about. Themountains and the rivers, the seas and the ocean which no chemical composition canevidently convince you that their researchers have the ability to create these naturalelements to stand in place. The fountains can%t be possibly created by any scientificmethod and this convinces again against all odds that there is God in e$istence.

-urthermore, #inifred :orduan stated in his book1 Reasonable faith

An argument, in order to be considered sound, must have true

premises and vaid ogic. !ecause we think within the conte"t of word

views, someone may not be convinced by a perfecty sound argument.

#his is an everyday occurrence in a human reasoning and attempts at

persuasion. ($%%&, p. $',)

It has to be strong on a base to claim that there is actually no God anywhere ine$istence.

&G0+TI:IM

In 2F=E, a 'ritish scientist by name Thomas 4enry 4u$ley first mentioned of thatname in his speech. 4e later practised his belief after consistent thought of whichreligion to practice, and he decided his fate with the &gnosticism.

These ones believe and say that it is impossible to know whether God is ine$istence, as there is not enough credible evidence to back up that claim. The standneutral on the case, not saying there is and not saying there is not, and very unlikethe atheist who have strongly conceded their belief to a 80+9. Mr 4u$leycourageously embraced the ignorance of1 I don%t know, you don%t know, neither doesanyone know if God e$ists.

0elson M. mith wrote something in his commentary on this argument1

Obviously, no agnostic can speak for anyone but himself and perhaps not then.

What effort has he made to know God !as he e"hausted every effort to know God

#aybe he has not been as honest with himself and with the evidence as he ought to

be #aybe he is unconsciously hiding behind a screen of $can%t know” to avoidresponsibility as a being made in God%s image of facing his #aker

'ut he is right in his commentary and opinion. Maybe an agnostic needs to e$ploreall of his options to ascertain his claim towards his belief and understanding. Theability of one, not giving reasons for his belief and actions, strikes that it is an unclearaction or a deliberate belief. There has to be some form of certain sidedness, eitherthis way or that way. ir 4ector 4etherington, a principal /meritus of the Glasgowniversity said his point on this too1

&here are issues on which it is impossible to be neutral. &hese issues strike rightdown to the roots of man%s e"istence. 'nd while it is right that we should e"amine



the evidence, and make sure that we have all the evidence, it is e(ually right that we

ourselves should be accessible to the evidence.

/!TI:M This is a person who doubts there is God. The skeptic does not approve ofanything that is not scientifically verified in an empirical method. They understandthat they can%t be made to live life outside verification. &n ardent skeptic believes the

world will not be e$plored into what she is today without maps, this is because youapparently lose your direction the moment the map is out of place. The map is thescientific proof that there are other places in e$istence outside of the &, and canalso be reached by that means. &n average skeptic will remain in his shell until proofis made available. In other words, his opinion is straight on the matter until proven

otherwise, then he may consider the argument that there is God, but until then, theyrest their case on their belief.

I0-I*/(IT6

This is a person who does not believe in God in himself, and also who will fall out with anybody who believes in God. G. :hesterton observed that a man who does not believe in God absolutely does not believe in nothing but in anything. They are basically on their own and more so take it out on anyone who does not stand in theirpath of belief.

*/IM

The concept of deism was culled from the (atin word deus which means god. Thepractice of deism started officially in the seventeenth century in 2DF2 by the then

writers and headed by /dward 4erbert 2DF2"2=HF@. In this practice of deism, it grew with principles that govern the practice for every true believer.

:ulling from his book in 2=AH De eritate (On #ruth), (ord 4erbert out five basicprinciples for this belief1 they are

The e$isting being of God God is to be worshipped in every sense

The reverence for God and the moral virtue are the chief parts of true worship

That God will pardon all our faults on repentance

There is a future state of rewards and punishment.

In every sense this may seem like the :hristian organisation but it is not a religion but a belief. &re they indirectly e$hibiting the :hristian religion? They really do not



want to practice a religion but their understanding is reserved and they havereverence for God.

In the seventeenth century, deism was practised in most countries and continentsof the world. *eism started off in /ngland and flourished until the last deists a in the

eighteenth century, it left /ngland for -rance. It did flourish in -rance as well andheld high sways in some part of /urope which includes Germany1 it had its ground inthe /urope for a hundred years. *eism was quite strong and actively functional, tothose who are not deeply rooted it becomes a religious organisation to them and tothose who are deeply rooted it is a simply belief which may absolutely not hurtanyone.

The colonial &merican also practiced deism belief and I still maintain that even inthe midst of the modern present society there are still deists who happen to dwell inthe booming and blossoming numerous religions.

!&0T4/IM

The believers of pantheism argue that God is not somewhere far away in heavenprobably like most religion believes1 they argue verily that God lives in the midst ofall human, meaning that God is not different from the universe. They state thateverything one sees around including the realities of nature are what can be referredto as God and not the belief and the picture of an e$isting supreme presence. The

believers of this order are strict in it and as such have followed it with deep sinceritystressing how gallant it stands not to fall. Most likely than it seem, in some hidden

areas of the world, this belief and the believers are still seen hanging around, not very elaborate but confined within their obligations.

!&0/0T4/IM

!anentheism which may verily sound almost like saying pantheism is different fromthe previous1 having similar belief of 8there is God9 but stressing argumentativelythat God is not in his creation like the pantheists claim, but that God is not differentfrom the world. This fight is really global and to think people actually are freelystating their minds as to how they definitely feel about God and life, not maybe

because they were taught about it but because the most e$periences they may havehad in life has come to prove that point in their lives, and finding anyone who sharessuch view with them brings them both or all together and form a belief.

-urthermore on the belief of the panentheists, they also belief that God is notinfinite like most religion and beliefs accepts it but that he remains finite in theireyes. 4ow is this acceptable and conceived? They state that the world is the body ofGod and probably like myself is thinking the heaven may appear to be the head.

They have also culminated into believing that God is in a process of finally

establishing his original identity. The reformations in the world, the innovations in various sectors of the global view is sort with almost perfect science, and changes has



proven to a reasonable doubt that all things important to man can be achieved, be itgood or bad. In the light of this, an average panentheist will keep believing that Godis gradually unfolding all that he is, and not looking up to heaven for what he cannotidentify. This belief I am sure has nothing to do with faith but very evident reality ofactivities and observations needful to man in diaspora.

4aving gone through several beliefs that are outstanding in their varioustraditions, which however does not apply to all and is not obligatory to many as well,they stand a strong ground to defend how they feel religiously about life, creation andprinciples. These beliefs delegate a very powerful move, which showcases the veryaffluence of the society, the crme de la crme of the society, the great scientists ofancient and present times, the young at heart, and they have swept these ones withtheir strong points as to what they believe and how far a new convert can be witnessto what they profess. #e must also know that physically, these beliefs does not bring

them any form of trouble, internal conflict and biasness but they feel very strong andat the top of their world without any form of religious movement ordering round theclock their movements, financial pursuit, academic e$cellence and emotions into thedirection which may seem unpleasing to them.

(et head back to the study of religion in various continents of the world. /verycontinent has various religions practised therein, and they respectively vary fromeach other. #e shall see the continents that dwell in the world presently, somecountries therein and the religions practised therein.

CO!TI!E!TS OF THE WORLD

&I&

&-I:&

0+T4"&M/I:&

+T4"&M/I:&

&0T&:TI:&

/+!/ &T&(I&

RELIGIO!S I! ASIA

&sia is the world%s largest and populated continent ever e$isting, and report has itthat most renowned religions of the world grew its root from &sia. 'elow arereligions that are found are practiced in &sia1

:hristianity



Islam

<udaism

4induism

'uddhism

:onfucianism

Taoism

<ainism

ikhism

Joroastranism, and various other religions that may be found.

RELIGIO!S I! AFRICA

:hristianity

Islam

<udaism

4induism

Traditional religion

RELIGIO!S I! !ORTH5AERICA

!+T/T&0TIM

:&T4+(I:IM

<*&IMI(&M

I4IM

'**4IM

RELIGIO!S I! SOUTH5AERICA

&ccording to the &ssociation of religious data archives, In outh &merica, the:hristian religious group is greatly dominating with at least E2.EA> of the total outh



&merican continent1 by the way I shall list out what can be religiously found in outh &merica1

:4ITI&0

&G0+TI:!IITIT

/T40+/GI+0IT

&T4/IT

RELIGIO!S I! A!TARCTICA

The &ntarctica which is basically the largest desert area in the world holds several worship areas in the continent.

:4&!/( +- T4/ 0+#

TI0IT6 :4&!/(

T4/ I:/ :&7/ :&T4+(I: :4&!/( &T '/(G&0+ II '&/

&0 -&0:I:+ */ &I :4&!/(

T. I7&0 I(I :4&!/(, (I7I0GT+0/ I(&0*:4I(I&0 :4&!/( +- &0T& M&I& /I0& */ (& !&J

:&T4+(I: :4&!/( +- &0TIIM& 7IG/0 */ (<&0 &T M&&M'I+ '&/

T4/ #4&(/ :4:4

RELIGIO!S I! EUROPE

4/&T4/0IM

+*I0IM

#/*I4 -+0 /* &/M'(6

0/+!&G&0IM

+*0+7/6

+M7&

*I*6



#I::&

:4ITI&0IT6

M(IM

&:I/0T /+!/&0 */ITI/, /.G J/, +*I0

<*&IM

T$e E%'+ A'i%n religion' %re %l'o r%*+i*e/ in 'o,e %r+ o Euroe" %n/

+$e %re n%,el6

:+0-:I&0IM

4I0T+

T&+IM

ome elements of M&4&6&0& '**4IM

&'&4&MI: /(IGI+0 4i+$ %/$eren+' li2e

R%'+%%ri ,o&e,en+'

S%,%ri+%ni',

Dru1i',

%n/%ei',

T$e B%-i %i+$

B%$%ull%$

These religions, faith and many more unknown movements around /urope havesatisfactorily en)oyed the presence of certain dominance in the /uropean region.

RELIGIO!S I! AUSTRALIA

+M&0 :4&T4+(I:

&0G(I:&0

'**4IM

I(&M

4I0*IM

</#I4



4aving mentioned above several religions and beliefs, and their various locationsaround the world, we are furthering on this to elucidate the real identities of thisreligions and how they affect the world with their methods and worship mode, eitherpositively or negatively. eligion has dominated the world and is playing ma)or rolesin the society and the country at large1 it also has personal influence on the activitiesof several individual. /ither religion or belief, one happens to be found in onecategory, and if religion has come to stay, play basic positive roles in the world%ssystem, then the struggle and conflict for which one remains the true religion willleave the world in great religious and ethnic chaos.

78 9UESTIO!S TO RELIGIOUS ORGA!ISATIO!S A!D BELIEFS

1. W$o $%' enoug$ inor,%+ion %' +o 4$ $i' or $er religion '+%n/'

ou+ ro, o+$er':

2. W$%+ ,%2e' one in %gree,en+ 4i+$ % *er+%in religion %n/ i+'

r%*+i*e':

3. W$ '$oul/ religion'" 4$i*$ %re 'een 4i/el %' % e%*eul

,o&e,en+" in/ulge in religiou' *r%+ine''" *ri'e'" *onli*+' %n/

/i'%gree,en+" +$u'" ro,o+ing 'e,i5&iolen*e %n/ /egr%/e o

$u,%n &%lue:

4. I % religion no longer ro,o+e' e%*e" 4$ i' i+ '+ill %+roni'e/ -

'e&er%l in/i&i/u%l':

5. I' religion % er'on%l &ie4 %n/ %**e+%n*e or % *o,,%n/:

6. H%&ing +r%n'erre/ 'e&er%l religiou' rin*ile' +o +$e re'en+

gener%+ion'" 4$%+ %re +$e o'i+i&e i,%*+' o religion +o +$e 4orl/:

7. S$oul/ +$ere '+ill -e religiou' r%*+i*e' %n/ -elie' 4$en +$e 4orl/

/oe' no+ re'+ in uni+:

8.

Ho4 ,u*$ $%r, +$%n goo/ $%' religion' %n/ -elie /one +o +$e 4orl/:

9. Ho4 ,u*$ goo/ +$%n $%r, $%' religion' %n/ -elie /one +o +$e

4orl/:

10. W$o /i'+ingui'$e' religion ro, +$e o+$er:

11. Are %ll religiou' rin*ile' %lie/ in &%riou' /%il %*+i&i+ie':

12. I' % religiou' -elie %n/ ,o&e,en+ - *%ll or - %**e+%n*e:



WHO HAS E!OUGH I!FORATIO! AS TO WHY HIS0HER RELIGIO!

STA!DS OUT FRO OTHERS

eligion and belief is a practice for one and another practice for another. &napologist of a certain religion MT have grounded and rooted information as to

why his or her religion stands out from others. #hen uncertainty sets in into areligion, chaos may dismantle the principles e$isting to keep the pillars steadfast./very religion accepted by the international community should not be a pain to thegeneral public but should promotes e$cellence in nisom, and when the need forestablishment of religion is found in a certain religion, it makes it outstanding inpractice (T$i' i' ro, % gener%l &ie4). The word 8S+%n/ ou+9 basically meanse$ceptional, and are very evident top the human eyes. uch religion will widelyaccepted by all human, but may not be pleasing in God%s sight1 this may be foromitting certain principles created by God, and this also can be possible only when

God is the head of such religion or belief. WHAT AKES O!E I! AGREEE!T WITH A CERTAI! RELIGIO! A!D

ITS PRI!CIPLES

eligion is optional and its principles remain with its believers. +nes acceptance toa certain religion and principles maybe in several factors ranging from environmentto passion, teachings, love, activities, care and constitution. It needs to remind thatevery follower of a certain religion have need in there to have believed in thatfellowship. This however may influence the young mind in a certain community1hence the religion is communicably perceived and accepted.

!ersonal perception however can also be a reason why one will adopt a certainreligion. +ne may feel very uncomfortable in the manner conflicts or issues are beinghandled in a certain religious movement and then may decide to change into whatmay be seen as more active and progressive, and not the previous slow, calm andstrict religious movement. The quest for power may bring one into declining ofmembership in a certain religious organisation and may opt for a power mogul forum

which may not be a religion in the real sense but a group of gathering achieving theiraims by all manners and means.

WHY SHOULD RELIGIO!S WHICH ARE SEE! WIDELY AS PEACEFUL

O#EE!TS I!DULGE I! RELIGIOUS CRAFTI!ESS" CRISES"

CO!FLICTS A!D DISAGREEE!T" THUS" PROOTI!G SEI5

#IOLE!CE A!D DEGRADE OF HUA! #ALUE

#e must understand that religion does not mean peace e$tensively, it perhapsdelegates a confraternity or an organisation pledging allegiance to a certain deity forprotection and worshipping the deity in an acceptable principle. It does not meanthat religion simply means holy and acceptable, and this is because it is only aprinciple and constitution that governs the affair of a religious organisation1 aiming



at a particular goal which may appear peaceful and cohabiting or mischievous anddestructive.

eligions should not be seen as a forum created for peace and harmony alone1perhaps it may have been created for the protection of abiding members and any

threat to the e$istence of an abiding member can result to a community, religious orglobal chaos, if not war at some e$tent.

:raftiness, :rises, conflicts and disagreements are obvious monuments of variousracial obligations, which cannot also be abstained from same religious individuals,functions and e$istences. Global religious war are caused by religious individuals1mostly are those who may not be so grounded and rooted in the 0itti gritty of a saidreligion and the general view of religious e$istence. This however e$plains thatreligious wars which are found locally and globally are simply same as fight for rightand acceptance to personal perception.

IF A RELIGIO! !O LO!GER PROOTES PEACE" WHY IS IT STILL

PATRO!ISED BY SE#ERAL I!DI#IDUALS

(ike I mentioned in the topic above, all religions are not founded upon peace andshould not be e$pected to give out peace. !eace is selfK and until you have it youcannot give it out, for one cannot give out what one does not own. !eace resets as anagreement between two entities, either by law or by choice, and this has nothing todo with religion.

!eace can also be achieved in religion but only in accordance to someconstitutional sections of the religious will and principles. -urthermore on this, ittakes a peaceful co"e$istence of same religious individual to form an establishedforum. !eace can be in two forms namely1 Progre''i&e %n/ De'+ru*+i&e e%*e.

Progre''i&e e%*e

This is when an agreement which will lead to positive resolves and developmentsamongst abiding members of a certain religion and their environment is established.It doesn%t call for any form of conflict or chaos but rather promotes unity in the bodyand the community at large.

De'+ru*+i&e e%*e

ome may still ask1 can destruction rescue peace? This is called destructive peace because an organisation which has grown a great wing of brotherhood andconformity to a destructive task finds peace amongst them, and the e$istence ofpeace amongst them promotes their menace and destructive missions. &ny missionthat is not generated and propagated in a peaceful forum, be it good or bad, stands achance to total failure at the fore front of the said mission. To be able to strike the

world trade centre was successful in great conformity to the peace, unity and

understanding found in the then terrorists.



*estructive peace is common in our society, and most clubs and societal gatheringengage in destructive peaceful meetings to achieve their purposes.

!atronise is a game of choice and it respects however the direction that the anchordrags its attention. !atronise of billions of individuals in their religious pursuit is

personal, selfish and prospective positive yielding, which in no way carries religion inmind but uses religion as a covering over their personal patronise1 this howeverdictates that the individual activities found in several religion has proven thereligious organisation troublesome to the other various religions and this has led toglobal religious war in various capacities ranging from local religions and beliefs tointernationally renowned religions.

IS RELIGIO! A PERSO!AL #IEW A!D ACCEPTA!CE OR A COA!D

It is in two diversities1 however it is still by choice. eligion can be from a

personal view as to what one desires and is seen in a certain forum, this can promptan individual to delve into such religious organisation or belief. econdly, it can alsoappear to be a command to followers of certain religion, thus engaging in manhunting and soul winning into the religion1 this is public view. In private mode and

view, it can be a command from parents and it can also be a law carrying a largepolygamous or nuclear family, which may have been biding them, running fromprevious generations to the present generations. This simply dictates that religioncan be a personal perception and can also be a command, either in both ways.

HA#I!G TRA!SFERRED SE#ERAL RELIGIOUS PRI!CIPLES TO THE

PRESE!T GE!ERATIO!S" WHAT ARE THE POSITI#E IPACT TO THE WORLD

'efore that answer can be obtained from this discuss, verifications will have to bemade as to what actually was transferred to this present generation. If religions arediverse in views and activities, and does not promote one same goal with others, then

what is seen in this present time M&6 be part of what was practiced or in discuss inthe past ages. The laid down guidelines in a certain religion can be renovated to suitthe present age but I don%t see an aged doctrine which has led many successfully overthe ages been wiped out completely for a )et generation, this is from my view however

it is reality.

!ositivity depends on what is required by the world from religious organisationsand beliefs. The world who depends on religious organisations for moral values aremost times failed in that e$pectation, and this is because all religious organisationsare not morally valued and cannot give what they don%t have in any sense. The worlddepending on any seen religion because it is called religion should e$pect either goodor worse and this is because one can only give out what is in possession.

The world depending on religious organisations for moral input should research

widely on the values portrayed by the required religion in order to achieve ane$cellent moral structure. To positive ends, the international peace commission



of losing lives and property as fear has gripped the heart of almost every individuale$isting. :ould this be the fight for a true religion?

HOW UCH GOOD THA! HAR HAS RELIGIO! DO!E TO THE

WORLD

/vidently, facts cannot be hidden as ma)or religious organisations see theinvention of religion as the strength of their worship and the hope that they live induring the periods of crises. Most religious believers look up to their deity forprotection and help, even in the midst of crises and chaos, it is widely believed thatdevoted deities delivers his;her true worshippers. The good benefits of religion to thegeneral public is numerous, individually and collectively and will be mentionedherein this passage1

C$%ri+ oun/%+ion'

Most eligious organisations and individuals have devoted their support in severalmanners including cash and kind to the less privileged, those under attack of naturaldisasters, devoted time to attend to needs of many, Medical attentions to remoteareas in rural settlements, attending to the aged in cash and kind.

Ci&ili1%+ion

Most religious organisations have endeared their lives in wiping out obscurity andobsolete doctrines that works against human right. The :hristian religiousmovements wiped out slave trade and killing of twins in &frica1 they also introducededucation and hospitals to the &frican community, took out their animal skincovering and made cloths of fabrics, cottons and the like for their well"being.

Religion

Most religion also introduced themselves by re"establishing same religion inremote areas, teaching them of the deity and the benefits and importance of beingpart of that religion.

We%l+$

These religions also e$plored the natural endowments given to mankind by nature, who happens to be God, and by the standard of information imparted into them inthose day, they happen to grow in it, managing the affairs of their own nation.

These are few only to mention compared to what damage religion may havecaused. The early worshippers of several religions did that in sincere willingness with

maybe no other string attached for personal interest.



WHO DISTIGUISHES RELIGIO! FRO THE OTHER

I believe this came from several perceptions or the originators of various religions.The battle for the truest religious e$istence and e$ercise started from the inception of all these religions e$isting today. 6ou don%t want to create something different from

the other by being )ust calm. It is merely like credibility and reality where the two arein war on daily basis. 4e who wants to stands right discredits the other so as to gainface in the front of listeners who care to be driven into another part.

More so, every religion has a standard in operations and activities and thisdistinguishes each from the other, thereby leaving the audience with their right ofchoice. eligion should not be competitive as no price is won and also it is in theinterest of worship1 the height of pursuit towards goal in the religious sector hascreated the enmity forum thereby dictating a global war for a true religion.

ARE ALL RELIGIOUS PRI!CIPLES APPLIED I! #ARIOUS DAILY ACTI#ITIES

0ot all abiding worshippers are abiding indeed, and because that vacuum ise$pected to be created, room was made for forgiveness when anyone errs. +n daily

basis most religious practices be it good or bad are not functional effectively, but they distinguish themselves in their individual perspectives. Most religious organisationsaround the world have grown to work into effecting the principles of their religions,creating teachers and philosophers to educate the teaming believers of thecurriculum of the said religion. The abidance to the laws and orders of the religious

organisations lies in the hands of the believers1 the principles are passed outregularly but the obedience is based on individual view.

There are also many who believe in the religion but do not accept to certainprinciples and as such decides which of the principles to accept and which of theprinciple that seems not fit for them to accept. &pplying principles on daily basis isdepended on whose perspective to what one feels.

IS A RELIGIOUS BELIEF A!D O#EE!T BY CALL OR BY

ACCEPTA!CE

'asically, this reserves with the option of religion, as what you believe in determines what you abide by. Most individual grow up finding themselves in various religious beliefs and practices1 most choices we find ourselves practicing today are basicallychoices that are made for us by nature, some can be changed by us and some may not

be changed by us. The discussion of religion and belief depends on what you practiceand how it came to you.

Most religions are by acceptance, either through birth or by initiation1 which soever way it may be from this aspect it remains an acceptance. The second group of

believers of certain traditional religious movements are by call, which entails thatdestiny may have caught up with one in such practice. Most practical individuals of



some religious organisation clerics@ will simply tell you that their destinies reside with their practice as the spiritual coordinator of a certain religious movement. #henone finds his;herself in such state, it appears to be a call to serve spirituality andhumanity, and as such requires all manner of diligence to that service.

#ARIOUS RELIGIO!S A!D THEIR DEFE!CE

& religion stays alive progressively when there are patronisers and followers, thus believing and abiding by T4/ M+*/ +- +!/&TI+0. The concept of everyreligion lies in its principle, and the principal sub)ect of every religion is verilyrelating with the originator and delegating a healthy religious representation andactivity all the world over. #hen people mention how much they love their religionand what gets them attracted to it, it doesn%t seem far from the way they relate with

the maker and their interest in every approved life of the religion1 it simply e$plainsthat a mode and positive input into any religion is a fight for that religion to standand not to be shaken in all sense.

7arious religions around the world have taken to the streets to declare theirdifference from the other ones which seems to them rather a bias movement,irrespective of how movements are carried about in religious sense. The concordanceand curriculum of activities in various religions describes how much time, practiceand belief people have invested in their religious organisations, thus, promoting thegrowth of the said religion1 this manner has dragged other religions, sub"religions

and beliefs into what is called a religious fight.

ISLAIC RELIGIO!

Islamic religion is a renowned religious organisation which has established theirmark in the sand of times cutting across various continents and countries of the

world, they are fondly called the Muslims or the Muslim brotherhood. The Islamiccommunity have spread their hori5on to accommodate various racial magnitude ofthe world and have carved a niche for themselves, producing prominent individuals,clerics, the elites, rich and powerful, educated and are also fast in dominating theirenvironment. &ccording to their scholars, they claim to represent peace, culling fromtheir name.

#hat is the meaning of Islam? Islam is an &rabic word which simply means8submission9 or 8peace9. In a religious conte$t, they claim that it simply meanssubmission to the will of God and this however is applicable to the view of thereligion in diaspora. The suggestion from people discriminating their God in themention of 8&llah9 has drawn wide attention from the Islamic clerics stating that

8&llah9 simply means 8God9 which some other religions use in addressing their own



deity. They claim as well that they do not worship Muhammad like people claim, butthey reserve their worship only to God.

THE #IEW OF THE WORLD TO ISLA

The Islamic community are seen around the world as a strange entity, which mayhave no regards for human rights and life and they remain embattled in that view.ome scholars claim that the sacred laws of the Islam has been held to the utmostheight by the believers of Islam and as such work rigorously to see that they are keptsacred and not defied by the natural amenities and laws of common man. Thishowever has brought them into castigation from other religious organisations aroundthe world and they seem not to be worried about it, perhaps their harsh approachmay convince the world into attending to the laws of God with all seriousness inthem.

&re people forced into believing a certain religious organisations and principle? Isthe approach in which this religious movement apply to speak forth their mindseemed right in any sense? I see it as war over declaring that they stand right, not

)ust in the eyes of the world but also that their God remains the ultimate that canhappen to life and everyone.

WHO ARE THE USLIS

'asically, the Muslims who are believers of the Islamic religion are largely 2 billionpeople from vast races of life. They cover the some part of the !hilippine and 0igeria

respectively1 they are also very dominant in the &frican region of the world and havenumerous followers cutting from &sia to outh and 0orth &merica, they also havethe largest dominance in the world located in Indonesia and basically have 2F> oftheir population in the &rab world. 4owever, with this information, it is glaring thatthe Islamic religion are basically at the door step of every entrance to any part of the

world and is widely practiced as a religion.

#hy is their popularity growing in large amount and winning new believers intothe worship system? Is it very attractive to be part of them, or are there some otherdividends which may be hidden from people? In further studies on the Islamic

religion, we shall be well notified of the rudiments of this religious movement thathas prompted the move of the world into it.

THE CO!CEPT OF THE ISLAIC RELIGIO!

The Islamic religion believes in +ne &lmighty God who they religiously refer to as &llah. They believe that he is the creator of man and &ngels the world all over. Theyalso believe in truthfulness and they believe in life after life. They also believe in

)udgement, owning that everyone will be held responsible for the consequences ofhis;her action on the day of )udgement.



(ike the reality of the olden times, the Islamic religion also believe in the e$istenceof old prophets like &braham, Ishmael, 0oah, <onah, <ohn the 'aptist, <esus, Isaac,<oseph, <acob, <ob, Moses, &aron, *avid, etc. 'ut in all their beliefs, the greatest ofthem all is that Gabriel who happens to be the &ngel of the (ord appeared to theirprophet Muhammad to reveal the secrets of the old times and the purpose of God forman. This is the point where they encounter log ahead with some religiousorganisation like the :hristian religious organisation as to who e$actly God made themediator over man and himself. This conte$t has beefed up a lot of arguments fromseveral scholars of the two religious organisation and also in most cases has growninto a wide religious war and conflict thereby leaving the people in malice and verbalconflict altogether. The world generally has been thrown into great chaos by thisargument as to who really is the mediator and messiah of mankind. If the tworeligions believe in the e$istence of God and do not cross part in the acceptance ofone true mediator, surely, religious war is inevitable.

The Islamic religion also believes that the final message of God to mankind andfor mankind was left with !rophet Muhammad to formally and officially disseminateit to the world at large. This however does not seem true to contesting religions andtheir principles which they verily believe in does not agree to what the Islamicreligion is teaching the world1 this has brought the establishment of religious schoolsfrom the kiddies to the university, in order not to deviate the minds of the committed

believers from what they verily believe in.

The Muslims are seen as e$tremist in their actions because they hold religion at

high esteem and have placed a value on the command of God than the westerncivili5ation of the modern world which we see today. In upholding this sacredcommand of the law, they tend to leach it out on anyone who does not abduct thissystem of worship without regards as to whose o$ is gored. They believe that thesacred law which is also known as sharia should be held at utmost importance in theheart of everyone ever living. 0ow let%s view their point from the other aspect of it1are they made the security watch over the functions of religion around the world? Isit part of their teaching to use force on anyone in the application of this sacred law?

&re their actions carried out in sentiments to &llah? +ur research in this case studyshall reveal to us the intent of their heart in their actions towards religion.

The Islamic religionists claim that &braham had a son named Ishmael which ofcourse the :hristian and the <ewish religion believe in1 the inception of the Islamicreligion came from Ishmael to !rophet Muhammad and then to the presentgenerational multitude. They also believe in <esus and Moses, who they argue thatthey come from the lineage of Isaac the second son of &braham. In their conte$t ofpreview, they also claim that the Muslims also partake in the blessings of &brahamthe father of both Ishmael and Isaac and as such share similar belief that is never farfrom the truth that the :hristians and the <ewish believe in. They also believe that

&braham established the settlement which is today called Makkah and also built thea%abah towards which all Muslims turn to when they pray.



WHAT IS THE KA;ABAH:

The aabah is the place of worship which God commanded &braham and Ishmael to build over four thousand years ago. The building was constructed of stone on whatmany believe was the original site of a sanctuary established by &dam. God

commanded &braham to summon all mankind to visit this place, and when pilgrimsgo there today they say &t Thy service, + (ord, in response to &brahams summons.

The commitment which is found in the Islamic religion will move one into acceptingthat such religion really knows their God e$tremely. They attend to it like it%s theirlast time in e$istence on the surface of the earth1 regardless of age, they follow theprinciples with every sense of seriousness required for the worship. They are ready todie proving what they stand for at all cost, and this may be to prove the authenticityof the Islamic religion to the world.

THE IDE!TITY A!D ACTI#ITIES OF PROPHET UHAAD

W$o i' u$%,,%/:

Muhammad was born in Makkah in the year DB3, at a time when :hristianity was not yet fully established in /urope. ince his father died before his birth, and his mothershortly afterwards, he was raised by his uncle from the respected tribe of Nuraysh. &she grew up, he became known for his truthfulness, generosity and sincerity, so thathe was sought after for his ability to arbitrate in disputes. The historians describehim as calm and meditative. Muhammad was of a deeply religious nature, and had

long detested the decadence of his society. It became his habit to meditate from timeto time in the :ave of 4ira near the summit of <aba al"0ur, the Mountain of (ightnear Makkah.

&t the age of H3, while engaged in a meditative retreat, Muhammad received hisfirst revelation from God through the &ngel Gabriel. This revelation, whichcontinued for twenty"three years, is known as the Nuran. &s soon as he began torecite the words he heard from Gabriel, and to preach the truth which God hadrevealed to him, he and his small group of followers suffered bitter persecution whichgrew so fierce that in the year =AA God gave them the command to emigrate. This

event, the 4i)ra, migration, in which they left Makkah for the city of Madinah someA=3 miles to the north, marks the beginning of the Muslim calendar. &fter several

years, the !rophet and his followers were able to return to Makkah, where theyforgave their enemies and established Islam definitively. 'efore the !rophet died atthe age of =C, the greater part of &rabia was Muslim, and within a century of hisdeath Islam had spread to pain in the #est and as far /ast as :hina.

The implicity of the Islamic doctrines has brought about the innovations anddevelopments found in the modern world. Muslims however believe that the worshipof one true God has brought the idea of the establishments of universities as the

!rophet Muhammad assures all Muslims to be educated and affect the world theylive in positively. Many crucial systems such as algebra, the vitals of 5ero, including



the &rabic numeric were transmitted to /urope from Islam. This however shows thatthey have made positive impacts in diverse ways towards the development of the

world at large.

THE 9UR<A!

This sacred book of the Islamic religion is believed to be written by !rophetMuhammad in the e$act words which he received from &ngel Gabriel, stating that itis a direct message from God and the last message from God. *o I sense them sayinghere that God may not speak in anytime to anybody? If the claims remains that it isthe last word from God, then it simply means in their perspective that the :hristiansmay be wrong who seems to encounter God in diverse and individual ways and yetclaims that God talks to them at many points in times depending on what God feelslike letting one know about. :ontrary to what the :hristians believe, the Muslims

believe that God has a settled word which he gave to his &ngel Gabriel to deliver to

!rophet Muhammad, and that strikes that the word may be settled and whatever onemay desire to know concerning God should be found in the Nur%an. !rophetMuhammad received this message from &ngel Gabriel, memori5ed them all andshared it with his companions, which it was later documented by the scribes andpreserved as the acred Nur%an for the consumption of the Islamic faith.

It is also believed that the Nur%an which has a total number of 22H chapters, uras,has not been changed for over centuries, and this is because they want to retain theoriginal words and content of the &ngel Gabriel to !rophet Muhammad as it will be

beneficial to all Muslims in their worship to God and their economic and financialpursuits in life.

THE PILLARS OF THE ISLAIC RELIGIO!

There are five pillars of the Islamic religion namely1

F%i+$

Pr%er

T$e =%2%+

T$e %'+

Pilgri,%ge (H%>i)

FAITH

The Muslims in their concept of their faith declares that there is no other god e$ceptthe &lmighty God and Muhammad remains his messenger. The Muslim prayers

refers to the worship of God in sincerity, calling out on all to come and worship God



&lmighty and to reverence his messenger who is !rophet Muhammad1 thus theirdeclaration of faith is called hahada and remains as follows1

a iaha ia*+ah *there is no god e"cept God*-

uhammadun rasuu*+ah/ *uhammad is the messenger of God*. Amessage of guidance has come through a man ike ourseves.

The full call to worship in the Muslim order of prayer is1

God is most great.

God is most great.

God is most great.

God is most great.

0 testify that there is no god e"cept God.

0 testify that there is no god e"cept God.

0 testify that uhammad is the messenger of God.

0 testify that uhammad is the messenger of God.

1ome to prayer2 1ome to prayer2

1ome to success (in this ife and the 3ereafter)2

1ome to success2

God is most great.

God is most great.

#here is no god e"cept God.

This is the translation of the :all to prayer by the Muslim brotherhood all over the

world. It simply talks about God and the prophet Muhammad as the messenger ofGod to mankind. This brings us to a big question which is 4Are they right in their

caims5? This however may be contestable but with an outstanding point to knock itdown with every sense of truth ion the contest.

PRAYER

alah is the name for the obligatory prayers which are performed five times a day,and are a direct link between the worshipper and God. There is no hierarchicalauthority in Islam, and no priests, so the prayers are led by a learned person whoknows the Nuran, chosen by the congregation. These five prayers contain verses



from the Nuran, and are said in &rabic, the language of the evelation, but personalsupplication can be offered in ones own language.

!rayers are said at dawn, noon, mid"afternoon, sunset and nightfall, and thusdetermine the rhythm of the entire day. &lthough it is preferable to worship together

in a mosque, a Muslim may pray almost anywhere, such as in fields, offices, factoriesand universities. 7isitors to the Muslim world are struck by the centrality of prayersin daily life.

THE =AKAT

'efore we commence further on this sub"topic we shall look at what the !rophetMuhammad said on the stance of charityO

T$e Pro$e+ '%i/?

;C$%ri+ i' % ne*e''i+ or e&er u'li,;. He 4%' %'2e/? ;W$%+ i %er'on $%' no+$ing:; T$e Pro$e+ relie/? ;He '$oul/ 4or2 4i+$ $i' o4n

$%n/' or $i' -enei+ %n/ +$en gi&e 'o,e+$ing ou+ o 'u*$ e%rning' in

*$%ri+;. T$e Co,%nion' %'2e/? ;W$%+ i $e i' no+ %-le +o 4or2:; T$e

Pro$e+ '%i/? ;He '$oul/ $el oor %n/ nee/ er'on'.; T$e Co,%nion'

ur+$er %'2e/ ;W$%+ i $e *%nno+ /o e&en +$%+:; T$e Pro$e+ '%i/ ;He

'$oul/ urge o+$er' +o /o goo/;. T$e Co,%nion' '%i/ ;W$%+ i $e l%*2'

+$%+ %l'o:; T$e Pro$e+ '%i/ ;He '$oul/ *$e*2 $i,'el ro, /oing e&il.

T$%+ i' %l'o *$%ri+.;

THE FAST

In the month of amadan every year, all Muslims fast from first light until sundown,abstaining from food, drink, and se$ual relations. Those who are sick, elderly, or on a

)ourney, and women who are pregnant or nursing are permitted to break the fast andmake up an equal number of days later in the year. If they are physically unable to dothis, they must feed a needy person for every day missed. :hildren begin to fast andto observe the prayer@ from puberty, although many start earlier.

&lthough the fast is most beneficial to the health, it is regarded principally as amethod of self"purification. 'y cutting oneself off from worldly comforts, even for ashort time, a fasting person gains true sympathy with those who go hungry as well asgrowth in ones spiritual life. This fasting is widely practiced by all Muslims withevery sense of seriousness in them. It is officially global as both the rich and the poor,the old and the young participate in this spiritual task for purification, edificationand reaching out to the less"privileged in their environment.

PILGRIAGE (H%>>)



The annual pilgrimage to Makkah "" the 4a)) "" is an obligation only for those whoare physically and financially able to perform it. 0evertheless, about two millionpeople go to Makkah each year from every corner of the globe providing a uniqueopportunity for those of different nations to meet one another. &lthough Makkah isalways filled with visitors, the annual 4a)) begins in the twelfth month of the Islamic

year which is lunar, not solar, so that 4a)) and amadan fall sometimes in summer,sometimes in winter@. !ilgrims wear special clothesO simple garments which stripaway distinctions of class and culture, so that all stand equal before God.

The rites of the 4a)), which are of &brahamic origin, include circling the aabahseven times, and going seven times between the mountains of afa and Marwa as did4agar during her search for water. Then the pilgrims stand together on the wideplain of &rafa and )oin in prayers for Gods forgiveness, in what is often thought of asa preview of the (ast <udgment.

In previous centuries the 4a)) was an arduous undertaking. Today, however, audi &rabia provides millions of people with water, modern transport, and the most up"to" date health facilities.

The close of the 4a)) is marked by a festival, the /id al"&dha, which is celebrated with prayers and the e$change of gifts in Muslim communities everywhere. This, andthe /id al"-itr, a feast"day commemorating the end of amadan, are the mainfestivals of the Muslim calendar.

THE ISLAIC RELIGIO! A!D THEIR CO5OPERATIO! WITH OTHER

RELIGIO!

The Muslims are seen by other religion as people who do not have respect for co"e$istence of other religion with them, and this usually brings some sort of cold war or

blown war in some cases, however the Nur%an has something different to say from what is seen today1

#he 6ur*an says/

God forbids you not, with regards to those who fight you not for

(your) faith nor drive you out of your homes, from deaing kindy and

7usty with them- for God oveth those who are 7ust

(6ur*an, '/8)

If this is so true, why is it not seen in most places amongst the Muslims and theirco"habitation with non" Muslims? If Nur%an can preach this level of peace to theMuslim brotherhood, why are there so much war and killing found in the Muslim

brothers today? This is simply warring for a true religion to stand above others andthis has proven that Muslims are not really so adherent to their sacred book which isthe Nur%an and I say this because you don%t keep a law to break another abiding lawO

what do I mean with this statement? (et%s continue on the e$ploration of this topic so



to achieve what the purpose of the Muslims are in their recent actions in the world.

The claim of the Muslim scholars in respect to the sub"topic decides that Muslimssupport the co"e$istence with the non"Muslim minorities.

HOW DOES THE USLI PERCIE#E 3ESUS CHRIST

Muslims respect and revere <esus, and await his econd :oming. They consider himone of the greatest of Gods Messengers to mankind. & Muslim never refers to himsimply as <esus, but always adds the phrase upon him be peace. The Nuranconfirms his virgin birth a chapter of the Nuran is entitled Mary@, and Mary isconsidered the purest woman in all creation. The Nuran describes the &nnunciationas followsO

'eholdL the &ngel said, God has chosen you, and purified you, and chosen youabove the women of all nations. + Mary, God gives you good news of a word from

4im, whose name shall be the Messiah, <esus son of Mary, honored in this worldand the 4ereafter, and one of those brought near to God. 4e shall speak to thepeople from his cradle and in maturity, and shall be of the righteous. he saidO + my (ordL 4ow shall I have a son when no man has touched me? 4e saidO /ven so1 Godcreates what 4e will. #hen 4e decrees a thing, 4e says to it, P'eLP and it is COHA"B@

<esus was born miraculously through the same power which had brought &daminto being without a fatherO

Truly, the likeness of <esus with God is as the likeness of &dam.

CODE@

*uring his prophetic mission <esus performed many miracles. The Nuran tells usthat he saidO

I have come to you with a sign from your (ordO I make for you out

of clay, as it were, the figure of a bird, and breathe into it and it becomes a bird byGods leave. &nd I heal the blind, and the lepers COHE@

0either Muhammad nor <esus came to change the basic doctrine of the belief in+ne God, brought by earlier prophets, but to confirm and renew it. In the Nuran<esus is reported as saying that he cameO

To attest the law which was before me. &nd to make lawful to you part of what wasforbidden you1 I have come to you with a sign from your (ord, so fear God and obeyme COD3@

The !rophet Muhammad saidO

that Muhammad is 4is messenger, that <esus is the servant and messenger of

God, 4is word breathed into Mary and a spirit emanating from 4im, and that!aradise and 4ell are true, shall be received 4adith from 'ukhari@



&lso, concerning the pagan gods that was in e$istence during the life time of!rophet Muhammad, he condemned all of it and spoke out in the Nuran how much itdespises God almighty1 he also condemned the acts and urged all Muslims to desistfrom any contamination with any other form of god e$cept the worship to Godalmighty who the Muslims call 8&llah9. This however may be true seeing the way theolder generations carry their worship at heart, verily obeying all that was written inthe sacred Nuran.

everal Muslim scholars have come with several articles and reports, defendingthe Islamic religion as a religion they believe was sent down from heaven by Godhimself through his &ngel called Gabriel, perhaps this may be true1 'ut what seemsto be wrong with some other religion who claim to have received their worshipprinciples from God as well but have different mode, maybe slightly different,different characters, different stories surrounding it and all claim to be sent from

God? I believe that anything from one source should equally have one content1however, I am not discrediting any religion%s report here in this piece but I am statingclearly that the claims from one source suggests that something is going wrongsomewhere with religious fightO uperiority, authenticity, charisma and in)unctionsof what true worship should be.

'y the words of *r. &hmad &. Galwash, an /gyptian Muslim scholar, his descriptionsof !rophet Muhammad in his words are thus1

49ersona Appearance and Gait (of the 9rophet)/

!is form, though little above mean height, was stately and commanding. &he depthof feeling in his dark black eyes and the winning e"pression of a face otherwise

attractive gained the confidence and love of strangers. !is stern frown was not

augury of death to many a trembling captive. When he made his haste, it was with

difficulty that one kept pace with it.

The Muslim scholars however claims verily that <esus :hrist of the :hristianreligion told the disciples in his word1 8there are many things more which ) have to

tell you but you won%t bear them now,*. ) will send you a comforter who will guide

you into the knowledge of all truth*.”

The Muslims believe that !rophet Muhammad is the comforter that God has sent to bring that truth into the hearts of people living in this age and time. 4ow much do we believe what these claim are? *oes the :hristian religion accept the fact thatMuhammad is the comforter that :hrist promised to send unto them so as to guidethem into the truth that they desire to know? This however may be claims but thereality resides with God as there are bound to be chaos with the struggle for theauthenticity of this claim.

The Islamic religion understands that their five call roll for prayers every day is

what is required by God for manO they blame the :hristian clerics whom <esus :hristhanded over the task of teaching the flocks the ability to pray, saying that they have



not carried out the commands of God, which they believe that one can get all forms of prosperity through prayers and so therefore prayers should be a lifestyle of:hristians worldwide1 in order hand, the :hristians believe in prayers but there are

bible based principles as to attain prosperity in life, in which if not adhered to,prosperity may be far"fetched even with enormous prayer life.

The Islamic religion has grown their intent and principle with the acts of fasting ina period of season. They believe it%s a way of fulfilling their religious duty to God inorder to function properly on the routine of life which God has placed for all that

believe in him. In Islam, fasting is en)oined for the moral elevation of man and for hisspiritual development. This ob)ect is made clear in the holy Nuran itself, wherefasting is en)oined upon Muslims, chapter A verse 2FC which speaks thus1

O you who +elieve, fasting is prescribed for you, so that you more able to guard

against evil.

The Islamic religion believes that a Muslim is not )ust prepared to en)oy thegoodness of life but also to guard carefully against the evil in this life1 this is becausethey believe in after life, )udgment, 4eaven and hell, and they also believe that thereis somewhere that serves right for all forms of life in this present life which is seenlater on in the afterlife.

The Muslims also believe in marriage between a man and a woman, they also donot support same se$ marriage in any way and as such creating a standard they

believe that God will support them in it. +ne thing about the Muslims is that they

don%t want to create principles outside the Nuran but want the Nuran to be practicedeverywhere as far as life can tell, and they have also made huge success in permeatingeverywhere necessary. They are not absent in any continent1 they have e$ercisedtheir religious obligation to disseminate the information given to them by &llah.

The war and fight seen today from the Muslim world to the other religions indefence of what they truly believe has discouraged virtually the whole world that

what they claim to have received from Muhammad may be false or that they do notpractice it. The brutal killing and beheading that are being carried out by the Muslimcommunity has raised an uproar around the world and people now see the Islamic

religion as a curse on mankind, and this has remained so in the people%s heart because everyone believes that a true religion won%t be brutal on people in suchmanner because the general view of God is that he won%t descend on people withsuch behaviour that defies human settlement and understandingO the Islamiccommunity has replied back claiming that this is not a true Islamic in)unction thatthe perpetrators of such actions are evil and does not belong to &llah, but who will

believe a word from what they say? The fight continues from the Muslim world incontinuing to declare their faith aloud irrespective of whose o$ is gored.

CHRISTIA! RELIGIO!



:hristianity remains the most renowned and populous religion in the worldpresently1 with the fire and 5eal that it carries around, people flock from several otherreligion and belief to be part of what happens here as it is seen as very lenient inactions and functions and perceive a heart of forgiveness in their dealings. The:hristian religion is seen practiced in virtually all the continents of the world and hasswept every other religious organisation under their feet, not for insult but for whothey stand to be and represent. It has kept on booming that it has fragmented itselfinto many sub"religious organisations, which have the same message of the gospel of:hrist and the kingdom but they may all have different administrations andapplication to that effect. :hristianity has stood the taste of time in all of theirpractice and has also become very prosperous in all manner, including individualsand the collective body of :hrist.

#hat does the :hristian body stand to represent, give and achieve in the creation

of the :hristian religion? #ho is the founder of the :hristian religion? #ho is thedeity of the :hristian religious organisation?

THE FOU!DATIO! OF CHRISTIA!ITY ACCORDI!G TO THE BIBLE

In the days back before the coming of :hrist <esus, a certain people were loved byGod and they are called the Israelites who came from the lineage of &braham of the

bible1 through Isaac and <acob who was later called Israel after he wrestled with the &ngel of God, where he demanded he be blessed and he was with the significance ofthe change of name. 6ears came by after a lot happened that they became slaves inthe land where they had been with their brother who happens to be <oseph, the sonof <acob, a ruling minister in the land of /gypt1 they were turned into slaves byanother ing called !haraoh, who never their history and story and they lived in/gypt for HC3 yearsO they wept bitterly unto their God and God sent a rescuer in theperson of !rophet Moses to go to /gypt with the message of deliverance. !haraohrefused on several counts until after so many miraculous encounter in the palace, heallowed them according to God%s demand and order and they left the land of /gypt togo to the land where their God has designed for them1 and on their way to thatdestiny land God gave a message to them through their leading prophet called Mosesand the message reads thus1

0 wi raise them up a 9rophet from among their brethren, ike unto thee,and wi put my words in his mouth- and he sha speak unto them a that 0 sha command him. And it sha come to pass, that whosoever wi not hearken unto my wordswhich he sha speak in my name, 0 wi re:uire it of him.

Deuteronomy $8/$8$%

They lived with that promise all of their lives even till date and still waiting forthe promised messiah to come, but for those who are spiritually sensitive havereceived the messiah <esus :hrist and have also commenced their spiritual walkand )ourney with God in every assurance that :hrist is coming again someday to

be with all who has been there for him and with him. There are several prophetsin the bible who have proof of the prophesy of <esus :hrist, be also noted that



during these periods, the :hristian religion has not been born and created. Israel waited for the messiah but God has a bigger plan for the whole world to come back to him through <esus :hrist. There are prophets who said somethingconcerning the coming of <esus :hrist and they are !rophet Moses, Isaiah,/5ekiel, <ohn the 'aptist and others. ome spoke of his second coming which we

shall look at.'efore we continue on this, I want to also let you know that the :hristians are inthe same scuffle and somewhat fight for the true religion. &n average :hristian

will always tell you that no true other religion e$ist e$cept the :hristian religionand anyone who does not attend to :hristianity is sure going to hell1 this is not forcondemnation but to tell other religious group that their watch word do not havethe content to make heaven on the last day. This however has brought the:hristian religious organi5ation into people%s understanding that they also do notaccommodate all people because of where they stand and come from, this istotally wrong as <esus :hrist taught that e$cept through him no one can see thekingdom of God. :hristians believe that knowing the principles of God can only

be made possible through the 4oly 'ible which is also called the cripture. &fter so many years has come and gone, the prophecy for the coming of <esus

:hrist kept on coming very strong until it was given to 7irgin Mary who isespoused to a carpenter in those days called <oseph. This will also reveal thegrowing up of <esus :hrist and all that pertains to him.

The :hristian community believes in the e$istence of God almighty who is believed to dwell in heaven and everywhere at the same time unlike mostreligions and belief do not concur that there is God anywhere in e$istence. The-urthermore, the inception of :hristianity came after :hrist came, died, buried,resurrected and has given a mandate to his disciple to teach the message of thegospel of God%s kingdom to the world at large. :hrist commanded them to wait

until the receive the 4oly pirit which he promised to them1 which will alsoguarantee their boldness in declaring <esus :hrist to the world without fear.Thus, the cripture has the full story on how :hristianity started out and hadlasted till date1

'nd when the day of entecost was fully come, they were all with one accord in one place. 'nd suddenly there came a sound from heaven as of a rushing mighty wind, and it filled all the house where they were sitting. 'nd there appeared unto them cloven tongues like as of fire, and it sat upon each of

them. 'nd they were all filled with the !oly Ghost, and began to speak with other tongues, asthe pirit gave them utterance.

'nd there were dwelling at erusalem ews, devout men, out of every nation underheaven.

/ow when this was noised abroad, the multitude came together, and were confounded,because that every man heard them speak in his own language. 'nd they were all ama0ed and marvelled, saying one to another, +ehold, are not allthese which speak Galilaeans 'nd how hear we every man in our own tongue, wherein we were born arthians, and #edes, and 1lamites, and the dwellers in #esopotamia, and in udaea,and 2appadocia, in ontus, and 'sia,

hrygia, and amphylia, in 1gypt, and in the parts of 3ibya about 2yrene, andstrangers of Rome, ews and proselytes,



2retes and 'rabians, we do hear them speak in our tongues the wonderful works ofGod. 'nd they were all ama0ed, and were in doubt, saying one to another, What meaneththisOthers mocking said, &hese men are full of new wine. +ut eter, standing up with the eleven, lifted up his voice, and said unto them, 4e menof udaea, and all ye that dwell at erusalem, be this known unto you, and hearken tomy words5 6or these are not drunken, as ye suppose, seeing it is but the third hour of the day. +ut this is that which was spoken by the prophet oel7 'nd it shall come to pass in the last days, saith God, ) will pour out of my pirit uponall flesh5 and your sons and your daughters shall prophesy, and your young men shallsee visions, and your old men shall dream dreams5 'nd on my servants and on my handmaidens ) will pour out in those days of my pirit7and they shall prophesy5 'nd ) will shew wonders in heaven above, and signs in the earth beneath7 blood, and fire, and vapour of smoke5&he sun shall be turned into darkness, and the moon into blood, before that great andnotable day of the 3ord come5 'nd it shall come to pass, that whosoever shall call on the name of the 3ord shall be

saved.4e men of )srael, hear these words7 esus of /a0areth, a man approved of God amongyou by miracles and wonders and signs, which God did by him in the midst of you, asye yourselves also know5 !im, being delivered by the determinate counsel and foreknowledge of God, ye havetaken, and by wicked hands have crucified and slain5Whom God hath raised up, having loosed the pains of death5 because it was not

possible that he should be holden of it. 6or 8avid speaketh concerning him, ) foresaw the 3ord always before my face, for he is

on my right hand, that ) should not be moved5&herefore did my heart re9oice, and my tongue was glad7 moreover also my flesh shallrest in hope5 +ecause thou wilt not leave my soul in hell, neither wilt thou suffer thine !oly One tosee corruption.&hou hast made known to me the ways of life7 thou shalt make me full of 9oy with thycountenance. #en and brethren, let me freely speak unto you of the patriarch 8avid, that he is bothdead and buried, and his sepulchre is with us unto this day.&herefore being a prophet, and knowing that God had sworn with an oath to him, thatof the fruit of his loins, according to the flesh, he would raise up 2hrist to sit on histhrone7

!e seeing this before spake of the resurrection of 2hrist, that his soul was not left inhell, neither his flesh did see corruption.&his esus hath God raised up, whereof we all are witnesses.&herefore being by the right hand of God e"alted, and having received of the 6ather the

promise of the !oly Ghost, he hath shed forth this, which ye now see and hear. 6or 8avid is not ascended into the heavens5 but he saith himself, &he 3OR8 said untomy 3ord, it thou on my right hand,:ntil ) make thy foes thy footstool.&herefore let all the house of )srael know assuredly, that God hath made that same

esus, whom ye have crucified, both 3ord and 2hrist. /ow when they heard this, they were pricked in their heart, and said unto eter and tothe rest of the apostles, #en and brethren, what shall we do

&hen eter said unto them, Repent, and be bapti0ed every one of you in the name of esus 2hrist for the remission of sins, and ye shall receive the gift of the !oly Ghost.



6or the promise is unto you, and to your children, and to all that are afar off, even asmany as the 3ord our God shall call. 'nd with many other words did he testify and e"hort, saying, ave yourselves from thisuntoward generation.&hen they that gladly received his word were bapti0ed5 and the same day there wereadded unto them about three thousand souls. 'nd they continued stedfastly in the apostles; doctrine and fellowship, and in breakingof bread, and in prayers. 'nd fear came upon every soul5 and many wonders and signs were done by theapostles. 'nd all that believed were together, and had all things common7 'nd sold their possessions and goods, and parted them to all men, as every man hadneed. 'nd they, continuing daily with one accord in the temple, and breaking bread fromhouse to house, did eat their meat with gladness and singleness of heart, raising God, and having favour with all the people. 'nd the 3ord added to the churchdaily such as should be saved.

'cts <5=->? This is the history of :hristianity according to the scripture which is believed by

all :hristians around the world that it is very true and authentic. In furtherstudies on the :hristian religion we shall be looking at this renowned book calledthe bible and what role it has come to play in the lives of the children of God andthe world at large.

The :hristian community believes in the e$istence of C identities in one Godnamely1

Go/ +$e %+$er

Go/ +$e SonGo/ +$e Hol Siri+

4itherto, these C identities have formed the most powerful spiritual supremacyof the world which includes the physical and the spiritual realm. They believeearnestly that nothing can happen n around the :hristian forum without the full Cpowerful force coming together to bring it to reality. The world may be able to tellthat there is God, 6es, <esus :hrist is the one that most religion do notunderstand and accept and the 4oly pirit is the one that they may have refusedto know at all. In this study, we shall be looking at these triune God, who they arerespectively, what they represent and what they stand to do in the lives of people

and the world at large.

GOD THE FATHER

There have been arguments severally if there is anything like the e$istence ofGod and most philosophers and astronomers have gone into endless research toascertain their claims over their belief that there may not be the e$istence of God.This has led to several religions being established, and most made a god forthemselves. This has also led to several beliefs, with different view as to creating a

backup doctrine to their blind claims. These belief ranges from some believingthat there is no God and having so many others believing in science, materials,

fetish, reality and worship of the dead. ome beliefs have ended up as terrorists



and human slaughter in quest to defend their religion, and some believe innothing but nothing.

It is generally perceived that there is freedom of belief and worship, but therehas to be clear understanding as to what we defend in order to uphold the faith of:hrist and the kingdom of God.

. The foundation and the origin of God have kept the world in endless religiousresearch to prove here with the originality of God. This is most likely asking thequestion 8who is God ” This what e$actly what Moses asked the voice that wasspeaking to him in the burning bush, and the vice did answered him, and what?

And oses said unto God, !ehod, when 0 come unto the chidren of 0srae, and sha say unto them, #he God of your fathers hath sent meunto you- and they sha say to me, ;hat is his name? what sha 0say unto them? And God said unto oses, 0 A #3A# 0 A/ and he said, #hus shatthou say unto the chidren of 0srae, 0 A hath sent me unto you.

And God said moreover unto oses, #hus shat thou say unto thechidren of 0srae, #he +O<D God of your fathers, the God of Abraham, the God of 0saac, and the God of =acob, hath sent me untoyou/ this is my name for ever, and this is my memoria unto agenerations. (>"odus &/$&$)

4e was speaking to Moses without identifying himself at first. *oes he have toidentify himself with man? 'ut Man #oses@, who was curious at that time hasremained curios till date over the issue of who God really is. *id we notice thatGod gave as much names as he could have given, which he said shall remain hisname forever. This simply means that he is not a man that he should bear names

like that of man. 'ut he said I &M #4+ I &M. Then who is he? 4e is the almighty and unfathomable God. I believe for him to have given references to &brahamand the rest, he was simply saying $ +ook at my works in the ife of these peope that 0 am mentioning and you sha see who reay 0 am”. Is hesaying that his identity is in his work? 'ut yes is the answer. 4is identity is in his

work, and in the act of declaring his wondrous works, you simply call out on him.

#hen you read a lot previous chapters of the book of psalms, especially theones written by ing *avid, they speak more of God%s character and nature. It

was as if God revealed himself unto *avid, but could that be true? I believe *avidsought the lord earnestly and found him. #hy do we believe so? 4e said

0 was gad when they said unto me, +et us go into the house of the

+O<D.(9sams $@@/$)

In the quest to know more about God, he got to know more about his wonders of ages, and how best to make him happy, and God honoured him with a man afterhis own heart.

I also realise that God loves his relation with his people, and doesn%t always want tomake us lost towards him, but to be aware of what he wants for us and what he

wants us to do. The reason for the bible is to relate his mind and purpose to us inorder that we may worship him sincerely, I truth and in spirit, but he who wantsto find the lord shall first seek him earnestly. *avid wasn%t going to the house of



the lord because it was part of the law, it was because he has grown that (ovetowards God, that whenever anything that pertains God is mentioned, he growsso much interest as to wanting to be there. 4e didn%t say he was happy, but ratherglad. 4appiness is motivated but Gladness is <oy and e$citement put together.4ence, knowing God is hidden in seeking him.

&lso, we realise that God didn%t start speaking to Moses immediately hecame to the burning bush, rather, Moses saw the burning bush and decided todraw closer unto the bush, thereby seeking to know the mystery behind theappearance and ways of God, and it was revealed unto him. This is digressing alittle and so let us head back to the case study at hand.

God went on and on to reveal his nature in wonders in the account of Akings2EOCD1

And it came to pass that night, that the ange of the +O<D went

out,and smote in the camp of the Assyrians an hundred fourscore and

five thousand/ and when they arose eary in the morning, behod,

they were a dead corpses.

:an one person be able to kill 2FD,333 fully armed soldiers in one night? Thatcan never be possible with man, but only God. It beats me when I wonder thispart of the scripture to see how powerful and realistic God can be. I strike him as

&lmighty and powerful God. 'ut that name may not be the reason for this verse of the bible, rather, it is more suitable to say, that with this wonder that will neverhappen with man, God should be known as the Go/ o i,o''i-ili+. If one of

his &ngels can attend to this case in a night, silently, what happens when hereleases battalions of &ngels on a single case? Mysteries can only describe theoriginality of God, and until man sought for it with humility in holiness, it shallremain with God, for the secret things of the 3ord are with those who fear him.

#e are dealing on the sub)ect carefully because it has do to with what peopleclaim and believe and virtually all :hristians believe that whatsoever that is

written in the scripture is as true as the air that we breathe, we howeverrecommend that all truth about this in my knowledge will be made available in

being honestly sincere. I am a :hristian, but I want to see what other religion put up to defend who they

are and also what makes them the truth of all other religion in e$istence.

In -urther discussion on the identity and the acts of God, God is seen inhis creation and his creatures. The beauty that the nature wears is a glimpse tothe beauty that God%s identity can radiate. #e shall look at some of the beauties of the creation of God, and then cull our points from there.

0n the beginning God created the heaven and the earth. (Genesis

$/$)

That was the first display of his power and beauty. -urther on that, themysteries behind creation shows how the heart of God can be. ince man cannotactually define him, we tend to know him through creation. <ustifying this, let%stake a little tour into this study in the bible.



And God saw everything that he had made, and, behod, it was very

good . (Genesis $O &$)

It was good he said, because he found pleasure all of it. (et me ask, can manplease God other than obeying his command? #hen God said this, he hadn%tcreated man1 it was )ust heaven and earth. 0ow, did you notice that out of thepleasure of God%s heart he made the heaven and the earth? If this is so, his heartis as beautiful as his creation. *o not look at the world today by the way it isshaped presently, because sin has entered the world, but locate those beautifulserene environment that have peace oriented scenes, and see what it seem likeand how beautiful it looks. The birds sing songs to the lord and it is so loving. Thefountains that spring forth unending crystal waters, and the beautiful mountains,the blue seas and the marine lives.

#e all see God as the creator of heaven and earth, but what else do we see in

that act of creation? 4e has the ability not only to create but also to re"create. *o you know he did something during the creation of man? (et creative philosophytake place in this discussion momentarily.

He *re%+e/ A/%, ( 'll things are beautifully made by him@ He *%u'e/ A/%, +o 'lee %n/ +oo2 ou+ % ri- +o *re%+e E&e

&his leaves 'dam with an incomplete rib, because the bible never told usagain that the rib was replaced, but he still lives with an incomplete rib.

The creation process has proved that God can arrest any situation that needsattention and correction.

G+*% /--+T I0 /T&'(I4I0G T4/ /&T4(6 (IG4T

If we don%t study this very carefully, we may end up not realising the adventuresof God in creation, and that might create in us a simplicity of the world, but thereal blown knowledge of the creation process will bring the heart of appreciationtowards God for everything he has given to man and his kind.

*iscussing God%s effort in establishing light in the earth planet, God must haverealised what obscurity darkness will cause man, and for him to retain hisrelationship with man, light has to be established. *arkness was never part ofGod%s agenda on his creation and this made him introduce light. +ne might ask,

why does he God@ wishes to let the darkness remain with man, since he fightsthat light should take over? 'ut this is simpleL The darkness was for a purposeand intentional but not intimidating. -or the night time to be in place in God%screation, there has to be a momentary reign of darkness for few hours. (et merephrase that f or most people who may not like the word 8reign9. *arkness takessome part of the AHhours of a day%s privilege, and God allowed the night that the

body of mankind can find rest from his entire struggle in the day. The night timeis a moment of reflection and rela$ation for most people living in the planet earth.'ut when this night eventually falls, man should not be in a total blackout anddarkness, and when God brought this into consideration, he made an option forthe night life. (et%s visit our divine commentary for more information.



And God said, +et there be ights in the firmament of the heaven todivide the day from the night- and et them be for signs, and forseasons, and for days, and years/ And et them be for ights in the firmament of the heaven to giveight upon the earth/ and it was so.

And God made two great ights- the greater ight to rue the day, and the esser ight to rue the night/ he made the stars aso. And God set them in the firmament of the heaven to give ight uponthe earth, And to rue over the day and over the night, and to divide the ight

from the darkness/ and God saw that it was good.(Genesis $/$$8)

-rom the above scripture, we have ascertained that God did make light for the benefit of man, not )ust one light but three different lights namely1

T$e gre%+er lig$+ (+$e 'un)

T$e le''er lig$+ (+$e ,oon)

T$e '+%r'

The reception of these lights brought the beauties of God%s natural endowmentinto reality. #e can say confidently that God can be seen by the whole world asthe light that darkness couldn%t comprehend.

4e also commanded the earth to produce the grass, the herb yielding seed, and

the fruits.

T4/ #+0*/ +- T4/ 4/' &0* -IT

I believe when preachers talk of God%s wonders in creation, they most likely donot mention the herbs and the fruits, but that i want to tour in and see thegoodness of God abound in it. omething special about the herbs can bee$plained properly by agricultural scientists. -rom the part of the continent

where I come from, &frica, herbs are great source of healing agents without sideeffects. The body accepts it like it won%t accept chemically made drug. hould weabandon herbal made drugs and substances because it looks dirty and primitive?

0+, and this is because God knew the importance to the world he is creating, andhe also knows that when man comes into the e$istence, the body of man which ismade from the soil and the dust will definitely require the herbs made also fromthe soil to heal the flesh. I believe the soil understands the soil made product, butGod%s spirit grants healing to the spirit of a man. This singular process has madeGod automatically A 3eaer.

The fruits also are source of food, strength and vitamins and their leaves are vegetables which are great source for the production of blood in the human body.Most food supplements are generated from herbs and fruits and they have beengreat on man%s daily need and use. This process has awarded God the asufficient God.



And God said, +et the earth bring forth grass, the herb yiedingseed, and the fruit tree yieding fruit after his kind, whose seed is initsef, upon the earth/ and it was so. And the earth brought forth grass, and herb yieding seed after hiskind, and the tree yieding fruit, whose seed was in itsef, after his

kind/ and God saw that it was good. (Genesis $/$$$@)

God has never been hostile to man, but only gets angry when one worshipsanother God, and that is because he is a )ealous God. The nature of love requiresattention and sacrifice, which without it, it%s not love. God%s attention to mankindever since the world began cannot be over ruled. In creation, God was looking atman in creating everything. Though he made the earth before he created man, butlooking at the process of creation, it sure does interpret that God had man inmind before he created.

-urthermore, from genesis till revelation, I realised that nothing else wastalked about in the bible other than God and man. God doesn%t engage in any

other business other than inhabiting the praises of his children and reaching outto their needs. This love in discuss has moved God to sacrifice his son for the sakeof man. #hy will God do that? Is he a ritualist to have given his son unto death?This takes us back to the story of &dam and /ve, who lost their dignity and rightto the devil for lust of the eyes and the flesh. God has never been happy about thissituation because this is simply robbing man of all of his right. The only way torestore such dignity back to man was for :hrist to die. The death of <esus wassimply for the sake of love for mankind and it takes a God with not )ust a heart oflove but a personality of love to give out his only son for sinners, who ended updisobeying him and most people have remained in doubt of him and his love.

Bor God so oved the word, that he gave his ony begotten Con, thatwhosoever beieveth in him shoud not perish, but have everastingife. Bor God sent not his Con into the word to condemn the word- butthat the word through him might be saved. (=ohn &/$$)

Maybe we don%t understand this, but let me bring it closer to our understanding.The world weep terribly for the blood shed around the :hristian communities in

&rab nation, and we say it is brutality. 4ow do we see an innocent man beingparaded in the streets of galilee and the streets of Golgotha, in the pool of his own

blood? It fills the eyes to behold such sight for a criminal, let alone an innocent

God. It is an honour upon man to be died for, and there is no greater love thanthis.

More often than not I ask, what was the reaction of God towards the death ofhis dearest and only begotten son? :ould that question be out of place as anyonein his position will feel almost dead? esponses will yield into his tears, painanguish and devastation, but reverse was the case. The scripture will tell us betterhow God felt.

3e was oppressed, and he was afficted, yet he opened not his

mouth/ he is brought as a amb to the saughter, and as a sheepbefore her shearers is dumb, so he openeth not his mouth.



3e was taken from prison and from 7udgment/ and who shadecare his generation? for he was cut off out of the and of theiving/ for the transgression of my peope was he stricken.

Eet it peased the +O<D to bruise him- he hath put him to grief/

when thou shat make his sou an offering for sin, he sha see hisseed,

(0saiah &/, 8, $')

'ut why should it please the (ord to bruise his son? I know I have been asking alot of question, and this is because everyone around me will be asking suchquestions too. #hy did it please the (ord to bruise his innocent son? It is becauseGod is love, for it can only be love, a love that doesn%t want the world to perish butto have everlasting life, and a love of a father waiting patiently to be face to face

with his children who will soon come back home.

#hen in the discussion of God the father, it is limitless to say at least the thingshe has done and is able to do so as to ascertain his very e$istence and power at

work in the world at large. The fact cannot be denied that the whole world benefits from the wonders of who he is and that includes those who believe in himand those who still don%t believe in him. It doesn%t matter who believes and whodoes not believe because it still doesn%t stop him from who he is.

GOD THE SO!

The study and the acts of <esus :hrist has remained with man till date, and thereality in the truth will broaden the knowledge and the revelation of <esus :hrist

to man. <esus is the second in ranking of the trinity order, and as well"known asthe son of God. The discuss in view of the 4oly Trinity suggests that <esus :hristis God, also the son of God, and that is from many view in the scripture. !eopleseem to parade this view of <esus :hrist )ust as the man who came to die formankind, some says he is the originator of a certain :hristian religion anddoctrine, some says that his claims are not substantial1 some really don%t have aconcrete understanding as to who he is, and most likely is the various views of the

world. The battle for true religion in the present society has lied in the fact of<esus :hrist, being the son of God or being God himself.

The true story of <esus :hrist is all in the scripture, and he is the true word ofGod that the world is made up of. -rom the study we had concerning the creation

of the world and the identity of the trinity, there cannot be completeness toknowledge we seek to know about <esus :hrist, but the more we want to know themystery of the word <esus@, the deeper is the knowledge. #e shall look at somepoints to enlighten our knowledge of who we call master and saviour, and also hisacts before his earthly ministry, during his earthly ministry and after his earthlyministry.

'eyond the supernatural, :hrist came to life in fleshly form. 4e was bornlike every normal human creature but of a different conception. & conception thatseems funny in the eyes of the world%s greatest scientists, having a child conceivedoutside the canal mating of a man and a woman.

And, behod, thou shat conceive in thy womb, and bring forth ason, and shat ca his name =>CFC.



3e sha be great, and sha be caed the Con of the 3ighest/ and the +ord God sha give unto him the throne of his father David/

And he sha reign over the house of =acob for ever- and of his kingdomthere sha be no end.

#hen said ary unto the ange, 3ow sha this be, seeing 0 know not a

man? And the ange answered and said unto her, #he 3oy Ghost sha come

upon thee, and the power of the 3ighest sha overshadow thee/therefore aso that hoy thing which sha be born of thee sha becaed the Con of God.(+uke $/&$&)

&nd at this point, we are introduced to the mystery of the physical e$istence of <esus:hrist.

T4/ M6T/6 I0 4I 'IT4O 4e is a mystery in the midst of his earthly kind. /very one created by God, dwelling

in this earth, has a nature of being conceived in the meeting of a man and a

woman, but the mystery in the conception of :hrist was of the 4oly pirit. #ould you say in layman%s understanding that the 4oly pirit got Mary pregnant, seeingthat she knows not any man? It is the coming upon of the 4oly pirit upon herthat sits the child into her, and this is as a result of a supreme power, whichhappens to be of God. #ith wide variety of studies around the procreation of achild in the womb, it is impossible to bear a child, outside a se$ual intercourse.4owever, the inception and conception of :hrist shows that his e$istence is of thepower of God.

Taking you further in this conte$t, It also testifies that he carries promises of what to do when he comes, worth hearing and sort for. The power that will come with the child shall over shadow the mother, enabling her bear this mystery called

:hrist.4I 0&T/ &0* !/+0&(IT6O 4e is the son of God. 0ote at this point, before he came, Mary already knew he was

going to be the son of God, owning to the prophesy of the 4oly pirit. 4e is theson of God and definitely was before creation. :hrist has been in the e$istence

before, at the point of creation and the point of making man, he remains infinite,and he has no ending. <esus :hrist said1

And now, o father, gorify thou me with thine own sef with thegory, which 0 had with thee before the word was. (=ohn $/)

If he was with God in the beginning, he is God. If he was with God in the beginning,then he was there during the creation of man. <ohn 2O2"C further e$plained the

reality of his nature, being the word of God, the word of creation, which withouthim, nothing that was made was made actually, and through him all thing weremade. This shows that he is the piece of creation, the tool of creation. 0ow Iunderstand why he had to come again when things went wrong with the world.This is because he alone has the spare parts and the code key of every situation,this is also because he alone knows how best to correct whatever went wrong withman, and he also knows what remedy to use in order to reconcile man back toGod.

!+!4/TI: !+!4/:I/ +- T4/ :+MI0G +- :4IT &0* 4I (/4I!O There were several prophetic utterances from several prophets of the old

testament, regarding the first coming of :hrist to mankind and it will be slatedhere categorically.



I&I&4O Isaiah was a prophet with the mandate of God for his people and the then world. I won%t go into describing Isaiah and his ministry as he is not the focus ofdiscuss. +bviously, it must have been revealed unto him of :hrist , but I think hedoesn%t have a name for it other than 8Immanuel, the messiah9.

#herefore the ord himsef sha give you a sign- !ehod, a virgin

sha conceive, and bear a son, and sha ca his name 0mmanue.(0saiah /$)

This at first might be confusing to the prophet who doesn%t understand where God was coming from, and it had to repeat several other times, plus e$tra informationon the rule of this messiah.

#he peope that waked in darkness have seen a great ight/ they thatdwe in the and of the shadow of death, upon them hath the ightshined.

Bor unto us a chid is born, unto us a son is given/ and thegovernment sha be upon his shouder/ and his name sha be caed;onderfu, 1ounseor, #he mighty God, #he everasting Bather, #he

9rince of 9eace.Of the increase of his government and peace there sha be no end, upon

the throne of David, and upon his kingdom, to order it, and toestabish it with 7udgment and with 7ustice from henceforth even forever. #he ea of the +O<D of hosts wi perform this.

(0saiah %/@,) This is really sweet to know how much this is revealed unto Isaiah the prophet.

The last sentence of that verse says 8 &he 0eal of the 3OR8 of hosts will performthis” . This 5eal is the active 4oly pirit, who is all ready to activate God%s mindand purpose, who also has been present at the creation of the world, ready toinstitute God%s decree.

And the earth was without form, and void- and darkness wasupon the face of the deep. And the Cpirit of God moved upon the faceof the waters. (Genesis $/@).

This revelation of :hrist%s righteous reign was given to prophet Isaiah, andthis is to strengthen the hope of God%s inheritance, the Israelites, who things wentsour for

. And there sha come forth a rod out of the stem of =esse, and a

!ranch sha grow out of his roots/ And the spirit of the +O<D sha rest upon him, the spirit of

wisdom and understanding, the spirit of counse and might, thespirit of knowedge and of the fear of the +O<D-

And sha make him of :uick understanding in the fear of the +O<D/ and he sha not 7udge after the sight of his eyes, neitherreprove after the hearing of his ears/

!ut with righteousness sha he 7udge the poor, and reprove withe:uity for the meek of the earth/ and he sha smite the earth with therod of his mouth, and with the breath of his ips sha he say thewicked. And righteousness sha be the girde of his oins, and faithfuness

the girde of his reins (0saiah $$/$)



'riefly, this is gathered from prophet Isaiah, on what he accounts for on hisprophecies towards :hrist.

<//MI&4O !ehod, the days come, saith the +O<D, that 0 wi performthat good thing

which 0 have promised unto the house of 0srae and to the

house of =udah. 0n those days, and at that time, wi 0 cause the !ranch of

righteousness to grow up unto David- and he sha e"ecute 7udgment and

righteousness in the and. (=eremiah &&/$$) &gain, this is God declaring his mind to <eremiah and also to his people about

the sovereign appearance of the righteous one, <esus :hrist. !rophet <eremiahdoesn%t know the name for this righteousness of God, he only understands that he

will come from their tribe. 0otice God calling the branch of righteousness 84/9 in verse 2D of that same chapter. &lso, eremiah <A5B has more to say on this.

M+/O Moses was also a prophet whom God spoke to concerning :hrist. This was so

many decades past, and later on, it did come to fulfilment.

0 wi raise them up a prophet from among their brethren,ike

Fnto thee, and wi put my words in his mouth- and he shaspeak

Fnto them a that 0 sha command him. (Deuteronomy $8/$8) This package of redemption through :hrist, I believe, God was e$cited about

it to have revealed it to various prophets of the old.

MI:&4O 4e equally gave a glimpse of it in his writing, stating1 And he sha stand and feed in the strength of the +O<D,

in the ma7esty of the name of the +O<D his God- and they sha abide/ for now sha he be great unto the ends of the earth.

(icah /) <esus :hrist is the centre and e$ecutor of God%s plan of redemption from sin.

/verything God has ever done for man, is doing, or will ever do for man isthrough <esus :hrist, by <esus :hrist, and for <esus :hrist. &fter several decadesof waiting on God for his promise, :hrist later arrived.

Talking about the birth of :hrist and the actual date ADth of every *ecember,

which :hristians believe in, it is clear that it wasn%t the e$act date with what the:hristian believe. There are lots of researches to that argument, in which severalresearchers and bible scholars have come up with different answers ranging fromone to another. & scholar claims the earliest mention of *ecember AD as <esus%

birthday comes from a mid"fourth century oman almanac that lists the birthdates of various :hristian bishops and martyrs. The first date listed, *ecember ADis markedO natus christusin betleem 9udeae meaning 8 :hrist was born in'ethlehem of <udea. 4owever, a strong argument still on this note claim that:hristians adopted ADth *ecember from a pagan celebration of 8the :ncon(ueredsun9 by a roman emperor &urelian in ABH :./., according to this theory, early:hristians deliberately chose these dates to encourage the spread of :hristmasand :hristianity throughout the oman world.



-urthermore on this, around A33 :./, Tertullian of :arthage reported thecalculation that the 2Hth of 0isan of the 4ebrew calendarthe day of the crucifi$ionaccording to the gospel of )ohn@ in the year <esus died was equivalent to march ADin the oman solar@ calendar. They believe that e$actly <esus :hrist was bornand crucified on the same day of the year, holding to the connection between the

two dates. There are lots of versions to this fact, which equally brings me to what Imentioned at the top of this page that <esus had mysteries surrounding his birth.!resently :hrist remains the most populous name ever mentioned in our time.

4I MI0IT6O <esus :hrist lived a life that is centred on his ministry. 4is ministry

carries more news than his growing. 4e grew up like a normal child, filled withknowledge and wisdom, and he sat with the men of wisdom in the synagogue.

And it came to pass, that after three days they found him in thetempe, sitting in the midst of the doctors, both hearing them, andasking them :uestions

And a that heard him were astonished at his understanding andanswers.

(+uke @/)4e was full of wisdom that got the doctors astonished, because he was only 2A. This

made him unique, pending when his intent will e$plode to his world and hispeople.

I strike the ministry of <esus :hrist a fully packaged ministry, but don%t quote me wrong1 I write my understanding here, which is inspired by the 4oly Ghost. 6ou will agree with me that his ministry was centred on total vindication, which can be classified into the physical and spiritual. 7indication is simply 8to afford 7ustification on a matter5 It is an act of setting free in totality. 4is ministry

wasn%t )ust about deliverance. *eliverance can be categorised, but 7indication is way higher, and that is the ministry that he announced to the world.

In this vindication mission, it started a long time ago, and it has principles,ranging from the word of God to the demonstration of power. Most people claimthe kingdom of God is not in words but in demonstration of power. It is the wordof God, and cannot be altered, but it simple connotes the word of God, whichhappens to be :hrist, according to <ohn 212. The word activate the power of

vindication, in which he never hesitated to give out when needed. <esus :hrist performed a lot of miracle, ranging from healing the sick to raising

the dead back to life. o many miracles to record, and also the type that has never been heard before his time. It was so glaring that it naturally dragged multitude

to himself. !eople found him strange, seeing he has a lot to deliver, yet down toearth, not seen around with the rich but has this soft spot for the down trodden.

4e is consistent and competent. &lways on time, but if for any delay, it is to theglory of God, as in the case of (a5arus. /very situation submits to his authority,even the demons. C#ark B5=-=D@. omething that got me ama5ed was with thedemons recognising him as the son of, this is because it takes a higher authorityto pull down a strong hold e$alted by another authorities. I also came to realisethat the coming of <esus :hrist opened our eyes to the reality of life and theacknowledgment of the e$istence of the spirit world, knowing the activities andmission.

&s part of his vindication mission, he also revealed the mission of the devil and what he stands to achieve. &he devil came only but for to steal, kill and todestroy*..,,ohn =E5=E@. Many may wonder how he came about that information.



It is simple. 4e was there from the beginning, when man failed his authority ofson"ship into the hands of the devil by disobeying God.

4I T/&:4I0GO There is something very significant about his teachings. 4etaught in parables, in private with his disciples and in the public aroundeveryone. 4e keeps you in suspense most times with his word, without wrong

motives, but to strengthen your understanding. &ccording to the holy book, thereare several testimonies and written records of his life, his teachings, his ministry,his commission, his mission, his vision, his achievements, the afterwards of hisestablished ministry. These records can be found in the book of Matthew, Mark,(uke and <ohn. everal ministers have various records as well, as to the life of<esus :hrist.

<esus :hrist carries the will of God, verbally declaring that he does whatalone his father in heaven does. 4e doesn%t have a will of his own. I want tounderstand his life is all about God. 4e doesn%t say a thing different from whathis father is saying. 4e is the code , access and way to reach God almighty. Thisalso means whatever we see him doing is e$actly what his father does as well. If

he heals all diseases, so also he father does. If he is busy with ministry, then Godmust be busy too with his activities.

#hen answered =esus and said unto them, eriy, veriy, 0 sayunto you, #he Con can do nothing of himsef, but what he seeth the Bather do/ for what things so ever he doeth, these aso doeth the Conikewise. (=ohn /$%).

4I T/M!/&M/0TO #hat a man with so much compassion and love for mankind.4is love is sacrificial, thereby laying down his life for his friends.

(Greater ove has no man than this, that a ay down his ife for his

friends)=ohn $/$&. 4e called us friends even while we were sinners, living in great disobedience to God,

he loved us so as to lay down his life. I tell you that no friend will go that length tosustain his friendship in this present time. 4is love is overshadowing,accommodating and saving. 4e came for sinners, stating that the healthy do notneed a doctor.

!ut God commendeth his ove toward us, in that, whie we were yetsinners, 1hrist died for us. (<omans /8). o he actually loved us whenpeople were busy killing, fornicating, duping people, malicing and causing somany social vices. 4e didn%t believe in the condemnation of anyone. 4e seeksmercy on our behalf day and night. Mary Magdalene was classified as one who is

filthy because of her lifestyle, that according to the law which Moses gave to them,she was to be stoned to death, but his love for mankind and not delighting in thedeath of a sinner paved way for the redemption of Mary Magdalene.

6et another spot found in this man of galilee is the spirit of forgiveness, rangingfrom the sins of mankind to peter denying him and as well praying in forgivenessfor those who crucified him. &s a matter of fact, he forgave a robber who brokethe law and was crucified with him. aul, later converted to !aul, who supervisedthe killing of his servant tephen, also obtained great mercy, grace andforgiveness and found the favour of conveying the ministry to the gentile world.

&bove all, he gave down his life, and shaded his blood for mankind, and the greatlion of the tribe of <udea was made a sacrificial lamb. 4is temperament is notdestructive but loving and accommodating.



T4/ IG0I-I:&0:/ +- 4I */&T4O &ctually he died, but then, he rose againfrom the dead, according to the gospel of Mathew, mark, (uke and )ohn. 'ut what

baffles me the more is the activity that went around after he was dead, but thistime, it%s in the afterlife. &ccording to the gospel of Mathew ABODA1 many bodies of the saints who were dead, arose. This clearly signifies that an activity of

redemption also took place immediately he gave up the ghost. In other terms, hegave up the ghost and went straight to the land of the dead and granted so many, victory, over their bonds of death before he rose up. &ctually he died alone androse up with families, like a seed, planted into the soil, died and decayed andcame up again as a tree, bearing a lot of fruits. 0ow I understand what he said to<ohn in the island of !atmos1

0 am he that iveth, and was dead, and, behod, 0 am aive forevermore, Amen- and have the keys of he and death (<eveation $/$%).

4aving the keys of death simply means that he gives life to who he chooses, hedetermines who dies and who lives. It also implies that no one leaves this earth to

the afterlife without his permission. &cknowledging and reverencing suchauthority in your life can be very gaining.

4is death also signifies that there is hope for the resurrection of the dead, in thislife and in eternity. It doesn%t )ust bring hope but stating that there is resurrectionof the dead, anchored by <esus :hrist, son of the living God. Through his deathand resurrection, it gave the apostles and disciples hope of a successful ministry.

#e celebrate <esus :hrist boldly today because he was able to die and to liveagain. 4e gave his own life and took it back by the manifestation of the power ofGod.

#hen :hrist was about to ascend into heaven, he promised of the 4oly pirit, who shall continue to dwell with his own. The spirit of God came and has been the

source of inspiration of the present church till date. The message of :hrist hastravelled round the world, still travelling into remote areas, bringing hope andsanity. 4is message comes with sanity and sanctity. -rom &frica, the continent

where I come from, before the coming of the missionaries, darkness was huge anda lot of ungodly practices abounded, until the message of :hrist came, it broughtsalvation, education, western medication, fashion and the trends of all beautiesthat affects the world positively and presently. It removed several fetish cultureand practices, ranging from killing of twins to sacrificial killing of human lives fordiabolic fortifications. The coming of :hrist has done more good and it reckonsthe huge civil achievements of our great time.

</ :+0-IM 4IM/(- & G+*

#hese words spake =esus, and ifted up his eyes to heaven, and said, Bather, the hour is come- gorify thy Con, that thy Con aso maygorify thee/ As thou hast given him power over a fesh, that he shoud giveeterna ife to as many as thou hast given him. And this is ife eterna, that they might know thee the ony true God,and =esus 1hrist, whom thou hast sent. 0 have gorified thee on the earth/ 0 have finished the work whichthou gavest me to do. And now, O Bather, gorify thou me with thine own sef with thegory which 0 had with thee before the word was.



(=ohn $/$)

*id you notice that <esus :hrist said in verse 2 that God should glorify him, thathe may also glorify him CGod@. It can only take class to operate in same class, and

it can only take <esus :hrist to say to God, 8magnify me and I will magnify you9. & man cannot say to his maker, 8magnify me and I will magnify you9, but rather worship him and pray for his divine protection. The scripture says1

;oe unto him that striveth with his maker2 (0saiah /%)

<ohn the 'aptist, irrespective of his prophetic status got offended, maybe, thathe had been in prison and <esus never came by, and he doubted the originality ofthat same person whom he has prophesied to the world concerning him, and<esus :hrist said something, not as human but as a divine identity.

How when =ohn had heard in the prison the works of 1hrist, he senttwo of his discipes, And said unto him, Art thou he that shoud come, or do we ook foranother? =esus answered and said unto them, Go and shew =ohn again thosethings which ye do hear and see/#he bind receive their sight, and the ame wak, the epers are

ceansed, and the deaf hear, the dead are raised up, and the poorhave the gospe preached to them. And bessed is he, whosoever sha not be offended in me.

(athew $$/@) (ooking at that scriptural reference, you notice that <esus :hrist passed a

)udgement indirectly, am not laying an accusation here, but simply noting the words he said. The direct opposite of blessing is curse. If those who are notoffended in :hrist are blessed, then, whosoever gets offended in :hrist is cursed.

#hy again did <esus :hrist talk about himself? #hy didn%t he say $+lessed is hewho is not offended with God”, he spoke in confidence of <ohn the 'aptist%sfailure in reverencing him, and unleashed his anger on that note. The scripture ismeant to be divided and not to be protected by sentiments. (et%s achieve ourclaims with these two scriptures.

;oe unto him that striveth with his maker2 (0saiah /%)

And bessed is he, whosoever sha not be offended in me. (athew $$/)

This is written in the book of Isaiah, (ong time ago before <esus :hrist came tolife, how come these two scriptures have same meaning with the same words? Thedivinity of <esus :hrist e$poses itself here and in so many references notmentioned herein.

omething we should not leave behind from the scriptural reference wee$plored in Mathew 2BOD, where <esus :hrist said



4And now, O Bather, gorify thou me with thine own sef with thegory which 0 had with thee before the word was5

<esus :hrist was directly praying to God here at the rounding off of his ministryon earth. #hat does this strike in our heart? <esus :hrist said himself that before

the world was, he has a glory with God. This is saying that he didn%t )ust e$isted asan identity but as a divine deity who had same glory with God before the world was, and this confirms what the writer of Genesis wrote about the creation of the world.

And God said, +et us make man in our image, after our ikeness/(Genesis $/@)

#e cannot say now that <esus :hrist was part of the creation by implication, but by reality, and this is because God didn%t consider him a secondary opinion but a co"God if I will use that word. 4e said let usK.., but he could have done ithimself without <esus :hrist, and I believe all may be fine. 'ut I think God knew

the reason why he involved <esus :hrist, and that creation would not be completeif he wasn%t involved. 0ow we confirm that he was there before and duringcreation, and that cannot be changed forever. The writer of Genesis also said thatGod included another word after he said $3et us make man*”. &nd that is @in our i,%ge" %+er our li2ene'' . God wasn%t talking about his personal imageas <ehovah God, but the image of trinity which entails a lot. &nd in that imageand likeness as God, man was created in human gods that will forever have theimage of God.

0 have said, Ee are gods- and a of you are chidren of the most 3igh.

!ut ye sha die ike men, and fa ike one of the princes.(9sams 8@/)

'ecause the man has a human flesh which the trinity don%t live in, men shall dielike men, and fall like one of the princes, after which they shall be transformedinto their original nature of the image of God, and dwell in eternity like God and

with God.

G+* :+0-IM </ :4IT & G+*

(ike we believe the bible and every word that God has spoken through his word, we shall believe whatever we see in the scripture in God%s opinion of the

Trinitarian identity of <esus :hrist.

!ut unto the Con he saith, #hy throne, O God, is for ever and ever/ asceptre of righteousness is the sceptre of thy kingdom.#hou hast oved righteousness, and hated ini:uity- therefore God,

even thy God, hath anointed thee with the oi of gadness above thy feows.

(3ebrews $/8%)

This can also be found in !salms HDO="B. God did call <esus :hrist God, this isinteresting. God the father wasn%t )oking about this, and this is because <esus ishis kind, same God as he is and very part of the trinity.



I don%t want us to dwell in theological speculations, as we confirmed alreadythe natural serenity that makes <ehovah God the creator of the universe, allshould be accorded to <esus :hrist as well.

T4/ /(&TI+04I! '/T#//0 G+* T4/ -&T4/ &0* G+* T4/ +0

The word of God stands as a watch and the mirror for the :hristians, every dayand all the time. (et%s locate how <esus :hrist related his relationship to hisdisciples, the people at large and the present generational :hristians.

#hen answered =esus and said unto them, eriy, veriy, 0 say untoyou, #he Con can do nothing of himsef, but what he seeth the Batherdo/ for what things soever he doeth, these aso doeth the Conikewise. Bor the Bather oveth the Con, and sheweth him a things thathimsef doeth/ and he wi shew him greater works than these, that

ye may marve. Bor as the Bather raiseth up the dead, and :uickeneth them- even sothe Con :uickeneth whom he wi. Bor the Bather 7udgeth no man, but hath committed a 7udgmentunto the Con/#hat a men shoud honour the Con, even as they honour the Bather.

3e that honoureth not the Con honoureth not the Bather which hathsent him.

(=ohn /$%@&)

Bor 0 have not spoken of mysef- but the Bather which sent me, he

gave me a commandment, what 0 shoud say, and what 0 shoudspeak.

(=ohn $@/%)

0f 0 do not the works of my Bather, beieve me not. !ut if 0 do, though ye beieve not me, beieve the works/ that ye mayknow, and beieve, that the Bather is in me, and 0 in him.

(=ohn $'/&)

*id you get what <esus :hrist said in the last sentence, that the father is in him

and he in the father. +h I feel so blessed to have contact with the scripture as thetruth is not hidden but revealed to mankind that man may know his place in God.This simply means that they are one and if that be the case, it can no longer beoverestimated as the truth is clearer than water. <esus tresses the relationshiphe has with God the father, that they work together, and this is so because he isnot a slave to God but a divine son and God of everlasting value, whose thronecannot be changed. The present society parades a teaching that signifies <esus as

)ust a sacrificial lamb sent to die for man, but rather he chose to die for man in which he could have decided not to die and that doesn%t change his status as Godthe son. #e shall discuss his works later on, but now let us take a view at theconcept of the world as to who he is, having clarified our curiosity on God%s viewand his personal testimony.



T4/ 4M&0IT6 +- :4IT

This is the human nature of :hrist, which he possessed in order that he mightaccomplish the purpose of coming to earth. & wide study on creation of man in

&dam and /ve shows how they disobeyed God and brought sin to man, in which

the status of man was sold to the devil for a mere apple that has never been seenin our time. I took a touch on that to clear the reason why <esus :hrist came, which is to restore man back to God.

4e needed to shed blood in the nature of a human, and save souls to eternity with God and that brought about his coming to earth. 4e came in the humanform, had a mother and father, grew up like a normal child, helped his parent

with the house chores and then later on attended to his ministry. #hen his timecame at the age of C3, he was bapti5ed like every human who believe in God, andthat happened in the same river <ordan which accommodated a lot of baptism,including his. 4e had a common interaction with people, only that he was distinctin his dealing. #e shall share a common story which has facts of the human flesh

with <esus and he reacted to the flesh.

And when he had fasted forty days and forty nights, he wasafterward an hungered. (athew /@)

Gods don%t fast, for they do not have a human nature in which the flesh ishumbled through it, for they are divine spirits. &fter <esus :hrist fasted, he washungered. It takes the flesh to fast and it also takes the human flesh to be hungry.I am not disputing the divinity of :hrist, but I am saying that the fleshly form he

wore brings hunger and weakness, pain and sorrow. 4e is God and can as welldwell in the flesh. let%s look at the circumstances surrounding his birth and see if

there is anything that contradicts his human nature.

How the birth of =esus 1hrist was on this wise/ ;hen as his mother ary was espoused to =oseph, before they came together, she was found with chid of the 3oy Ghost.

#hen =oseph her husband, being a 7ust man, and not wiing to makeher a pubic e"ampe, was minded to put her away priviy. !ut whie he thought on these things, behod, the ange of the +ordappeared unto him in a dream, saying, =oseph, thou son of David, fear not to take unto thee ary thy wife/ for that which is conceivedin her is of the 3oy Ghost.

And she sha bring forth a son, and thou shat ca his name =>CFC/ for he sha save his peope from their sins. How a this was done, that it might be fufied which was spoken ofthe +ord by the prophet, saying, !ehod, a virgin sha be with chid, and sha bring forth a son, andthey sha ca his name >mmanue, which being interpreted is, Godwith us.#hen =oseph being raised from seep did as the ange of the +ord had

bidden him, and took unto him his wife/ And knew her not ti she had brought forth her firstborn son/ andhe caed his name =>CFC. (athew $/$8@)



he was with a child by the power of the 4oly Ghost which steered <oseph awayfrom her se$ually, but every other thing was complete. 4e had his full in hermother%s womb. 4e was recognised as the first born of that family, which signifiesthat he has a biological parents, biological siblings, normal up growing C/otgrowing faster than others because he was esus@, helped his father out at work

like every other child will do, had friends C!is disciples@, went to the temple likeevery other child. &s a growing child, the bible never recorded that he haddifficulty growing as a child, and that signifies that he had a good upbringing and

was greatly part of the human life. ecord has it that he had a time he also livedas human amongst human and grew in wisdom and might.

In (uke chapter A, <esus :hrist sat with teachers of the law and e$hibited ahigh rate of knowledge. 4e spoke with great wisdom that they marvelled at such

words with great wisdom. 4e was a child but his words and his reasoning weredivine and rather intimidating if I have to use such word. *uring his ministry, hehad compassions on several cases that led to his miracle working adventure.

Talking about the miracles, signs and wonder that :hrist e$hibited, were they

mere works of natural ability or were they part of his ministry? It is his naturalability and also his ministry as he is the healing master. nowing vividly that:hrist came to rescue mankind, it is imperative to note that the abilities of :hrist

were never acquired by apprenticeship or knowledge but he is simply the authorof miracles, signs and wonders.

GOD THE HOLY SPIRIT

The 4oly pirit is the third in the trinity ranking, who happen to be God as welland has e$ercised his authority right from the creation of the world to the present

day true church of God. The 4oly pirit is an identity that has the highest move of the spiritual power in order to e$ecute the presence of the divinity in the highestorder. 4ow did the 4oly pirit become? <ust like the question we have beenthrowing so far in respect to God the father and God the son, his identity isrequired by the church but his duty is seen by all.

&fter the heaven and earth were carved out, it was void and shapeless, andthe pirit of God moved upon the face of waters. #hy was he there? It is believedthat anybody can%t be present in any place for no reason, for there is a reason

behind every action carried out already. If the pirit of God was moving upon theface of the waters, he must either be looking for something, or waiting for

something, but whichever way, an action is about to be carried out, which he shallpartake in.

&fter the 4oly pirit was seen moving on the surface of the earth, the ne$tthing that happened was that God commanded, let there be light, and there waslight. It is clear that the 4oly pirit was waiting for a command so he couldperfect the word of the (ord. The 4oly pirit makes all things the (ord hascommanded to come into reality through his power, and this means that <ehovahGod makes a decree and it comes to pass in the name of <esus :hrist and by thepower of the 4oly pirit, and that power commands the reality of the divine. #eshall look at other instances that perfect the ministry of the 4oly pirit in the actsof the trinity.

!erfection of :hristianity lies with the 4oly pirit and every salvation without the 4oly pirit is not a reality. 'ut the scripture says in omans 23OE"23



that if thou shalt confess with thy mouth the 3ord esus, and shalt believe inthine heart that God hath raised him from the dead, thou shalt be saved. 6orwith the heart man believeth unto righteousness7 and with the mouth confessionis made unto salvation. If this be the case, what has the pirit of God got to do

with this again? #ell, salvation is one step, but the walk with God will determine

one%s status with God, salvation is one step but righteousness is a process andperhaps a life time event. The pirit of God leads one into the realm of son ship,for the moment one encounters salvation, one should e$pect to receive the 4olyGhost. The 4oly pirit will guide into all truth that pertains salvation and thekingdom of God, in which the leading of the 4oly pirit will help one new foundfaith strong in the (ord.

The principles of righteousness is based on how the 4oly pirit leads you andhow much one imbibe the fruits of the pirit and hold on to the teachings of thekingdom of God. The 4oly pirit endows one with the fruits this time and notgifts, and any tree that does not bear good fruits shall be cut down. The pirit ofGod is the author of good fruits and if anyone does not bear that fruit of

righteousness which makes one a son of God, then that fellow might as well not be a child of God. #hat are these fruits of the 4oly pirit that will definitely makeone a son of God?

!ut the fruit of the Cpirit is ove, 7oy, peace, ongsuffering,genteness, goodness, faith, eekness, temperance/ against such there is no aw.

0f we ive in the Cpirit, et us aso wak in the Cpirit.(Gaatians /@@, @&, @)

The birth of <esus :hrist displayed again the power of the 4oly pirit as a greatperfecto. #e have come to learn how !owerful the 4oly pirit can be, whiche$ceeds him more than being a servant in which many has assumed him to be. It

was prophesied by prophet Isaiah that the virgin shall bear a child by the power of the 4oly Ghost, and it did come to pass.

How the birth of =esus 1hrist was on this wise/ ;hen as his mother ary was espoused to =oseph, before they came together, she was found with chid of the 3oy Ghost. (athew $/$8)

*oes this mean that the birth of <esus :hrist could only have taken place by

this means? This satisfies our claims that the 4oly pirit is a great perfecto, in whom all revelations come to reality through him. The 4oly pirit is the means by which God carries out his purpose upon mankind, which however discerns the4oly pirit as a true God.

The 4oly pirit is the author of all prophecies and declaration. #hy is the4oly pirit so important that nothings works without him pioneering it? 0ow wesee that the 4oly pirit is the reason for every spiritual prophecy, revelations,dreams and spiritual activities. !rophecy is the mind of God and the 4oly piritperfects the mind of God, and can never works against the purpose of God.

-urthermore, we learnt of what happened in the upper room, when the 4olypirit was released upon the disciples, they began to speak in many tongues, and



like we all know that tongues are the language of the pirit, and which can only beinstigated by the 4oly pirit. omething else happened after the spirit came1

And they were a fied with the 3oy Ghost, and began to speakwith other tongues, as the Cpirit gave them utterance. (Acts @/)

The spirit gave them utterance and they got hold of every confidence and theirutterances were sharp. *o you notice that the first scriptural reference in the +ldTestament talks of the inspiration of the 4oly pirit, and the 0ew Testamentordeal still reveals the 4oly pirit at work in mankind?

And it sha come to pass afterward, that 0 wi pour out my spiritupon a fesh- and your sons and your daughters sha prophesy,your od men sha dream dreams, your young men sha see visions/

And aso upon the servants and upon the handmaids in those dayswi 0 pour out my spirit. (=oe @/@8@%)

And it sha come to pass in the ast days, saith God, 0 wi pour outof my Cpirit upon a fesh/ and your sons and your daughters sha prophesy, and your young men sha see visions, and your od mensha dream dreams/ And on my servants and on my handmaidens 0 wi pour out in thosedays of my Cpirit- and they sha prophesy/ (Acts @/$$8)

It was actually what was prophesied many years ago by !rophet <oel that cameto pass in the &cts of the &postles, which shows that every spiritual activityorganised by God is perfected by the 4oly pirit.

The mystery of God the father, God the son and God the 4oly pirit by the:hristian religion cannot be under"emphasised1 it is a reality with the :hristianfolk and has worked for them for as long as they e$ist on earth.

THE BIBLE

The 'ible is a religious book of the :hristians which they believe in so much thatit is a living inscriptions written by various men inspired by God in hisunderstanding. 0o doubt that the bible is a watch tool for :hristians all over the

world. :hristians believe that God speaks to them through the bible and theirlives are being shaped into God%s glory through the reading of the bible.

:hristians are also told and preached to by the clergy that it is a command fromGod to always dwell in the word of God which is called $&he cripture or &he

+ible” . In defence of the :hristian faith which controls appro$imately H3> of the world, we shall take a tour in the bible to see what it entails in sharpening the:hristians in their daily walk with their God.

The bible is God%s book with a volume of == books written by H3 differentmen from various works of life, but it is seen by the world as a religious book,guiding its followers. The perspective of the world towards the bible does notmatter at all, but the concentration should be1 what does the bible stand for, whatis the reaction of the followers towards it and how much importance it is to the

world at large? The bible is a religious book, for :hristians, which has contents inreligious meanings and in words called 8&he cripture”, which also is believed



speaks the mind of God, in attitude and in verbal. ome ask lots of questionranging from 8 8id God write the bible to make it the word of God, or has anyoneseen God to know actually what his intentions are” . 4owever, studies on this wille$plore the inspiration behind the written bible.

-urthermore on the writers of the bible, were the writers of the bible inspired

by God? If the bible is not inspired by God, then it%s worthless for :hristians todelve into it as watch for doctrine. If the bible is really the word of God, then ittranscends all other form of human philosophy, and should be accepted widelyand given attention to, in verbal and in attitude.

-urthermore, with the understanding of perceiving the scripture as a divinerevelation because it is inspired by God, then it demands that we study it aboveevery human inscription. The philosophers have refused to base its research on it,

but it is seen as a second"handed subsidiary. The wisdom of the world are verilyderived from researches of high profile identity, in the past and they are set asstandard for the present world, and even the scriptural literate in the church

borrow such wisdom and make the word of God a decorator for the pulpit, a

lesson reader, and no longer fact finding religious dictionary that not only revealsthe world, but also connect man to the unending mysteries of God through his

word. (ittle does people know about the (aw of Moses and the prophets, and theknowledge of :hrist <esus and his disciples. !eople seek prosperity from God, butnever pushes through with the investigation in the word of God, to know of hisprinciples in riches without incurring wrath and sorrows.

This e$plains so much how the bible interprets Man and his demonstrationtowards God that the canal mind has remained in enmity with God. Man hasgrown a mind of nonchalance towards the things of the scripture and this is

because the ways of the (ord can only be reached through his word. In widediscussion, we shall e$plore the mysteries of the bible, the foundation and the

relationship of God and Man through it, and also the importance to Mankind. The quest for a new knowledge in a matter that requires the attention of the

scripture will endear an ardent student of the bible to humbly seek the scripture,in that process, you will realise that it gives a new meaning and answer to anyquestion posed at it, yet having same words and chapters. It signifies that there isan inspirer somewhere, whose word is a mystery to man.

Bor ever, O +ord, #hy ;ord is setted in heaven (9s. $$%/8%).

A scripture is given by the inspiration of GodI (@#imothy &/$)

This is simply meaning that the bible is different from all other book, be itsacred or secular. In the search to disapprove the scripture by so many scholarsand philosophers, books in the secular settings have brought ideas from life andcircumstances to create a platform to discontent the scripture and this they do forselfish aim. 'ut the word of God has not been e$hausted in research and inreproof, and so cannot be disapproved by anyone in any way. & religious bookcalled bible, that has been in ages, ranging from Greek to 4ebrew and to /nglishand several other languages, sorting the mind and the will of God has not even

been e$hausted and still deepens by the day with fresh idea and meanings, thistruly signifies that there is an inspirer somewhere.

#hy does it seem so difficult for philosophers and half of the world toreally understand the scripture that simply? If it was that simple to interpret the



scripture, everyone who wants to make fame out of inventions and mystery wouldhave brought facts to tarnish the mystery behind the scripture. 'ut everyphilosopher discusses the scripture from afar, and with this is fear of incurring

wrath when spoken of it in out of place. It only takes those who are prayerful andfilled with the 4oly pirit to grab a dime of spiritual understanding and mystery

from it. &gain is that people read through novels and secular books and either stops orsearch for a newer edition which will eventually come to an end and the readerseeks another piece. I see those books to stand in the category of poems and not a8 +ook of mystery”

The +ld Testament has a content of CE books and the 0ew Testament has acontent of AB books, all making up the inspired word of God which standeth sureat all times.

II for thou hast magnified thy word above a thy name. psam

$&8/@) It includes many controversial sub)ects but never was any writer contradicting

what the other said, from the beginning to the end. The bible is united in contentsand themes. The bible is not really == books saying things different form eachother, they are saying same things but coming from different perspectives, withdifferent encounters of God%s children and those e who oppose them, showingGod%s victory and power as the almighty God. It also reveals about the saviourfrom the beginning of the scripture to the end. <esus :hrist even made it clearerthat by the time he was in his earthly ministry, the (aw of Moses was not going to

be wiped out, for it is time to apply the law in another way by his principle. It isthe completion of all that never appeared during the rime of the law. And 3e said unto them, these are the words which 0 spake unto youwhie 0 was yet with you, that a things must be fufied, which werewritten in the aw of oses, and in the prophets, and in the psamsconcerning me.

(+uke @/)

OLD TESTAE!T *ealing with this sub)ect, we shall elucidate parts of this bible and their identities

in God. The +ld Testament, which has CE books, comes in parts namely1Genesis/$odus

(eviticus0umbers*euteronomy They are called the books of the law. It contain the creation of man in the Genesis

chapter which the popular Ten :ommandment is there , /$odus A3OC"2B, thegreatest of all commandment *euteronomy =OD. In it also tell how God raised upthe famous Israel, and how they left the land of /gypt to the promised land. Italso has all the popular laws of Moses.

The second section of this +ld Testament is called the boo of history and they arenamely as follows1

<oshua<udgesuth



2 and And amuel2 and And ings2 and And :hronicles/5ra0ehemiah

/sther0ote that the authors do not record everything that happened but the ma)or thingsprofitable unto man are written. These covers from the periods the Israelites hadno ing but )udges, to the realm of ings including ing *avid and others.

BOOKS OF POETRY The ne$t is the five books of poetry and they are namely as follows1<ob!salms!roverbs/cclesiastesong of olomon

In these books are worship books of God%s people. It has transcended to this day believers who use it in their private and public worship of God. These scripturesserve as point of contacts to various situations as many :hristians use it also inprayers.

The ne$t series of book we shall look into is T4/ '++ +- !+!4/T which can be subdivided into A ma)or parts namely1 the ma)or and the minor prophet. 0otethat the name does not mean that the ma)or prophets are greater than the minor

but it is named in that manner because of some are longer than the other. Theyare namely s follows1

%>or Pro$e+'?Isaiah

<eremiah(amentations /5ekiel*aniel

I!OR PROPHETS4osea0ahum <oel4abakkuk

&mos

Jephaniah +badiah 4aggai<onahJechariah MicahMalachi These books are basic prophecies of God, received by these men of God, for children

of the earth. 0ot )ust for believers because it contains woes and blessing. ome ofthe prophecies are yet to be fulfilled as their time may not have come to befulfilled.

THE !EW TESTAE!T



This is the second part of the scripture known as the 0ew Testament. It has thetotal number of AB books, which has the Gospels and the /pistles included in it.The first four books in this 0ew Testament is called 8The Gospels9. It contain the

birth, the life, the ministry and all that pertains <esus :hrist and his earthly life.They are named as follows1

ATTHEW6 This book is written by Matthew, one of <esus% disciples. In it containsthe genealogy of <esus :hrist, his conception, birth, childhood, death,resurrection and the great commission to his disciple which today is an obligatory task of every believer. &lso note that the writer whose name remains Matthew

was a publican, who never knew <esus. 'ut salvation caught up with him when hemet <esus :hrist and he became one of the disciples in Matthew EOE and he later

became an &postle in Matthew 23OC. Matthew presented <esus :hrist in his writing as a saviour and a messiah, to his fellow <ews, and later on, the messagespread abroad.

ARK6 This book is written by Mark, and it is written to all believers but his firstpoint of focus was the omans. In it also carries the ministry of <esus :hrist as

the son of Man. It has also the death of <esus :hrist and lot more miracles that<esus :hrist performed. Mark became part of the gospel vividly in the book of

&cts 2A, 2C and 2D. 4e has good accounts of <esus% earthly ministry.LUKE? This book is written by (uke. 4is audience of target was actually the Greek

but the gospel of (uke is written for all believers. It also carries the life andministry of <esus :hrist and he presented to the Greek the man <esus :hrist asthe perfect man. 4e entailed in this book the miracles, the crucifi$ionresurrection and some other involvements of <esus% ministry. 4e is also a doctor

who happens to be the author of the book of &cts.3OH!? This book is written by <ohn and his audience of target is &ll believers. 4e

presented <esus :hrist to the world as the son of God and he touched several

areas of <esus% life and ministry which may not be found in other gospel. 4isearnest purpose was to convince everyone that <esus is the messiah and the son of God. In the account of <ohn, you will find many references that <esus made abouthimself, which can%t be seen in other gospel.

4aving the gospels in the bible, you still can%t base your doctrine on )ust on gospel,having in mind that some authors of the gospel had several different accounts inthe life and ministry of <esus, but reading wholly, we will have to realise that allthe gospel has E3> understanding and agreement to some events that took placein the bible.

These four authors are not all part of the disciples of <esus :hrist. 'elow are thenames of the disciples of <esus :hrist1

!eter<ames<ohn

&ndrew!hilip'artholomewThomasMatthew<ames<udeimon<udas



0ote that <udas betrayed <esus :hrist which led to his crucifi$ion. 4e neverrepented from his sin and later hung himself on a tree.

THE BOOK OF ACTS The book of &cts is simply known as the book of history. It is so because it has

records of the ascension of <esus :hrist, the !entecost and the faith of the newchurch, the beginning, the funding and all that pertains to the church growth.This book has the story of the launch of the 4oly pirit in the first church of <esus:hrist. This book written by (uke was specifically addressed to Theophilus, whichtoday is the anchor of several doctrines of some churches. /very living church ofGod has a tap from this book as it carries the confirmation of :hristianity throughthe coming of the 4oly pirit.

The book of acts has information of the growth of the church, their challenges, thefate of some disciples and apostles, the arrest and conversion of aul to &postle!aul. The establishment of so many ministries can be found in this book. Itcontains also the first, second and third missionary )ourney. It also has his

imprisonment. Information of the ministries of the apostles is written in it.

THE EPISTLES These are letters written by &postle !aul to :hristians in various countries and

communities. These letters are profitable to all believers in the pursuit of thekingdom of God. 'elow are the letters written by !aul to those christens1

+M&0 2 :+IT4I&0A:+IT4I&0G&(&TI&0/!4/I&0

!4I(I!I&0:+(+I&02T4/&(+0I&0AT4/&(+0I&02TIM+T46 A TIM+T46 TITO

The ones below are not epistles but self"authored by the individuals mentioned bythe scriptural name.!4I(/M+0

4/'/#<&M/O2 !/T/ A !/T/ 2 <+40,A <+40,C <+40,<*//7/(&TI+0

o far, that remains the brief content and summary of what the :hristian sacred book called the bible entails. It is believed that any :hristian organisation thatdoes not make use of the scripture may not really be following the foot step of



God in the real sense. The :hristians basic belief is in the word of God and any word that does not proceed from the bible may end up not being accepted by the:hristian public.

THE I!ISTRY I! THE CHRISTIA! RELIGIO!

There numerous people in the :hristian community who are believed to have been called by God to carry out certain functions in the church and the :hristian work altogether1 we shall look briefly into that because it one of the factors thatthe :hristians present in their fight for being the truest religion of the world.

#e shall look briefly into the various ministries that can be found in the

scripture and in this present time as a result of the out"pouring of the pirit of Godon all flesh. They are1

Ao'+oli* ,ini'+r

Pro$e+i* ,ini'+r

E&%ngeli'+i* ,ini'+r

P%'+or%l ini'+r

Te%*$ing ini'+r

u'i* ini'+r

He%ling0Deli&er%n*e ,ini'+r

Wel%re ini'+r

Wo,en ,ini'+r

They affect lives and their community because it is not )ust a command butthey believe it is an assignment given to them by God and they must follow it withall diligence if they want to come out of it victoriously.

CHRISTIA! CELEBRATIO!S

There are celebrations that are common with the :hristian religious movementand these celebrations are granted a public holiday by the serving government tocelebrate with them. They are1

C$ri'+,%'? This signifies the day that <esus :hrist was born into the world.

P%l, Sun/%? This signifies the day he entered into <erusalem like a king.

Goo/ Fri/%? This represents the day he was killed and buried. It is usually aserious day for :hristians the world all over.



E%'+er D%? The :hristians celebrate the resurrection of <esus :hrist all over the #orld.

A'*en'ion D%? 4ere, they celebrate the &scension of <esus :hrist into heaven likethey believe in, that he is not dead but is seated at the right hand of God.

In this case, many other religions accuse the :hristian folks of lies that suchthing never e$isted. They believe that yes he may have died, but has not risenfrom the dead and ascended into heaven like they claim. #ell in this case, itdoesn%t stop this religious group from keeping up with their worship andunderstanding. The :hristian community also claims that the death of <esus:hrist guarantees their entrance into heaven if anyone believes in <esus :hrist astheir (ord and saviour. *oes this imply that any other person who does notsignify with the <esus :hrist of the :hristians cannot go to heaven to be withGod? This however has brought chaos in the struggle for the truest religion evere$isting in the earth planet.

3EWISH RELIGIO!

The <ewish religion which belongs to the <ews is however known widely as<*&IM. <udaism has been in e$istence over C333 years ago, being practiced

by the <ews and some other entities who believe in what they portray and practicegenerally. <udaism has about 2C million followers throughout the whole worldOthat is really large as they have grown into an entity. <udaism has followersthroughout the nited tates of &merica and in Israel which it is believed to haveemanated from1 record has it that AB3,333 people appro$imately in the nitedingdom has said that their religious identity is <ewish1 this was according to theA322 national census.

<udaism is said to have come into e$istence over CD33 years ago and hasremained in function and practice till date, duly and fully practiced by the crmeof the society, the middle class and the aged, including the children. Moses is

believed to be the founder of the religion of <udaism, but the <ews can trace theirhistory as far back as &braham. The <ewish religion has also faced trials were =million <ews were killed in the attempt to wipe them away1 they faced this greatchallenge but were not dismayed and dismantled in their &ncient belief andreligious practices.

3EWISH BELIEFS

The <ews believe that there is only one God1 they also believe that they have aspecial agreement or in rephrased word@ a Co&en%n+ with God almighty. In/$change for all the good things and protection they have received from God,running from generation to generation, they keep God%s law and try to bringholiness into every aspect of their lives.

<udaism is believed to be a faith of action which strictly is based on their law which God has given to Moses in the &ncient days1 directly unlike the :hristians who worship God by faith and the acceptance of :hrist. The worship andrecognition of <esus :hrist as the on of God or rather God himself is a principle

based on the :hristians alone and cannot be associated with other religions whopractice their religious principles willingly. The <ews believe that people should

be )udged not so much on what they believe as on the way they live their faith, but



that they should be )udged by how much they contribute to the overall holiness ofthe word.

I try to figure out which word they talk about in this discuss1 the same wordthat the :hristians, Muslims and the <ews still claim it comes from God? Thefight for which is still tears religion into racks and this is because they all claim to

worship one same God and also claiming they received a word from God, but herein this research and study their claims contradicts each other, owing to the factthat they were all received from the same source1 this however signifies thatsomething is wrong somewhere as to why these complication had to ariseamongst the God believing religions in the world.

THE HOLY BOOKS OF 3EWISH RELIGIO!

The Most holy book of the <ewish religion is proudly known as Tor%$. It iscomprised from the five books of the 4ebrew 'ible which they believe wasrevealed by God to Moses on Mount inai over C333 years ago, and also the other

books of the <ewish religion which is also known as Tanach.This fact however is accepted by the :hristian religion as it is also written in

their cripture and also used as an edification owning to their ATimothy CO2=.This is because the :hristian religion in their book accepted the reign of theprophets which includes what the <ewish religion practice today, the reign of<esus :hrist and the &cts of the apostles and disciples1 practicing each and everyone of them, believing they were meant by God for the edification of his church.The <ews are not so in their thoughts, they basically affirm to the in)unctions andlaws that God had given to Moses over C333 years ago and they perceive that

word through the Torah which happens to be their 4oly 'ook. In this practice, do you say they are wrong or they are incomplete because they do not practice

holiness by faith but by reality and action? The Torah, together with the Talmud which is the commentary on the Torah,

gives the <ewish people rules for everyday life. The <ews observe these rules ascentral to the <ewish religion. The act of obedience to the in)unction and rules inthis book make the average <ews an ardent believer and follower and they feel notcondemned religiously in any way so long as they observe to keep the rules inthere according to the commands of God to Moses.

THE BOOKS OF THE 3EWISH BIBLE

There are AH books of the <ewish 'ible, which presents a history of the first

CD33 years from creation until the building of the second Temple in <erusalem.The books also relate the history of the <ewish nation from its earliest stage,through the giving of the (aw at the Mount inai, and until the end of the firstcommonwealth1 this is according to the Torah research from the <ewish scholars.

It is also believed that the Tanach is much more than )ust a history, for in it onecan learn about God%s plan for the world and of his relationship with mankind,specifically , his chosen nations which are the <ews.

'efore we mention herein the books of the <ewish bible, let us point on whatseems to be the watch word of the <ews in their worship and service to God.

4 And now, 0srae, what does the +ord your God want of you? Onyto fear the +ord your God, to go in a his ways and to ove him and



to serve the +ord your God with a your heart and with a yoursou. #o guard the commandments of God and his statutesI5

(Deuteronomy $'/$@$&)

They abide by this, understanding that this word is given to them personally by

God and they reserve no worship to any other e$cept God himself. 'elow are the books of the <ewish religious bible which is sub divided into parts. The <ewishreligious bible is divided into C ma)or parts namely1

The :humas

The !rophets

The writings

THE CHUASH (T$e i&e -oo2' o o'e')

Genesis/$odus(eviticus0umbers*euteronomy

THE !E#II (T$e eig$+ -oo2' o +$e Pro$e+')

<oshua

<udgesamuelingsIsaiah<eremiah/5ekielThe Twelve, which is known as Minor !rophets (Trei5A''%r)

THE KESU#I (T$e ele&en -oo2' o +$e Wri+ing')

!salms" Tehilim

!roverbs" Mishlei<ob" Iyov ong of ongs"hir 4ahirimuth" us(amentations" /icha/cclesiastes" oheles/sther*aniel" *oniel/5ra;0ehemiah:hronicles" *ivrei 4ayamim



This is the brief summary of the <ewish bible, the content I believe may not beas different from what the :hristians use, as they made up part of the bible from

what the <ews use in their religious practice. <udaism includes a wide corpus of te$ts, practices, theological positions, and

forms of organi5ations. In <udaism there are variety of movements, most of which

emerged from abbinic <udaism. abbinic <udaism is based on the belief that atMount inai, Moses received from God the written Torah which now stands asthe <ewish guide to a successful religious life and movements. nlike most

western nation across the globe, the <ews do not discriminate between secularand religion but have built their knowledge and politics on the founding Torah oftheir worship, hence any other religion may not be 233> practiced.

3UDAIS #IEW OF 3ESUS CHRIST

&ccording to abbi hraga immons, a teacher of the <ewish religion, 4e saidthat for A333 years now, the <ews have re)ected the :hristians idea of <esus

:hrist as messiah. :larifying the <ewish position and not throwing stones at anyreligion in a fight for a true religion, the <ews do not accept <esus :hrist as thatpromised messiah to them according to *euteronomy 2FO2F, for the reasons

below11. They claimed <esus :hrist did not fulfil the messianic prophecies2. They claimed that <esus :hrist did not embody the personal qualifications of

the messiah.3. They also claimed that 'iblical verses referring to <esus :hrist are

mistranslations4. The <ewish belief is based on national revelation.

3e'u' C$ri'+ /i/ no+ ulil +$e e''i%ni* Pro$e*ie'

#hat is the messiah supposed to accomplish? +ne of the central themes of the biblical prophecy is the promise of a future age of perfection characteri5ed byuniversal peace and recognition of God. The <ews believe that the messiah has atask to accomplish which they e$pect to see vividly as studied previouslyaccording to the promise of God for them and also according to their belief inaction and reality and not basically in faith. The :hristians believe according tothe word of God which is the bible that serving God is by faith but the <ews havecontrary view to that. 'elow are all that is e$pected of the messiah which is notseen to be done by <esus :hrist for maybe personal reasons or misinterpretation.(et%s view thus1

'uilding the third Temple of God according to the prophecy in /5ekielCBOA="AF

Gathering all the <ews back to the (and of Israel according to the prophecy in Isaiah HCOD"=

shering in an era of world peace, and putting an end to all manner ofhatred, oppression, suffering and diseases, as it is written in the book ofprophecy that !%+ion '$%ll no+ li+ u '4or/ %g%in'+ n%+ion"nei+$er '$%ll ,%n le%rn 4%r %n,ore according to the book ofprophecy of Isaiah AOH

&lso he the messiah has the task of spreading the universal knowledge ofthe God of Israel, which they believe will unite humanity as one. This is in



conformity to the word of God in Jechariah 2HOE which says that God will be king over all the world, on that day, God will be +ne and his 0ame will be +ne.

0ow hear their points that if an individual could not be able to even fulfil one of

these prophecies concerning the (ong awaited messiah, then definitely the messiahthat the :hristians parade as <esus :hrist the promised messiah is definitely not theone they were promised of and have also been waiting for over a long period of yearsand ages. *o the :hristian folk agree with this? I bet not but I believe conviction rests

with every individual and his belief but with what we have here, there cannot beagreement between these religions. 'ecause no one has ever fulfilled the 'ible%sdescription of this future ing, <ews still await the coming of the Messiah. &ll thepast Messianic claimants including <esus of 0a5areth, 'ar :ochba and habbtai T5vihave been re)ected by the <ewish folks and ever waiting for the promised messiah

who will act according to the prophecies of the Torah of the <ewish religion.emember that the :hristians believe in the second coming of <esus :hrist and it

was only then that he is going to fulfil the promises which was settled in the bible, but the <ews who do not see any concept of a second coming with a messiah who hasnever come before only believe that the messiah should out rightly accomplish hismission and task when he comes and not waiting for his second coming so to be ableto affect the change desired by the <ews for so many generational years running now.

3e'u' C$ri'+ /i/ no+ e,-o/ +$e er'on%l u%lii*%+ion o e''i%$

The !rophecy has it that the Messiah will become the greatest prophets of alltime and history1 Isaiah 22OA. The land of Israel was filled with prophets andaccording to the law that e$isted in the land, prophets were the only ones that

prophesies. ecord also has it that prophecy ended with the death of the lastprophets who happens to be 4aggi, Jechariah and Malachi. +wning to thisreality, <esus appeared on the scene appro$imately CD3 years after prophecy hadended, and thus could not be a prophet. This is really seriousL The :hristians andthe <ews contradicts themselves by using same prophets and same God with same

word from God but they have their different acceptances and re)ections. :ouldthis bring a fight between both or have they being e$isting in peace betweenthemselves irrespective of ideas and feelings.

The <ews also have this to say against <esus :hrist being the messiah1 that theprophecy has it that the Messiah will be born of the physical parents, having the

natural physical attributes that every normal person would have and not beingsome kind of a god to be worshipped. They refuse to accept <esus :hrist as theMessiah because the :hristian scripture claims that he was born of 7irgin Mary

which is outside the natural phenomenon of human reproduction and that hasdisqualified him from being the long awaited Messiah.

i'+r%n'l%+e/ #er'e' reerring +o 3e'u' C$ri'+

The <ews understands it that most passages and principles in the bible that hasstood the taste of time has been changed by <esus :hrist in some cases fore$ample1 <esus healed on the abbath day and having the laws of the <ews which

was then piloted by the !harisees, an e$pected Messiah who was supposed touphold the given word of God flouts them and make new laws for himself instead



of practicing the given commandment of God, and this made them disqualify<esus :hrist in their heart as one who is disobedience to the scripture. They alsounderstand that for anyone to practice vehemently the in)unctions of thescripture, such one should be willing to obey God through his givencommandment. The <ews do not believe in any other writings apart from what

the prophets gave in their time and the (aws that God gave to Moses on Mountinai for them, every other thing to them seems like impersonation in actualsense.

The <ews said that :hristianity claims that Isaiah DC refers to <esus :hrist asthe suffering servant, but in actual sense, Isaiah DC directly follows the theme ofchapter DA, describing the e$ile and redemption of the <ewish people. The!rophecies are written in the singular form because the <ews Israel@ are regardedas one unit. Throughout <ewish scripture, Israel is repeatedly called the 8 theservant of God9 in the singular as written in Isaiah HCOF. In fact, the <ewish claimsthat Isaiah stated this in the scripture no less than 22 times in the chapters priorto DC that the servant of God is I'r%el.

#hen read correctly, Isaiah DC clearly and ironically refers to the <ewishpeople being bruised, crushed and as sheep brought to slaughter at the hands ofthe nations of the world. These descriptions are used throughout <ewish scriptureto graphically describe the suffering of the <ewish people. The <ews also claimsthat Isaiah DC concludes that when the <ewish people are redeemed, the nations

will recognise and accept responsibility for the inordinate and sufferings of the<ews.

3e4i'$ Belie i' B%'e/ Solel on !%+ion%l Re&el%+ion

Throughout history, thousands of religions have been started by individuals,

attempting to convince people that he or she is God%s true prophet, but personalrevelation is an e$tremely weak basis for a religion because one can never know ifit is indeed true. 'ut personally I think religious diversity is based on personale$perience. The <ews are practicing <udaism according to their personale$perience with Moses and God and also I think anyone with some other personale$perience can as well start up what he or she feel irrespective of whose o$ isgored, but the <ews are being very personal here. -urthermore, they claim thateven if the individual claiming personal revelation performs miracles, they do notprove he is a genuine prophet. They also said that any of the miracles that acertain individual perform" assuming they are genuine" shows that he has certainpowers to have done that1 it has nothing to do with claims of prophecy, and I

think the <ews have a great problem accepting <esus :hrist as their messiah, which to them it%s not really a problem but a standard and a 0ational one at that.They see the <erusalem !ilgrimage of the :hristians as a means to improve thecountry%s economy and finance and do not have personal effect on them.

<udaism, which is unique among all of the world%s ma)or religions, does notrely on claims of miracle as the basis for its religion. They also claim that the 'iblesays that God sometimes grants the power of miracles to charlatans in order totest <ewish loyalty to Torah, and that can be found according to them in*euteronomy 2COH. Therefore, of the thousands of religions in human history,only <udaism bases its belief on 0ational revelation"i.e. God speaking to theentire 0ation and not a particular person ordering him to start up a religion. They

believe that if God wants to start up a religion himself, he has to let everyoneknow about it and not )ust one person.



4ere is what Maimonides state -oundations of Torah, chapter F@

#he =ews did not beieve in oses, our teacher, because of the iraces he performed. ;henever anyoneJs beief is based on seeing

miraces, he has ingering doubts, because it is possibe the miraceswere performed through magic or sorcery. A of the miraces performed by oses in the desert were because they were necessary,and not as proof of his prophecy.

;hat then was the basis of =ewish beief? #he ount Cinai whichwe saw with our own eyes and heard with our own ears, notdependent on the testimony of others. #he #orah aso states that 4God did not make his covenant with our fathers, but with us whoare a here aive. &his is according to 8euteronomy B5A.

The <ews also claim that <udaism is not miracle, but the personal eyewitnesse$perience of every man, woman and child, standing at Mount inai C,C33 yearsago.

The <ews says that the world is in desperate need of the messiah so that peaceand all that God has prophesied through his prophets can come to pass but the:hristian religious folk believe according to the same bible that the Messiah whois :hrist has come and gone, thereby getting set to come back again and carry outthose !rophecies that are written in the 'ible, however the <ewish and theMuslims sees that as a ridiculous statement and does not hold any truth in it.4ow then can this be reconciled in this serious global fight for the true religion?

#e have no conclusion on this matter, but will also have to visit other religions of

the world and see how they stress out their belief in their acclaimed religiousmovement.

BUDDHIS

'uddhism is a nontheistic religion or philosophy that is found on varieties ofspiritual practices, traditions and beliefs which are based on teachings which aregrounded on the teachings of the founder of 'uddhism in the person of Gu%+%Bu//$%" commonly known as 'uddha the awakened one. &ccording to 'uddhisttradition, the 'uddha lived and taught in the north eastern part of the Indian

subcontinent sometime between the =th and Hth centuries, nobody may really besure of this e$cept proving otherwise, the followers claims out anonymously. 4e

was recognised as an enlightened teacher and 'uddha who shared his insights tohelp end the suffering of the common man in his struggle to attain a better life forself. Guata 'uddha is also known as Gotama iddhartha.

'uddhism is a religion to about C33 million people around the world. The wordcomes from budhi, to awaken. It has its origins about A,D33 years ago wheniddhartha Gotama, known as the 'uddha, was himself awakened enlightened@ atthe age of CD. iddhartha Gotama was born into a royal family in (umbini, nowlocated in 0epal, in D=C ':. &t AE, he realised that wealth and lu$ury did not

guarantee happiness, so he e$plored the different teachings religions andphilosophies of the day, to find the key to human happiness. &fter si$ years of study



and meditation he finally found the middle path and was enlightened. &fterenlightenment, the 'uddha spent the rest of his life teaching the principles of'uddhism and it is called the *hamma, or Truth, until his death at the age of F3.

To many, 'uddhism goes beyond religion and is more of a philosophy or way of

life. The 'uddhists claims that it should be classified as a philosophy becausephilosophy can be derived from the aspects of life and its instalments. This is alsosaying that you may not classify it as a religion, in my own sense, but simply a way oflife that anchors on spiritual manipulations and spiritual visible activities. eeingthat it is widely practiced in most places of several continents, basically in &sia, andthen it is a force to reckon with in the world. The 'uddhists claim that 'uddhisme$plains a purpose to life, it e$plains apparent in)ustice and inequality around the

world and it provides a code of practice or way of life that leads to true happiness.They believe in affecting the human life generally and that life should be about

contentment and happiness, but does it also say that life cannot imply pain orsuffering? #e shall get to the root of their belief to realise the answers to ourcuriosity as to why they verily practice the religion and have preferred it to someother religion, in same manner upholding the principles and paths of the religiouspractice.

The 'uddhist path can be summed up asO

1. To le%/ % ,or%l lie"

2. To -e ,in/ul %n/ %4%re o +$oug$+' %n/ %*+ion'"

3. To /e&elo 4i'/o, %n/ un/er'+%n/ing.

THE POPULARITY OF BUDDHIS

'uddhism is becoming popular in western countries for a number of reasons, Thefirst good reason is 'uddhism has answers to many of the problems in modern

materialistic societies. It also includes for those who are interested@ a deepunderstanding of the human mind and natural therapies@ which prominentpsychologists around the world are now discovering to be both very advanced andeffective. Most of the western communities are seen practicing 'uddhism like theirlives depend on it because it has answers to their materialistic quests for success, andnot because they may be seeking a true religion. 'uddhism is becoming popular in

western countries for a number of reasons, The first good reason is 'uddhism hasanswers to many of the problems in modern materialistic societies. It also includesfor those who are interested@ a deep understanding of the human mind and natural

therapies@ which prominent psychologists around the world are now discovering to be both very advanced and effective. 'uddhism is becoming popular in western



countries for a number of reasons, The first good reason is 'uddhism has answers tomany of the problems in modern materialistic societies. It also includes for those

who are interested@ a deep understanding of the human mind and natural therapies@ which prominent psychologists around the world are now discovering to be both very advanced and effective1 these claims are according to 'uddhists on defense in theongoing tussles and struggle for a true religion.

'uddha found patronage in the ruler of Magadha, emperor 'imbisQra. Theemperor accepted 'uddhism as his personal faith and allowed the establishment ofmany 'uddhist, and this eventually led to the renaming of the entire region as 'ihQr.

&t the *eer !ark near 7QrQṇasR in northern India, 'uddha set in motion #heel of*harma by delivering his first sermon to a group of five companions with whom hehad previously sought enlightenment. Together with the 'uddha they formed thefirst aṅgha a monastic community of ordained 'uddhist monks or nuns.@

&ccording to the scriptures, later, after an initial reluctance, 'uddha also establishedan order of nuns. -ully ordained 'uddhist nuns are called bhikkhunis, Mahapa)apatiGotami, the aunt and foster mother of 'uddha, was the first bhikkhuni1 she wasordained in the si$th century '.:./. <ust before 'uddha died, he reportedly told hisfollowers that thereafter the *harma doctrine, teaching@ would be their leader. Theearly folks considered Gautamas words the primary source of *harma and 7inayarules of discipline and community living@, and took great pains to formulate andtransmit his teachings accurately. 0onetheless, no ungarnished collection of hissayings has survived. The versions of the canon accepted scripture@ preserved in!Qli, anskrit, :hinese, and Tibetan are sectarian variants of a corpus that grew and

crystalli5ed during three centuries of oral transmission.

THE FOUR !OBLE TRUTHS

The 'uddhists claims that the 'uddha taught many things, but the basic concepts in'uddhism can be summed up by the -our 0oble Truths and the 0oble /ightfold !athnamely1

T$e Fir'+ no-le +ru+$

The first truth is that life is suffering i.e., life includes pain, getting old, disease, and

ultimately death. #e also endure psychological suffering like loneliness frustration,fear, embarrassment, disappointment and anger. This is an irrefutable fact thatcannot be denied. It is realistic rather than pessimistic because pessimism ise$pecting things to be bad. Instead, 'uddhism e$plains how suffering can be avoidedand how we can be truly happy.

T$e Se*on/ no-le +ru+$

The second truth is that suffering is caused by craving and aversion. #e will suffer if we e$pect other people to conform to our e$pectation, if we want others to like us, if

we do not get something we want, etc. In other words, getting what you want doesnot guarantee happiness. ather than constantly struggling to get what you want, try

https://en.wikipedia.org/wiki/Varanasi




https://en.wikipedia.org/wiki/Sangha








to modify your wanting. #anting deprives us of contentment and happiness. &lifetime of wanting and craving and especially the craving to continue to e$ist, createsa powerful energy which causes the individual to be born. o craving leads tophysical suffering because it causes us to be reborn.

T$e +$ir/ no-le +ru+$

The third truth is that suffering can be overcome and happiness can be attained1 thattrue happiness and contentment are possible. If we give up useless craving and learnto live each day at a time not dwelling in the past or the imagined future@ then wecan become happy and free. #e then have more time and energy to help others.

T$e Four+$ no-le +ru+$

The fourth truth is that the 0oble F"fold !ath is the path which leads to the end ofsuffering.

T$e no-le 5 Fol/ %+$

The 0oble F"fold !ath is being moral through what we say, do and our livelihood@,focussing the mind on being fully aware of our thoughts and actions, and developing

wisdom by understanding the -our 0oble Truths and by developing compassion for

others. In summary, the noble truths and the noble F fold paths has identified with lifethat trouble and pain is inevitable as it is part of life, but the practice of the religionthey claim to brandish is to save people from emotional stress and trauma from

various situations, thereby propagating and promoting the sureness of the religiono3r religious movement and practice.

The :ompassion of an average 'uddhist includes qualities of sharing, readiness togive comfort, sympathy, concern, caring. In 'uddhism, they can really understandothers, when they can really understand themselves, through wisdom. In this course,

we shall see the five precepts of 'uddhism which stands as their moral codeO thesemoral codes are e$pected of every 'uddhist to attend to with every manner ofsincerity.

The moral code within 'uddhism is the precepts, of which the main five areO

!o+ +o +%2e +$e lie o %n+$ing li&ing"

!o+ +o +%2e %n+$ing no+ reel gi&en"

To %-'+%in ro, 'eu%l ,i'*on/u*+ %n/ 'en'u%l o&erin/ulgen*e"

To rer%in ro, un+rue 'ee*$" %n/



To %&oi/ in+oi*%+ion" 4$i*$ ,% -e reerre/ +o in +$i' '+u/ %' lo'ing

,in/ulne'':

These are most likely what can basically be found in other religions we may havetalked about, but what seems incorrect is the way at which the defence brandishes.

0ot all facts are same because the :hristians believes in God the father, God the sonand God the 4oly ghost1 while the Muslims believes in Muhammad as the messengerthat got a message to the world through &ngel Gabriel. The tussle as to which religionone should follow still continues to bewilder man and until a conclusion is reachedwhich one may not ascertain@ everything remains the same.

KARA &s renowned as it is, the word 8arma9 seems to be a 'uddhist language which the world in their various religious understanding still make very use of in interpreting anatural payback of some sort. -rom the understanding of the 'uddhists, arma isthe law that every cause has an effect, i.e., our actions have results. This simple lawe$plains a number of thingsO inequality in the world, why some are bornhandicapped and some gifted, why some live only a short life. arma underlines theimportance of all individuals being responsible for their past and present actions.4ow can we test the karmic effect of our actions? The answer is summed up by

looking at 2@ the intention behind the action, A@ effects of the action on oneself, andC@ the effects on others. #hen an action is carried out, an average 'uddhist believesthat you are remunerated directly or indirectly, either positively or negatively. *oesthe law of karma subscribe for everybody? It is a term widely used and if it is globallyrecogni5ed, then I think it%s a word to reckon with by people1 meanwhile it may not

be acceptable to some religion which preaches e$tensively the message offorgiveness, from God and towards Mankind.

EBERSHIP OF BUDDHIS

'uddhism claims that 'uddhist teachings can be understood and tested by anyone.'uddhism teaches that the solutions to their problems are within themselves and notoutside. The 'uddha asked all his followers not to take his word as true, but rather totest the teachings for themselves1 in that way, each person decides for themselvesand takes responsibility for their own actions and understanding and this makes'uddhism less of a fi$ed package of beliefs which is to be accepted in its entirety, andmore of a teaching which each person learns and uses in their own way. It is believedthat problems vary and as such demands various solutions to problem of its kind.The 'uddhists religion is more or less 8seeing is believing9 and everyone is compelledto his or her own actions.

BRA!CHES OF BUDDHIS



There are two ma)or e$tent branches of 'uddhism which are generally recogni5ed by scholars, they areO

1. T$er%&%/% (T$e S*$ool o +$e El/er')

2. %$%%n% (T$e Gre%+ #e$i*le)

T$er%&%/%

Theravada has a widespread following in ri (anka and outheast &sia,Thailand, 'urma, (aos, :ambodia etc. while Mahayana is found throughoutthe 4imalaya region and /ast &sia. In Theravada 'uddhism, the ultimate goalis the attainment of the sublime state of 0irvana, achieved by practicing the0oble /ightfold !ath also known as the Middle #ay@, thus escaping what is

seen as a cycle of suffering and rebirth.

%$%%n%

Mahayana 'uddhism instead aspires to 'uddhahood via the bodhisattvapath, a state wherein one remains in this cycle to help other beings reachawakening. 7a)rayana, a body of teachings attributed to Indian siddhas, may

be viewed as a third branch or merely a part of Mahayana. Tibetan 'uddhism,as practiced in Tibet, 'hutan, 0epal, the 4imalayan region of India, almykia,Mongolia and surrounding areas, preserves the 7a)rayana teachings of eighthcentury India. Tibetan 'uddhism aspires to 'uddhahood or rainbow body.

&t one time or another, 'uddhism has influenced most of the &siancontinent. The history of 'uddhism is also characteri5ed by the developmentof numerous movements, schisms, and schools, among them the TheravQda,MahQyQna and 7a)rayQna traditions, with contrasting periods of e$pansionand retreat. 'uddhism has been in the e$istence coming all the way from the=th century ': to the present century, making it one of the oldest religion inthe world.

BUDDHIS SCHOOLS

'uddhism schools vary on the e$act nature of the path to liberation, theimportance and various teachings and scriptures of their understanding1 especiallytheir respective practices. +ne consistent belief held by all 'uddhist schools is thelack of a creator deity. 6ou don%t tell an average 'uddhist of a creator deity who madethe heaven and the earth, in which the 'uddhist schools have built their foundations

on it to a lasting choreography of their studies. They apparently believe in the naturaland also the way out of every solution, thereby accepting the religion for what it is.



'uddha has never mentioned that he was actually sent by anyone god to deliver anymessage to anybody, but rather has seen himself that he has preferred solutions to

various problem which solutions are far"fetched from mankind. The foundations of'uddhist tradition and practice are the three <ewels namelyO

T$e Bu//$%"

T$e D$%r,% (+$e +e%*$ing')

T$e S%ng$% (+$e *o,,uni+)

Taking refuge in the triple gem has traditionally been a declaration andcommitment to being on the 'uddhist path, and in general distinguishes a 'uddhistfrom a non"'uddhist. +ther practices may include following ethical precepts,support of the monastic community, renouncing conventional living and becoming a

monastic, the development of mindfulness and practice of meditation, cultivation ofhigher wisdom and discernment, study of scriptures, devotional practices,ceremonies, and in the Mahayana tradition, invocation of buddhas and bodhisattvas.

Interest in 'uddhism increased during the colonial era, when #estern powers were in a position to witness the faith and its artistic manifestations in detail. Theopening of <apan in 2FDC created a considerable interest in the arts and culture of<apan, and provided access to one of the most thriving 'uddhist cultures in the

world.

'uddhism started to en)oy a strong interest from the general population in the #estfollowing the turbulence of the A3th century. In the wake of the 2EDE Tibetanuprising, a Tibetan diaspora has made Tibetan 'uddhism in particular more widelyaccessible to the rest of the world. It has since spread to many #estern countries,

where the tradition has gained popularity. &mong its prominent e$ponents is the2Hth *alai (ama of Tibet. The number of its adherents is estimated to be between tenand twenty million.

HI!DUIS

4induism is a ma)or religion in the world today " being originated from the Indiansubcontinent, thereby comprising several and various systems of philosophy, belief,activities and rituals. &lthough the name 4induism is relatively new, having beencoined by 'ritish writers in the first decades of the 2Eth century, it refers to a richcumulative tradition of te$ts and practices, some of which are dated to the Andmillennium ': or possibly earlier. &ccording to some scholars, if the Indus valleycivili5ation of the CrdSAnd millennium ': was the earliest source of these traditions,then 4induism is the oldest living religion on /arth. :ould this be true? Is 4induismthe oldest religion on earth? (ike I said earlier that the contest between religions asto who stands first and stands best and tall continues in this time. &ccording to

various researchers around the world, trending in knowledge and academy on thestudy of their religion, record has it in various aspect that religions have e$isted over



A333"C333 years ago leaving many into confusion of which is which and whichstands best and to be accepted by the world.

-urthermore on this study, 4induism have its many sacred te$ts in anskrit and vernacular languages served as a vehicle for spreading the religion to other parts ofthe world, although ritual and the visual and performing arts also played a significant

role in its transmission. -rom about the Hth century, 4induism had a dominantpresence in outheast &sia, one that would last for more than 2,333 years.

In the early A2st century, research has it that 4induism had nearly one billionadherents worldwide and was the religion of about F3 > of India%s population.*espite its global presence, however, it is best understood through its manydistinctive regional manifestations, arts, sacrifices and rituals to delegate how wellthey stand to represent.

THE TERM HINDUISM

The term 4induism became familiar as a designator of religious ideas andpractices specifically to Indians with the publication of books such as !induism 2FBB@ by ir Monier Monier"#illiams, the notable +$ford scholar and author of aninfluential anskrit dictionary. Initially it was an outsiders% term, building oncenturies"old usages of the word 4indu. ince the early A3th century, te$tbooks on4induism have been written by 4indus themselves, often under the rubric ofsanatana dharma. These efforts at self"e$planation add a new layer to an elaboratetradition of e$plaining practice and doctrine that dates to the 2st millennium ':.

&ccording to research, the roots of 4induism can be traced back much farther, bothte$tually, to the schools of commentary and debate preserved in epic and 7edic

writings from the And millennium ':, and visually, through artistic representationsof yaksha luminous spirits associated with specific locales and natural phenomena@

and naga cobralike divinities@, which were worshipped from about H33 ':. The roots of the tradition are also sometimes traced back to the female terra"cottafigurines found in e$cavations of sites associated with the Indus valley civili5ationand sometimes interpreted as goddesses.

THE !ATURE OF HI!DUIS

#ith its outstanding appearances and dominance in the middle east of &sia, Morestrikingly than any other ma)or religious community, 4indus accepts and indeedcelebrates the organic, multileveled nature of their traditions. This e$pansiveness ismade possible by the widely shared 4indu view that truth or reality cannot beencapsulated in any creedal formulation, a perspective e$pressed in the 4indu prayer

8May good thoughts come to us from all sides.9 Thus, 4induism maintains that truthmust be sought in multiple sources, not dogmatically proclaimed. This is as seriousas that. :ould they be disputing some other religions that source their truth from aperspective, perhaps a religious book? #ith this, they might not be posing soreligious but gearing into the light of reality from their wonder doctrine and ritualpractices.

It is observed that anyone%s view of the truth, even that of a 8guru9 in their word,regarded as possessing superior authority, is fundamentally conditioned by thespecifics of time, age, gender, state of consciousness, social and geographic location,and stage of attainment. These multiple perspectives enhance a broad view ofreligious truth rather than diminish it1 hence, there is a strong tendency forcontemporary 4indus to affirm that tolerance is the foremost religious virtue. +n theother hand, even cosmopolitan 4indus living in a global environment recogni5e and



value the fact that their religion has developed in the specific conte$t of the Indiansubcontinent. #hen 4indus speak of their religious identity as sanatana dharma,they emphasi5e its continuous, seemingly eternal sanatana@ e$istence and the factthat it describes a web of customs, obligations, traditions, and ideals which isdharma@ that far e$ceeds the #estern tendency to think of religion primarily as a

system of beliefs. & common way in which /nglish"speaking 4indus often distancethemselves from that frame of mind is to insist that 4induism is not a religion but a way of life. The contemporal view describes 4indus as a way of lifeK.and this ageaccepts it. *oes this affect their rudiments as a religion? +ften times, I hear peoplefrom some religion say that their religion is an attitude and way of life, but speakinge$pressly on their claim, it doesn%t dignify their actions and signals in their ways ofliving, however, claims are sub)ect to be proven, irrespective of whose o$ is gored on

whichever side.

THE FI#E POWER PILLARS OF A SUCCESSFUL HI!DUSI

/vidently, across the sweep of Indian religious history, at least five elements have

given shape to the 4indu religious tradition. They areODo*+rine

Pr%*+i*e

So*ie+

S+or

De&o+ion

These five elements, to adopt a typical 4indu metaphor, are understood asrelating to one another as strands in an elaborate braid. Moreover, each stranddevelops out of a history of conversation, elaboration, and challenge. 4ence, in

looking for what makes the tradition cohere, it is sometimes better to locate centralpoints of tension than to e$pect clear agreements on 4indu thought and practice.

!EOPAGA!IS

The e$istence of several religious bodies has accommodated views from severalhori5ons, speaking e$tensively on an e$press mind, from which individual accepttheir fate and are merged to what they believe and stand to protect in all manner anddiversity. In the e$istence of 0eo"paganism, as a religion, we shall go into the casestudy and see why they defend their religion as the best, fighting not to beintimidated with foreign instructions as to how they live their lives and to who theypay tribute to.

0eo"paganism which is also known as paganism is a religion that emphasi5esancient pagan religious traditions and reverence for nature. This religion takes a

variety of forms known as Ppaths,P which ranges from #icca, which focuses on spellsand goddess worship, to 4ellenic !olytheism, which seeks to revive Greek paganismin an academically accurate form. #hile this belief system was more commonplace inthe ancient world, it has e$perienced resurgence in parts of the modern world,



mostly in the #est. This religion also found its track in the &frican continent wherethey are basically called @P%g%n'. The pagans worship old fashioned gods made of

woods and inculcated spiritual materials to ascribe worship unto. In &frica, itpracticed sacrifices made with human heads and bloods. It was a tradition that thethen people reckoned with verily and accepts to the term that comes out from it. Thecivili5ation of the west has not come into &frica in those days and they werepractically naked, living their lives in the lowest esteem that life could afford to them,

basically relying on farm work for their ends to meet.

'ack to the western pagans, 0eopaganism is not an organi5ed religion and has noofficial doctrine, creed, or organi5ation. !agans follow a wide variety of spiritualpaths and may have a variety of beliefs on religious questions like the divine, humannature and the afterlife. 4owever, there are some common beliefs that are held bymost 0eopagans, which are e$plored below.

!erhaps the most fundamental belief of 0eopaganism is the recognition of the divinein nature. !agans revere the cycle of the seasons, which is regarded as an e$pressionof the divine and a model for spiritual growth and renewal. The /arth herself isregarded as sacred by the ma)ority of !agans, and deep ecological concerns arecharacteristic of most followers of 0eopaganism. It is generally understood tocontain elements of animism. (ike most people who do not have any clue as to howlife came about, they believe in nature and the powers that beget nature in all of itsstanding.

The Movement of the sun and the season e$plains how time flies for these pagans,and as they sought for their individual various and self"religious ethics, more areelaborate to them, depending on what they come across in their religious so)ourn.

DEITIES I! !EOPAGA!IS

*ifferent deities are connected with different times of the year and worshipped inseasonal festivals, and practices like astrology and divination are rooted in the beliefin natures divinity. 0eopaganism is also characteri5ed by its revival of ancientpolytheistic religions. !agans are especially interested in the pantheons of northern/urope 0orse@ and 'ritain :eltic@ but also incorporate gods and beliefs of ancientGreek, oman and /gyptian paganism. In &frica, pagan have variety of gods they

worship, and in several season of the year, celebrations are made to those gods theyrecognise. 0ot aware of any upreme God anywhere, they basically celebrate thegods of love, harvest, rain, harmattan and several other season of the year. This belief

in &frica moved from 233> operation to 23.E> in &frica, as several other religionshave taken over those places. 'ut recently, the pagan are making sways with thesupport of wealthy individuals, who have come to bring back the oldies religion,

believing that peace reigned to the e$treme in their own time with those religions,owing up on the recent religions that preach peace but still harbour chaos in the

world at large.

ome !agans regard one particular god, or the god and goddess pair, as theupreme !rinciple, worshipping that divinity above all others. ome regard all godsas aspects of the Great God and all goddesses as aspects of the Great goddess, fore$ample. 'ut nearly all 0eopagans recogni5e the e$istence and true divinity of othergods.

!EOPAGA!S A!D THE SPIRITUAL REAL



0eopagans usually honor ancestral and locational spirits. These might includedeceased relatives, local and national heros, some sort of special spiritual recognitionthat turns them moving in their local understanding. pirituality with pagans aregreatly accessed as an acceptable way of living, though it might be an unseemiglyprocedure for the present day pagans but it doesn%t change what is seen as the

cultural 0eopagan procedure. In additon to these commonly"held beliefs, 0eopagans who follow a particularpath usually have their own distinctive religious beliefs.

!EOPAGA!S PATH

0eopaganism tends not to be organi5ed or dogmatic and many !agans do notidentify with any particular strand of 0eopaganism, instead drawing from the beliefsand rituals of more than one tradition. 'ut many do )oin a specific tradition that theyfind most meaningful as their main focus, such as1

Wi**%

A'%'+ru or Drui/i',. ome 0eopagans are econstructionist, which means that they seek to faithfullyrecreate the pagan religion of a particular group, such as the ancient Greeks, :elts, or/gyptians. econstructionist tends to disapprove of eclecticism, personal adaptationand modern trends in favor of academic accuracy and authenticity.

A'%'+ru

satrU is a modern revival of the pre":hristian 0ordic religion as described in the0orse epic /ddas. The present day :hristians who may have been led out ofpaganism are found seeking their way back to the ancient religion of paganismthrough modern revival anchored by the acclaimed solutionists.

Helleni* Pol+$ei',

#hat is 4ellenic !olytheism? 4ellenic !olytheism which is also known as4ellenism, 4ellenismos, 4ellenic eligion, and 4ellenic econstructionism is a0eopagan path characteri5ed by an emphasis on the deities and religious practices of the ancient Greeks. The &ncient greeks had a lot in common with paganism whichinvolves deities and images to describe their mode of worship and religious culture,

which in most countries has stood the taste 3f time, still representing till date as to what paganism may look at, holding on to the fact that all of the worshippers of thethen paganism have gone to the world beyond. !eople still wonder at how peacefultheir world had been with this religion in place. This singular belief has awakened the

present revolutionists of the religion to stand their feet in putting things right.Ke,e+i* Re*on'+ru*+ioni',

#hat is emetic econstructionism? emetic econstructionism PemetP is theancient word for /gypt, which also is a form of reconstructionist 0eopagan religionthat seeks to recreate ancient /gyptian religion as accurately as possible, basedprimarily on the latest research of /gyptologists.

There is a wide spread of an awakening of ancient religions around the world,raising their voices to be heard in what they proclaim as identity and structure of

what seems to them a reality in religious afflicts. The proclamation of who standsright has swept the world off her balance to keep the people making numerous

researches on what previously religion looks like and appreciated by the thenpatronists.



&s with beliefs and practices, 0eopagan ethics can vary. 'ut most 0eopagansshare the same ethic of doing no harm and the basic values of religious freedom,reverance for nature, equality of the se$es, and openness to forms of se$uality. 'eloware some more specific ethical guidelines given by various 0eopagan paths.

Wi**%n E+$i*'

T$e Wi**%n Re/e

#iccan morality is ruled according to the #iccan ede, which 8in part9 states P&n itharm none, do what thou wilt.P P&nP is an archaic word meaning PifP.@

+thers follow the slightly adapted ede of P&n it harm none, do what ye will1 if harmit does, do what ye must.P /ither way, the ede is central to the understanding thatpersonal responsibility, rather than a religious authority, is where moral structureresides.

+ne of the ma)or differences between #iccans and other types of witchcraft is theede. Many PtraditionalP witches or witches that follow other paths do not believe in

the ede. This is a ma)or topic of controversy within the #iccan and !agancommunities.

Many #iccans also believe that no magic can be performed on any other person without that persons direct permission e$cepting pets and young children who can be protected by parents and owners@. ometimes when permission is e$pected butnot yet attained magical energy will be placed on the astral plane for the receiver togather if and when he;she is ready.

T$e L%4 o T$reeol/ Re+urn

Many #iccans also promote the (aw of Threefold eturn, or the idea that anythingthat one does may be returned to them threefold. In other words, good deeds are

magnified back to the doer, but so are ill deeds. The Threefold (aw is sometimesstated like thisO

/ver Mind The ule +f Three Three Times 6our &cts eturn To Thee This (esson #ell, Thou Must (earn Thou +nly Gets #hat Thee *ost /arn.

Gerina *unwich, an &merican author whose books particularly #icca :raft@ wereinstrumental in the increase in popularity of #icca in the late 2EF3s and 2EE3s,disagrees with the #iccan concept of threefold return on the grounds that it isinconsistent with the laws of physics. !ointing out that the origin of the (aw ofThreefold eturn is traceable to aymond 'uckland in the A3th century, *unwich isof the opinion that PThere is little backing to support it as anything other than a

psychological law.P 4er own personal belief, which differs from the usualinterpretation of the Threefold (aw, is that whatever we do on a physical, mental, orspiritual level will sooner or later affect us, in either a positive or negative way, on allthree levels of being.

77 L%4'

& few #iccans also follow, or at least consider, a set of 2=2 (aws often referred to as(ady hebas (aws. They are based in large part on Gerald Gardners +ld (aws,

which he attributed to his 0ew -orest coven and first came to light in 2EDB.

ome #iccans find these rules to be outdated and counterproductive. +ne #iccancomments, PI find much of this document, regardless of origins, to be outdated and

unnecessary. It is at points se$ist and ageist, and it is saturated with the paranoiaassociated with the myth of the 'urning Times.



Eig$+ Wi**%n #ir+ue'

Most #iccans also seek to cultivate the /ight #iccan 7irtues. These may have beenderived from earlier 7irtue ethics, but were first formulated by *oreen 7aliente inthe :harge of the Goddess. They are Mirth, everence, 4onour, 4umility, trength,'eauty, !ower, and :ompassion. They are in paired opposites which are perceived as

balancing each other. Wi**% %n/ Fe,ini',

#icca has a close association with feminism, and many women #iccans say they areattracted to #icca in large part because of its emphasis on female equality, divinityand power. In addition to the emphasis on the Goddess, an attractive aspect of #iccafor feminists is the ability to identify with powerful historical women who werepersecuted by the male"dominated :hristian church.

*ianic #icca is the most feminist"oriented tradition of #icca, in that it emphasi5esthe Goddess alone and e$cludes men from covens. +ther traditions, however, believethat this approach is improper and interferes with the balance of masculine andfeminine in nature.

Wi**% %n/ Ho,o'eu%li+

Throughout most of #icca and 0eopaganism, all se$ual orientations are consideredhealthy and positive, provided that individual se$ual relationships are healthy andloving. e$ual orientation is therefore not considered an issue. Gay, lesbian, bise$ualand transgender people are almost always welcomed in individual communities,covens, study groups, and circles. Many homose$ual 0eo"!agans were initiallyattracted to 0eo"!agan religions because of this inclusion, in which theirrelationships are seen on an equal footing. ometimes their desire is morespecifically to move away from what they see as homophobic pressure in theiroriginal religion.In support of this philosophy, many 0eopagans cite the :harge of the Goddess,

which says P&ll acts of (ove and !leasure are 4er rituals.P Therefore all forms ande$pressions of se$uality, as long as they are otherwise healthy and consensual, areaccepted.

+ne qualified e$ception is Gardnerian #icca and other relatively traditional groups.Gardnerians do not make any moral )udgments about homose$ual people, but theyusually form their covens from male"female pairs.

Most traditional #iccans worship the God and Goddess. Traditional #iccan covens

aspire to having equal numbers of men and women, to embody their belief in theimportance of balance between the male and female which e$tends se$ually@. This,and the imbalance of female and male practitioners, can sometimes be a practicalobstacle to gay people and women who wish to )oin traditional circles, an obstacleoften shared by single people. The actual se$ual orientation of the individual is notan issue.

Ke,e+i* E+$i*'

emetic ethics are based in the /gyptian concept of Maat, which is truth, )ustice,order, and Pthat which is right.P In addition, emetics look to ancient /gyptian lawte$ts such as the *eclaration of Innocence also called the P0egative :onfessionsP@,

which contain a list of HA sins a deceased person claims not to have done, and the #isdom Te$ts, which are pieces of advice written by &ncient /gyptians.



The *eclaration of Innocence includes such sins as murder, muddying the rivers ofthe 0ile river, adultery, theft, eavesdropping, and se$ual perversion. This last sin isoften translated in older te$ts as committing homose$uality, but emeticeconstructionists consider this a mistranslation and are open to homose$ualmembers. & common theory is that the prohibition refers to child prostitution.

Wi**%n Holi/%'

#iccans and other 0eopagans celebrate holidays and festivals based on nature andthe changing of seasons. The 0eopagan seasonal cycle, called the #heel of the 6ear,consists of eight ma)or abbats. The abbats are )oyous occasions of celebration andfestivity.

(ike <ewish habbats, 0eopagan abbats begin at sunset the day before the holiday.-our of the abbats, known as cross"quarter days, have :eltic origins and are called

by their :eltic names. The other four mark important points on the solar calendar.

The eight abbats areO

-ebruary A " Imbolc March A2 " +stara pring /quino$@

May 2 " 'eltane

<une AA " Midsummer ummer olstice@

&ugust A " (ughnasadh

eptember A2 " Mabon &utumn /quino$@

0ovember 2 " amhain

*ecember A2 " 6ule #inter olstice@

Magical work and more solemn rituals are normally done on the /sbats, which markthe phases of the moon. The most important /sbat is on the full moon, but somegroups also recogni5e /sbats of the new moon and the two quarters.

Magical power is believed to be especially strong on the night of a full moon, which is why important rituals are undertaken on such nights.

ODI!IS

O/ini', is the ancient religion dedicated to the gods of the 0orse pantheon.+dinists also refer to themselves as followers of &satru. /$tremists tend to callthemselves followers of #otanism.

+dinism is the native religion of candinavian, :eltic, &nglo" a$on and Germanicpeoples, and of other /uropean tribes. +dinists claim that It has been their innatefaith since :ro"Magnon times and beyond, and back to the time of their beginnings.+dinists also claim that their religion of honor, )oy, reason, intellectual curiosity andmeritocracy. It is a religion that speaks to their blood, and that celebrates theirconnection with their ancestors and descendantsK stating that it is a living tree of life

whose branches are their family. /very religion is entitled to claim and culturalrespective practices, which in turn they feel honoured as to what the religion givesout to them as dividends.

The successful spread of :hristianity largely displaced +dinism in /urope in themedieval period. (ithuania, officially converted in 2CF=, was the last paganstronghold in /urope, and pagan elements only lingered in underground movements,

http://pagan.wikia.com/wiki/Asatru

http://pagan.wikia.com/wiki/Persecution_of_Odinism

http://pagan.wikia.com/wiki/Asatru

http://pagan.wikia.com/wiki/Persecution_of_Odinism



such as the +din 'rotherhood. /lsewhere, the Indo"/uropean gods continued to behonored, but many in their 7edic form, within 4induism

The /uropean spiritual tradition and cultural outlook are very different indeedfrom that of the much more recent emitic cults, also known as 8&brahamicreligions9, such as Islam, <udaism and :hristianity. In fact, these cults are entirely

alien to the original &ryan culture and people. The +dinists claims that the only realpoint of contact between their real religion and the <udeo":hristian cult is that:hristianity has adopted some of their religious rituals and placed false meaningsover their true significance. Is this an allegation or a fact to be looked into? I believeritual and ordinances are sub)ect to the curriculum activities of a said religiousgroup1 if that be the case, what claims can a religious group impose on another to bereckoned as truth? This indicates a conte$t of superiority over another and not )ustthe case in the display of religious affiliations, I claim. -urthermore, The +dinistsclaims that the celebration of their pring Goddess, +stara, or /ostre, and of the lifeforce and fertility of their people was stolen by :hristianity and devoted to a emiticman who promoted aspects of :ommunist philosophy instead. uch obliteration of /uropean religion with meaningless emitic overlays was not done because the+dinism folk found foreign beliefs superior. *espite the commonly presentedemito"centric view, the fact is that the conversion of our folk was most often done

by force on pain of death, and was not at all the peaceful transition that :hristiani5edhistory generally presents, as one soon discovers when looking at the facts. There wasa silver lining to the clouds however, in that the people of the +dinism oftenmanaged to preserve their ways with great ingenuity despite this hateful desecrationof their native faith. If this however stands true, then why would the :hristians putsuch measure to convert the +dinists into their religion? Meanwhile, religion standsto be by choice and not in duress or pressure1 this thereby stands out that if thisclaim is right, the working government on human right should have their standsindicated as every religion is granted freedom in today%s world. I believe specifically that these claims which I stand not to condemn May still have more to it than meetsthe eyes. 'elow are what the claims of the +dinists in respect to religious bully andcharacter1

4#he foreign =ewish 4gods5 wants you to put him above your famiy,your peope and even your honour.

#o obey without eaning on your own understanding, even beievingthat our babies are sinners, and that his =ewish son wi save us if weobey5

This really sounds outrageous to them as they do not believe in whom the &brahamic religions )slam, udaism, 2hristianity@ perceive and honour as &lmighty God or &llah. This however shows that the interest in God may not be the priority of several individuals who belong to several other religions and also those who do nothave any base religiously. 'elow is what the +dinists believe in respect to the godthey serve1

4Our gods reay ove us, they want us to be free, responsibe adutswho protect ourseves and our foks, they did not create us to tortureand torment us5

This lies in the reality of what love a god should have for his children and not

putting them into condemnation and suffering. #hy does the :hristian religion talk more on sacrifice and commitment? anctity may be at top notch in it but the

http://pagan.wikia.com/wiki/Odin_Brotherhood

http://pagan.wikia.com/wiki/Hinduism

http://pagan.wikia.com/wiki/Odin_Brotherhood

http://pagan.wikia.com/wiki/Hinduism



sacrifices seen in it are bewildering. I believe more e$ploration in the scripture of :hristianity will throw more light on what sacrifice stands to represent in disporal.

&n article by the scholars of +dinism, read below1

When one considers it in the light of day, the difference in fundamental

philosophical outlook between the emitic 2hristian cult and the 1uropean Odinist religion is rather e"treme. 6or e"ample, we have no concept of the innate evil ofmankind, or of women being inferior to men, no hatred of science, reason or truth,no tradition of holy war to force our religion on others, no proselyti0ing, no belief that seeking knowledge is a sin, and no separation of God and nature. 1ven ourheaven, Falhalla, is one where noble deeds are rewarded by being allowed theopportunity to perform still greater acts of heroism.

+y contrast, in 'brahamic traditions, people are rewarded with bribes of ?<virgins or living in splendor for blind obedience to a emitic god. 6ollowers of

'brahamic religions are, in their dogmatic myth, also punished with eternal fire inhell if they dare to $lean on their own understanding”, or do what seems right or

honorable, rather than what they are told to do in writings about this same emiticgod.

6or Odinists, whose religious traditions have no boundaries of dogma, but instead are girded by reason and honor, and the real seeking of truth, there is no suchthing as too much knowledge. )n fact, our God, Odin, sacrificed in order to obtainknowledge for our sake, so that we would be able to advance, instead of trying tomake us ignorant and subservient, or demanding that we be so, as 4ahweh does in

emitic myths.

+oth our native 1uropean religion and our natural /ordic society celebrate truespiritual e"perience and real merit rather than the following of emitic dogma,

thus making our viewpoint a polar opposite of the 2hristian perspective.2hristianity instead stresses the practice of not e"ercising our Gods% given

9udgment as a virtue, as though it were wrong to use our common sense. &his emitic doctrine also lays heavy emphasis on the concept of e(uality regardless of achievement, as though this were a positive thing, and as though it were true.

Regardless, /ordic people who are unaffected by 2hristianity, in the past and now,have always embraced our traditional virtues, such as good 9udgement and asystem of meritocracy, rather than the foreign creed of blind faith and cultural

#ar"ism.

Odinism is a real religion, as opposed to a vehicle for cultural #ar"ism and political dominance. )t is the heart of the genuine and shared spiritual e"perience of our ancestors from time immemorial, and as with our historical accounts, it isbased upon reality and sincere beliefs. We Odinists are e"pected to be self-reliant adults and to defend ourselves and use the divine gift of thought.. )n our tradition,we are not sheep who are allowed to feel nothing but peace, and who willinglyembrace our own destruction, but fully developed human beings who are able toe"perience all feelings. Our Gods are not foreign, bi0arre ones, but are of our owntradition and beliefs, and truly consistent with our ideals. &his simple truth is clearto all who search their minds and hearts to find it. )t is written on our very souls.

THE ODI!IST CREED

/very religion have by laws and what they truly believe in that makes theme$ceptional from others, thereby creating a mark of e$cellence in their religiousactivities and pursuit. The +dinist religious creeds are as follows1



2. &s +dinists, we remember and honor our *ivine +nes, and are true and loyal tothem, our folk, and ourselves. This is reflected in our actions in a multitude of ways.-or e$ample, we en)oy the blessings of regular rituals and fellowship with our Gods,Goddesses, &ncestors, and folk in our holy temples, whether they be made of stone orearth.

A. There are beliefs we share in common which essentially make us one people, but,in general terms, our people embrace true intellectual and spiritual inquiry andfreedom, not dogma. #e always question, reason, seek the truth, and think forourselves. Great +din has sought both knowledge and wisdom, and we follow hise$ample.

C. #e strive to work with 0ature, rather than against it. In our view 0ature is alive,and we embrace it fully. #e are free to think, feel and e$perience any emotion, orhave any thought we please, and to seek prosperity and happiness without referenceto governments or nationality. +n religious grounds, we do not recogni5e theauthority of any agency to enact rules against free speech, thought or emotion, or to

criminali5e them in any way.H. In our religious tradition, the right of association and self" determination forourselves, our families, and our tribe is ours alone. #e reserve the right to send ourchildren to schools run by our own people, or to homeschool them, without undueinterference, and the right to choose who to allow into our schools, assemblies, andorgani5ations, religious and otherwise, and who not to include.

D. +ur lives are Gods% given, not government given, and were not meant to be wastedin immoral wars for the benefit of foreign nations and peoples. #e considercooperation with such aims and the spilling of our sacred blood in such ignoblecause, not only a frivolous waste of energy and effort, but blasphemy against our

Gods and our tribe. #e do not fight 'rother #ars. #e protect and defend only ourown people and land, from physical, cultural and spiritual assaults of any kind.

=. +ur Gods and Goddesses and &ncestors both love us and have e$pectations for us.They e$pect us to go forward towards better things, not regress towards ignoranceand de"evolution. #e acknowledge our right to live in an environment that promotesand rewards merit and honor, not the reverse. #e shall strive to promote thesefreedoms and responsibilities in whichever part of the 0ation of +din we reside. Thetime of mandatory :ultural Mar$ism and the enforced marginali5ation of our folk isat an end. &ffirmative action and the replacement of 0ordic people in our owncountries by non" /uropeans through hostile immigration practices is anti"/uropeandiscrimination. +ur religion is one of sanity and we do not cooperate with attempts

to annihilate our race.B. #e seek to be healthy and re)ect utterly any attempt of any government to enforce

vaccinations, GM+%s and other tainted food or drink, such as fluoridated water uponus1 to demand any damaging processing procedures on anything we consume1 or, torequire any harmful medications or treatments for ourselves or our families. Inaccordance with our religious beliefs, we do not acknowledge the authority of any agency to legislate away our inalienable rights to own land, or water, or to make useof seeds, or any other product of 0ature in the way our Gods intended.

F. #e refuse to be a tool or slave of any government or of any other ethnic group, orto support alien organi5ations and peoples in any way, and if such is required by

corrupt laws, we will do all we can to overturn them, since the unlawful taking of ourresources is in every way unacceptable to any free people. &pathy is a disgrace to our



ancestors and our Gods. If so inclined, we contribute time, funds and other resourcesto schools, scholarships, +dinist temples, social clubs, businesses, charities, andother organi5ations and causes that benefit our own people only. #here possible weshould always aid those of our own kind who need help and offer them hospitality.+ther people are free to look after themselves and their own people in the same

fashion, but it is not our task to do so.E. The concept of diluting our blood by race mi$ing is unthinkable to us because to doso would be to sever the connection between us and our *ivine +nes, our

&ncestors, and to destroy our own folk. It is the supreme act of ingratitude and a sinagainst the Gods and our "selves. This is something that no moral man or woman of our kind would ever do, and any who behave thusly will no longer be recogni5ed by us as part of our folk. The same also applies to other unnatural and damaging vicesthat our &ncestors did not tolerate in their communities out of simple commonsense. #e believe in the protection of the family first, which we hold sacred.

23. #e recogni5e the importance of /uropean culture and religion, which are central

to the heart and soul of our people. +dinism is not an accessory or fashion for us. #eare a tribal people and our religion is the basis of who we are. #e value the freedomto practice our ways and worship our *ivine +nes, and to be a people, and we actaccordingly. If ever we allow our religion and culture to be destroyed, we also willcease to e$ist.

22. Men and women are not enemies in our tradition as they are in the emitic cults. #e are beloved companions. #e seek the best mates of our kind because we are apeople who believe in friendly competition and striving for e$cellence in all things. & noble and great man should seek to win a virtuous woman who is beautiful in body,mind, spirit and character, while women should seek to be worthy of such regard,and to select the best possible man as a husband. It goes without saying that +dinist

men do not tolerate disrespect of worthy women of their own kind, especially by skraelings. #e consider children a great gift from our Gods and where at all possible,seek to fully en)oy the blessings of a large family, as the Gods wish this happiness forus. &s a tribe, we are all an e$tended family and bear great love for one another. #ehold consideration of nationality and governments a distant second to the bond of

blood.

2A. #e reali5e that when we are dealing with other people who wish us ill and haveno honor, both aliens, and traitors of our own kind, we must act accordingly, and do

whatever it takes to defeat them in their destructive aims with a determination andcunning equal to, or e$ceeding, theirs. #e must act to prevent them from harming

our future generations in mind, body and prospects as well. 4owever, in thesanctuary of our 'rotherhood we shall try to preserve that )oy of true companionshipand the spiritual bond of honor we have as a tribe. #e do not envy those of ourpeople who work hard and e$cel, but support and honor them and their efforts. #edo this in accordance with the idea of arete our &ncestors and our Gods taught us,not with the :ultural Mar$ism of the false semitic religion. /ach of us gives respect,honor and credit where it is due to our 'rothers and isters, and strives to back upthe noble virtues with action, since it is substance and achievement that matter.

2C. #e do not avoid dealing with difficulties or consider meekness, or willfulignorance, virtues. If we fail, it assuredly will not be for lack of trying, from not beingon our own side, or not taking due effort and forethought so that we are more likely

to win. The *ivine +nes decide our fates, and we feel awe at the mystery of it. &t the



same time, although we are a people of great character and fortitude, we are notfatalistic in the sense of being defeatist.

2H. +ur Gods and Goddesses are not mere intellectual constructs. They are real. They possess great power, and we see evidence of their intervention and creative force allaround us. #e seek their guidance, wisdom and strength, and honor them, and

ourselves, by our deeds.TAOIS

This form of religion is basically seen in the &sian community of the world. Taoism which can also be referred to as *aoism is a !hilosophical, ethical or religioustradition of :hinese origin that emphasi5es living in harmony with the Tao. #hatthen is the meaning of the word Tao? The word Tao means 8way9 or 8path9.

In this :hinese religious organi5ation, Tao represents something that is both thesource of, and the force behind, everything that e$ists.

Taoism is practiced as a religion in various &sian communities, but its theology is

not dependent on the e$istence of a godlike figurehead. Taoism drew its cosmologicalnotions from the tenets of the school of 6in 6ang, and is heavily influenced andinformed by the acknowledged oldest te$t of ancient :hinese classics, known as the Iching, which prescribes a system of philosophical thought on the ethics of human

behaviors based on articulating cycles of change in the natural and social worlds by means of what is known as gua or he$agrams.

Taoism has had profound influence on :hinese culture in the course of thecenturies and clerics of institutionali5ed Taoism. Today, Taoism is one of the fivereligions officially recogni5ed in :hina, and readily from its &sian roots, claimsadherents in a number of societies.

Taoism also has si5able communities in 4ong ong, Taiwan, <apan and in thesoutheast. &sia has a large number Taoists resident in the religious community,meanwhile1 a :hinese philosopher defines Taoism thus1

1arly forms come from understanding and e"perience of the &ao. 1"perience of the&ao is an irreducible element of the formation and transformation of the 2hinesee"perience of the :ltimate”

&ccording to research, Taoism did not e$ist as an organi5ed religion until the #ay of the :elestial Masters sect was founded in 2HA :./. by Jhang *aoling, who basedthe sect on spiritual communications from the deified (ao5i. The #ay of the :elestialMasters and other later sects of Taoism engaged in comple$ ritual practices,

including devotion to a wide range of celestial divinities and immortals, andthousands of Taoist religious te$ts were produced over the centuries. Taoists alsoengaged with :hinese politics in a variety of ways throughout :hinese history. &t onetime, scholars in both :hina and the #est distinguished philosophical from religiousTaoism, but more recently a continuity of belief and practice between these has beenrecogni5ed. In both, a harmonious relationship between nature, humanity, and thedivine is emphasi5ed, and both are concerned with appropriate behaviour and waysof leading and governing others.

The term PTaoP has a number of meanings. Taoist religious sects were persecutedin :hina during the 2Eth and A3th centuries, but are currently undergoing a revival.

#estern interest in Taoism has, for the most part, been confined to the *aode )ing,

but in both the #est and in the /ast, there is considerable interest in practices which,



while not PTaoistP per se, are often associated with Taoism, ranging from fengshui totai)i quan to acupuncture and herbal medicine.

TAOIST BELIE#E ABOUT THE ALIGHTY

#hile Taoists recogni5e a vast pantheon of gods and goddesses, they do not

acknowledge that there are any omnipotent or eternal deity which cannot be seenanywhere to ascribe their worship unto. &ll the gods, including (ao5i, are divineemanations of celestial energy. Most likely as the +dinists, they do not believe in any form of superior God but believe in their personal belief that might verily distinguishthem from all other religion.

Taoism has its +rigin in :hina and founded in c. DD3 '.:./, and the reigning deity is called !antheistic with the headquarters at #hite :loud Temple, 'ei)ing, :hina.

ISSIO! A!D EPA!SIO! OF TAOIS

In the history of Taoism, ou Nian5hi, a powerful :elestial Master who claimed tohave received two te$ts from the deified (ao5i in H2D and HAC, instituted changes in

the Jhengyi movement to PpurifyP it from practices such as ceremonies involvingse$ual activity, elaborate banquets, and the collecting of ta$es. 4e introduced rulesof moral behavior, and stated that members who obeyed these rules would haveeternal life, he stated this while borrowing from 'uddhist tradition, that those who

broke them would endure punishments in the afterlife or be reborn as insects oranimals.

In the Tang dynasty, there another was a revival of Jhengyi. (ike the 'uddhiststhey sold ordination certificates1 in the Taoist case these were registers that doubledas protective talismans. In the Eth century, Jhengyi leaders established local guildsand associations that regulated community life, including commercial and culturale$change between local villages. Jhengyi also prospered during the ong dynasty,and had the official support of the Ming dynasty emperors.

#hen the first Taoist canon was created in the Dth century :./., the hangqingte$ts were ranked above all others. These te$ts were renowned for their literary merit, and in the Tang dynasty the movement benefited greatly from its appeal to theliterati. Tang poetry and prose is full of allusions to hangqing te$ts, and one of :hinas greatest poets, (i 'o B32"B=A@, was a hangqing initiate, as was the Tangemperor Vuan5ong.

#ith a revival of interest in Taoism in the Tang came a revived interest inalchemy. 0obles and even emperors tried eli$irs created by alchemists, and somedied as a result. hangqing encouraged the practice of an interior alchemy instead,

in which these practices were visuali5ed, and the entire Taoist cosmos was relocatedinto the individual human body. oon internal alchemy became popular again, andother Taoist sects also encouraged interior practices. -rom the =th to the 23th

centuries, hangqing was the most influential Taoist organi5ation in :hina, and often benefited from imperial support.

In the 2Cth and 2Hth centuries, Jhengyi Taoism regained a place at the top of thehierarchy of Taoist religious organi5ations. hangqing became more institutionali5edover time, and the emphasis on meditation and visionary )ourneys by individualsgave way to enhanced clerical power. & new moral tone was established, ritualsincreasingly emphasi5ed recitation of te$ts, and hangqing grew more and more like

Jhengyi.

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(ingbao Taoism also went through several transformations during its history. Itsritual, at first derivative of the #ay of the :elestial Masters, became more and morecomple$. &s it did so, the participation of lay members declined, and the role of priests increased. The PThree TreasuresP of (ingbao, modeled after the 'uddhistformula, were the Tao, the (ingbao te$ts, and the Taoshi or Taoist masters. +nce

the ritual forms had been established, lay participation began to increase once more.*uring the Dth and =th centuries, small groups participated, and soon thereafter whole e$tended families or villages were involved. +ver time, many Taoist groups became community organi5ations, and priests became respected community leaders.

TAOIST BELIEF I! HUA! !ATURE A!D THE PURPOSE OFEISTE!CE

&ccording to the earliest Taoist te$ts, when human nature is aligned with the restof nature, order and harmony are the result. -rom this perspective, the purpose of self"cultivation is to return to a mode of e$istence that is natural, but has beenobscured by social conditioning. epeating certain actions, such as physical

e$ercises, is a way of training the body so that it is free to react in a spontaneous,natural way. It is similar to the e$perience of practicing ones shots in basketball andthen making a clutch basket in the big game W the preparation through repetitionmakes it possible to act, at a certain moment, without thinking, in pure spontaneity 0i-ran@. That spontaneity is the mode of being that is e$perienced fully, at all times,only by the immortals. -or most people, however, including the laity and many of the Taoshi, the goal is less loftyO to e$perience a long and healthy life.

4umans can deviate from the natural order. #hen they do so, they bringdestruction upon themselves and those around them. :onfucian scholars werecritici5ed in the &aode 9ing for imposing rules and social e$pectations. &ccording tothe &aode 9ing, social mores and threats of punishment cause more harm than good,

as they are methods of forcing appropriate behavior rather than allowing it to occurspontaneously and naturally.

Instead, the only way to encourage appropriate behavior is by modeling it. If aruler is a person of impeccable character, those he leads would naturally follow. 'uthow is the ruler to become the ideal role model, thus insuring harmony for hisempire? &s an Fth century Taoist master said to a Tang emperor, P#ho governs his

body, governs the country.P elf"cultivation practices were common among the:hinese nobility as early as the #arring tates period, if not before. The types of practices have varied widely, from simple reflection and self"e$amination W beingPwatchful over oneself when aloneP &he 8octrine of the #ean@ W to, on the opposite

end of the spectrum, taking eli$irs in hopes of becoming an immortal.In the case of Taoism, some practices that were once the province of shamans andfangshi, or of practitioners of inner and outer alchemy, were adopted by the Taoshi.

&lso called methods of Pnourishing life,P or promoting longevity and potentially immortality@, these included Pgymnastics,P that is, physical e$ercises designed toimprove ones health and lengthen life1 breathing e$ercises1 dietary restrictions, suchas the avoidance of grains1 drinking talisman water the ashes of a sacred diagramare drawn on paper, then burned, and the ashes dissolved in water@1 se$ual practicesdesigned to generate se$ual energy but then redirect it toward the brain, rather thandissipating it through orgasm1 and many more.

:oncepts of human nature in Taoism are thus intimately connected with the body. 'ecause of its body sciences and e$perimentation with diet and chemistry,

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Taoism had a great influence on the development of traditional :hinesemedicine. &ccording to Taoist principles, illness can be viewed as a lack of alignment, or harmony, within the body. -or e$ample, an imbalance of yin and yang

within the body can prevent (i from flowing freely, which, in turn, causes pain andphysical illness. &cupuncture is based on ad)usting the flow of qi as it moves through

the meridians of the body.ome self"cultivation practices seek to balance yin and yang within the body, and

also within the personality. Men should become more feminine and women moremasculine. The &aode 9ing, written by and for men, includes a number of referencesencouraging PfeminineP behavior. +ne #ay of the :elestial Masters scriptureinstructed men to never raise their voices, never to hunt or carry arms, and even notto urinate when standing.

This attitude led to the development of an esoteric practice for male Taoshi thatinvolved cultivating a divine embryo within. (ao5i is the model for this practice, andthe story of his being born at the age of F2 years was interpreted to mean, not that a

female mother had carried him for that long, but that he was his own mother W thatis, that the deity (ao5i was a divine embryo that had been nourished within the manfor all of that time, and eventually was born and replaced the mortal man. It was

believed that one who is able to merge male and female energies within, sparking thecreation of an embryo, and then was able to successfully nourish that embryo toterm, would be able to replace the mortal body with the body of an immortal.

&nother way of viewing the body was introduced in the cripture of the 6ellow :ourt, a hangqing Taoist te$t, which stated that the gods resided within the human

body. This scripture described the body as a divine court with internal dwellingplaces for each god. There was a god residing in each organ, a god located at the topof the head, one in each eye, one between the eyebrows, and so on. These deities

oversaw the proper functioning of each part of the body. This concept led to ritualpractices designed to welcome deities into the body.

These ways of thinking are grounded in a fundamental premise of :hinesethoughtO that there are correlations or correspondences between every level of e$istence. omeone accustomed to a western logical mode of thinking might ask,P&re the gods outside the body or in it?P to which the :hinese response would be,P'oth, of course.P (ikewise, according to correlative thinking, what goes on insidethe body of the emperor will naturally affect the weather, for e$ample, or determinethe result of a war, as the body of the emperor is the body of the empire.

-rom this perspective, an individuals body is also the body of the world. The

world inside ones body, the world on earth, and the world of the heavenly realms areall interconnected. #hat happens in one affects the others, and one can effectchange in one by acting in another. Thus the purpose of e$istence, for everyone, is toimprove oneself W physically, mentally, emotionally, spiritually W for the benefit of all.

THE SACRED TET OF TAOIS

(ike every other religion that are based on religious books and sacred te$ts,Taoism has e$isted with sacred te$t, moving progressively to achieve purpose for thefoundation of the religion by vehemently practicing the sacred te$ts. The tour in thisscared te$t shall reveal the sincere information of Taoism.

Many westerners are most familiar with the &aode 9ing Tao Te :hing@ and huang0i :huang T5u@, but there are thousands of Taoist scriptures. /arlier than



most of the te$ts now classified as Taoist, the &aode 9ing and huang0i belong to theage during which scholars produced discourses about the way , or Tao, rather than tosubsequent centuries of PreceivedP or PchanneledP transmissions from divine beings.

'oth the &aode 9ing and huang0i are polemical te$ts1 that is, they critici5e ormock other popular views, especially those of :onfucius. +ther te$ts that engaged in

the early debates about the way, or path, from a point of view that would later beidentified with PTaoismP include the 3ie0i , a te$t similar in style to the huang0i andcontaining some of the same material, and the /eiye, which concerns self"cultivationpractices. The /eiye is a chapter in the Guan0i , a te$t that would be now classified asP(egalist,P but also contains Taoist and :onfucian ideas.

&ll of these te$ts were written sometime during the /astern Jhou *ynasty BB3"AA2 '.:./.@. #hen Nin hihuangdi unified all Jhou territories as well as lands

beyond the boundaries of the Jhou empire to form the Nin empire AA2"A3= '.:./.@,one of the totalitarian measures he undertook to solidify his power was to order the

burning of all books. &lthough the original te$ts may have been hundreds of years

older, most of the editions that are now available are recreations dating from the 4an*ynasty A3= '.:./."AA3 :./.@ or later.

nlike these early te$ts, the vast ma)ority of Taoist te$ts purport to be records of communications from immortals or deities, a practice that began in the And century :./., if not before. +ne such scripture, now lost but often mentioned in other te$ts,

was the &aiping 9ing, or cripture of Great eace, sacred to the 6ellow Turbanrebellion of the And century :./. +ther messianic or apocalyptic religious movementsthat did not survive also produced scriptures, now lost, but referred to in te$ts thathave survived.

It was with the #ay of the :elestial Masters that the process of accumulating te$ts

associated with a particular religious group began. 'eginning with the teachingstransmitted to the founder, Jhang Taoling, by the deified (ao5i, the #ay of the:elestial Masters produced a great many scriptures communicated by deities orimmortals.

In the Hth century :./., the shaman 6ang Vi began to receive visits from Taoistimmortals and saints who dictated messages, poems, and book"length te$ts to him.These were gathered under the rubric hang(ing, or 4ighest !urity , because 6ang Vi

was told that they came from the 4ighest 4eaven. &nother set of revealed scripturesappeared in the early Dth century. :alled 3ingbao, or acred <ewel, these borrowedheavily from 'uddhism and the #ay of the :elestial Masters. It was only later thatreligious groups, now called hangqing and (ingbao Taoism, formed around these

te$ts. +riginally it was the te$ts that defined the tradition.o many scriptures had accumulated by the D th century that the emperor asked an

important Taoist, (u Viu)ing H3="HBB@, to select the most authentic ones so that they could be placed in the imperial library. (u Viu)ing divided his selections into threecategories, which he called the Three :avernsO the :avern of Truth, or 8ong0hen1 the:avern of Mystery, 8ong"uan1 and the :avern of *ivinity, or 8ongshen. Thesedivisions were based on three different ways of practicing Taoism at the time, andalso on rankingO the :avern of *ivinity was ranked lowest and contained te$ts aboutthe holy mountains and saints, primarily talismans and spells1 the :avern of Mystery contained primarily (ingbao te$ts, which were liturgical in nature1 and the highest

rank, the :avern of Truth, contained hangqing te$ts, primarily those that pertainedto individual practices such as meditation and alchemy.

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/ach of the Three :averns was subdivided into twelve sectionsO originalrevelations, divine talismans, e$egeses, sacred diagrams, histories and genealogies,codes of conduct, ceremonial protocols, prescriptive rituals, self"cultivationtechniques, biographies of saints, hymns, and memorials. In the ui dynasty DF2"=2F@, the -our &u$iliaries were added, which included the &aode 9ing and all the

:elestial Masters te$ts. This classification system was retained in subsequenteditions, but as the &ao0ang, or Taoist :anon, e$panded, matching of te$ts withcategories and subdivisions became less and less e$act.

In BHF the Taoist emperor Vuan5ong reign B2A"BD=@ sent envoys throughout theempire to collect all Taoist te$ts. 4e also caused the newly e$panded canon to becopied and distributed, the first time this had occurred. 0ot long after this, rebelsdestroyed the Imperial (ibraries and most of this canon was destroyed. 0ew,e$panded compilations were made by two ong *ynasty E=3"2ABE@ emperors. Thesecond of these was carved on woodblocks and printed around 22A3. & third ongemperor had the canon reedited and additional blocks carved. #ith the Mongolinvasion of 2A2D, many copies were destroyed, but in 2ACB, work on a new edition

began. ponsored by :hinggis Genghis@ han c. 22=A"2AAB@ and completed in 2AHH,this was the largest version yet.

*uring the 6uan *ynasty, founded by hubilai ublai@ han 2A2D"2AEH@, a new Nuan5hen, or Total Truth sect was initially favored by the court. &fter itsrepresentatives lost a series of public debates with 'uddhists, however, hubilaihan ordered all Taoist te$ts destroyed e$cept the &aode 9ing. The first Ming*ynasty 2C=F"2=HH@ emperor turned to the #ay of the :elestial Masters sect tocreate a new Taoist canon. This version, which took nearly forty years to compile,

was wide"ranging and included any te$ts that might legitimately be consideredTaoist. :urrent versions are based on this Ming canon.

AFTER LIFE A!D SAL#ATIO! I! TAOIS

In no area is the lack of a single unified Taoist belief system more evident than inthe case of concepts about the afterlife and salvation. everal factors havecontributed to thisO 2@ Taoism was at no point the only religion of :hina, but, rather,coe$isted with :onfucianism and 'uddhism, as well as with :hinese folk religion1 A@each Taoist sect had its own beliefs and te$tual traditions, and these underwentchanges over time1 and C@ death and the afterlife became the province of 'uddhismearly in :hinese history, so that most ideas about the afterlife are 'uddhist, or weredeveloped in reaction to 'uddhism.

&rt found by archaeologists e$cavating tombs of the nobility has been quite varied,

and does not support any unified set of beliefs about the afterlife. Murals or carvingsfeaturing the even ages of the 'amboo Grove, immortals, and other legendary characters of popular Taoism have been found in tombs, but there are :onfucian,'uddhist, and other mythical images present in the same tombs. In later dynasties,continuing into the present, it is not uncommon to invite both 'uddhist and Taoistpriests to officiate at a funeral, and the structure of contemporary Taoist funerals issimilar in many ways to those of 'uddhism.

It is not surprising that once 'uddhism had become established in :hina, many of its ideas about the afterlife were adopted by Taoism, because there were so many

well"developed 'uddhist ideas on the topic. (ingbao Taoism in particular

incorporated many 'uddhist ideas about the afterlife, and (ingbao priests performrituals pertaining to the afterlife that priests of other sects do not, such as rituals

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transferring merit to the deceased. hangqing Taoist scriptures include elaboratedescriptions of the heavens and, to a lesser e$tent, the underworld1 the use of 'uddhist or anskrit terminology in naming some of these is a clear sign of their'uddhist origin. The concept of rebirth also became a factor in later Taoism.

Taoist notions of life beyond death are thus most easily discerned by looking at the

time prior to the establishment of 'uddhism in :hina. Generally speaking, early Taoist concepts of salvation focused on this life rather than an afterlife. /arly Taoistgroups were founded on utopian ideas of a new and perfect society, echoingsentiments found in the &aode 9ing. The focus for some individual practitioners,

both fangshi , Taoshi, and some members of the nobility, was immortality of thephysical body. They were not interested in what happens after death because they hoped never to die. Instead, they hoped to live forever in human form, with thesupernatural powers of an immortal. elated to the quest for immortality was apopular interest in realms of the immortals that were believed to be located on earthW on mountains, islands, or other locations that are usually invisible to the humaneye.

ome Taoist gods are believed to reside on the sun, moon, planets, andconstellations, and the Taoist adept is able to travel to these places during ritualtrances. ome of the mystical e$cursions of hangqing Taoism, for e$ample, are toastronomical realms. The 'ig *ipper and its central star, the !ole tar, are especially important to Taoism. The deity Taiyi is believed to have a residence on the !ole tar,and the gods who reside within the body also reside in the literal@ heavens. Theorigin of these beliefs can be traced to a highly developed astronomical knowledgeand religious engagement with astronomical realms that date back to the hangdynasty 2B33"23AB '.:./.@.

alvation for Taoism absent the 'uddhist influence@ is a matter of participation in

the eternal return of the natural world, a yielding to chaos followed by spontaneouscreation, in a never"ending cycle. This is not a permanent transcendent state orredemption such as has been articulated in the &brahamic traditions. -or Taoism,salvation is not an escape from this world1 rather, it is to become perfectly aligned

with the natural world and with the cosmic forces that sustain it.

TAOIS I! THIS ODER! AGE.

&ttempts by scholars to unify the doctrines of Taoism, 'uddhism, and:onfucianism began in the ong dynasty, and at the same time, efforts by religiousleaders began to unite the various sects of Taoism. These efforts continued

throughout the centuries, and while Taoist sects continued to e$ist as independenttraditions, the distinctions between these, and between the Pthree religions,P becameless and less important within the culture. Taoism gradually absorbed many of themoral teachings of :onfucianism and 'uddhism.

In the Ning dynasty there was a movement to return to the PpurityP of the 4andynasty, to return to a classical age before religion had PruinedP :hinese culture.This attitude was encouraged by <esuit missionaries who had arrived in :hina in the2=th century, and soon became great admirers of the classical :onfucian tradition.Taoism, on the other hand, they found offensive and declared it to be a deviant belief.

Many Taoist temples were destroyed during the Taiping rebellion 2FD2"=H@, a civilresistance against the Ning dynasty. In the years prior to the rebellion, !rotestantmissionaries had been spreading a message that Taoism was a superstitious and












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degenerate religion. 4ong Viuquan, a tutor and aspiring government official, readsome of their pamphlets about :hristianity and, after a long illness, came to believehe was the younger brother of <esus and was called by God to overthrow the Manchurulers.

&gain and again, during each new conflict as the Ning weakened and was

overthrown, and later as :ommunism grew into power, Taoism came under attack by various forces and more of its history was obliterated. Temples were turned intoschools, hospitals, military barracks, or government offices, and all of the contents

were laid to waste. -estivals and acts of worship were forbidden.

/arly in the A3th century, A,333 years of nearly continuous imperial rule came to an end.:hina endured decades of disruption and civil war, becoming first a republic and then acommunist nation. nder Mao, both 'uddhism and Taoism were harshly suppressed. Temples and art were destroyed, land confiscated, and priests and nuns were forced backinto lay life. Taoism endured particularly harsh measures as it was regarded as a deviantsuperstition that was harmful to the people.

In the A3th

century, simplified versions of some of the techniques of the Taoistmasters became everyday practices to promote good health and longevity W fore$ample, physical e$ercises such as (igong or tai9i(uan. /lements of Taoism remain

within traditional :hinese medicine, within the arts and other sciences, and inpopular entertainment, unattached to the old religion.

ecently, there have been some efforts to revive the practice of Taoist religion. In2ED=, the :hinese Taoist &ssociation was formed, and received official approval in2EDB. It was disbanded during the :ultural evolution under Mao, but reestablishedin 2EF3. The headquarters of the &ssociation are at 'aiyun guan, or #hite :loudTemple, of the (ongmen branch of Nuan5hen. 'aiyun guan now serves as a trainingcenter for all the Taoist sects, and is able to grant ordinations in any of the traditions.

cholarship on the Taoist religion in the west has lagged far behind that of studies of'uddhism and other non"western religions, but has flourished in the last thirty years. #estern scholars, along with scholars from <apan and :hina, have done a great deal to addto the body of knowledge about the Taoist religion.

&s :hina was reopened to the west in the latter part of the A3th century, theinterest of tourists, scholars, and overseas :hinese in traditional religion motivatedthe :hinese government to allow the rebuilding or restoration of a number of Taoisttemples and monasteries, and thousands have now been reopened, most of themJhengyi or Nuan5hen. egional Taoist &ssociations are in charge of administeringthese structures, under the aegis of the eligious &ffairs 'ureau. Much of the

funding for these pro)ects has come from :hinese in Taiwan, 4ong ong, andingapore. Tourism also brings a significant amount of income, not only to thetemples and monasteries, but also to their local communities.

The new temples and monasteries train new students, and the practice ofordination in the Jhengyi and Nuan5hen sects has been restored. The :hinesegovernment prefers the celibate model of 'uddhism for Taoist clergy1 Nuan5henclergy take vows of celibacy, but Jhengyi clergy are often married, and often reside athome. They are called san)u Taoshi, or PTaoist priests who live at home.P0umbering in the tens of thousands, the san)u Taoshi perform rituals for their localcommunities. Their activities are in some cases difficult to distinguish from those oflocal shamans, whose actions are still looked down upon. -or this reason, the

process of ordination for the Jhengyi has been more difficult to administer, rules aremore stringent, and their activities are more carefully restricted.

http://www.patheos.com/Library/Glossary/Qigong.html

http://www.patheos.com/Library/Glossary/Taijiquan.html

http://www.patheos.com/Library/Taoism/Origins/Historical-Perspectives.html


http://www.patheos.com/Library/Glossary/Qigong.html

http://www.patheos.com/Library/Glossary/Taijiquan.html




In some regions, there is a strong interrelationship between Taoism and localpopular religions, and not all Taoist clergy belong to an official order. These Taoistshave managed to continue their activities for centuries, and because they have beenindependent of the sects, they are less easily brought under the umbrella of religiousand governmental authority. The link between Taoism and popular religion remains

controversial1 some claim that the Taoism of the sects is the only true Taoism, whileothers argue for a more liberal definition.

TAOIS A!D SYBOLIS

Taoist symbolism shares some elements with :hinese popular religion. -orinstance, immortality is a popular concept strongly associated with Taoism, and issymboli5ed in a variety of ways. :ranes symboli5e immortality because of theirlongevity. 'irds in general are a symbol of immortality, because immortals are

believed to have the ability to fly. !ine trees symboli5e immortality because they areevergreens. !eaches are a symbol of immortality because of the belief that the

goddess Viwangmu has an orchard of peaches that convey immortality to anyone who eats one.

The gourd is a popular Taoist symbol. It was used in ancient times to carry herbsand was also used as a mi$ing and curing container for eli$irs. It is almost alwaysportrayed in the classic shape of a bottle gourd. The gourd also symboli5es chaos, orhuntun, because it is shaped like a womb.

The cave, like the gourd, is a container for mystery. :aves are believed to berepositories of special, purified (i . &depts meditate in caves, dragons live in caves,and the Taoist canon is divided into three main parts called caves or caverns. Thecentral altar in Taoist ritual is called a cave table. There are also PcavesP within the

body, that is, containers of energy, sometimes also known as Pcinnabar fields.P:innabar is symbolic of immortality primarily because it was an ingredientcommonly used in eli$irs, and also because of its red color, which means goodfortune.

The bagua, or eight trigrams, associated with the 4i ing I":hing@ are importantto Taoism, as well as to :hinese religion in general. The trigrams represent the cyclesof nature, and include fire, earth, lake, heaven, water, mountain, thunder, and wind.The bagua are often placed surrounding a tai9i symbol, the diagram of yin and yang energies that is so familiar to many westerners. 6in and yang are also symboli5ed bythe tiger and dragon.

The stars, planets, moon, and sun are important Taoist astronomical symbolsinherited from prior :hinese religion. The :hinese had, from a very early date, ahighly developed knowledge of astronomy. The Great *ipper rsa Ma)or@ is centralto the Taoist tradition. The !ole tar, the primary star of the *ipper, is the residenceof Taiyi. To return to the +ne is to return, on one level, to the !ole tar. It is theplace where all things begin and to which all things return.

& flaming pearl signifies the +ne, the !ole tar, and the original (i , and is wornon a pin at the top of the head to signify full initiation as a Taoist priest. This symbolis also often found on the roofs of Taoist temples, between two dragons.

The embroidered robes worn by Taoist priests as they officiate at rituals incorporate many

symbols, which might include dragons, cranes, clouds, trigrams, the lunar mansions, the fivesacred mountains, the twelve animal signs of the :hinese 5odiac, images of divinities, or theeight immortals.





The most important constellation of symbols in Taoism revolves around the written word. #riting was used in :hina to communicate with the gods from the beginning, even before it was used to communicate among humans. *uring thehang dynasty, questions were addressed to the gods on bones or tortoise shells,

which were then heated until they cracked, and the cracks were interpreted as

responses from the gods and PreadP by ritual specialists.In Taoism, writing plays many essential roles. Its sacred te$ts were first given by thegods to human recipients, and the primary signifier of transmission of knowledgefrom Taoshi to apprentice is the passing of sacred te$ts. The Taoshi"to"be must copy

by hand all of the te$ts belonging to his teacher or the local organi5ation, and keepthem safe to be passed on in turn to the ne$t generation.

Talismans are elaborate designs that resemble calligraphy, but can also includeimages, geometrical patterns, and other symbols. They are typically written on paperor wood, in black or red ink. To draw a talisman, the Taoshi must purify andconcentrate his energies, as this is an act of communication with the gods. Talismans

may serve as a kind of medicine to ward off demonic forces, or to attract goodfortune. #ritten and then burned, the ashes are dissolved into drinking water, orrolled into a ball and taken as a pill. Talismans can also be used by the Taoshi toprovide the ability to wander in celestial realms and as protection during these

)ourneys.

The ritual space created by Taoist priests contains a multitude of sacred writing,from banners or signs indicating the names of deities, to talismans, to documents to

be transmitted to the deities. The -ive #rits, which are placed at strategic locations,are essential. The #rit of the :elestial overeign is necessary for the Great Master toPenter the mountain,P the clima$ of the ritual. &t the end of the ritual, all of these

writings are burned. This PsacrificeP of the writings transforms them from earthly

symbol to cosmic reality.egisters are another type of written document important to Taoism, often written ina script similar to talismanic writing. egisters are given to apprentices at differentstages of their development1 they consist of the names of the celestial generals upon

whom the recipient is authori5ed to call for help. & register is to be kept on onesperson, and also serves as protection against any threat, natural or supernatural, andconveys the blessings of the celestial realms.

egisters are prepared sometimes for funerals1 these will include the name of thedeceased, and indicate his or her place in the divine hierarchy. The register indicatesthat the deceased has been pardoned for his or her errors and has sufficient merit to

attain the rank designated for him or her on the register. The deceased is thuseffectively added to the ranks of the divine powers.

SACRED TIE

acred time in Taoism is not focused on creation, but on the notion of Preturning tothe rootP :h. 2=@. The Taode )ing states, Peturning is the movement of the TaoP:h. H3@. :h. A2 asks, P4ow do I know the way of all things at the 'eginning?P andresponds, P'y what is within me.P To return to the root is to e$perience the cosmos

before creation occurred, but not in order to remain permanently in that state. It is a way of starting anew, of e$periencing the cycles of regeneration that arecharacteristic of e$istence. :reation does not happen )ust once1 it is a continuous

process.

http://www.patheos.com/Library/Taoism/Origins/Scriptures.html








&ccording to Taoism, and :hinese thought in general, the cycles of nature aremovements of (i as it is shaped by alternating patterns of yin and yang and the -ive!hases. Ni moves outward to create or be transformed, and returns inward toregenerate. Time likewise moves through regular cycles, such as day to night, springto summer to winter to fall. The moon stars, and planets also move in regular cycles.

&ll of these cycles are regenerativeO day turns into night, night turns back into day1spring moves toward winter, and winter leads back to spring.

That time moves in cycles, e$panding and returning, does not mean that thingsnever change1 to the contrary things are always transforming, always evolving. To

bring about change, whether personal or for the benefit of others, one must firstreturn to the beginning. &ll Taoist rituals do this, and lone meditators visuali5e thesame e$perience. It is the foundation of both internal and e$ternal alchemy.

The eli$ir of immortality is created by taking its ingredients through a process ofevolution, and then back through the cycles until they reach a pure essence thate$isted before time. This is what gives the eli$ir its power1 it is in a state of

timelessness, and thus it can confer that state to one who consumes it. &ccording to the hangqing scriptures, the god Taiyi who resides in the *ippercreated times cycles by pacing through the void with a series of precise steps thatdivided time and space. In some rituals, the Taoshi repeats these steps, thus unifyingand mediating between heaven and earth. ometimes he wields a sword with whichhe symbolically divides the void. In doing so, the Taoshi repeats the cycle of creationand at the same time returns to the uncreated state.

In other Taoist rituals, it is the legendary emperor of ancient times, 6X the Great, whose step is emulated. #hen the flood waters of chaos threatened, he traveledthroughout the empire learning the names of all the gods of the rivers and

mountains, even every hill and stream, so that he could summon them to draw the waters off the land and out to sea. &s in the case of Taiyi, the Taoshi repeats his stepsto recreate the world in the face of chaos.

The Taoist adept must repeat the process of organi5ing the cosmos, and he mustalso become aware of and e$perience his proper place in the cosmic order. &llhumans, even those who are not Taoshi, need to adapt themselves to the patterns ofnature and time in order to participate in the harmony of the cosmos. To alignoneself with these natural patterns is to e$perience ones true nature, and thus toe$perience sacred time.

SACRED SPACE

acred space and sacred time are one in Taoism. The ritual space that is created by the Taoshi symboli5es the cosmos and links heaven and earth. It is always created )ust before the ritual begins, whether the ritual takes place outdoors, in the home of alayperson, or inside a temple. It is a sacred area created for the purpose of the ritual,and then returned to ordinary space at the rituals end. This place in most otherreligion, it is being referred to using the word 8&ltar9.

'ased on researchers view, a contemporary ritual structure, used today in southernTaiwan in a #ay of the :elestial Masters ritual, begins with a square, each of the foursides representing north, south, east, and west. The square is divided into an inner

and an outer altar, the inner to the north and the outer to the south. <ust within the boundary to the north are hung portraits of the presiding deities. These may include



the 4eavenly #orthy of the !rimordial 'eginning, the 4eavenly #orthy of the0uminous Treasure, the 4eavenly #orthy of the #ay and its !ower the deified(ao5i@, the <ade /mperor, and the Great /mperor of the !urple /mpyrean. Theseare the deities of highest rank.

& table located )ust to the south of these portraits is the Golden Gate, a threshold,and below that is the Pcave table,P where the heart of the ritual will take place.

!ortraits are hung along the east and west boundaries. &long the west, within theinner altar area, are the gods of earth and hell, and along the east, the gods of heavenand water, and these recognitions are verily reverenced by the religion.

&long the eastern boundary of the outer altar area are portraits of Taoist officersand generals and the -our aints and along the east, officers and generals and the i$Masters. The officers and generals include the Mother of (ightning, the *uke of

Thunder, the marshals of the four directions, and other martial and protectivedeities. The identity of the -our aints varies1 sometimes they are the /mperors ofthe four directions. The i$ Masters include Jhang Taoling and other :elestialMasters. These are the mid"ranking deities.

<ust within the southern boundary is the Three ealms Table the Three ealmsinclude various lesser heavens@. +fferings for the popular gods are placed here, and

behind it are bleachers on which deities that are brought from peoples homes anddeities from temples are placed so that they can observe the ritual. These are thedeities of lowest rank.

The officiating priests, including those who recite the liturgies, are located aroundthe cave table, and the musicians are to the east and west. & few high rankinglaypersons may attend, or they may be represented by lanterns hung along the south

wall.

The hierarchy of participants, including the gods, is evident in this arrangement.This hierarchical structure, the titles of the members of the pantheon, and the ritualitself are all elements taken from 4an religion, which was based on hang and Jhoureligious practices.

The sacred spaces created by Taoist priests for rituals are not the only sacred spacesin Taoism. There are also geographical locations imbued with sacred energy. Themost notable of these are the five sacred mountains of Taoism, which are located inthe north 4engshan in han$i province@, south also called 4engshan, but this 4engis a different word, in 4unan@, east Taishan in handong@, west 4uashan inhaan$i@, and center ongshan in 4enan@. +ther mountains are considered sacredas well, some more notable than the five, such as Mao han and (onghu han,headquarters for hangqing and Jhengyi Taoism respectively, or Jhongnan han,

where the founder of Nuan5hen Taoism had a hermitage and had contact with divine

beings. +ther mountains, like unlun, are believed to be the dwelling places ofimmortals.

http://www.patheos.com/Library/Taoism/Ritual-Worship-Devotion-Symbolism/Rites-and-Ceremonies.html

http://www.patheos.com/Library/Taoism/Ritual-Worship-Devotion-Symbolism/Rites-and-Ceremonies.html



:aves and grottoes are also thought to be sacred. There are countless caves andgrottoes within the mountains of :hina, and among them are many that are occupied

by hermits and Taoist adepts.

The central altar for Taoist ritual is also called a cave, but it is understood that at

the same time it is a mountain. &t this altar, the Taoshi goes within;rises to the peakas he undertakes a mystical )ourney on behalf of all. The ritual brings theparticipants back to the state of the cosmos before time, space, and matter had beendifferentiated.

CO!CLUSIO!

#ith varieties of religions inclusive in this writing and several others which are

not mentioned herein, the view of various individuals to life has emerged into thecreation of several religions, which is believed to have come from an e$isting deities,gods, goddesses, God and several other pieces of acknowledgments representingsuperiority, has brought an intense argument of which is right and which should bemore reverenced and accepted widely1 and that is inclusive of teachings and sacred

books to back up their claims. This however does not change the reality of the coldfights and blown conflicts seen in today%s religious interactions.

The Global war for a true religion, with fresh ideas and researches emanating ondaily basis, does not prove itself to be anywhere close to being reformed or

discharged. Technically, every religion proves to be right, based on historicalresearches and participations1 which may have led some into untimely death andseveral forms of societal chaos. hould the world fold their arms and allow crisesemanate from religious groups and societies? If the world decides to react on thisissue, will it be widely accepted in & ummits and nited nation%s conferences,owning to achieving the desired goal of unity and e$ercising the slogan and actions of the International fundamental human right? I state here that effort can only lead tointroduction of more religious groups seeking attention and adding to the numerousunknown and unverified religions which are overtime secretly functional in variouscategories of religious participations and activities.

4aving reali5ed that we have more religious war today than secular war, religionstill directs people on the way of living, as many people feel empty of not being led by some spiritual movements and order in their various references. #ith tags fromreligious insights, we however hope that a line be drawn in curbing most religiouslymenace activities to help stabili5e the present society and her environment indiaspora.



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1

Running head: Ph.D in Christian Education

WHAT KNOWLEDGE OF EDCAT!ON PEDAGOG" #HOLD A CAND!DATE

FOR THE AD$ANCED PH.D !N CHR!#T!AN EDCAT!ON HA$E %

!nstitute &or Ad'anced (inistr): Truth and (erc) !nstitute &or Ad'anced (inistr)

#tudies

*)

Tho+as H.O. E,-ing D(# Ed.#.



2

Ac/no0-edge+ent

! than/ the Lord 1esus Christ &or His ins2iration in the 0riting o& this. ! 0ou-d -i/e to

than/ +) 0i&e #ha0n and sons 1oshua and Ca-e, &or a--o0ing +e the ti+e to 0rite this

dissertation.



3

Ta,-e o& Contents

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Ac/no0-edge+ents3333333333333333333333333..5

Ta,-e o& Contents33333333333333333333333333.6

A,stract3333333333333333333333333333337

!ntroduction3333333333333333333333333333.8

Writing the Dissertation..333333333333333333333339

#tandardied Testing333333333333333333333333..45

We-- 0ritten and use&u- #tandardied Test !nstru+ents3333333333355

C-ient Re2ort: Ear-) Literac) Re2ort333333333333333333.6;

Curricu-u+3333333333333333333333333333..76

Assess+ents o& Learning &or #tudents33333333333333333..8<

Teaching the #tandard33333333333333333333333...87

CTE Lesson P-ans3333333333333333333333333..89

Career = Technica- Education33333333333333333333...95

A-ternati'e Learning and #te+33333333333333333333..99

se o& Techno-og) in Education3333333333333333333...;9

Teaching Lesson P-ans &or Leadershi233333333333333333..><

#choo-s and Di'ersit)33333333333333333333333..4<;

Case #tudies &or Ad+inistrators3333333333333333333..4<7

O,ser'ation 0ith a F!OP Too- = Teacher O,ser'ation3333333333..458



4

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*i,-ica- Curricu-u+333333333333333333333.33....47;

Re&erences333333333333333333333333333...494



5

A,stract

The (aster?s Degree is a co+2etenc) in the Education 2ro&ession that usua--) e@ui2s the

candidate to ,eco+e a s2ecia-ist in one or +an) areas 0ithin teaching or +o'e into

-eadershi2 2ositions 0ithin the schoo- district. Either a'enues are ece--ent choices and it is

'er) i+2ortant &or educators to see/.

Keywords: -eadershi2 ad+inistration curricu-u+ standardied tests



6



7

Writing the Dissertation B

!t is necessar) &or the researcher to do the i+2ortant t)2e o& research &or the

dissertation or thesis he is 0riting. #o+e o& the +ost interesting artic-es are &ound on

ER!CE,scohost. ER!C search engine has etensi'e co'erage o& +an) t)2es o&

educationa- 2u,-ications Ga-- 5<4< 2. ;. The research engine 000.eric.ed.go'

ER!C is undou,ted-) is the +ost &re@uent-) used search engine ,) educationa-

researchers and educators Ga-- 5<<< 2.;.

!n another area o& interest use o& ER!C in Career and Technica- *us 9I45 &or teachers

in ,oth Ariona and Teas is another great ea+2-e o& a research too- that is a'ai-a,-e. !n

addition the Nationa- Center &or Education #tatistics Htt2:nces.ed.go' is another

ece--ent researching too- &or statistics and nu+,ers in education. A-though there are

other search engines that are +entioned in Ga-- 5<4< the need to use the+ has not

occurred )et. The +ost &ascinating in&or+ation ,eing accessed co+es &ro+ the Nationa-

#cience Teachers Association the -eading science teachers organiation. There are artic-es

and ,oo/s 0ith a 0ho-e arra) o& a usea,-e -i,rar).

!n addition in another area o& interest Hea-th Care !n&or+atics the research that is

a'ai-a,-e &ro+ Hea-th !n&or+ation H!(## gi'e great career and technica- research and

in&or+ation &or the students in the a22-ication o& science and techno-og). The

!nternationa- 1ourna- o& (edica- !n&or+atics and the 1ourna- o& A+erican (edica-

!n&or+atics Association are ece--ent sources &or su22ort and s)ste+s.

http://www.eric.ed.gov/

http://nces.ed.gov/

http://www.eric.ed.gov/

http://nces.ed.gov/



8

The in&or+ation that is -isted in the data,ases that inter&ace is ece--ent &or ,oth

@ua-itati'e and @uantitati'e research. *usiness in&or+ation s2eci&ica--) ethics can ,e &ound

in the+. The ethics re2orts can ,e &ound using the Pro@uest search engine. There is a

di&&erence in the Christian ethica- a22roach than the secu-ar ones.

!n the case o& the research 2roJect &or this c-ass the author has gotten in&or+ation &ro+

ER!CE,scohost. !t has gi'en so +uch good in&or+ation. Other sources are the

De2art+ent o& De&ense000.dod.go' and the $eteran?s Ad+inistration 000.'a.go'.

The 2u,-ications that are ,eing researched is using a +ore ,a-anced &or+at. Ha-& co+e

&ro+ a teacher &ocused and the other ha-& &ro+ a researcher ,ased &or+at. For ea+2-e

the N#TA ha'e the in&or+ation descri,ed and 0ritten ,) other teachers. The) gi'e good

e2-anation o& +ethodo-og) and then i+2-e+ent a unit and -esson 2-an that has ,een

de'e-o2ed a&ter it has consisted research. !n addition 0hen -oo/ing &or the other

2articu-ar ite+s o& interest the *usiness and Hea-th #cience the necessit) o& the use o& the

search engines &or generating @ua-itati'e and @uantitati'e research has +ai+ied the

research ca2a,i-ities &or the -earners. !t has he-2ed the researcher to de'e-o2 the &or+at

that is +ost 2ro&ita,-e &or the t)2e o& 2a2ers ,eing 0ritten. !n the case o& a teacher

oriented &ra+e0or/ the search ter+s &or ethica- standards de'e-o2ed ,) ,usiness

educators &or ,usiness students 0ou-d )ie-d good resu-ts &ro+ Pro@uest.

The 2u,-ications that are research oriented ha'e good content and su22-e+enta-

research and that is ,ased u2on other /no0n e2eri+ents. !t 0or/s 0e-- &or a genera-

understanding o& the content and ana-)tica-statistica- resu-ts and the i+2-e+ent it. The

reason that the researchIoriented artic-es de'e-o2ed ,) researchers co+es u2 de2ends on

the 0ords that are t)2ed into the search ter+ or the ad'anced search ter+. For ea+2-e

http://www.dod.gov/

http://www.va.gov/

http://www.dod.gov/

http://www.va.gov/



9

0hen a search &or statistica- ethica- conduct ,) +ar/eting students and other ,usiness

+aJors is 2resented it dri'es the search engine to &ind in&or+ation a,out ,oth o& those t0o

+aJors. !& it is changed to statistica- ethica- conduct ,) +ar/eting students it )ie-ds -ess

resu-ts es2ecia--) &or that conducted on the +ar/eting students.

For genera- ,usiness in&or+ation a,out co+2anies Hoo'ers 000.hoo'ers.co+ is an

ece--ent source &or in&or+ation ,ench+ar/ in&or+ation and genera- descri2ti'e ana-)sis.

a s2eci&ic design chosen. !t is the decision to use the @uantitati'e research design is

,ecause it &its this dissertation ,etter than the @ua-itati'e.

The s2eci&ic research design chosen is the @uantitati'e. !t gi'es an accurate descri2tion o&

the research @uestion and ans0ers it in detai-. uantitati'e research 0i-- ta/e an

o,Jecti'e detached stance to0ard research 2artici2ants and their setting !t 0i-- stud)

2o2u-ations or sa+2-es that re2resent 2o2u-ations !t 0i-- use 2reconcei'ed conce2ts and

theories to deter+ine 0hat data 0i-- ,e co--ected it 0i-- generate nu+erica- data to

re2resent the socia- en'iron+ent !t 0i-- use statistica- in&erence 2rocedures to genera-ie

&indings &ro+ a sa+2-e to a de&ined 2o2u-ation and 2re2are inter2ersona- o,Jecti'e

re2orts o& research &indingsGa--Ga-- = *org 5<4< 2. 795.

The research @uestion as/s Can disa,-ed 'eterans get a co--ege education and then get a

good Jo,. The G.!. *i-- has gi'en 'eterans the o22ortunities to go to schoo- &or a -i,era-

educationGaines 5<<7. The &act that returning 'eterans 0ou-d no0 ,e a,-e to go to

schoo- 0as a 2ro&ound thing &or a-- in'o-'ed.

The reason that the @uantitati'e 0as chosen is ,ecause it detai-s the need &or so+e hard

&acts. The re-e'ance o& e2eri+enta- research in societ) as e-- as ,eing a,-e to understand

http://www.hoovers.com/

http://www.hoovers.com/



10

the 2hases o& an e2eri+ent 0i-- dee+ @uantitati'e research necessar). !n addition it gi'es

the e&&ects o& di&&erent c-ass sies. #ince @uantitati'e research in'o'es the stud) o&

sa+2-es and 2o2u-ations and re-) hea'i-) on nu+erica- data and statistica- ana-)sis

0hereas @ua-itati'e research re-ies on the stud) o& indi'idua- cases and +a/e -itt-e use o&

nu+,ers or statistics. !t 2re&ers to use 'er,a- data and su,Jecti'e ana-)sisGa-- Ga-- =

*org 5<4< 2. 48.

uantitati'e research is carried out ,) researchers 0ho su,scri,e to 2ositi'ist

e2iste+o-og). These researchers de&ine their to2ics o& interest in ter+s i& o,ser'a,-e

*eha'iorGa-- Ga-- = *org 5<4< 2. 48.

This stud) 2ro'ides reasona,-e e'idence that there is a dis2arate e&&ect associated 0ith

disa,-ed 'eteran co+2ensation ,ased u2on the nu+,er o& disa,i-it) categories re2orted.

The resu-ts suggest that the +ost 'u-nera,-e disa,-ed 'eterans those 0ho ha'e +u-ti2-e

categories o& disa,i-ities do not recei'e inco+e on 2ar 0ith societ) as a 0ho-e or e'en 0ith

disa,-ed non'eterans re2orting the sa+e nu+,er o& disa,i-ities Fu-ton *e-ote *roo/s =

Co22o-a 5<< 2. 4<. !t a22ears there is a 0ide di&&erence ,et0een disa,-ed 'eteran and

'eteran inco+es.

The -iterature suggests that +an) disa,-ed 'eteran?s inco+es don?t e'en co+2are 0ith the

disa,-ed ci'i-ians. The researchers ha'e gi'en a good dea- o& though on ho0 to e'a-uate the

resu-ts. The studies sho0 the dis2arit) ,) the nu+,ers and ho0 each @uadrant co+2ares

against each other. !t a-so contri,utes to nationa- in&or+ation so that those disa,-ed

'eterans ha'e a 'oice that addresses a dis2arit). The @ua-itati'e gi'es the socia-

in&or+ation and 'er) ece--ent in&or+ation a,out those issues. Ho0e'er to de&ine e2-ain



11

2resent and de&end this dissertation 0ith the @uestions as/ed it is necessar) to use a

@uantitati'e re'ie0.

On-) recent-) ha'e the disa,-ed 'eterans ,een a,-e to go to schoo- and 2ossi,-) +a/e a

di&&erence in the dis2arit) o& inco+es. !t 0i-- ,e )ears o& e&&orts and ti+e that 0i--

u-ti+ate-) sho0 or +a/e a di&&erence &or disa,-ed 'eterans.

Future research night inc-ude re&ine+ent o& the gra2hic contro- 'aria,-es to ,e-o0 state

-e'e- a-though additiona- 'aria,-es ha'e a, e&&ect on +ode- 2arsi+on)Fu-ton et. a-. 5<<

2. 4<.

Kau&+an and #asso 0rite an inte--igent artic-e that de&ines 2ost+odernis+ as it tries to

ta/e o'er the educationa- s)ste+ and i+2ort its 'a-ues u2on a-- teachers.

! agree 0ith the authors on a-- counts and &ee- as i& the) e2-ained 2ost+odernis+ its

entities the i+2-ication o& it in s2ecia- education and then its reJection o& it ,) scienti&ic

2rinci2-es.

Post+odernis+ is inte--ectua--) ,an/ru2tKau&&+an = #asso 5<<9 2. 99. This

artic-e de2icted an acti'e deter+ined scho-ar-) +o'e+ent that see/s to return &ie-ds o&

stud) to sanit) and e2ose 2ost+odern 2ro2agandaKau&&+an = #asso 5<<9 2. 99

The suggestion that 0e encounter &re@uent-) is that 0e shou-d acce2t or ,e to-erant o&

others and acce2t a-ternati'e 'ie0s o& the truth. Peo2-e are a&raid to criticie and +a) &ind

their re2utations and Jo,s e'en in Jeo2ard) i& the) do not at -east 2a) -i2 ser'ice to the ne0

re-igion2ost+odernis+Ka&&+an = #asso 5<<9 2.9;

!t is interesting to thin/ that the 0ho-e -anguage conce2t that 2ost+odernis+ ad'ocates

is used 'ersus a structured reading and -earning 2rocess 0ith 2ro2erties that ,ui-d u2on

the ,asics2honics. The &act is that 0ho-e -anguage 2hi-oso2h) &inds 'er) -itt-e su22ort in



12

-argeIsca-e scienti&ic studies has not deterred those 0ho 2re&er ideo-og) to

scienceKau&&+an = #aaso 5<<9 2. ;9.

Peo2-e are &ree in our societ) to ,e-ie'e 0hate'er the) 0i-- ,ut the) are not &ree to hurt

other 2eo2-e ,) 2utting &a-se ideas into 2racticeKau&&+an = #asso 5<<9 2. 9.

Literature o& 2ost+odernis+ is ,ased on reJection o& science as the +ost use&u- too- o&

s2ecia- education. !deo-ogica- 2oisons eist in ,oth re-igious and acade+ic 2ursuits and 0e

see 2ost+odernis+ as one such 2oisonKau&&+an = #asso 5<<9 2. 9>. The -iterature

a--o0s e'er)one to ha'e their o0n 2erce2tion o& truth and 2ursue it in such a +anner that

no one is e'er 0rong. The -iterature a--o0s &or other nonItruths to co+e into curricu-u+

and does not su,stantiate the standards 0ith an) s2eci&ic scienti&ic +eans.

(ost scho-ars or &o-/s 0ho are serious a,out &inding out the truth 0i-- ha'e 2ro,-e+s 0ith

the a22roaches to education that 2ost+odernis+ 2ostu-ates.

The *i,-e sa)s: 3 There is nothing ne0 under the sun.Ecc. 4: E'er)one 0i-- gi'e

an account o& his ti+e on earth there&ore it ,ehoo'es each 2erson to e'a-uate 0hen

so+ething ne0 co+es do0n the 2i/e.

The *i,-e is c-ear 0hen it co+es to /no0ing the truth. !t te--s us To /no0 0isdo+ and

instruction to 2ercei'e the 0ords o& understand to recei'e the 0isdo+ Justice and

Judg+ent and e@uit)Pro'. 4:5I6 K1$. This is truth.

Persona--) ! thin/ the 2ush &or 2ost+odernis+ a terri,-e thing. There are catastro2hic

conse@uences i& 2ost+odernis+ is a--o0ed to 2roceed. Post+odern and the scienti&ic 'ie0

are si+2-) inco++ensura,-e. !t 2oisons the 0e-- o& /no0-edgeKau&&+an = #asso 5<<9

2 9I;<. Post+odernis+ ideas cannot ,e ta/en serious-) ,) e'er)one 0ho is serious a,out

the scienti&ic 'ie0Kau&&+an = #aaso 5<<9 2. ;5.



13

Kno0-edge is a-so crucia- co+2onent &or -i'ing 0ise-). !t is crucia- there&ore &or

Christians to 2a) c-ose attention to 'ie0s a,out nature and -i+its o& /no0-edge inside and

outside the Christian co++unit)(ore-and 5<<; 2. 99

One o& the ,est scri2tures to c-ose on is :For the 0hich cause ! a-so su&&er these things:

ne'erthe-ess ! a+ not asha+ed: &or ! /no0 0ho+ ! ha'e ,e-ie'ed and a+ 2ersuaded that

he is a,-e to /ee2 that 0hich ! ha'e co++itted unto hi+ against that da).5 Ti+ 4:45 K1$

#tandardied Testing

NoteMMM These are not the standardied assess+ent tests co'ered in the net session.MMM

This is a re'ie0 o& the ,oo/ The Case Against Standardized Testing Kohn 5<<<. !t

e2-ains an ece--ent case against #tandardied testing. Wh) are these tests used%

According to Par/a) Hass = Ancti- dec-ining test scores internationa- co+2arisons o&

student achie'e+ent and ca--s to ho-d teachers +ore accounta,-e ha'e &ue-ed a +o'e+ent

to assess student -earning 0ith an e'erIincreasing nu+,er o& standardied tests. Test

scores are &re@uent-) used to +a/e high sta/es decisions a,out schoo- ad+inistrators and

teacher accounta,i-it) and 2ro+otion o& students to the net -e'e- 2. 694. E&&icient tests

tend to dri'e out -ess e&&icient test: -ea'ing +an) i+2ortant a,i-ities untested and

untaught Kohn 5<<< 2. 6 #o+e o& the +aJor 2oints o& the Kohn 5<<< ,oo/ 2ertain to

the use o& standardied testing and are -isted ,e-o0.

T)2es o& #tandardied tests

!t is an interesting 2oint ,eing +ade to the discussion o& the o,Jecti'it) and

+easure+ent o& students. Ho0e'er the tests are not o,Jecti'e and do not accurate-)

re&-ect the 2oints the +edia and 2u,-ic is -ead to thin/ The assess+ent is an un&air or



14

uncharacteristic set o& standards that does not re-e'ant-) chec/ &or nor+a- dai-) -i&e ite+s.

According to Kohn 5<<< it is odd and trou,-ing that in education 0e e2ect a di&&erent

standard o& assess+ent than is nor+a- in the rest o& our -i'es 2.7

What a,out the content o& the test: !t is i+2ortant to /no0 0hat the content o& the test

is. The 2ro2onents o& standardied testing sa) it is o,Jecti'e. !t rea--) +ight not ,e

,ecause 2eo2-e 0rote and designed the @uestions there 0ere others 0ho decided 0hich

ones 0ere on the test and the @uestions usua--) are not re-e'ant to the su,Ject ,eing tested.

There are a-so students 0ho ta/e the tests -est serious-) than others. #o+e Just &i-- out the

,u,,-es on the 2a2er Just to do that. Those 0ho don?t ta/e the @uestions serious-) are 2ut

through an etre+e a+ount o& aniet). *e-o0 are t0o tests used: Nor+Ire&erenced and

criterionIre&erenced. A Nor+Ire&erenced test is a +easure that co+2ares a student?s test

2er&or+ance 0ith that o& si+i-ar students 0ho ha'e ta/en the sa+e test Cohen =

#2enciner 5<44 2. >8.

A CriterionIre&erenced test 2ro'ides a descri2tion o& a student?s /no0-edge s/i--s or

,eha'ior in a s2eci&ic range o& test ite+s 2. 7.

The Worst Tests

The dri'e &or +ore testing has in so+e cases -ed to a -o0ering o& Curricu-u+

standards. For ea+2-e Teas reduced the nu+,er o& @uestions students had to ans0er

correct-) to 2ass the third grade &ro+ 57 out o& 69 to 5<. (ichigan -o0ered the nu+,er o&

students 0ho had to 2ass state0ide test to certi&) a schoo-. Co-orado changed the grading

s)ste+ used on tests to inc-ude student 0ho 0ere characteried as ,eing 2artia--) 2ro&icient

0ith those considered 2ro&icient Par/a) et a- 5<4< 2. 694. Kohn 5<<< 2oints out 0hat

the 0orst tests are. The nor+ re&erenced test is one 0ith +u-ti2-e choice @uestions that has



15

ti+e -i+its and one 0hich is done re2eated-) and one 0hich ,egins in the 2ri+ar)

grades2. 4;. A-so noted 0ere the things that the standardied test did not +easure:

#uch as conce2tua- thin/ing curiosit) e&&ort etc. #o+e other 2oints 0ere additiona-

da+aging &eatures 0hich are du,ious and detracting to the entire 2rocess.

The genera- 2u,-ic does not rea-ie the &u-- 2icture o& 0hat is ha22ening. The schoo-

districts

use ,ri,es and threats to coerce e'er)one into concentrating on the test resu-ts 2. 5<.

Teachers are re0arded 0ith ,onuses 0hen the scores are high. #tudents are a-so re0arded

0ith 2ries &or their success on the tests. Threats +ight inc-ude -oss o& &unding to the

district or &-un/ing a chi-d i& their scores don?t +eet the standards. sing 2unish+ents and

threats tend to +oti'ate those a-,eit negati'e-).

!n so+e cases students and teachers are he-d accounta,-e &or things the) ha'e no

contro- o'er. For ea+2-e socioecono+ic &actors and teachers 0ho ha'e not taught the

students 2rior to the tests are he-d accounta,-e &or things outside their contro-. !n 2oorer

co++unities there +a) not ,e the +one) &or the a22ro2riate education too-s to 2re2are

the students &or the tests.

!n the case o& teachers 0ho are sadd-ed 0ith the resu-ts o& the tests there is nothing that

can ,e done to correct the test resu-ts i++ediate-) and a &airer +ethod o& assess+ent +ight

,ed to test the students -ater to0ard the end o& the )ear to gi'e +ore accurate teaching

resu-ts o& that teacher.

#tandardied tests ha'e inaccuracies ,ui-t into the+. E'en 0hen scored correct-) and

0hen the) +eet standards &or re-ia,i-it) +an) students 0i-- ,e +isc-assi&ied ,ecause o& the

-i+its o& test accurac) Kohn 5<<< 2.54.



16

According to Kohn 5<<< #tandardied tests are gi'en to indi'idua-s not grou2s and

he-2ing one another is a serious in&raction. The) con'e) the +essage that on-) 0hat )ou

can do a-one is o& 'a-ue 2. 4>. !t under+ines other &unctions o& the schoo- such as

0or/ing co--a,orate-) and 0ith others. #econd the content o& these tests is secret

P.4>. Kohn goes on to @uestion an assess+ent that can ,e done on-) ,) 2-a)ing Gotcha

2. 4>.

n&ortunate-) these standardied tests are 0orth high sta/es &or schoo- districts

,ecause the &unding is ,ased on the success o& the students on the tests. Teachers and

students are to-d the i+2ortance o& the tests and the) need to either get on ,oard or ,e

,ri,ed or coerced on ,oard. Kohn 5<<< descri,es that the o&&icia-s ha'e res2onded ,)

using an assort+ent o& ,ri,es and threats to coerce e'er)one into concentrating on the test

resu-ts 2. 5<. What can ,e said a,out the a,o'e +ethods is that the) 0i-- 0or/ 0ith

te+2orar) co+2-iance &ro+ students and teachers.

!ntrinsic and etrinsic +oti'ators 0ere ,rought into the 2icture to +oti'ate the teachers

into su22orting the test. Ad+inistration has ta/en this on and is deter+ined to use either

+oti'ator to acco+2-ish the goa-.

Re0ards too are on-) te+2orar). #cores o& studies ha'e de+onstrated that the +ore

2eo2-e are re0arded &or doing so+ething the +ore the) tend to -ose interest to 0hate'er

the) had to do to get the re0ard. This intrinsic +oti'ation that is so 'ita- to @ua-it) to sa)

nothing a,out the @ua-it) o& -i&eIo&ten e'a2orates in in the &ace o& etrinsic incenti'es ,e

the) carrots or stic/s 2. 57.

Kohn 5<<< gi'es &our reasons &or ,eing 'er) care&u- a,out the 2ossi,i-it) o& dra0ing

conc-usions &ro+ the high sta/es tests. High sta/es testing and other doing to tactics ha'e



17

so+eti+es ,een tried right around the sa+e ti+e that other +ore re-ia,-e strategies 0ere

,eing i+2-e+ented. For ea+2-e the schoo-s in Teas had success ,ecause o& s+a--er c-ass

sies

rising o'era-- s2ending on education and a courtIordered e@ua-iation o& resources

,et0een schoo-s ser'ing rich and 2oor Co-'in 4 8< as stated in Kohn 5<<< 2. 57.

#econd c-ai+s o& +iracu-ous i+2ro'e+ents 2. 57. Kohn 5<<< +a/es re&erence to a

4<?s test 0here thousands o& chi-dren 0ho s2o/e -itt-e Eng-ish 0ere ec-ude &ro+ a test

thus a--o0ing the o'era-- score to ,e higher than it 0ou-d ha'e 0ith the students.

Third 0e need to trac/ resu-ts &or a 0hi-e. Researchers ha'e &ound a 2redicta,-e

2attern

P-a)ing itse-& out in state a&ter state 2. 58. At &irst test scores are -o0. Then as the

students and teachers get used to the tests the scores go u2. What rea--) is ha22ening is

that the students are getting used to the+.

Last-) and 2erha2s +ost i+2ortant /ee2 in +ind that c-ai+s o& higher achie'e+ent

are a-0a)s ,ased on the 'er) test that 0as ad+inistered to raise standards. A gi'en test

cannot ,e used as a -e'er that is as 2art o& a high sta/es 2rogra+ that sa)s +a/e these

scores go u2 or e-se and as a +easure o& the success o& the 2rogra+ 2.58.

!nstruction

!nstruction changes 0ith the introduction o& the high sta/es tests. The tet ga'e se'era-

ea+2-es o& ho0 teachers turned into dri-- sergeants re+o'ing an) o22ortunit) &or the

students to 2-a) an acti'e ro-e in their o0n -earning 2. 59. These teacher 0ere contro--ed

and then acted the sa+e 0a) to their students. (an) teachers and 2rinci2a-s -e&t the



18

teaching 2ro&ession ,ecause o& the &or+at that 0as re@uired and 0ith that ca+e a great

dea- o& e2erience /no0-edge and -eadershi2

Another change that 0as noticed 0as the educators ,eca+e de&ensi'e and co+2etiti'e.

The ea+2-e Kohn 5<<< ga'e 0as that the teacher?s ,onus 0as ,ased on the student

2er&or+ance and teachers started co+2-aining and @uit at the end o& the )ear. The ones

0ho re+ained de+anded a-- etracurricu-ar acti'ities and asse+,-ies sto2 ,ecause it 0as

getting in the 0a) o& their instructiona- acti'ities 2. 5;

There 0ere other signi&icant changes that 0ere noticed One 0as 0ides2read cheating.

Teachers 0ere caught coaching students ina22ro2riate-) during tests or a-tering ans0er

sheets -ater. Teachers +a) resent their students &or 2oor 2er&or+ance and turn the+

against the students. !t +a) contri,ute to o'ers2ecia-iation es2ecia--) in +ath and

science. This resu-ts in a &rag+ented educationa- e2erience in high schoo- 2. 5>.

Another change ,ecause o& high sta/es testing is it narro0s the con'ersation a,out

education 2. 5>. Teachers s2end +ore ti+e on &inding ,etter 0a)s to raise the scores

and -ess on other things such as research or other i+2ortant &eatures 0ith assess+ents.

The &ina- change that highIsta/es testing has changed in instruction is that it has

radica--) a-tered the /ind o& instruction that is o&&ered in A+erican schoo-s to the 2oint o&

teaching to the test. The test essentia--) ,eco+es the curricu-u+ 2. 5. Gone are the

da)s o& adding enrich+ent to the 2rocess and a-- the other &eatures o& the 2ro&essiona-

teacher. E&&ecti'e-)

the studentI centered instruction that +an) educators 0ant to use is re2-aced 0ith

-egis-ati'e centered instruction. The tests are dictating 0hat is ,eing taught and as a resu-t

the in&or+ation that 0i-- ,e tested is ,eing taught so that the students scores 0i-- ,e high.



19

!nte--ectua- and 2ro,-e+ oriented -earning 0i-- not occur ,ecause the curricu-u+ is

de-i'ered ,) the -egis-ature according to 0hat the) &ee- is i+2ortant and not &ro+ so+eone

0ho is trained in teaching education. Koh- 5<<< +entions Teas North Caro-ina and

$irginia 0here tests are a+ong the 0orst and use o& re0ards and 2unish+ent to +andate

curricu-u+ centered on those tests ha'e ,een he-d u2 as standards &or others to &o--o02.

67.

(u-ticu-tura- = #ocioecono+ic !ssues

Another 2ro,-e+ 0ith highIsta/es testing has e'er)thing to do 0ith the 2oor schoo- &or

ethnic students or those o& 2oor socioecono+ic ,ac/ground. There are se'era- reasons &or

this: 4test ,ias 5 a&&ording ,etter test 2re2aration 6the instruction is -ac/ing @ua-it) 7

su22-) is in not a'ai-a,-e 8 (ore &ai-ure +ore dro2outs Kohn 5<<<

The standardied tests are un&air ,ecause the ans0ers re@uire a set o& /no0-edge and

s/i--s +ore -i/e-) to ,e 2ossessed ,) chi-dren &ro+ a 2ri'i-eged ,ac/ground 2.69. For

ea+2-e the nor+ re&erenced tests are designed &or the instruction 0ithin and outside the

c-assroo+. A-so the +echanics o& the test design 0ant @uestions on-) ans0ered ,) so+e o&

the students 2.69. A @uestion 0hich A&rican A+ericans do 2articu-ar-) 0e-- ,ut 0hites

do not is -i/e-) to ,e discarded ,) the test designers ,ecause the) are a +inorit) and

A&rican A+ericans score -o0Nei-- = (edina 4> 2. 95 as stated in Kohn 2. 6;.

The students 0hose 2arents are a,-e to 2a) &or 2ri'ate test 2re2aration do ,etter on the

tests ,ecause o& added 2re2aration. Co++ercia- co+2anies 2ro'ide this ser'ice to those

0ho can a&&ord the etra training. This additiona- training 2re2ares the students &or the

test. n&ortunate-) those 0ho do not ha'e the &inances cannot get this test 2re2aration.



20

The @ua-it) o& instruction is a-so -ac/ing &or those o& -o0er socioecono+ic +eans.

#/i--sI,ased instruction the t)2e to 0hich +ost chi-dren o& co-or are su,Jected tends to

&oster -o0I-e'e- uni&or+it) and su,'ert acade+ic 2otentia- as Doroth) #tric/-and an

A&rican A+erican 2ro&essor at Rutgers ni'ersit) has re+ar/ed #tric/-and as @uoted in

Rout+an 49 2.76 as stated in Kohn 5<<< 2. 6;.

The resources are in -o0 su22-). The a--ocation o& resources is not &air or the sa+e to a--

districts or schoo-s. #ince the schoo-s 0ith the highest schoo-s are getting +ore +one)

,ecause o& their success the schoo-s that score -o0er do not get the resources to do ,etter.

There is a-so another sad &actor. !n the districts 0ith -arge +inorities or -o0er

socioecono+ic +eans there 0i-- ,e dis2ro2ortionate-) denied di2-o+as as a conse@uence

o& &ai-ing or Just dro2 out in antici2ation o& the resu-t 2.7<.

What can ,e done

A +ethod &or he-2ing us -earn a,out student achie'e+ent +a) not ,e the 0est 0a) to

+onitor the 2er&or+ance o& entire schoo-s or districts. Ho0 can 2arents ,e con&ident that

their chi-d is -earning%

There are other +easures to ensure &airness and 2ro'ide a ,etter +eans. Kohn 5<<<

suggests that 2arents ta-/ to their chi-dren?s teachers a,out ho0 their student is doing in

c-ass.

There are o22ortunities to ea+ine ho0 students are doing and it is ca--ed a 2ort&o-io.

:The students co--ect the ,od) o& 0or/ the) ha'e accu+u-ated o'er a 2eriod o& ti+e. The

2ort&o-io is used in adu-t education as 0e-- as &or s2ecia- needs students. According to

Cohen = #2enciner 5<44 Port&o-ios de+onstrate a student?s gro0th and 2rogress o'er

ti+e 2resent ea+2-es o& the student?s ,est 0or/ and can ,e 2art o& a student?s resu+e &or



21

2otentia- e+2-o)ers to see the student?s achie'e+ents 2. 6<9. Port&o-ios a--o0 the

students to high-ight and contetua-ie their ho+e cu-ture -anguage ethnicit) race and

e'en geogra2hic di'ersit) 2. 645.

The student and teacher each 2-a) a ro-e in the 2ort&o-io.

According to Kohn 5<<< The s)ste+ that +ight ,e ,etter is one ,eginning 0ith the

teacher?s a22raisa- ,asing assess+ent on an ana-)sis o& +u-ti2-e ea+2-es o& student?s

-earning ,) the 2erson c-osest to it ,ut then uses outside e'a-uators to 'a-idate the

teacher?s Judg+ent and enhance 2arents con&idence in it2. 76.

He a-so 2oints out that 0hi-e so+eone is e'a-uating the tests he shou-d e'a-uate the

schoo-s. Whi-e the schoo- e'a-uation is occurring there is no reason to test e'er) student.

Kohn 5<<< sa)s the ,est 0a) to Judge schoo-s is ,) 'isiting the+ and -oo/ &or e'idence o&

-earning and interest in -earning2.7;. Each schoo- has its o0n &or+ o& -earning and the)

shou-d ,e gi'en o22ortunities to create their o0n 2-ans &or -earning assess+ent and se-&I

e'a-uation.

There are +aJor de&iciencies ,ecause o& the high sta/es ea+:

!t?s o,Jectiona,-e to use assess+entsIan) assess+entsIas -e'ers to +a/e teachers change

0hat the) are doing in order to ,e re0arded or a'oid ,eing 2unished. 5 attitudes aside

educators need he-2 to ,e a,-e to teach in a 0a) that 2ro+otes creati'e and critica-

thin/ing 6 An o'ere+2hasis on assess+ent can actua--) under+ine the 2ursuit o&

ece--ence(aeier = (idg-e) 49 2.; as stated in Kohn 5<<< 2.7 7 Atte+2ts to

ho-d teachers accounta,-e &or i+2ro'ing scores +ore a+,itious tests 0i-- -i/e-) -ead the+

to secondIguess these ne0 +easures and tr) to dri-- students on their s2eci&ic &or+ats and



22

contents. (oreo'er the 'a-idit) o& the assess+ent +a) ,e co+2ro+ised i& teachers are

e2-icit-) tr)ing to teach to it Kohn 5<<< 2. 8<.

Fighting the tests

Kohn 5<<< suggests a 2-an to address the tests. !& the chi-dren ha'e to ta/e the test it

is i+2ortant to 2re2are the+ &or the tests so the) do the ,est the) can. This inc-udes

researching 0hat is on the tests and getting the +ateria- to he-2 the students in

2re2aration. At the sa+e ti+e the 0or/ can ,e done to contact those in 2o-itica- arenas

0ho ha'e the a,i-it) and 2o0er to change the 2rocess o& the test 0ith its high sta/es

attached.

The author ad'ocates organiing others to ensure that the +o'e+ent 0i-- ,e ,etter

directed. sing &or+atted -etterhead in noti&ication o& those 2o-itica- -eaders o& the

dis2-easure that the co++unit) has in the testing is a good ste2. Attending ,oard +eeting

and 2artici2ating i& 2ossi,-e. Noti&)ing other 2arents o& their rights to contact the

-egis-ation is a22ro2riate: Kohn 5<<< attached an ea+2-e -etter. Writing -etters to the

editor o& the -oca- 2a2er organiing a de-egation o& educators or s2onsoring a &oru+ or

teachIin on testing 2artici2ating in 2ress co'erage 2. 8>. He conc-udes the suggestions

0ith +ore asserti'e +easures to ,ring attention to the testing.

The &ina- ea+2-es e2-ained that so+e o& the 2eace&u- 2rotests and ci'i- diso,edience

used in other countries +ight ,e used here to sto2 the nationa- testing. #o+e 'er) sincere

2rotests 0ere e2-ained to 2oint out ho0 educators &ina--) got the 2o-iticians attention and

ho0 it 0as changed in 1a2an and the nited Kingdo+.

! a+ not an ad'ocate o& standardied tests. The) are un&air to +an) students. The) are

un&air to good students 0ho s2end ti+e thin/ing through a @uestion s2ecia- needs



23

students and +u-ticu-tura- students &or a-- o& the a,o'e reasons -isted. ! thin/ that .#.

De2art+ent o& Education indi'idua- states and indi'idua- schoo- districts shou-d not 2ut

so +uch 'a-ue in the eisting standardied tests and use a-ternati'e &or+ats &or the

students. sing tests to e'a-uate i& the teachers are doing their Jo,s or to see ho0 students

co+2are against each other and then using it to e'a-uate the teachers is 2ro,a,-) not a

good +easure to use. #choo-s using Essentia- Acade+ic Learning Re@uire+ents EALR

0hich consist o& reading 0ith co+2rehension a22-)ing core conce2ts and 2rinci2-es

thin/ing ana-)tica--) and understanding ho0 2er&or+ance e&&ort and decisions a&&ect

&uture career and educationa- o22ortunities Par/a) et. a- 5<4< 2. 695.

!+2-ications &or KI45 resu-ts ha'e ,een seen ,) the testing. As Kohn 5<<<+entioned

the a+ount o& -earning is cut do0n ,ecause o& additiona- ti+e s2ent on the tests. The

creati'it) and 2ro&essiona-is+ o& the teacher is a-so a&&ected ,ecause the) cannot 2ut

enrich+ent into the 2rogra+. Another &actor is the narro0I+indedness o& the student

,od) to0ard on-) 0hat is on tests and not 0hat is in'o-'ed in the s2eci&ic disci2-ine. Last-)

Kohn 5<<< shoes the scores o& good teachers and ad+inistrators -ost ,ecause o& the high

sta/es testing 2hi-oso2h) that is e+2-o)ed.

Conc-usion

The discussion a,out the har+&u- e&&ects o& the nationa- standardied tests in the # has

sho0n the issues and 2ro,-e+s that 2-ague the A+erican schoo- s)ste+. !t re&-ected u2on

the students teachers and on the -earning itse-&. Considerations o& its issues and the

un&airness o& the test to +u-ticu-tura- and socioecono+ic students 0ere e2osed. The

detri+enta- a&&ects to



24

The -earning 2rocess and the 2ro,-e+s generated 0ere discussed and 2ro'en. The &ina-

2art o& the ,oo/ 0as de'oted to changing 2erce2tions o& others and encouraging others to

Ju+2 on ,oard.

We-- 0ritten and use&u- #tandardied Test !nstru+ents

No0 ,e&ore thro0ing the 2ro'er,ia- ,a,) out 0ith the ,ath0ater so+e standardied test

instru+ents &or assess+ent and 2-ace+ent ha'e @uite a -arge a+ount o& 'a-ue to the

Christian Educator. !n the &o--o0ing are so+e ea+2-es and one can see the) are di&&erent

&ro+ the a,o'e re'ie0 o& the high sta/es standardied tests that states are using. These

test instru+ents assess s2eci&ic categories -isted and are he-2&u- to educators &or 2-ace+ent

inter'ention correction and

Learning. The *i,-e sa)s A-- scri2ture is gi'en ,) ins2iration o& God and ! 2ro&ita,-e &or

doctrine &or re2roo& &or correction &or instruction in righteousness5 Ti+. 6:49 K1$.

#tandardied Assess+ent 4

"our na+e: Tho+as H.O. E,-ing

Na+e o& instru+ent: Kau&+an Ado-escent and Adu-t !nte--igence Test

Authors o& instru+ent: Kau&+an = Kau&+an 46

Date o& current 2u,-ication: 46 Pu,-isher:Gui-i&ord

*ase a-- ans0ers on in&or+ation 2ro'ided in ((" a'ai-a,-e through Li,ert) ni'ersit) On-ine?s

Li,rar) Research Porta- see instructions &or accessing in the Additiona- !n&or+ation &o-der.

!nsert Qnot &ound in (("Q i& the in&or+ation re@uested is not -isted.

4. List the su,tests e.g. -earning areas: The su,tests under F-uid sca-e: Re,us -earning -ogica-

ste2s and +)ster) codes. nder the Cr)sta--ied sca-e: De&initions Auditor) co+2rehension

and Dou,-e (eanings. The E2anded *atter) consists o& the a,o'e su,tests and these three:

(e+or) &or *-oc/ designs &a+ous &aces Re,us De-a)ed Reca-- and Auditor) De-a)ed Reca--

F-anagan 5<45 2. 4 There is a-so an additiona- su22-e+enta- E2anded su,test ca--ed

(enta- status Keith 5<45 2. 9.

5. Descri,e the age range: The age range is 44 to >8 F-anagan 5<45 2. 4.

6. #tate the 2ur2ose o& the instru+ent: (easures genera- inte--igence cr)sta--ied and &-uid

inte--ectua- a,i-ities Cohen = #2enciner 5<44 2. 668.



25

7. Descri,e the ea+iner @ua-i&ications: Persons 0ho ha'e had graduate training in indi'idua-

assess+ent o& inte--igence Cohen = #2enciner 5<44 2. 666.

8. List the t)2es o& scores such as standard scores 2ercenti-e ran/ etc. that are a'ai-a,-e:

Each o& the three inte--igence sca-es Cr)sta--ied &-uid and Co+2osite )ie-ds an !nte--igence

@uotient ! score 0ith a +ean o& 4<< and a standard de'iation o& 48. !n addition 2ercenti-e

ran/s are o,taina,-e. Each o& the ten su,sets )ie-ds standard scores 0ith a +ean o& 4< and astandard de'iation o& 6Cohen = #2enciner 5<45 2.666.

9. List the instru+ent?s technica- data regarding 'a-idit) re-ia,i-it) and standardiation 2rocess :

#tandardiation: The KA!T 0as standardied on 5<<< indi'idua-s ,et0een the ages o& 44

and >8 )ears. The sa+2-e contained a s-ight 9.>S underre2resentation o& su,Jects &ro+ the

northeast and o'erre2resentation 9S o& su,Jects &ro+ the West. O'era-- 0hen e'a-uated

against the criteria set &orth ,) Ha++i-- *ro0n and *r)ant 45the KA!T sa+2-e is

ee+2-ar)F-anagan 5<45 2. 5.

Re-ia,i-it): The KA!T has high interna- consistenc) re-ia,i-it) coe&&icients &or the &-uid

Cr)sta--ied and Co+2osite ! sca-es i.e. -ess than or e@ua- to. <. TestIretest re-ia,i-it)

coe&&icients &or the ! sca-es are a-so good ranging &ro+ .>;F-uid ! #ca-e to .;Cr)sta--ied

! #ca-e. A-though interna- consistenc) re-ia,i-it) coe&&icients eceed .>o &or a-- su,sets 0ith

the ece2tion o& (e+or) &or *-oc/ Design .; and Auditor) De-a)ed Reca-- .;4 +ost o&

these testIretest re-ia,i-it) coe&&icients &a-- ,e-o0.><. !n genera- the KA!T ! sca-es are

su&&icient-) re-ia,-e &or +a/ing Judg+ents regarding an indi'idua-?s 2er&or+ance in t0o

se2arate do+ains o& cogniti'e &unctioning F-uid and Cr)sta--ied. The KA!T su,sets shou-d

not ,e inter2reted se2arate-) or used to +a/e diagnostic or screening decisions 2.6.

$a-idit): The KA!T +anua- 2resents etensi'e in&or+ation on the content construct

criterionIre-ated and diagnostic 'a-idit) o& this instru+ent. The construct 'a-idit) e'idence o&

the KA!T inc-udes age trend ana-)ses intercorre-ations o& KA!T !?s and su,sets and Joint

&actor ana-)ses o& KA!T and Wechs-er su,tests. !n genera- age trend data re'ea-ed that the

F-uid and Cr)sta--ied !?s increased and decreased according to 2atterns 2redicted ,) the

HornICatte-- theor) o& inte--igence Kau&+an = Horn in 2ress. The studies re2orted in the

+anua- 2ro'ide su22ort &or a t0o &actor G&Gc inter2retation o& the KA!T and de+onstrates

that this instru+ent is a good +easure o& g-o,a- inte--ectua- &unctioning2. 6.

;. #tate the a22roi+ate ad+inistration and scoring ti+e: The KA!T is an indi'idua--)

ad+inistered

test that re@uires su2er'ision ,) 2ersons 0ho ha'e had graduate training in indi'idua-

assess+ent o& inte--igence. The a'erage ti+e to ad+inister the Core *atter) is 98 +inutes the

E2anded *atter) ta/es a22roi+ate-) < +inutesCohen = #2enciner 5<44 2. 666.

>. E2-ain this instru+ent?s ada2tation &or students 0ith s2ecia- needs such as -i+ited Eng-ish

2ro&icienc) or disa,i-ities: #tudies conducted su,se@uent to the 2u,-ication o& the KA!T

sho0ed that a t0o &actor G&Gc so-ution e+erged in se2arate 0hite A&rican A+erican and

His2anic su,grou2s o& the standardiation sa+2-e Kau&+an = Kau&+an 48. #tudies

re2orted in the +anua- de+onstrate ,et0een contro- sa+2-es and sa+2-es o& indi'idua-s 0ith

neuro-ogica- i+2air+ent and A-hei+er?sIt)2e de+entia F-anagan 5<45 2 6. The +enta-status su,test is designed to 2roduce descri2ti'e categories &or ea+inees 0ho are too -o0I

&unctioning to ,e assessed 0ith the &u-- KA!T Keith 5<45 9. !t ta/es a,out an hour to

ad+inister.

Descri,e the strengths o& the instru+ent: The s2an o& 2eo2-e it can re-ia,-) test &ro+ 44 to >8

F-anagan 5<45 2. 4 the use o& it as a 'ia,-e a-ternati'e to the Wechs-er #ca-es as a



26

+easure o& genera- inte--ectua- &unctioning F-anagan 5<45 2. 7 The KA!T a22ears to

,e 0e-- de'e-o2ed and 0e-- standardied Keith 5<45 2. ;.

. #tate an) 0ea/nesses o& the instru+ent:

Des2ite the etensi'e 'a-idit) in&or+ation additiona- in&or+ation concerning the 'a-idit)

o& KA!T is neededKeith 5<45 2. ; !t is unc-ear 0hether the tests +easure &-uid and

cr)sta--ied inte--igence or so+e other a,i-ities the &-uid sca-e does not a-0a)s ,eha'e in a

+anner that 0ou-d ,e 2redicted i& it 0ere indeed a +easure o& &-uid inte--igenceKeith

5<45 2. ;.

4<. Additiona- co++ents in&or+ation and o,ser'ations: At 2resent the e'idence 2resented in

the +anua- suggests the KA!T 2ro'ides a good +easure o& inte--igence &or ado-escents and

adu-ts. Ho0e'er it is unc-ear 0hether the tests +easure &-uid and cr)sta--ied inte--igence or

so+e other a,i-ities. nti- &urther 'a-idit) e'idence is 2resented concerning the nature o& the

constructs +easured ,) the KA!T ea+iners shou-d inter2ret scores on the se2arate su,sca-es

cautious-) Keith 5<45 2. >.

Cohen L.G. = #2enciner L.1. 5<44. Assess+ent o& chi-dren and )outh 0ith s2ecia-

needs

7th ed.. Pearson Education *oston (A.

F-anagan D. 5<45. Re'ie0 o& the Kau&+an Ado-escent and Adu-t !nte--igence Test

(enta-

(easures "ear,oo/ and Tests in Print "ear,oo/: 45 as -isted in Kau&+an = Kau&+an

46.

Ha+i-- D.D. *ro0nL. = *r)ant *.R. 45. A consu+er?s guide to tests in 2rint

5nd.ed.

Austin T PROIED as -isted in Keith 5<45.



27

Horn 1.L. = Cante-- R.*. 499. Re&ine+ent and test o& the theor) o& &-uid and

cr)sta--ied

genera- inte--igences. 1ourna- o& Educationa- Ps)cho-og) as -isted in F-anagan 5<45.

Kau&+an A.#. = Horn 1.L. in 2ress. Age changes on tests o& &-uid and cr)sta--ied a,iit)

&or

0o+en and +en o& the Kau&+an Ado-escent and Adu-t !nte--igence Test KA!T at ages

4; to

7 )ears. Archi'es o& C-inica- Neuro2s)cho-og) as -isted in Kau&+an = Kau&+an 46.

Kau&+an A.#. = Kau&+an N. L. 46. Kau&+an Ado-escent and Adu-t !nte--igence

Test

(enta- (easures "ear,oo/ and Tests in Print "ear,oo/ 45 Retrie'ed &ro+ (("

Data,ase.

Kau&+an A.#. = Kau&+an N.L. 48. The Kau&+an Ado-escent and Adu-t !nte--igence

Test

KA!T. !n D.P. F-anagan 1.L. Gensha&t = P.L. Harrison *e)ond traditiona-

inte--ectua-

assess+ent. Conte+2orar) and e+erging theories tests and issues. Ne0 "or/ :

Gui-i&ord

+anuscri2ts in 2re2aration as -isted in Kau&+an = Kau&+an 46.

Keith T. 5<45. Re'ie0 o& the Kau&+an Ado-escent and Adu-t !nte--igence Test

(enta-


46.



28

Persona- Res2onse: A&ter re'ie0ing this test and considering a-- that )ou ha'e -earned in this

re'ie0 0ou-d )ou reco++end that this test ,e used to assess the students that it is designed &or%#tate 0h) )ou ,e-ie'e that this test 0ou-d or 0ou-d not ,e use&u- in assessing this 2o2u-ation.

!& this test cou-d ,e used &or the student 2o2u-ation )ou are teaching or ho2e to teach 2-ease

inc-ude that in&or+ation and 0h) )ou 0ou-d or 0ou-d not use this test.

! ,e-ie'e it is a22ro2riate &or certain students ! ha'e. ! 0or/ 0ith @uite a &e0 adu-t students and

it 0ou-d ,e a22ro2riate &or the+. The age grou2 is 'er) 0ide and Just -i/e the di&&erent ages o&

student 0ho are in those c-asses there is a need to identi&) students 0ho +a) ,e at ris/ or 2ose a

2ossi,i-it) &or 2otentia- di&&icu-t). !t is he-2&u- &or ne0 student co+ing to co++unit) co--eges or

uni'ersities 0ho are identi&ied as Adu-t Education students. Adu-t education s2ans a -arge area

and o&ten crosses +an) distincti'e age cu-tura- and inte--ectua- ,oundaries. The KA!T o&&ers the

ea+iner an ece--ent too- to use and ,e consistent 0ith an) schoo- student inte--ectua- identi&)ing

2rocesses. For ea+2-e one schoo- ! consu-t 0ith uses a se-&Idesigned Nursing Entrance Test. Theuse o& the KA!T 0ou-d identi&) 0ea/nesses the student +a) ha'e and then gi'e the ad+inistration

an o22ortunit) to 2ut correcti'e training or tutoring in 2-ace. !t is standardied 'a-id and re-ia,-e

in the 2ro2er use o& it as descri,ed in the a,o'e. The students 0ho are going to co--ege right out o&

high schoo- 0ou-d not @ua-i&) &or this distinction un-ess the) 0ithdra0 and co+e ,ac/ -ater. !

0ou-d use another test to test those recent graduates. .



Na+e o& instru+ent: Ada2ti'e *eha'ior Assess+ent #)ste+I#econd Edition A*A#I!!

Authors o& instru+ent: Harrison Patti L. = Oa/-and Tho+as

Date o& current 2u,-ication: 5<<5I5<<6 Pu,-isher: Western Ps)cho-ogica- #er'ices

000.02s2u,-ish.co+




44. List the su,tests e.g. -earning areas: The A*A#I!! has an o'era-- co+2osite scoreGenera-

Ada2ti'e Co+2ositeGAC and i& age a22ro2riate on each o& the 4< D#(ITR ada2ti'e s/i--areas Co++unication Co++unit) se Functiona- Acade+ics Ho+e#choo- Li'ing Hea-th

and #a&et) Leisure #e-&ICare #e-&IDirection #ocia- and Wor/ and the three ada2ti'e

do+ains identi&ied ,) AA(R Conce2tua- #ocia- and Practica- into 0hich the 4< s/i--s are

grou2ed(ei/a+2 = #u22a 5<45 2. 9.

45. Descri,e the age range: !t +easures indi'idua-s &ro+ in&anc) to >.

http://www.wpspublish.com/

http://www.wpspublish.com/



29

46. #tate the 2ur2ose o& the instru+ent: The 2ur2ose o& the test is as a nor+Ire&erenced +easure

o& ada2ti'e ,eha'ior *urns 5<45 2. 5. !t is an assess+ent o& o'era-- ada2ti'e &unctioning

as 0e-- as an assess+ent o& 4< ada2ti'e s/i-- areas(ei/a+2 = #u22a 5<45 2. 8

47. Descri,e the ea+iner @ua-i&ications: None -isted in the (enta- (easure+ents "ear,oo/ =

Tests.

48. List the t)2es o& scores such as standard scores 2ercenti-e ran/ etc. that are a'ai-a,-e:

QA*A#I!! scores resu-t not on-) in an o'era-- co+2osite score Genera- Ada2ti'e Co+2ositeI

GAC ,ut a-so scores i& age a22ro2riate on each o& the 4< D#(ITR ada2ti'e s/i-- areas.

Nor+ati'e scores are 2ro'ided &or the co+2osite score the s/i-- areas and the ada2ti'e

do+ains. Ra0 scores on each o& the s/i-- areas are con'erted to sca-ed scores that then are used

to deri'e standard scores &or the ada2ti'e do+ains and the GAC. Ta,-es o& ageI,ased

2ercenti-e ran/s and testIage e@ui'a-ents are 2ro'ided. A su22-e+enta- ana-)sis o& strengths

and 0ea/nesses can ,e 2er&or+ed ,ased on ta,-es o& con&idence inter'a-s 2ro'ided in the

+anua-. These data 2ro'ide a nor+ati'e co+2arison ,et0een the ada2ti'e s/i--s o& the

indi'idua- ,eing rated to those o& t)2ica--) de'e-o2ing indi'idua-s o& the sa+e age in the

standardiation sa+2-e. Ne0 to A*A#I!! are etended 'a-idit) studies a--o0ing &or e'a-uating

the re-ationshi2 ,et0een ada2ti'e s/i--s and inte--igence and a,i-it) as +easured ,) other sca-es

and inte--igence issues(ei/na2 = #u22a 5<45 2. 9.


?Due to the sa+2-e and 0e--Ide&ined ad+inistration 2rocedures standardiation o&

ad+inistration see+s easi-) achie'ed *urns 5<45 2. 6. The A*A#I!! +anua- 2ro'ides

co+2rehensi'e ta,-es regarding a-- as2ects o& the standardiation sa+2-e as 0e-- as other

research conducted &or the A*A#I!! that re2resent a 0e--Ide'e-o2ed a22roach to test

de'e-o2+ent(ei/a+2 = #u22a 5<45 2. ;.

The A*A#I!! +anua- 2ro'ides etensi'e re-ia,i-it) and 'a-idit) data that are i+2ressi'e in

,oth sco2e and @ua-it). Esti+ates o& re-ia,i-it) are 2ro'ided &or interna- consistenc) testI

retest interrater and cross &or+ consistenc). Coe&&icients &or the GAC eceeded .< ece2t &or

chi-dren -ess than 4 )ear o-d. and the do+ain scores 0ere a-so near at or eceeded .<. thus

those scores can ,e used 0ith con&idence. #o+e 'ariance in coe&&icients occurred &or theindi'idua- s/i-- areas 0hich i+2-ied that inter2retation o& those scores shou-d ,e done

cautious-). !nterrater re-ia,i-it) esti+ates 0ere -o0er ,ut genera--) eceeded .>< and crossI

res2ondent coe&&icients genera--) eceeded .;<. A-though these scores are -o0er than desired

standards the) sti-- considera,-) eceeded si+i-ar esti+ates 0ith other sca-es2.7. TestI

retest re-ia,i-it) using the Pearson 2roduct +o+ent corre-ation coe&&icient )ie-ded esti+ates in

the .<?s &or +ost GAC sa+2-es the ada2ti'e do+ain coe&&icients 0ere genera--) in the .><?s

and as e2ected the s/i-- area esti+ates 0ere s-ight-) -o0er &ro+ the .;<?s to .<?s de2ending on

s/i-- area and age grou2. !nterrater re-ia,i-it) esti+ated ,) the Pearson 2roduct +o+ent

corre-ation coe&&icient 0as e'a-uated using &i'e sa+2-es and ranges &ro+ .>5 to .6 de2ending

on the &or+(ei/a+2 = #u22a 5<45 2. ;.

The content 'a-idit) o& the A*A# !! 0as ade@uate-) argued through e2ert ratings o& ite+s

res2ondent co++ents on ease o& co+2-eting the sca-es and consistenc) 0ith AA(R and D#(I!$ITR de&initions. E2ected di&&erences ,et0een age grou2s 0ere a-so de+onstrated and

su22orted the 'a-idit) o& the data. #/i-- do+ain and GAC scores 0ere intercrrre-ated and

resu-ted in corrected coe&&icients that ranged &ro+ .7; to .6. Further con&ir+ator) &actor

ana-)ses su22orted the current &actor structure. These t0o ana-)ses suggested ade@uate

su22ort &or theoretica- structure o& A*A#I!!.

#cores 0ere corre-ated &ro+ the A*A#I!! 0ith other +easures o& ada2ti'e ,eha'ior and

resu-ted in coe&&icients that suggested +oderate to strong re-ationshi2s. Data 0ere a-so

corre-ated 0ith the *eha'ior Assess+ent #)ste+ &or Chi-dren *A#C and resu-ted in negati'e



30

corre-ations 0ith Eterna-iing Pro,-e+s. !nterna-iing Pro,-e+s and *eha'ior #)+2to+s

!nde ,ut a corre-ation coe&&icient o& .>< 0as noted ,et0een the GAC and the *A#C Ada2ti'e

#/i-- Co+2osite. These data suggested ade@uate di'ergent and coin'ergent 2ro2erties o& the

data. Fina--) scores 0ere corre-ated 0ith 'arious +easures o& achie'e+ent and inte--igence

and resu-ted in +ost-) +oderate re-ationshi2s *urns 5<45 2. 7. !t 0ou-d ,e di&&icu-t to

&ind a +easure o& ada2ti'e ,eha'ior 0ith +ore con'incing data regarding c-inica-

'a-idit)*urns 5<45 2. 7

4;. #tate the a22roi+ate ad+inistration and scoring ti+e: 48I5< +inutes.

Each o& the &i'e rating &or+s can ,e co+2-eted in 5< +inutes and hand scored in 8I4< +inutes.

4>. E2-ain this instru+ent?s ada2tation &or students 0ith s2ecia- needs such as -i+ited Eng-ish

2ro&icienc) or disa,i-ities The A*A#I!! 2ro'ides data that cou-d strengthen +ost

co+2rehensi'e assess+ents o& ada2ti'e ,eha'ior and or +enta- Retardation in genera-

*urns5<45 2. 8. The A*A#I!! has incor2orated the +ost recent de&initions o& ada2ti'e

s/i--s 2resented ,) ,oth the Diagnostic and #tatistica- (anua- o& (enta- DisordersI&ourth

EditionITet Re'ision D#(ITR APA and the A+erican Association5<<5 on (enta-

Retardation AA(R 5<<5 in ter+s o& c-assi&ication criteria &or the diagnosis o& +enta-

retardation as stated in (ei/a+2 = #u22a 5<45 2. 8. The #choo-IAged Parent &or+ The

TeacherDa)care Pro'ider For+ and the ParentPri+ar) Caregi'er For+ are a'ai-a,-e in

#2anish2. 9.

4. Descri,e the strengths o& the instru+ent: The strengths o& A*A#I!! . !t 0as de'e-o2ed &ro+

sound theor) and e+2irica- +ethodo-og) and 2ro'ides a nor+ grou2 that is su&&icient-)

re2resentati'e and -arge *urns 5<45 2. 8. The A*A#I!! )ie-ds not on-) a co+2osite score

Genera- Ada2ti'e #core ,ut a-so scores on the three AA(R do+ains and the 4< D#(ITR

s/i--s. Detai-ed and 0e--Iorganied research resu-ts su22ort a high -e'e- o& re-ia,i-it)

throughout the s)ste+ and 2resent su,stantia- 'a-idit) e'idence. The A*A#I!! is an asset in

co+2rehensi'e assess+ent in a 'ariet) o& c-inica- settings (ei/a+2 = #u22a 5<45 2. >.

5<. #tate an) 0ea/nesses o& the instru+ent: Considering the a+ount o& research conducted on

other areas o& the s)ste+ the standardiation sa+2-e see+s re-ati'e-) s+a--. !ncreasing the sie

o& standardiation sa+2-e is a +aJor reco++endation. Further research is indicated tosu22ort genera-ia,i-it) o& resu-ts. *ecause corre-ations sho0 so+e ti+e discre2anc) ,et0een

2arent and teacher ratings o& chi-dren it is i+2ortant to consider resu-ts &ro+ +u-ti2-e

settings (ei/a+2 = #u22a5<45 2. >.

54. Additiona- co++ents in&or+ation and o,ser'ations: The A*A#I!! 2ro'ides data that can

strengthen +ost co+2rehensi'e assess+ents o& ada2ti'e ,eha'ior andor +enta- retardation in

genera- *urns 5<45 2.8. The +anua- is 0e-- 0ritten and he-2&u- 2articu-ar-) regarding

,asic statistica- and +easure+ent in&or+ation and guide-ines &or inter2retation and

inter'ention. Resu-ts o& a-- e'idence are 2ro'ided in detai-ed 0e--Iorganied ta,-es throughout

the +anua- (ei/a+2 = #u22a 5<45 2. >.

55. Re&erences 2ro'ide APA &or+atted re&erence

,ased on test re'ie0 &ound in the (("

A+erican Association on (enta- Retardation. 5<<5. (enta- retardation. De&inition

c-assi&ication and s)ste+s o& su22ort. Washington DC: Author.

A+erican Ps)chiatric Association. 5<<<. Diagnostic and statistica- +anua- o& +enta-

disorders 7th ed. test re'ision. Washington DC: Author.

*urns(.K. 5<45. Re'ie0 o& Ada2ti'e *eha'ior Assess+ent #t)ste+U 5nd. Ed. Mental

Measures Yearbook & Tests in Print, "ear,oo/: 49

(ei/a+2 1. = #u22a C.H. 5<45. Re'ie0 o& the Ada2ti'e *eha'ior Assess+ent #)ste+ U



31

5nd ed. Mental Measures Yearbook & Tests in Print, "ear,oo/: 49.


re'ie0 0ou-d )ou reco++end that this test ,e used to assess the students that it is designed &or%

#tate 0h) )ou ,e-ie'e that this test 0ou-d or 0ou-d not ,e use&u- in assessing this 2o2u-ation.



Persona- Res2onse 4<<48< 0ords: The A*A#I!! is an ece--ent test &or students 0ho ehi,it

signs o& +enta- retardation. !ts di&&erent attri,utes 0ith the &ocus o& the test is to +easure and

assess the a,i-ities o& those 0ho ha'e s2ecia- needs.

! 0ou-d use this test &or students 0ho 2ossess an) traits o& +enta- retardation and those 0ho ha'e

,een identi&ied 0ith inte--ectua- cha--enges. !t co'ers such a 0ide range o& s/i--s and is a good

&unctiona- +easuring too- o'er the do+ains 0hich go'ern our -i'es. !& the goa- is to assess and

esta,-ish the ,ase-ine &or the student this +easuring too- does 0e-- and gi'es the ea+iner so-id

&ooting to +a/e an e'a-uation.

!n &act it 0ou-d descri,e a good +an) ite+s that 0ou-d he-2 s2ecia- education teachers to &ocus on

strengths and 0ea/nesses o& the student.

The re'ie0ers &ound the test &or+at to ,e standardied. !ts 'a-idit) and re-ia,i-it) ha'e a-so ,een

2ro'en.

A*A#I!! is the t)2e o& assess+ent ! 0ou-d use to deter+ine 0hat the inc-usi'e student 0as 2ro,a,-)

understanding and ho0 ! cou-d i+2ro'e +) teaching to that student. With inc-usion it he-2s +e

identi&) 0hat the student?s needs are and ho0 ! +ight ,e a,-e to he-2 the+ &or a 'ocation.

Esta,-ishing a 2-an 0ith the !EP tea+ or at the higher education 0ith the ad'isor) ,oard 0i-- gi'e

the student o22ortunities to reach their inte--ectua- and 'ocationa- goa-s.



Na+e o& instru+ent: #tan&ord Diagnostic Reading Test

Authors o& instru+ent: Kar-sen *Jorn (adden Richard and Gardner Eric F.

Date o& current 2u,-ication: 49> Pu,-isher: Harcourt *race 1o'ano'ich !nc.




56. List the su,tests e.g. -earning areas: !n -e'e- 4 there are se'en su,tests: co+2rehension

'oca,u-ar) auditor) discri+ination s)--a,i&ication ,eginning and ending sounds ,-endingsound discri+ination. !n -e'e- 5 there are > su,tests: co+2rehension-itera- in&erentia- and

tota- 'oca,u-ar) s)--a,ication sound discri+ination ,-ending rateKasdon 5<45 2.4

57. Descri,e the age range: Grades 5.8I7.8 7.8I>.8 Le'e- 4 Grades 5.8I7.8 ;Kasdon 5<45 2.

4.



32

58. #tate the 2ur2ose o& the instru+ent: The #DRT is designed to diagnose the indi'idua- reading

di&&icu-ties o& 2u2i-s and to grou2 2u2i-s according to their instructiona- needs. The -atter

o,Jecti'e is an inno'ation 0hich 0i-- ,e discussed at greater -ength -ater in this re'ie0. The

authors state that co+2rehension is the u-ti+ate goa- in reading and that other as2ects o&

reading +easured in the test 0ere su,ordinate to it. The su,ordinate s/i--s areas are

'oca,u-ar) 0ord recognition and rate o& reading Le'e- 5 on-). At -e'e- 4 on-) genera-

co+2rehension is +easured 0hi-e -e'e- 5 +easures ,oth -itera- and in&erentia- co+2rehension

Kasdon 5<45 2. 5.

59. Descri,e the ea+iner @ua-i&ications: None (entioned in (("ear,oo/

5;. List the t)2es o& scores such as standard scores 2ercenti-e ran/ etc. The Rate o& Reading is

+easured on &ourth grade +ateria- using a +u-ti2-e choice t)2e o& c-oe techni@ue. The choices

occur a,out e'er) 48 0ords. The rate score is ,ased on the nu+,er o& ite+s atte+2ted 0hich in

turn )ie-ds a stanine or 2ercenti-e score. n&ortunate-) an accurac) score 0as not a-so

de'e-o2ed Kasdon 5<45 2. 5. On-) di&&erences o& t0o or +ore stanines &or the resu-ts o& an

indi'idua- 2u2i- shou-d ,e considered +eaning&u- 2. 5.

5>. List the instru+ent?s technica- data regarding 'a-idit) re-ia,i-it) and standardiation 2rocess :

#tandardiation: The authors state that the #tan&ord Diagnostic Reading Test #DRT

standardiation 2o2u-ation ca+e &ro+ a set o& si co++unities &air-) nor+a- in ter+s o&

+edian &a+i-) inco+e and +edian adu-t )ears o& schoo-ing. The sa+2-es 0ere adJusted s-ight-)

so that their 2er&or+ance on Co+2rehension +atched the 2er&or+ance o& those in the nationa-

standardiation o& the #tan&ord Achie'e+ent Test. (eans are gi'en &or the standardiation

2o2u-ation ,ut not standard de'iations. Persons 2-anning to +a/e etensi'e use o& this test

0ou-d 2ro,a,-) 0ant to de'e-o2 -oca- nor+s ,ut shou-d not co+2are -oca- nor+s to #DRT

nor+s unti- the 2u,-ishers re-ease +ore in&or+ation on the standardiation 2o2u-ation. The

tests 0ere nor+ed &or Octo,er on &or+ V so that the nor+s are +ost accurate &or &a-- testing

Kasdon 5<45 2. 5.

Re-ia,i-it): The test 0as constructed to gi'e re-ia,-e and 2recise +easure+ent &or 2u2i-s&a--ing ,e-o0 a'erage in reading. For Le'e- 5 re-ia,i-it) is gi'en &or Tota- Co+2rehension ,ut not

&or its su,tests. The +edian s2-itIha-& re-ia,i-ities &or Le'e- 4 are .7 and .6 &or grades 6and 7

res2ecti'e-) &or -e'e- 5 .>; .>> .< and .4 &or grades 8I> res2ecti'e-). A-ternateI&or+ re-ia,i-it)

&urnished on-) &or Rate o& Reading shou-d ,e su22-ied &or other su,sets. For the +ost 2art the

su,test intercorre-ations are su,stantia--) ,e-o0 their re-ia,i-ities so that &air-) re-ia,-e di&&erence

scores can ,e o,tained 0hen +a/ing 2ro&i-e ana-)ses. The authors do not su22-) standard errors

o& +easure+ent &or di&&erence scores ho0e'er the) do reco++end that on-) di&&erences o& t0o or

+ore stanines &or the resu-ts o& an indi'idua- 2u2i- shou-d ,e considered +eaning&u-2.5.

!ndi'idua- 2ro&i-es are 2-otted on the co'er o& each 2u2i-?s test. A c-ass ana-)sis chart is a-so

su22-ied to 2er+it the teacher to see at a g-ance the strengths and 0ea/nesses o& the c-ass. A rather

detai-ed section o& the +anua- e2-ains ho0 he can &or+ needs grou2s ,ased on the a,o'e ana-)ses

2. 6.5. #tate the a22roi+ate ad+inistration and scoring ti+e: Le'e- 4: 46;495 +inutes &or &our

sessions

Le'e- 5: 4444 +inutes in three sessions. The 2u,-isher c-ai+s that 6< tests can ,e hand

scored in 78 +inutes Kasdon 5<45 2. 6

6<. E2-ain this instru+ent?s ada2tation &or students 0ith s2ecia- needs. None 0ere stated in the

re'ie0.



33

64. Descri,e the strengths o& the instru+ent: There are hand and +achine scora,-e 'ersions the

2u,-isher c-ai+s that 6< tests can ,e hand scored in 78 +inutes Kasdon 5<45 2. 6 The

2u,-ishers o&&er a s2ecia- scoring and re2orting ser'ice &or Le'e- 5. A uni@ue co+2uter

2rogra+ ana-)es each 2u2i-?s 2ro&i-e o& su,test scores and a-- 2u2i-s ha'ing 2ro,-e+s in

reading are grou2ed according to the 2rogra+ 44 grou2s are 2ossi,-e. Each grou2?s scores

co+e on a se2arate sheet 0ith the grou2 nu+,er the 2u2i-s? na+es and their scores on a--

su,tests. The teacher chec/s the identi&)ing nu+,er o& the grou2 and ,) -oo/ing on the &o-dI

out o& the co'er &inds an e2-anation o& the reading characteristics o& the 2u2i-s &a--ing into this

grou2 as 0e-- as instructiona- suggestions. Lists o& sa+2-e 2ro&essiona- and 2u2i- +ateria-s

a22ear on the &o-der. The ine2erienced or o'er,urdened teacher can &ind a s/i-- area to

co++ence his instruction &or the grou2 Kasdon 5<45 2. 6.

65. #tate an) 0ea/nesses o& the instru+ent: Persons 2-anning to +a/e etensi'e use o& this test

0ou-d 2ro,a,-) 0ant to de'e-o2 -oca- nor+s ,ut shou-d not co+2are -oca- nor+s to #DRT

nor+s unti- the 2u,-ishers re-ease +ore in&or+ation on the standardiation 2o2u-ation. The

tests 0ere nor+ed &or Octo,er on &or+ V so that the nor+s are +ost accurate &or &a-- testing

Kason 5<45 2. 5. Teachers are to-d not to use indi'idua- ite+s &or diagnosis. Granted that

indi'idua- ite+s are

unre-ia,-e the teacher +ust start so+e 2-ace so+e 2-ace 0hen he is teaching a s/i-- such asauditor) discri+ination 2.6.

66. Additiona- co++ents in&or+ation and o,ser'ations: This test and its +anua- ha'e de&inite

2ossi,i-ities &or use in a de'e-o2+enta- or correcti'e reading c-ass as 0e-- as in a teacher?s

0or/sho2. !& the teachers ca+e a0a) 0ith nothing ,ut the idea o& the 2ro+ise o&

co+2rehension and the so+e0hat hierarchica- arrange+ent under co+2rehension o& the other

s/i--s +easured in this ,atter) it 0ou-d ha'e ,een a good in'est+ent o& ti+eKasdon 5<45 2.

6.



Kasdon L.(. 5<45. Re'ie0 o& #tan&ord Diagnostic Reading Test. Mental Measures Yearbook

and Tests in Print. Yearbook .






Persona- Res2onse 4<<48< 0ords: ! 0ou-d reco++end this test to ,e used in the 2o2u-ation it is

su22osed to assess. !t does ha'e so+e 'a-ue as descri,ed ,) the standardiation and re-ia,i-it). !t

does o&&er so+e ,ene&its to those ,eing tested as 0e-- as the teachers. !n +an) situations inc-assroo+ it can ,e a great too- to disco'er the -e'e-s &or reading a,i-ities. The need to assess the

reading -e'e-s and their su,se@uent co+2rehension can ,e done through the test and ,e cu+u-ati'e

and ascending as the chi-dren +o'e through their grades. ! -i/e the di&&erent +odes o& scoring

a'ai-a,-e and ho0 @uic/-) the su,sets can ,e graded. That sa'es ti+e and additiona- e&&ort. !

0ou-d use this test &or the grou2 ! a+ teaching ho0e'er ! a+ not teaching this -e'e- so ! 0ou-d not

use the test. ! 0ish ! had /no0n a,out this test ear-ier in +) career ,ecause it 0ou-d ha'e ,een

he-2&u- to diagnose reading 2ro,-e+s and ana-)e 0hat the s2eci&ic area &or the student?s needs and



34

ho0 to correct or inter'ene &or his ,ene&it.



Na+e o& instru+ent: Test o& Ado-escent and Adu-t LanguageI7 TOALI7

Authors o& instru+ent: Ha++i--D.* *ro0n $.L. Larson #.C. = Wiederho-t 1.L.

Date o& current 2u,-ication: 5<<;




68. List the su,tests e.g. -earning areas:There are si su,tests: three +easuring as2ects o&

#2o/en Language Word O22osites Word Deri'ations and #2o/en Ana-ogies and three o&Written Language Word #i+i-arities Co+,ining #entences and Orthogra2hic sage.

Co+2osite scores indees +a) ,e o,tained &or #2o/en and Written Language as 0e-- as &or

Genera- Language a,i-it) $etter 5<45 2. 8.

69. Descri,e the age range: *et0een Ages 45 )ears and < +onths and 57 )ears and 44

+onthsLang-ois 5<45 2. 5.

6;. #tate the 2ur2ose o& the instru+ent: The test o& Ado-escent and Adu-t Language &ourth

Edition TOALI7 0as de'e-o2ed to +easure s2o/en and 0ritten -anguage in ado-escents and

)oung adu-ts ea+iner?s +anua- 2.8 and to identi&) indi'idua- 0ho +a) -anguage

inter'ention and to s2eci&) the strengths and 0ea/nesses o& these indi'idua-?s -anguage. The

authors a-so intend &or the test to ,e used as research Lang-ois 5<45 2.5.

6>. Descri,e the ea+iner @ua-i&ications: None -isted in the (enta- (easure+ents "ear,oo/ =

Tests ho0e'er The record ,oo/-et 0hich the ea+iner co+2-etes &or each ea+inee

2ro'ides instructions &or ad+inistration and scoring the ea+iner?s +anua- inc-udes ea+2-es

&or scoring the 0ritten res2onses as 0e-- as 2ractice ite+s &or a-- su,tests. The 0ritten

res2onses as 0e-- as instructions &or re2orting resu-ts &or each su,test Lang-ois 5<45 2. 6.

6. List the t)2es o& scores such as standard scores 2ercenti-e ran/ etc. The test 2ro'ides sca-ed

scores and 2ercenti-e ran/s &or a-- su,tests as 0e-- as three co+2osite indeesLang-ois 5<45

2.5. The +anua- has instructions &or re2orting resu-ts &or each su,test in ter+s o& ra0 scores

2ercenti-e ran/s sca-ed scores and se'en descri2ti'e ratings that range &ro+ 'er) 2oor to 'er)

su2erior 2. 6. Age re&erenced ta,-es 2er+it the con'ersion o& su,test scores into standard

scores (eanX4< #DX6 2ercenti-e ran/s and associated descri2tions. Co+2osite indees(eanX4<< #DX48 and 2ercenti-e ran/s &or #2o/en Language Written Language and

Genera- Language +a) then ,e deter+ined $etter 5<45 2. 8.

7<. List the instru+ent?s technica- data regarding 'a-idit) re-ia,i-it) and standardiation 2rocess:

The TOALI7 0as standardied 0ith a ne0 grou2 o& ea+inees 0ho co+2rised 49;4

indi'idua-s &ro+ 45 to 57 )ears o& age 0ith 98 to 46 indi'idua-s 2er age grou2. The sa+2-e

re2resents the .#. 2o2u-ation 0ith res2ect to gender ethnicit) geogra2hic region His2anic

status ece2tiona-it) status &a+i-) inco+e and 2arent education -e'e-Lang-ois 5<45 2.6



35

Re-ia,i-it): The authors e'a-uated interna- consistenc) testIretest and interea+iner

re-ia,i-it) o& the TOALI7. (easures o& interna- consistenc) o,tained &ro+ the entire

standardiation sa+2-e re'ea-ed a-2ha coe&&icients &ro+ .7 to .; &or the co+2osite scores and

&ro+ .>6 to .9 &or indi'idua- su,test scores. These indicate that the test has high interna-

consistenc) and that the standard errors o& +easure+ent are sta,-e. A-2ha coe&&icients &or 4<

su,grou2s re2resenting gender ethnic and ece2tiona-it) categories are a-so high and indicate

that test users can +a/e reco++endations ,ased on test resu-ts 0ith con&idence2.6. A tota-

o& 4<> indi'idua-s di'ided into three age grou2s 0ere retested 5 0ee/s a&ter the origina-

ad+inistration. (easures o& testIretest re-ia,i-it) )ie-ded high corre-ations &or a-- age grou2s

co+2osite scores .> and acce2ta,-e .; to ece--ent .< corre-ations &or their indi'idua-

su,test scores. These coe&&icients indicate that the TOALI7 scores re+ain sta,-e o'er at -east

this 2eriod o& ti+e 2.6.

!nterscorer re-ia,i-it) 0as deter+ined ,) ha'ing Yt0o PROIED sta&& +e+,ers? ea+iner?s

+anua- 2.64 score the Word #i+i-arities #entence Co+,ing Orthogra2hic sage and the

Written Language Co+2osite scores &ro+ 8< 2rotoco-s &ro+ the nor+ati'e sa+2-e.

Corre-ation coe&&icients o& .; .>5 .> and .; 0ere o,tained &or each su,test res2ecti'e-)

indicating that the TOALI7 has good to ece--ent interea+iner re-ia,i-it). Assu+ing that the

t0o indi'idua-s 0ho 2artici2ated in this stud) had &or+a- training in -anguage assess+ent

c-inicians can &ee- con&ident that resu-ts o,tained ,) si+ar-) trained co--eagues andor re&erra-sources re&-ect an ea+inee?s 2er&or+ance 2.7.

$a-idit): The authors attended to content criterionIre-ated and construct 'a-idit) in the

de'e-o2+ent o& the test. E'idence o& content 'a-idit) is ,oth @ua-itati'e and @uantitati'e. !t

inc-udes a detai-ed rationa-e &or ite+ and testing &or+at se-ection &or each su,test and a

discussion that su22orts the identi&ication o& &our c-inica- grou2s ,ased on the co+2osite

indees. E+2irica- data on content 'a-idit) resu-t &ro+ a con'entiona- it and di&&icu-t) and

&ro+ a di&&erentia- ite+ &unctioning ana-)sis &or test ,ias. *ased on this e'idence test users can

,e con&ident that the test has +et the re@uire+ent &or content 'a-idit) 2.7.

To deter+ine criterion 'a-idit) o& the TOALI7 it 0as ad+inistered to se'en grou2s o& students

0ith and 0ithout schoo-Ire-ated 2ro,-e+s. Their scores 0ere then corre-ated 0ith other 'a-id

+easures o& s2o/en and 0ritten -anguage. The authors 2ro'ide nu+erous ta,-es to i--ustrate

their &indings 0hich re'ea- -arge and 'er) -arge coe&&icients &or a-- su,test scores and co+2ositeindees. These 2ro'ide con'incing e'idence o& the test?s a,i-it) to 2redict an ea+inee?s

2er&or+ance in other acti'ities that in'o-'e -anguage 2.7.

Construct 'a-idit) 0as +easured e+2irica--) to 'eri&) si h)2otheses generated &ro+ si

constructs e.g. gi'en that -anguage s/i--s are re-ated to age su,test scores shou-d corre-ate

0ith age. Resu-ts sho0ed that test scores are signi&icant-) re-ated to age and inte--igence that

the su,tests and co+2osite scores contri,uted uni@ue 'ariance to the tota- score and that the

test di&&erentiates a+ong grou2s o& indi'idua-s 0ith and 0ithout -anguage disa,i-ities. !n

addition a con&ir+ator) &actor ana-)sis indicates that the Genera- Language co+2osite inde

re&-ects ,oth s2o/en and 0ritten -anguage a,i-ities 0hen there is a di&&erence o& ;or -ess

,et0een these scores. Con'erse-) a discre2anc) o& > or +ore shou-d -ead ea+iners to 2-ace

-ess e+2hasis on the genera- -anguage co+2osite 2. 6.

!te+ ana-)sis ite+ discri+ination and ite+ di&&icu-t) 0ere used to de-ete ite+s that did not+eet esta,-ished criteria as 0e-- as to o&&er the ite+s eas) to di&&icu-t &or the &ina- 'ersion o&

the TOALI7. (edian discri+inating 2o0ers and di&&icu-t) 2ercentages &or su,tests are

2resented ,) ea+inees? age &or an a'erage. !n genera- the data are su22orti'e o& the content.

Di&&erentia- ite+ &unctioning ite+ ,ias 0as assessed &or dichoto+ies o& gender race and

ethnicit). Less than 4S o& the co+2arisons indicated 2otentia- ,ias $etter 5<45 2. ;.



36

74. #tate the a22roi+ate ad+inistration and scoring ti+e: (ost suita,-e &or indi'idua-

ad+inistration

The TOALI7 can ,e co+2-eted in an hour. Testing ,egins 0ith the &irst ter+ and ends 0hen

the 2erson ,eing tested has 2roduced three consecuti'e incorrect res2onses. The authors state

that the 0ritten 2ortion can ,e ad+inistered to grou2s o& indi'idua-s ,ut do not e-a,orate

under 0hat conditions this a22roach 0ou-d ,e ad'isa,-e Lang-ois 5<45 2. 6.

75. E2-ain this instru+ent?s ada2tation &or students 0ith s2ecia- needs such as -i+ited Eng-ish

2ro&icienc) or disa,i-ities: With the ece2tion o& indi'idua-s 0ith -earning disa,i-it) and or

attentionIde&icit h)2eracti'it) disorders the nu+,ers in other ece2tiona-it) grou2s e.g.

+enta- retardation are 'er) s+a-- in the 'a-idit) studies $etter 5<45 2. >.

76. Descri,e the strengths o& the instru+ent: The strengths o& the TOALI7 o'erride its 0ea/nesses

and shou-d -ead c-inicians 0ho assess ado-escents and )oung adu-ts 0ith -anguage disorders to

consider it as a 'a-ua,-e addition to their test -i,rar) &or the assess+ent o& 'oca,u-ar) and

gra++arLang-ois 5<45 2. 7. The TOAL 0as +odi&ied to assess -anguage use +ore

e&&ecti'e-) and su,tests 0ere changed so that ad+inistration and scoring ti+e are shortened.

Ne0 nor+ati'e data /e)ed to recent .#. Census Data ha'e ,een co--ected. Ne0 research

e'a-uating re-ia,i-it) 0ithin su,grou2s e.g. gender ethnic identit) e'a-uating 'a-idit) &ro+

di&&erent 2ers2ecti'es has ,een conducted $etter 5<45 2. 9. The instru+ent issu,stantia--) i+2ro'ed 2. ;.

77. #tate an) 0ea/nesses o& the instru+ent: The a,sence o& su,tests &or assess+ent o& 2hono-og)

and 2rag+atics -i+its its use&u-ness the authors contentions that assessing these t0o -anguage

&eatures cannot ,e done 0ith this test is not su22orted 0ith re&erences and the conditions

under 0hich ea+iners can ad+inister the 0ritten 2ortion o& the test to a grou2 are not

discussed and ,eg &or and e2-anation the 2ro&essiona- status o& the ea+iners 0ho

2artici2ated in the testIretest re-ia,i-it) +easure+ent is not 2ro'idedLangois 5<45 2. 7.

$a-idit) de&ense o& the -ast grou2 WLZ#L is -ac/ing and the authors stated that &uture

research shou-d ,e conducted to -earn 2recise-) 0ho these 2eo2-e are ea+iner?s +anua- 2.

79. The resu-tant ea+iner?s +anua- is etre+e-) di&&icu-t to read and use and its

2roo&reading -ea'es +uch to ,e desired e.g. ,oth errors and contradictions $etters 5<45 2.

>.

78. Additiona- co++ents in&or+ation: The TOALI7 0as designed to assess the indi'idua-?s

a,i-it) to integrate -anguage a-though o,'ious-) so+e degree o& co+2rehension and 2roduction

is 2resent &or integration to occur.$etter 5<45 2. 8. Ne0 research e'a-uating re-ia,i-it)

0ithin su,grou2s and e'a-uating 'a-idit) &ro+ di&&erent 2ers2ecti'es has ,een conducted2. 9.

The instru+ent +a) ,e used &or descri,ing s2o/en and 0ritten -anguage a,i-ities as 0e-- as an

o'era-- genera- -anguage a,i-it) 2. >.



Lang-oisA. 5<45. Re'ie0 o& the Test o& Ado-escent and Adu-t Language Fourth Edition

TOALI7 Mental Measures Yearbook and Tests in Print. "ear,oo/:4>

$etter D.K. 5<45. Re'ie0 o& the Test o& Ado-escent and Adu-t Language Fourth EditionTOALI7 Mental Measures Yearbook and Tests in Print, "ear,oo/: 4>.






37



Persona- Res2onse 4<<48< 0ords: it is an ece--ent test to +easure the 2articu-ar age descri,ed.

! do -i/e its strengths. !t a22ears as i& the test has ,een re0ritten and has addressed its &or+er

0ea/nesses.

The 0ea/nesses are sti-- great and the +anua- a22ears to ,e cu+,erso+e. That is a +ain 0orr)&or +e as ! +ight use this in the use 0ith the o-der students. ! 0ou-d -i/e to see s2eci&ic ,rea/do0n

on the higher education student data. !t 0ou-d gi'e +e a ,etter 2icture o& its re-ia,i-it) and 'a-idit)

at that -e'e-.

O'era-- ! can see ho0 it 0ou-d ,e e&&ecti'e in -anguage and 0ord co+2rehension and 0i--

deter+ine the strengths and 0ea/nesses o& these ea+inees. The use o& it &or 0ord 2o0er is 'er)

e'ident.

The use o& it in +) area o& e2ertise is 'er) 'a-id and ! 2-an to use it in the &uture &or )oung adu-ts

0ho +ight ha'e di&&icu-t) 0ith their 0ords and 'oca,u-ar).



Na+e o& instru+ent: Test o& (athe+atica- A,i-ities TO(AI5

Authors o& instru+ent: *ro0n $ Cronin (.E. = (cEntire E.*ro0n Cronin = (cEntire

47 2. 4.

Date o& current 2u,-ication: 47 Pu,-isher: PROIED



!nsert Qnot &ound in (("Q i& the in&or+ation re@uested is not -isted.7;. List the su,tests e.g. -earning areas: The $oca,u-ar) $O su,test Co+2utation CO

Genera- !n&or+ation G! #tor) Pro,-e+ #P The 48Iite+ Attitude T-o0ard (ath AT

Harnisch 5<45 2. 6.

7>. Descri,e the age range: To+a I5 is a +easure o& +ath a,i-it) designed &or use 0ith students in

the >I4> age grou2Harnisch 5<45 2. 5.

7. #tate the 2ur2ose o& the instru+ent: To+as 0as designed to identi&) students using a nor+I

re&erenced inter2retation 0ho are signi&icant-) ,e-o0 or a,o'e their age 2eers in their

+athe+atica- a,i-ities so the) can recei'e s2ecia- inter'entionHarnisch 5<45 2. 5.

8<. Descri,e the ea+iner @ua-i&ications: The ea+iner?s +anua- reco++ends assess+ent training&or the ea+iners ,) ta/ing a course in assess+ent at co--ege. The ea+iners are a-so ad'ised to

,r &a+i-iar 0ith the schoo- 2o-icies -oca- and state regu-ations and use o& test

resu-tsHarnisch 5<45 2. 6.

84. List the t)2es o& scores such as standard scores The TO(AI5 resu-ts are re2orted &or each

su,test in ter+s o& standard scores co+2osite +ath @uotient and age and grade e@ui'a-ent.

The standard score is deri'ed &ro+ the cu+u-ati'e &re@uenc) distri,ution o& the ra0 scores o&

students in the nor+ati'e sa+2-e and has a +ean o& 4< and a standard de'iation o& 6. The



38

(ath uotient is deri'ed ,) adding the standard scores o& $oca,u-ar) Co+2utation Genera-

!n&or+ation and #tor) Pro,-e+s su,tests. For the ,ene&it o& guidance sta&& and schoo-

ad+inistrators the +anua- inc-udes se2arate ta,-es to con'ert ra0 scores into 2ercenti-es and

to ca-cu-ate age and grade e@ui'a-ent esti+atesHarnisch 5<45 2.6.


The TO(AI5 0as nor+ed on 5<>5 students ,et0een >I4> )ears o& age &ro+ &our +aJor schoo-districts co'ering 59 states in the .# #choo-s 0ith de+ogra2hics +atching one o& the &our

+aJor cnsus districts 0ere se-ected. Trained 2ersonne- conducted nor+ati'e data co--ection

and actua- testing. The de+ogra2hic characteristics o& the nor+ati'e sa+2-e 0ith the schoo-

age 2o2u-ation o& the .#. as re2orted in the 4< #tatistica- A,stract o& the nited

#tatesHarnisch 5<45 2. 6.

Re-ia,i-it): !nterna- consistenc) re-ia,i-it) esti+atesCron,ach?s coe&&icient a-2ha and

standard errors are gi'en on each su,test and +ath @uotient &or each age and su,test. The

re2orted te-ia,i-ities ranged &ro+ .;6 $oca,u-ar) su,test &or>I)earIo-ds to .9 $oca,u-ar)

su,test &or 4>I)earIo-ds 0ith o'er 88S o& the re-ia,i-ities a,o'e a 'a-ue o& .<. The re-ia,i-it)

coe&&ecients a'eraged &or a-- the age grou2s and &or the +ath @uotient a-- eceed .>7. the

sta,i-it)Io'e&rIti+e re-ia,i-it) 0as conducted using the testIretest +ethod &or 49 students

&ro+Ne0 Or-eans. Lousiania 0ith a 5I0ee/ 2eriod ,et0een testing. The testIretest re-ia,i-ities0ere a-- good a,o'e.>< &or re2orted ages 4< through 47 0ith the ece2tion o& Attitudes

To0ard (ath a'erage .;< 2.6.

E'idence &or criterionIre-ated 'a-idit) 0as e'a-uated &or concurrent student test scores &ro+

the Ke)(ath Diagnostic Arth+etic Test 4;4 Pea,od) !ndi'idua- Achie'e+ent Test 4;<

and Wide Range Achie'e+ent Test 498. These criterionI'a-idit) studies are ,ased on a

sa+2-e o& 6> chi-dren 0ith -earning disa,i-ities 0ho 0ere ,et0een ages and 4; and too/ the

tests. The corre-ation coe&&icients corrected &or age ranged &ro+ .5; to .89 &or the su,tests and

,et0een .67 to .79 &or the (ath uotient. The corre-ation coe&&icient o& the standard scores

,et0een TO(AI5 and #RA Achie'e+ent #eries 45 ranged ,et0een .6> and .;5 &or the

su,tests and .94 &or the (ath uotient ,ased on a sa+2-e o& 5< students attending schoo-s in

!--inois and Louisiana. The $a-idit) coe&&icients o& TO(AI5 0ith #RA tend to ,e higher than

those sho0n 0ith the Ke) (ath.E'idence &or construct 'a-idit) is &ound in the corre-ation o& the core su,tests 0ith age. The

&our core su,tests corre-ated high-) 0ith age o& the indi'idua-s in the entire nor+ati'e sa+2-e

ranging &ro+ .94 &or $oca,u-ar) to .69 &or #tor) Pro,-e+s. The coe&&icient is negati'e I.59 &or

the Attitude To0ards (ath su,test indicating that as chi-dren get o-der the) -i/e +ath -ess and

-ess.

The &our core su,tests are high-) interIcorre-ated ranging &ro+ .88 to .95. The

intercorre-ations a+ong the core su,tests and the Attitude To0ards (ath is -o0 rnges &ro+ .

< 0ith $oca,u-ar) to .54 &or Co+2utation and #tor) Pro,-e+s. !n short the TO(AI5

a2titude su,tests corre-ate as high-) 0ith the genera- acade+ic a,i-it) +easures W!#C &u--

sca-e ! and #tossen !nte--igence Test ! as 0ith the three +ath tests2. 7

86. #tate the a22roi+ate ad+inistration and scoring ti+e: The authors esti+ate that each

su,test ta/es 6< +inutes or -ess to ad+inisterHarnisch 5<45 2.7 Tota- ti+e 45<[46<(inutes *ro0n Cronin = (cEntire 47 4. The ea+iner?s +anua- is 0e-- 0ritten and

in&or+ati'e. The test co+es 0ith a 2ro&i-erecord &or+ &or recording the student?s score 2ro&i-e

in&or+ation on testing condition data &ro+ nontest sources such as teacher?s -oca- assess+ent

2rogra+ and diagnosis co++ents o& the ea+iner regarding the inter2retations and

reco++endationsHarnisch 5<45 2. 7.

87. E2-ain this instru+ent?s ada2tation &or students 0ith s2ecia- needs such as -i+ited Eng-ish

2ro&icienc) or disa,i-ities: To test the grou2 di&&erentiation ca2a,i-ities o& this test the test



39

0as ad+inistered to a sa+2-e o& 6> students 0ith disa,i-ities. The a'erage standard scores

ranged ,et0een 9 and co+2ared to a score o& 4< e2ected &ro+ a t)2ica- stuent. The -o0

scores on thee su,tests as 0e-- as on the +ath uotient indicate that the TO(AI5 is a,-e to

discri+inate students 0ith 'ar)ing a,i-itiesHarnisch 5<45 2. 7.

88. Descri,e the strengths o& the instru+ent: a!ncreased the re-ia,i-it) o& instru+ent

,increased the sie o& the nor+ati'e sa+2-e at -o0er and u22er ,rac/ets cstrati&ied thenor+ati'e sa+2-e so as to con&or+ to the 4< .#. Census 2o2u-ation dinc-uded studies

sho0ing the a,sence o& racia- and gender ,ias e i+2ro'ed the @ua-it) o& the ites and &

re0rote the ad+inistration 2rocedures to +a/e the+ easier to i+2-e+entHarnisch 5<45

2.5.

89. #tate an) 0ea/nesses o& the instru+ent: . !& the test 0ere to ,e used outside the .#.A.the

content and 0ording o& so+e o& the ite+s re@uire re'ision and a22ro2riate nor+s 0ou-d need

to ,e de'e-o2edHarnisch 5<45 2. 8. According to #utton 5<45 The ad+inistration o& the

test 0as not standardied &or a-- students 0hich raises issues a,out the uti-it) o& the nor+s here

is not discussion o& the 2ossi,-e i+2act o& standards on the content 'a-idit). The CriterionI

re-ated e'idence 2resented in the +anua- is 'er) 0ea/2. 9. The authors inc-ude a 'ariet) o&

construct 'a-idit) e'idence2. 9.

8;. Additiona- co++ents in&or+ation and o,ser'ations: The TO(AI5 has increased esti+ates o&

re-ia,i-it) on the su,test due to i+2ro'ed test design and de'e-o2+ent

considerationsHarnisch 5<45 2. 6. !t is suggestedthat the TO(AI5 +a) ,e c-oser to an

inte--igence test than a traditiona- +athe+atics test#utton 5<45 2.;.

Re&erences 2ro'ide APA &or+atted re&erence,ased on test re'ie0 &ound in the (("

*ro0n $.L. Cronin (.E. (cEntire E. 47. Test o& (athe+atica- A,i-ities #econd

Edition TO(AI5 Austin TV: PROIED.

Harnish D.L. 5<45. Re'ie0 o& Test o& (athe+atica- A,i-ities #econd Edition TO(AI5.

Mental Measures Yearbook and Tests in Print. "ear,oo/: 46.

#utton R. 5<45. Re'ie0 o& Test o& (athe+atica- A,i-ities #econd Edition TO(AI5.

Mental Measures Yearbook and Tests in Print. "ear,oo/:46.Persona- Res2onse: A&ter re'ie0ing this test and considering a-- that )ou ha'e -earned in this





Persona- Res2onse 4<<48< 0ords:

The TO(AI5 is an ece--ent test o& +athe+atica- a,i-ities. !t has ,een used consistent-) &or so+e

ti+e. !t is used &or assess+ent &or +athe+atica- a,i-ities. The TO(AI5 a22ears to ,e a re-ia,-e

test 0ith 2ro'en 'a-idit). ! ,e-ie'e it is he-2&u- &or +an) di&&erent 2o2u-ations and ! can see using it

&or testing students in their +athe+atica- a,i-ities at the co--ege -e'e-. !t 0ou-d he-2 se'era- o& +)

c-ients in their assess+ent o& &uture students. !t cou-d ,e used in the ca2acit) 0hich ! 0or/ ,)

identi&)ing the students 0ho 0i-- ,e a,-e to 0or/ at the co--ege -e'e- 0ith regard to 2har+ac)

+edica- co+2utations &inance accounting and so+e statistica- 2ro,-e+s. Fina--) ! 0ou-d not

hesitate to use it.



40

CL!ENT R EPORT: EARL" L!TERAC" TE(PLATE

Ea+iner?s na+e: Tho+as H.O. E,-ing

C-ient?s First na+e A2ri-

C-ient?s schoo- *enson E-e+entar)

C-ient?s ,irthdate: >595<<9 Age:; Grade: 4

C-ient *ac/ground to ,e su,+itted in (odu-eWee/ 7 and inc-uded C-ient Re2ort: Fina-

#u,+ission

*rie& narrati'e descri2tion o& c-ient?s schoo- e2erience general edu!ation or s"e!ial edu!ation, any

other in#or$ation known *rie& narrati'e descri2tion o& c-ient?s schoo- e2erience: The na+e o& the

schoo- is *enson E-e+entar). !t is an A ee+2-ar) schoo- in north Teas. !t has a-- High-)

@ua-i&ied Teachers as rated ,) the Teas #tandards. The schoo- is -ocated in a rura- area and the

2arents are o& +idd-e c-ass ,ac/ground. The genera- education is ece--ent and has 0on +an)

a0ards 0ith the 2rogra+. The s2ecia- education de2art+ent is a &u--) @ua-i&ied d)na+ic 2rogra+.

The s2ecia- education 2rogra+ is a-so ee+2-ar). The schoo- has a reading -a, 0hich has chi-dren

0ho ha'e ,een se-ected as needing inter'ention in reading s2e--ing 0ord &or+ation and 0ord

,ui-ding. The students read to their +entors outside adu-t 'o-unteers &or 6< +inutes dai-) &or

&our da)s 2er 0ee/. There has ,een a tier 5 inter'ention &or each o& these chi-dren that is &or 5

hours 2er 0ee/ ,ro/en into &our da)s. A2ri- is a &irst grader 0ho has a s0eet dis2osition 0hen she

0ant to ,e socia-. Recent-) her ,eha'ior has ,eco+e a 2ro,-e+. #he enJo)s socia- discussion 0ith

her c-ass+ates and -i/es to 0a-/ around the roo+. A2ri- has had one ,eha'ior inter'ention and is

going to ha'e t0o acade+ic inter'entions. The ,eha'ior inter'ention has ,een good &or her.

Ho0e'er she sti-- has her +o+ents. The Pro&essiona- #choo- Counse-or has gi'en ,eha'ior

+odi&ications suggestions 0hen the) +et 0ith her a-one. A2ri-?s teacher has done se'era-

di&&erent things to tr) to he-2 A2ri- to &ocus on schoo-0or/. !n the re&erra- &or+ there are +ore

s2eci&ic teacher o,ser'ations &or a c-earer acade+ic 2icture o& A2ri-. This inc-udes !nter'entions

and suggested u2co+ing inter'entions. Correction o& these 2ro,-e+s as soon as 2ossi,-e 0i--

contri,ute to the success o& A2ri- as a student and a 2erson.

List o& Assess+ents to ,e inc-uded 0ith C-ient Re2ort: Fina- #u,+ission !n&or+ation to ,e co+2-eted &or (odu-eWee/ 7 and inc-uded in C-ient Re2ort: Fina-

#u,+ission

!n&or+a- Assess+ents

#igned Parent Per+ission For+

Teacher Re&erra- For+

O,ser'ation Chec/-ist: Ear-) Literac) *eha'ior

Ear-) Literac) Writing #a+2-e

For+a- Assess+ent

Ear-) Literac) Assess+ents Co+2-ete a-- 2arts o& the Test #u++ar) #heet &ro+ %ohns 'asi! (eading )n*entory: +arly itera!y

Narrati'e Descri2tion o& Test *eha'ior: to ,e co+2-eted &or C-ient Re2ort: Fina- #u,+ission

Test Re'ie0

A2ri- 0as gi'en the Ear-) Literac) Assess+ents on 95<5<47. *e-o0 are her scores and

o,ser'ations o'er the assess+ents.



41

The &irst assess+ent 0as the a-2ha,et Kno0-edge assess+ent. A2ri- score 45 out o& 59

on the u22er case -etters and 47 out o& 5> on -o0er case -etters. #he is rated a -o0 or not

e'ident on the

Assess+ent. ! o,ser'ed A2ri- 0or/ed 'er) hard on this assess+ent. A2ri- has trou,-e

0ith re+e+,ering the order o& her -etters and ho0 the u22ercase and -o0er case -etters are

0ritten.

The 0riting -iterac) /no0-edge 0as the net area 0here A2ri- 0as assessed. Her score

o& 455< 2ut her into the so+e Categor) ! o,ser'ed A2ri- s2ent ti+e 0ith the 0riting

2ortion o& this assess+ent.

Word-ess 2icture reading 0as the net 2ortion o& the assess+ent to 'ie0. A2ri- s2ent

ti+e gaing out the 0indo0 and 0as &ocused on a ,ird +a/ing a chir2ing sound.

Her #ense o& stor) 2-aced her in the Yso+e? categor). #he had -o0 connection o& the

2ictures &ro+ &ra+e to &ra+e. A2ri- had -o0 -anguage use and the reading diction 0as

-o0.

Ca2tion reading 0as scored in the Yso+e? categor) ,ecause she understood 2art o& it.

A2ri- recognied so+e o& the 0ords and did understand so+e o& the stor).

Reading &-uenc) in'o-'es reading -etters sounds 0ords and tet 2assages @uic/-)

auto+atica--) accurate-) and s+ooth-)Cohen = #2enciner 5<44 2. 557.

#he had the A,i-it) to reconstruct Yso+e? o& the stor) to +a/e sense. !t 0as Ju+,-ed and !

,e-ie'e she understood 2art o& it.

Auditor) discri+ination is a discri+ination o& 0ords that are si+i-ar in sound. For

ea+2-e there needs to ,e di&&erentiation in sounds ,et0een ,et 'ersus 3,at etc. A2ri-

scored 7 out o& 45.



42

A2ri- scored -o0 in the Phone+ic A0areness categor). Phone+ic a0areness in'o-'es

the s/i--s o& recogniing se2arating ,-ending and +ani2u-ating Phone+es 2. 557

Here she scored 945 !t is good considering a-- the 0ords 0ere correct ece2t &or the sounds

and their res2ecti'e 2ortions. Which ,ro/e do0n to 5 0rong on the ,eginning 6 on the

+idd-e and 4 on the end% ! o,ser'ed A2ri- rea--) using her +outh to sound out the 0ords

and she -oo/ed 'er) 2ositi'e 0hen she had her 0ord correct.

Phone+e seg+entation 0as 4<55. This assess+ent used a ,rea/do0n o& the 0ords and

A2ri- 0or/ed 'er) di-igent-) to &inish. #he scored 4< out o& 55. !t 0as scored -o0 ,ut 0ith

e'ident /no0-edge.

*asic 0ord /no0-edge 5< The score o& 5< is -o0. Here the 0ords 0ere and are

0ith etc.. The) 0ere connectors and &or+s o& conJugation. #o+e o& her 0ords 0ere

guesses. There 0as so+e e'idence o& /no0-edge ,ut not a great dea- o& consistenc).

Pre Pri+er Passages A2ri- had &our +iscues. According to the sca-e she 0as at the

-e'e- o& &rustration. When A2ri- co+2-eted the co+2rehension 2ortion #he 0as sho0ing

so+e &rustration 0ith 6 +iscues. #he sho0s -o0 0ord recognition and -o0 reading

co+2rehension.

Narrati'e #u++ar) o& the Entire E'a-uation: to ,e co+2-eted &or C-ient Re2ort: Fina-

#u,+ission

A2ri- is a nice )oung ; )ear o-d gir- and a student in the &irst grade at *enson

E-e+entar)

Her +other signed a 2arent 2er+ission &or+ to ,e a,-e to 2arta/e in a 2ractice

Assess+ent2art o& the C-ient Re2ort

The teacher1ones +ade a re&erra- 0hich is -isted as 2art &or se'era- reason 0hich

inc-uded di&&icu-t) &or+ing -etters 0ords s2e--ing and 0riting -etters2art o& the C-ient



43

re2ort #he o,ser'ed A2ri- 0ith se'ere s-ight 0ord recognition u22ercase -etters -isting

s/i--s h)2eracti'it) and distracti,i-it) neatness de+anding attention uncontro--ed

,eha'ior and stu,,ornness. !n the co++ent section (s. 1ones discussed t0o ,eha'iora-

inter'entions and one acade+ic inter'ention. The resu-ts 0ere 2assed on to the counse-or

and 2rinci2a- &or additiona- assistance.

On three di&&erent occasions the ea+iner had the o22ortunit) to e'a-uate A2ri-.

94>47 9447. And 95<47. !n the &irst o,ser'ation the ea+iner 'ie0ed A2ri- in a

grou2 reading acti'it) during a grou2 instructiona- 2eriod. ! o,ser'ed A2ri- 0ith the

&o--o0ing: &u-- resu-ts in C-ient Re2ort #he had trou,-e 0riting na+es ,) sight 0riting

-etters correct-) it a22eared she had di&&icu-t) s2e--ing out 0ords. !n the -istening 2ortion

A2ri- 0as easi-) distracted. #he res2onds to hu+or and ecite+ent. #he +a/es u2

&antastic stories ,ased on 2ictures.

A2ri- su,+itted a hand0riting sa+2-e and ! e'a-uated it. !t 0as a ,rie& sa+2-e. Her

a-ign+ent o& -etters is an issue. The +argins are not esta,-ished and there are 2ro,-e+s

0ith -etter &or+ation. A2ri- does ha'e correct 2enci- gri2. #he is s-o0 0hen 0riting -etters

or 0ords. #he +ade 4 +ista/e 0ith the ca2ita-s 5 s2e--ing errors and 4 2unctuation error.

The &u-- re'ie0 is in the c-ient re2ort.

The -ast o22ortunit) to 0or/ 0ith A2ri- too/ 2-ace on 95<5<47. #he too/ the ear-)

Literac) Assess+ent. A,o'e is the re'ie0 o& the Literac) test.

Reco++endations: to ,e co+2-eted &or C-ient Re2ort: Fina- #u,+ission



44

*ased on this assess+ent +a/e reco++endations &or &uture instruction. !denti&) the areas

that need additiona- instruction and -ist s2eci&ic instructiona- strategies andor -etter

2icture or o,Ject +ani2u-ati'es that )ou 0ou-d reco++end. Address )our

reco++endations to the &o--o0ing grou2s:

C-assroo+ teachers

Parents Reco++endations

Reco++endations:

To the teachers: A2ri- is a 0onder&u- -itt-e 0ho has a 'er) nice 2ersona-it) and is a

2-easure to ,e around. #he has de+onstrated her a,i-ities to this 2oint and ! 0ou-d -i/e to

+a/e so+e reco++endations. The attached scores &ro+ the Ear-) Literac) Test #heet and

o,ser'ations are gi'en in the C-ient Re2ort. *e-o0 ! ha'e attached additiona-

reco++endations &or A2ri- at schoo- and at ho+e. The ha'e a-read) ,een so+e

inter'entions to he-2 A2ri-. There&ore in 'ie0 o& the a&ore+entioned ! 0ou-d -i/e to

&or+a--) test A2ri- 0ith the Wechs-er !ndi'idua- Achie'e+ent Test !!! W!ATI!!!

Pearson 5<< and the Woodcoc/ 1ohnson !!! test o& Cogniti'e A,i-ities W1I!!!

NWoodcoc/ (cGre0 = (ather 5<<; to ascertain a &or+a- score and thus @ua-i&)

&or ser'ices. Ad'ocates o& inte--igence testing ha'e argued that it assists in diagnosis he-2s

to identi&) indi'idua-s 0ho ha'e a need s2ecia-ied instruction o& thera2) and 2ro+otes

educationa- o22ortunities #att-er 5<<> as stated in Cohen = #2enciner 5<44 2. 65>.

nder the !ndi'idua-s 0ith Disa,i-ities Education Act o& 5<<7 !DEA and #ection 8<7 o&

the A+erican Reha,i-itation Act o& 4;6 the student @ua-i&ies i& 0ithin the 2ara+eters o&

the scoring guide-ines2. 77

There three areas 0ithin A2ri-?s rea-+ to consider: Acade+ic ,eha'iora- and socia-.

A2ri- has a-read) had t0o ,eha'iora- inter'entions and one acade+ic inter'ention. Her



45

0ea/nesses in reading and 0riting are e'ident. ! 0ou-d suggest the he-2 o& a reading

s2ecia-ist and a s2ecia- education inter'entionist to assist in ,ui-ding her acade+ic

strengths. Res2onsi'eness to inter'ention RT! is suggested. Research on instruction at

tiers ! and !! has docu+ented these &acts: a +an) students ,ene&it &ro+ this instruction

es2ecia--) 0hen standard 2rotoco-s i.e. e2-icit-) scri2ted acti'ities dri'e the acti'it)

Fuchs = Desch-er in *)rnes 5<44 2. 495. The a22ro2riate inter'ention that is necessar)

0i-- 2ro,a,-) 2ut A2ri- at -e'e- ! or !!. Whate'er the -e'e- 0i-- ,e decided ,) the s2ecia-ists

and the !EP tea+ consisting o& the s2ecia-ists and others de2ending on her scores.

Her teacher (s. 1ones has a-read) de+onstrated her a,i-ities and has a good Jo,

initia--) 0ith

A2ri- in -earning the -etters and sounding out so+e 0ords. (ore 0or/ shou-d ,e done in

-earning the a-2ha,et 0ord &or+ation 2ronunciation. The inter'entionists +ight 0ant to

2ractice the ,asics and ,e rea--) so-id in -earning the a-2ha,et ,e&ore +o'ing on. Reading

s/i--s can ,e de'e-o2ed 0ith a +entor sitting 0ith A2ri- and he-2ing to sound out the 'o0e-s

and such.

Her 2arents are 'er) su22orti'e and 0i-- ,e a'ai-a,-e to the tea+ as necessar) to 0or/ 0ith

A2ri- at schoo- or at ho+e. The) 0i-- co+2-e+ent the ser'ices and it 0i-- ,e a great

o22ortunit) &or A2ri- to -earn and gro0.

*eha'iora- inter'ention is suggested 0ith the he-2 o& the Pro&essiona- #choo- Counse-or

or the schoo- Ps)cho-ogist. This age is an a22ro2riate ti+e to de+onstrate and +ode- to

A2ri- the 2ositi'e and disci2-ined ,eha'ior e2ected o& A2ri-. The teacher has ee+2-i&ied

herse-& ,) doing 0hat has ,een done a-read). ! thin/ continued ,eha'ior ,) the 2arents

and teachers to +a/e A2ri- a0are o& her ,eha'ior and inter'ene 0hen necessar) are



46

i+2ortant.

!t 0i-- ,e good to &ocus on socia- ,eha'ior and the use o& the a22ro2riate ,eha'ior 0ithin

the c-assroo+. The teachers can ,e cogniant o& this and +a/e 2ositi'e contri,utions and

su22ort to A2ri- in this +atter.

Parents:

The 2arents ha'e de+onstrated ece--ent su22ort and ! a+ grate&u- to their he-2 &or

A2ri-?s continued success. The) 0i-- a-so ,e an in&-uence on A2ri- as she continues to gro0

and interact 0ith her 2eers. The use o& 2ositi'e rein&orce+ent o& good ,eha'ior and the

disci2-ine o& ,ad ,) the adu-ts 0i-- ,e a sustaining +ode- &or A2ri- as she +atures.

Guidance &ro+ the counse-ing tea+ 0i-- a-so ,e a he-2 in the continued 2ositi'e

rein&orce+ent o& socia- eti@uette.

Parents:

Ho+e assign+ent: !t is suggested &or the 2arents to continue to 0or/ 0ith A2ri- in the

schoo- 0or/ her teachers ha'e gi'en. Re2eated e2osure to the 0ords and 2racticing good

reading and 0riting disci2-ine 0i-- he-2 A2ri- in a-- her areas she is ha'ing disa22oint+ent

0ith.

Curricu-u+



47

sing a Core #tates #tandard curricu-u+ that +ost states ha'e are usua--) +andated

,ecause there is a need &or the 'ita- +ateria- and the states re@uire it. !t is a22arent that

+ost o& the states ,u) into a 2articu-ar 2rogra+ o& identica- &ashion.

!t is necessar) to ha'e a core curricu-u+ &or the -earning o& our students.

!t is the 2hi-oso2h) o& the Co++on Core state standards to ,ui-d ece--ent students 0ho

are co+2etent in a-- the standards the) atte+2t and 2ass. The) are etre+e-) high

standards and are de&inite-) i+2ressi'e. Fort)I&i'e states ha'e the standards . A-as/a

Teas Ne,ras/a Wisconsin and $irginia are states as 0e-- as Puerto Rico do not use the

standards. Those states sti-- use the state standards. When the reader -oo/s at the those

&o-/s su22orting it -oo/s -i/e +an) 2eo2-e inc-uding se'era- organiations -i/e the

A+erican Counci- o& EducationACE. (an) o& those in su22ort see+ to -i/e nationa-

standards 0hich +a/es it easier to e'a-uate assess+ents and standards

(ath and Eng-ish are t0o su,Jects that ha'e the standards. The acade+ics interJect into

other core areas. (ath introduces geo+etr) &ro+ grade one and continues it u2 through

the secondar). The 2rocess gets integrated i++ediate-) and the continuation +o'es at a

'er) @uic/ rate.

(ath studies endea'or a set o& standards to &o--o0 and it he-2s students to

understandCC## 5<46. The 2roo& is in the assess+ent set o& standards. Ho0e'er the

2ace is 'er) &ast and there is a great dea- o& in&or+ation to co'er. For ea+2-e CC##

+ath contet &or &irst graders is 'er) ad'anced. (easure the -ength o& an o,Ject ,)

se-ecting and using a22ro2riate too-s such as ru-ers )ardstic/s +eter stic/ and +easuring

too-s



48

(ath introduces geo+etr) in &irst grade. (ost geo+etr) -essons are +ore ad'anced than

0hat +ost th graders +ight encounter. !t is a22arent the 2rogression is 'er) high 2aced

ad'anced and at a 'er) @uic/ rate.

The second +aJor &eature is Eng-ish Language ArtsELA. The +ost readi-) noticea,-e

ite+ is the standards that are introduced so that histor) science and other +ain courses

are introduced 0ith ELA. !t is a-so a22arent i& one continues on to the 45th grade

standards the e+2hasis on science and technica- as2ects that +a) ,e di&&icu-t &or so+e

co--ege students. The 0riter e+,edded c-ass0or/ 0ith /e) &eatures that ensured No Chi-d

-e&t *ehind standards 0ere +et and the +aJor core su,Jects had a @uic/ 2rogression

designated through ELA.

!n su++ar) the Nationa- Core concentrations are 'er) concentrated in +an) 0a)s. !t

gi'es so +uch in&or+ation so @uic/-) and 0ithout the 2ossi,-e ti+e &or good re'ie0 that !s

so necessar) &or these su,Jects. !t is a 'er) aggressi'e &or+at and the a22roach assu+e

that students a-- are the sa+e and ha'e great !?s and ,rains to understand 0hat is

2resented i++ediate-). !t a-so assu+es that there are no stu+,-ing ,-oc/s and that

teachers can get through a-- the +ateria- in the entire )ear.

!t co+es do0n to the @uestions a,out 0hat is i+2ortant to a--% !s it 2ossi,-e to ha'e

e'er)one co+2-ete a-- the standards in the )ear% What 0i-- the a22roach ,e%

!n addition it +ight ,e necessar) to see 0h) the states ha'e not agreed 0ith the nationa-

standards. Teas is a state 0hich ho-ds to its standards and 0ou-d rather incor2orate

in&or+ation that is +ore a22-ication oriented. The Teas Education Agenc)TEA is

current 0ith the ,est o22ortunities in the countr). The !nstitutions o& Higher -earning and

on do0n to the 2u,-ic schoo-s in Teas ha'e their goa-s 'er) high in the -ist. The TEA 2a)s



49

good sa-aries &or educators and e2ects the ,est out o& the+. !n the 2o-itica- arena

go'ernor Perr) does not 0ant to acce2t &edera- +one) or ha'e an)thing to do 0ith 0hat

the rest o& the countr) does. The -egis-ature has ta,,ed +one) &or+ the +inera- resources

o& the state to ensure that it 0i-- ,e there &or the near &uture and &or duration.

A-though it is 2u,-ic education Teas sti-- hand-es +ost education 0ith so+e0hat o& a

,i,-icare'ie0. !t is an ad hoc 2rocess that a--o0s +ore &-ei,i-it) to0ard Christian $a-ues

0ithout outright 2roc-ai+ing the gos2e-. !t is the author?s o2inion to a--o0 the states to

decide on the standards and not 2ress the+ into going nationa-. There are things that

are +issed in the nationa- scene and it is necessar) to a--o0 &or this acade+ic &reedo+.

E&&ecti'e teachers /no0 that the) +ust de'e-o2 /no0-edge and s/i--s in ,oth areasI

&ro+ 2-anning the 0hat o& the curricu-u+ to 2-anning the ho0 o& instructionPar/a)

Hass = Ancti- 5<4< 2. 644. The Christian 'ie0 contends The curricu-u+ +ust ,ring

in an integrated ,a-ance that 0i-- &aci-itate the restoration. !t cannot &ocus +ere-) on the

+enta- or an) other 2art . !t +ust de'e-o2 the 0ho-e 2ersonKnight 5<<9 2. 57<.

sing a Core #tates #tandard curricu-u+ that +ost states ha'e are usua--) +andated

,ecause there is a need &or the 'ita- +ateria- and the states re@uire it. !t is a22arent that

+ost o& the states ,u) into a 2articu-ar 2rogra+ o& identica- &ashion.

!t is necessar) to ha'e a core curricu-u+ &or the -earning o& our students.

!t is the 2hi-oso2h) o& the Co++on Core state standards to ,ui-d ece--ent students 0ho

are co+2etent in a-- the standards the) atte+2t and 2ass. The) are etre+e-) high

standards and are de&inite-) i+2ressi'e. Fort)I&i'e states ha'e the standards . A-as/a



50

Teas Ne,ras/a Wisconsin and $irginia are states as 0e-- as Puerto Rico do not use the

standards. Those states sti-- use the state standards. When the reader -oo/s at the those

&o-/s su22orting it -oo/s -i/e +an) 2eo2-e inc-uding se'era- organiations -i/e the

A+erican Counci- o& EducationACE. (an) o& those in su22ort see+ to -i/e nationa-

standards 0hich +a/es it easier to e'a-uate assess+ents and standards

(ath and Eng-ish are t0o su,Jects that ha'e the standards. The acade+ics interJect into

other core areas. (ath introduces geo+etr) &ro+ grade one and continues it u2 through

the secondar). The 2rocess gets integrated i++ediate-) and the continuation +o'es at a

'er) @uic/ rate.

(ath studies endea'or a set o& standards to &o--o0 and it he-2s students to

understandCC## 5<46. The 2roo& is in the assess+ent set o& standards. Ho0e'er the

2ace is 'er) &ast and there is a great dea- o& in&or+ation to co'er. For ea+2-e CC##

+ath contet &or &irst graders is 'er) ad'anced. (easure the -ength o& an o,Ject ,)

se-ecting and using a22ro2riate too-s such as ru-ers )ardstic/s +eter stic/ and +easuring

too-s

(ath introduces geo+etr) in &irst grade. (ost geo+etr) -essons are +ore ad'anced than

0hat +ost th graders +ight encounter. !t is a22arent the 2rogression is 'er) high 2aced

ad'anced and at a 'er) @uic/ rate.

The second +aJor &eature is Eng-ish Language ArtsELA. The +ost readi-) noticea,-e

ite+ is the standards that are introduced so that histor) science and other +ain courses

are introduced 0ith ELA. !t is a-so a22arent i& one continues on to the 45th grade

standards the e+2hasis on science and technica- as2ects that +a) ,e di&&icu-t &or so+e

co--ege students. The 0riter e+,edded c-ass0or/ 0ith /e) &eatures that ensured No Chi-d



51

-e&t *ehind standards 0ere +et and the +aJor core su,Jects had a @uic/ 2rogression

designated through ELA.

!n su++ar) the Nationa- Core concentrations are 'er) concentrated in +an) 0a)s. !t

gi'es so +uch in&or+ation so @uic/-) and 0ithout the 2ossi,-e ti+e &or good re'ie0 that !s

so necessar) &or these su,Jects. !t is a 'er) aggressi'e &or+at and the a22roach assu+e

that students a-- are the sa+e and ha'e great !?s and ,rains to understand 0hat is

2resented i++ediate-). !t a-so assu+es that there are no stu+,-ing ,-oc/s and that

teachers can get through a-- the +ateria- in the entire )ear.

!t co+es do0n to the @uestions a,out 0hat is i+2ortant to a--% !s it 2ossi,-e to ha'e

e'er)one co+2-ete a-- the standards in the )ear% What 0i-- the a22roach ,e%

!n addition it +ight ,e necessar) to see 0h) the states ha'e not agreed 0ith the nationa-

standards. Teas is a state 0hich ho-ds to its standards and 0ou-d rather incor2orate

in&or+ation that is +ore a22-ication oriented. The Teas Education Agenc)TEA is

current 0ith the ,est o22ortunities in the countr). The !nstitutions o& Higher -earning and

on do0n to the 2u,-ic schoo-s in Teas ha'e their goa-s 'er) high in the -ist. The TEA 2a)s

good sa-aries &or educators and e2ects the ,est out o& the+. !n the 2o-itica- arena

go'ernor Perr) does not 0ant to acce2t &edera- +one) or ha'e an)thing to do 0ith 0hat

the rest o& the countr) does. The -egis-ature has ta,,ed +one) &or+ the +inera- resources

o& the state to ensure that it 0i-- ,e there &or the near &uture and &or duration.

A-though it is 2u,-ic education Teas sti-- hand-es +ost education 0ith so+e0hat o& a

,i,-icare'ie0. !t is an ad hoc 2rocess that a--o0s +ore &-ei,i-it) to0ard Christian $a-ues

0ithout outright 2roc-ai+ing the gos2e-. !t is the author?s o2inion to a--o0 the states to



52

decide on the standards and not 2ress the+ into going nationa-. There are things that

are +issed in the nationa- scene and it is necessar) to a--o0 &or this acade+ic &reedo+.

E&&ecti'e teachers /no0 that the) +ust de'e-o2 /no0-edge and s/i--s in ,oth areasI

&ro+ 2-anning the 0hat o& the curricu-u+ to 2-anning the ho0 o& instructionPar/a)

Hass = Ancti- 5<4< 2. 644. The Christian 'ie0 contends The curricu-u+ +ust ,ring

in an integrated ,a-ance that 0i-- &aci-itate the restoration. !t cannot &ocus +ere-) on the

+enta- or an) other 2art . !t +ust de'e-o2 the 0ho-e 2ersonKnight 5<<9 2. 57<.

Tet,oo/s

The choice o& a tet,oo/ is a-0a)s a di&&icu-t one. One o& the ,est tet,oo/s ! ha'e e'er

had as 0e-- as one used &or +ar/eting is ig ig-ar?s #ecrets o& c-osing the sa-e.

The +ethod o& ascertaining the in&or+ation a,out the author 0as 2rett) si+2-e. ! 0ent to

se'era- ,usiness con&erences o& 0hich he 0as a 2art o&.

! -earned the author is a Christian and that he 0as a rea- -i'e ,ornIagain ,e-ie'er 0ho -et

his &aith do the ta-/ing &or hi+. ig ig-ar recent-) 2assed a0a) and his in&-uence on so

+an) 2eo2-e ,oth in the Christian 0or-d and the secu-ar 0or-d is a great testi+on) to his

&aith and hi+se-&. A-though he -i'ed c-ose to +e ! ne'er +et hi+ 2ersona--). ! ha'e used

his +ateria- and read se'era- o& his ,oo/s inc-uding this one. This one is one o& the c-assic

sa-es *i,-es.

The author a-so used theor) that is so ,asic. !t is Christian co++onsense guide sa-es

hand,oo/ 0ith a 0ho-e -ot o& God in it.

!n addition it 0as a'ai-a,-e in 2rint and ! ,ought it to teach +) students. !t is a 0onder&u-

,oo/ to teach out o&. There are so +an) ea+2-es &or +ar/eting and se--ing as 0e-- as

e2ressed -i&e -essons.



53

Fran/-) it 0ou-d ,e 'er) di&&icu-t to 0rite a ,oo/ -i/e this. !t is so e2erientia-. ig

ig-ar has had so +an) e2eri+enta- o22ortunities to note and 2resent his sa-es and

+ar/eting techni@ues. There are +an) 2eo2-e 0ho se-- ,ut there are -ess 0ho se--

2ro2er-). E'en +ore do the sa+e t)2e sa-es o'er and again.

The sa-es ,oo/ that 0ou-d ,e ad'ocated 0ou-d ,e one &ro+ a co+,ination o& theor) and

a22-ication. !t 0ou-d ,e directed at the -eaders 0ho teach +ar/eting and sa-es theor) 0ith

an e+2hasis on teaching 2ro2er techni@ue and a22-ication. The author said *oo/s are

intended to ,e taught or instructed ,) the teacher as the c-ass goes through it. Pro2er

e&&ecti'e and ece--ent curricu-u+ is a 2roduct o& success&u- 2roducti'e 2eo2-e

The use o& a Christian ,ased e+2hasis 0ou-d ,e 'er) i+2ortant. A Christian *i,-ica-

'ie0 is necessar) &or ,ui-ding -ong ter+ e&&ecti'e (ar/eting re-ationshi2s 0ith others. !t is

essentia- i& a sa-es2erson 0ants to /ee2 his Jo, &or a -i&eti+e.

Curricu-u+ de'e-o2+ent shou-d ,e ,ased on +ode-s ,ased on socia- interactions. For

ea+2-e 2roJect ,ased -earning cou-d ,e used. !t 0ou-d inc-ude 4 Engaging -earning

e2eriences that in'o-'e students in co+2-e rea-I0or-d 2roJects through 0hich the)

de'e-o2 and a22-) s/i--s and /no0-edge 5 Recogniing that signi&icant -earning ta2s

student?s inherent dri'e to -earn their ca2a,i-it) to do i+2ortant 0or/ and a22-) s/i--s

and /no0-edge 6Learning &or 0hich genera- curricu-ar outco+es can ,e identi&ied u2

&ront 0hi-e s2eci&ic outco+es o& the student?s -earning are neither 2redeter+ined nor &u--)

2redicta,-e 7-earning that re@uires students to dra0 &ro+ +an) in&or+ation sources and

disci2-ines in order to so-'e 2ro,-e+s 8e2eriences through 0hich students -earn to

+anage and a--ocate resources such as ti+e and +ateria-sOa/s Grant+an = Pedras

5<<4 2. 776 as stated in Par/a) Hass and Ancti- 5<4< 2. 654.



54

!t is 'er) a22arent that the tet can ,e used to teach the +ar/eting and sa-es students in

a 2ro2er ethica- and Christian +anner. !t has i++ediate assess+ent in it to a&&ir+ the

2ractice o& the students and o&&er so-utions to he-2 the+ through the sa-es or +ar/eting

2rocess.

One o& the -earning theories that is e2ressed is the cogniti'e -earning theor). !n this

situation there is a connectedness o& /no0-edge +eaning&u-ness and the 2ro,-e+s

a22roach Par/a) et.a-. 5<4< 2. 44.

The 2erennia-ist 0ou-d consider this return to a,so-utes o& ti+e honored ideas Knight

5<<9 2.448. The essentia-ist 0ou-d disagree and &ocus attention on curricu-u+

engineered to cu-ti'ate the ,asic too- s/i--s Knight 5<<9 2. 456. The 2rogressi'e 2erson

0ou-d use in&or+ation to gro0 out o& student?s needs interests and initiati'es Knight

5<<9 2. 4<;. The Reconstructi'e teacher sa)sFor+a- education is +aJor agent in

reconstruction o& socia- order Knight 5<<9 2. 459I45;. The Christian &or+at is as it is

-isted a,o'e 0ith the inc-usion o& +ore scri2ture.

The ,oo/ is not ,iased in an) sing-e &ashion. !t is necessar) to ta/e 0hat he is sa)ing

and a22-) it to one?s -i&e ,oth in sa-es and in -i&e.

Assess+ents o& Learning For #tudents

The assess+ent o& the a,o'e 0i-- e'a-uate the nit &or #tandard >.<: se accounting

in&or+ation to +a/e ,usiness decisions: !t 0i-- de&ine criteria the suggested assess+ent

the ru,ric and conc-usi'e in&or+ation. The assess+ent 0i-- ,e de-i'ered ,) co+2uter



55

access. The true &a-se +u-ti2-e choice &i-- in the ,-an/ and +atching 0i-- ,e done ,e&ore

the a22-ication oriented 2hases. The a22-ication oriented 2hases 0i-- use 2a2er &or

ca-cu-ations and then the student 0i-- ,e gi'en a si+u-ation -edger and accounts. There

0i-- ,e a @uestion and ans0er section o& &i--ing in the ,-an/. The &ina- 2art 0i-- ,e a

2ortion 0here the student e2-ains in essa) &or+ 0hat is i+2ortant and 0h) it is i+2ortant

to the accounting 2rocess &or the &ir+. The student can dra0 conc-usions &ro+ these

ans0ers to su++arie ho0 it a&&ects ,usiness decisions.

4 The &our criteria that 0i-- ,e e'a-uated &or curricu-u+: Kno0-edge o& the +ateria-

se-ecti'e 2ro&icienc) a22-ication i+2act. !t 0i-- ,e necessar) to de+onstrate the

/no0-edge o& this to

5 The reason &or choosing the &our criteria is ,ecause o& the need to ha'e the

de+onstra,-e 0or/ing s/i--s that 0i-- ,e acce2ted in industr) 0hen the students

graduate. The /no0-edge or ,oo/ conce2tua- notes and handouts 0i-- ,e

instructiona- +ateria- that has to co++itted to +e+or) &or the entire 2rocess to

0or/. Pro&icienc) 2ertains to the as2ect o& ho0 students can understand and

co++it to the 2rocess. A22-ication is the co+2onent o& -earning 0hen the student

can +anua--) or 2h)sica--) use the 2ro&icient /no0-edge to so-'e a 2ro,-e+. !+2act

2ertains to the a&&ect it has on the 2roJect &ir+ or resu-ts o& this c)c-e. !t is the

co+2-etion o& the c)c-e and in this case 0i-- ans0er the unit @uestion: >.<?se

Accounting in&or+ation to +a/e ,usiness decisions.

6 The &our -e'e-s &or each criteria/no0-edge 2ro&icienc) a22-ication and i+2act

are -isted ,e-o0 in se@uence as de&ined:



56

>.4 !denti&) accounting 2rinci2-es and 2rocedures that a&&ect ,usiness decisions.

Kno0-edgeI 0i-- sho0 a 0or/ing /no0-edge o& the use o& accounting in&or+ation to

+a/e ,usiness decisions. #o+e o& @uestions are essa) re-ated @uestions +u-ti2-e

choice true&a-se and &i-- in the ,-an/.

aGi'e the reasons &or 2ro2er accounting +ethods.

aco+2are the accounting ter+s and +eanings.

,e2-ain the accounting 2rocedures.

c2re2are the essentia-s &or accounting 2rinci2-e and 2rocedures.

*. Pro&icienc)I0i-- sho0 assessor the student?s 2ro&icienc) 0or/ing 0ith the +ateria-.

#u,Iunits Assess+ent: >.5 E'a-uate and 2rocess account recei'a,-es &or an organiation in

regard to an organiation?s goa-s. A-so >.6 E'a-uate and 2rocess account 2a)a,-es &or an

organiation in regards to an organiation?s goa-s.

aDe+onstrate the accounting 2rocedures.

,#ho0 /no0-edge o& accounting 2rinci2-es and 2rocedures.

cCo+2-ete the &-o0ing tas/s: There 0i-- ,e a +anua- a22-ication assess+ent 0ith

the use o& the accounting so&t0aresi+u-ation.

dse the in&or+ation to deter+ine outstanding recei'a,-es and 2a)a,-es: +anua-

a22-ication using a22-ication assess+ent 0ith the use o& accounting so&t0aresi+u-ation.

C. A22-icationI0i-- sho0 0or/ing /no0-edge and 2ro&icienc) o& su,Iunits: >.8

Ana-)e and 2re2are ,udgets &or an organiation. >.9 A22-) acce2ted accounting 2rinci2-es

and 2rocedures to an organiation?s 2a)ro--.

a!n the si+u-ation &ie-d eercise identi&) accounting 2rocedures.

, Present the resu-ts ,) conc-usi'e su++ar).



57

c Gi'e the su++ati'e e'a-uation o& the accounts 2a)a,-es.

d E2-ain the need &or the a,o'e in&or+ation.

7 What resu-ts are a'ai-a,-e to the decision +a/er.

D. !+2act the e&&ect u2on the organiation and its decision +a/ing 2rocess.

>.; Pre2are and 2rocess 2a)ro-- docu+ents chec/s and records &or an organiation .

4 Recount the 2rocesses used and reasons &or the ste2 ,) ste2 +ethods a-read)

-earned.

5 De+onstrate ho0 the resu-ts +ight i+2act the &ir+.

6 List ho0 the e-e+ents are essentia- to the &ir+.

7 E'a-uate the ,oo/s o& the &ir+ and ensure their accurac).

7Point 'a-ues:

!n conc-usion !n the assess+ent categories there 0i-- ,e 4<< tota- 2oints &or a-- the a,o'e.

There are 4<< 2oints &or the test.

!n the /no0-edgeI5< 2ts. 4< @uestions 5 2oints each

!n the 2ro&icienc)I582ts. 4< @uestions 5 2oints each 5 @uestions 5.8 2ts each

!n the I582ts. 4< @uestions 5 2oints each 5 @uestions 5.8 2ointsessa)

!n the i+2act I6<2ts. 9 @uestions 8 2oints eachessa)

Tota-X 4<<2ts

The ru,ric &or entire test:

A. Kno0-edge: Correct ans0er X 5 2oints

*. Pro&icienc) Correct ans0erX5 2oints 2artia- credit &or 0or/ co+2-etionI 5.< 4.<

I4.8 2oints &or 2artia- co+2-etion o& ans0er. !ncorrect ans0ers <



58

C. A22-icationI Correct ans0erI5 2ts or 5.8 2ts de2ending on the @uestion0i-- ,e

identi&ied 2artia- ans0er 4.8 4.< &or 2artia- co+2-etion o& ans0er &or the +anua-

@uestions

D. !+2act I this section is essa):

8 2ointsICorrect-) identi&)ing a-- co+2onents o& ans0er.

7 2oints &or identi&)ing +ost co+2onents o& ans0er.

6 2oints &or identi&)ing so+e co+2onents o& ans0er.

4I5 2oints &or identi&)ing at -east one o& the co+2onents o& ans0er.

< 2oints &or -ea'ing it ,-an/.

Ea+2-e o& a Ru,ric

Ece--ent

Dis2-a)s high /no0-edge

o& *io-og) no+enc-ature

and ce-- di'ision.

Good

Dis2-a)s 2artia-

/no0-edge o& *io-og)

no+enc-ature and ce--

di'ision.

Fair

Dis2-a)s -itt-e /no0-edge

o& *io-og) no+enc-ature

and ce-- di'ision.

>I4< 8I; 4I7

Teaching the #tandard

!n >.4 the student 0i-- identi&) accounting 2rinci2-es and 2rocedures that a&&ect ,usiness

decisions.



59

The ste2s to so-'ing a 2ro,-e+ need to ,e e2-ained in a standard order to conduct an

accounting test. The necessit) &or the 2ro2er accounts needed &or the test @uestion. For

ea+2-e i& a @uestion 2ertains to the accounting -edger each o& accounts to ,e de,ited and

credited +ust ,e +ade a'ai-a,-e as 0e-- as the -edger or the accounting Journa-.

There are so+e criteria a'ai-a,-e &or the accounting test. !t 0i-- use a short 2ro,-e+

0ith &i-- in ans0ers so that the student 0i-- 0a-/ through the accounting +ethod and

de+onstrate her /no0-edge. There 0i-- a-so ,e so+e +atching ans0ers 0hen a-- the

@uestions are gi'en and the e@ua- nu+,er are +atched to the+.

There are so+e tests a'ai-a,-e &or the students. #2eci&ica--) the tests 0hich +ight ,e

used are &ro+ co++ercia- ,oo/ co+2anies schoo- designedcurricu-u+ s2ecia-ist or &ro+

the instructor herse-&. !n Teas there are resources &ro+ +) certi&ication agenc) and &ro+

the Education de2art+entTEA.

6The ,eha'ior desired &ro+ this 0i-- ,e to &o--o0 the correct training 2rocedures and

ascertain the correct ans0er. Kno0ing ho0 to get the ans0er is +ore i+2ortant than the

ans0er itse-&. Again using the a,o'e criteria o& the standard -isted in the +ethod to so-'e

the 2ro,-e+. Here the student is e2ected to de+onstrate /no0-edge ,) correct-)

identi&)ing 0hich account to de,it and 0hich to credit. The 0h) reasoning 0i-- gi'e c-ear

indication o& the students +aster) o& the @uestion.

The nu+,er o& criteria 0i-- ,e -i+ited so that the students 0i-- not ha'e additiona- o,stac-es

a'ai-a,-e to na'igate 0hen tr)ing to achie'e a ,asic standard. For ea+2-e the &irst ste2 in

the accounting 2rocess 0i-- +eet 0ith this standard.

The criteria 0i-- ,e arranged in an ordered and s)ste+atic 0a) so that the student can

use it as a chec/ and so the instructor can /ee2 the student on tract 0ith an assess+ent.



60

*e&ore the student go onto the net @uestion he +ust address the @uestion ,eing as/ed.

#2eci&ica--) the @uestion is: sing #tandard >.4: !denti&) accounting 2rinci2-es and

2rocedures that a&&ect ,usiness decisions. !t is necessar) to esta,-ish the accounting -eger

and use o& the 2ro2er accounts ,e&ore going to +a/e &inancia- decisions. !n /ee2ing 0ith

the nor+a- &-o0 o& in&or+ation there are so+e gi'ens &or this student and then she +ust

decide ho0 to 2roceed to ans0er the @uestion to reach the desired reasoning.

routine ,) the &i-- in the ,-an/. The) 0i-- then ha'e de+onstrated +aster) ,) ans0ering

the short 2ro,-e+. No0 the) 0i-- continue other si+2-e accounting issues and gi'e the

reasons in short ans0er. For ea+2-e. Wh) do 0e do an adJust+ent entr) i& the -edger

does not ,a-ance% Ans0er: !t is necessar) to ha'e ,oth sides e@ua- or ,a-ance out. The

credits e@ua- the de,its.

Certain assess+ent 2oints +ight ,e a'ai-a,-e &or a &u-- assess+ent 2ro,-e+ that co+es

-ater in the c-ass 0hen the students are gi'en a 2roJect that 0i-- re@uire the+ to 2ut

together a-- o& the ite+s the) ha'e -earned &or the c-ass. n-ess it is an accounting 2roJect

the assess+ent chec/s 0i-- consist o& ,asic 2rocedura- contet to ensure the student is on

2ace.

CTE Lesson P-ans

sing 85<5<<.< *usiness (anage+ent and Ad+inistrati'e #er'ices: The student 0i-- ,e

addressing #tandards ;.< I4<.<: The use o& accounting in&or+ation to +a/e ,usiness

decisions. #tandard ;.< is

#tandard >.< is



61

#tandard .< is

#tandard 4<.< is

>.< .< 4<.<

The c-assroo+ has siteen students o& +u-ticu-tura- ,ac/ground. The) are high schoo-

students &ro+ 4<thI45th grade. !t is set u2 -i/e o&&ice 0ith &our @uads o& o&&ice &urniture

0ith &our des/s in each @uad and seto&& ,) se+i 0a--s ,et0een the @uads. Each @uad

re2resents a tea+tota- o& &our tea+s. Each student has a des/. And 0i-- ha'e co+2uter

0i&i access. The students 2ro'ide the -a2to2 and their schoo- su22-ies. There is an

o'erhead so that the internet can ,e 2ut o'erhead &or 'ie0ing0hite,oard. There is an

eraser ,oard &or 0riting in&or+ation on it. *usiness &or toda). Handouts and additiona-

e-ectronic in&or+ation 0i-- ,e su22-ied to the students. The tet,oo/ 0i--

The &o--o0ing 0i-- inc-ude &our units and descri,e the &or+at and reasoning &or that. !t

0i-- 2resent the units and s)-es o& -earning @uestion deri'ed d)na+ic -earning assess+ent

and ru,ric &or the+. A genera- -a)out o& the da)s in'o-'ed &or+at 2racticea22-ication

grou2 2racticea22-ication indi'idua-0hat do+ain is e2ected to ,e tas/ed*-oo+s

Taono+) &or the -earners &or the s2eci&ic e2ected re@uire+ent and an) assess+ent &or

that unit or su,unit.

;.< Per&or+ Gener-o&&ice +anage+ent &unctionsI The a22roach to this -earning 0i-- ,e

&ro+ a cogniti'e 2oint o& 'ie0. This unit 0i-- -ast &or 5 0ee/s.

;.4 !denti&) ana-)tica- and statistica- too-s PERT GANTT used in 2roJect. Thes

charts ha'e ,een around and in 2roJect +anage+ent &or +an) )ears. There 0i-- ,e a

teacher ta-/ &or 5< +inutes and then the students 0i-- gather together as a tea+ and

2ractice using GANTT and PERT. The students 0i-- re'ie0 the in&or+ation on the



62

internet. The) then 0i-- 2ractice using the charts to +anage+ent a 2roJect that 0i-- use

,ac/0ard 2-anning &or a 6 +onth schedu-e.

Da) t0o 0i-- co'er a re'ie0 o& the t0o charts and then 2racticing 0riting 2roJect

+anage+ent schedu-es. Assess+ent:!ndi'idua--) De+onstrate a three +onth GANTT or

PERT chart &or a &ictitious ,usiness.

;.5 Ana-)e and 2rioritie needs o& an organiation: This is a one da) assign+ent that

0i-- consit o& -isting the needs o& the organiation.This is a cogniti'e &unction.Discussion

@uestion: O,Jecti'es A&ter a handout on needs o& +ost organiations 5< +in The

instructor 0i-- as/ e'er)one to ,rainstor+ &or the net 48 +inutes in their res2ecti'e

grou2s. The &ina- 5< +inutes 0i-- consist o& sharing the in&or+ation 0ith the c-ass and

/ee2ing the notes a'ai-a,-e &or -ater in the unit.

;.6 Deter+ine @ua-it) +easures and counter+easures &or the &ir+. This 2art o& the unit

contains i+2ortant 2rere@uisites to 2ut into 2-ace &or the &ir+. For ea+2-e Learners 0i--

,e as/ed to decide on 0hat i+2ortant +easures or counter+easures +ight ,e designed &or

a ,usiness see 0e,site a-usani.,i -ist the +easures and counter+easures necessar) &or

this6< +inutes. The rest o& the ti+e 0i-- ,e s2ent designing 2-ans as a grou258 +inutes.

Da) 5 0i-- ,egin 0ith a re'ie0 o& the 2re'ious da): 4< +inutes. The net 5< +inutes 0i--

concentrate on 2racticing the 2-ans in tea+s. The tea+s 0i-- -ist the 2roJects in

a-2ha,etica- &or+ 0ith each o& the &our tea+s doing a di&&erent t)2e 2roJect. !t 0i-- a-so

contain the &our +aJor 2roJects: The &our 2roJects 0i-- ,e 4+aintenance o& a ne0 2roduct

or ser'ice. 5construction 62roduct insta--ation 7u2grading a ne0 s)ste+. The -ast 48

+inutes 0i-- ,e &or 2resentation to the c-ass Assess+ent.



63

;.7 De'e-o2 2roJect 2-ans and ti+e-inesI Wee/ 5 o& this unit 0i-- de'e-o2 the 2-ans and

ti+e-ines. !t consists o& t0o da)s o& de&ining rea-istic handouts. Da) 4: se o& tet cha2ter ;

0i-- e2-ain the ti+e-ines. The teacher 0i-- ha'e a teacher ta-/ &or 48 +inutes to co'er the

ti+e-ines. The net 5< +inutes the tea+s 0i-- de'e-o2 and 2ractice the ti+e-ines. The -ast

48 +inutes 0i-- co'er the 2resentation to the c-ass. Da) t0o 0i-- consist o& the continuation

&ro+ the 2rior da) to discuss the ti+e-ines. this is a 2s)cho+otor do+ain5< +inutes.

The net 5< +inutes 0i-- contain a digita- c-i2 a,out sig sig+a 2roJect +anage+ent. The -ast

48 +inutes 0i-- ,e discussion.

;.8 #chedu-e e+2-o)ee 0or/ assign+entsI this is a consideration o& a-- the 2roJect

e+2-o)+ent e+2-o)ees 0ith a &ictitious &ir+ that has &our esti+ators2roJect +anagers.

This -asts t0o da)s. The teacher 0i-- ha'e a &i&teen +inute teacher ta-/ a,out e+2-o)ees

and their 0or/ -oads. The grou2 ,rea/s do0n into their tea+s &or 58 +inutes. The &ina- 48

+inutes 0i-- ,e a re'ie0 o& the schedu-e ,) one o& the tea+s. !t 0i-- ,e grou2 criti@ued.

There 0i-- ,e a schedu-e deter+ination o& the &our e+2-o)ees. This 0i-- +a/e sure that the

students are Yon the right? trac/. The second da) 0i-- re'ie0 the 2rocedures &or 4<

+inutes,) the teacher the net 48 +inutes 0i-- ,e &or the grou2s to +a/e a 2-an and

eecute it. The -ast 2art o& the 2eriod 0i-- ,e to re'ie0 the tea+s? 0or/. !t 0i-- ,e graded

as a grou2.

;.9 (onitor 2roJect 2rogress 0ith +anage+ent re2orting s)ste+:

This is a t0o da) su,unit and 0i-- consist o& grou2 and indi'idua- 2ractice.The teacher 0i--

,e discussion a,out the +anua- and e-ectronic +anage+ent 2roJect r2orting s)ste+. !t 0i--



64

,e ha-& teacher ta-/ and ha-& &ro+ a digita- c-i25< +inutes.The c-ass ,rea/s do0n Da)

t0oEach o& the students 0i-- use his o0n co+2uter to access the 0e,site &or the e-ectronic .

Discussion

The teaching ta-/s 0i-- esta,-ish the de&initions o& the accounting ter+s. !t 0i-- a--o0 &or

@uestions &ro+ the students to understand the 0h)?s o& accounting 2rinci2-es !n

co'ering the &irst o,Jecti'e o& a 2ro &or+a the handout 0i-- gi'e 2ertinent in&or+ation

a,out a 2ro &or+a uses and ho0 it 0i-- esta,-ish an esti+ate &or the &uture cash &-o0 o& the

,usiness. The teacher ta-/ 0i-- ta/e a,out 5< +inutes. There 0i-- a-so ,e a digita-

discussion -oaded onto each co+2uter &or each student to re'ie0. This ta/es 5< +inutes

The -ast 4< +inutes 0i-- ,e a short @uestion and ans0er and a ti+e &or 2ro,-e+ so-'ing o&

an) ea+2-es gi'en.

Da) 5:

!n the second o,Jecti'e o& accounting guide-ines it 0i-- a-so use teacher ta-/s. This 0i--

e2-ain the ,asic in&or+ation necessar) to +a/e &inancia- decisions &or the &ir+.5<

+inutes Per&or+ance strategies 0i-- inc-ude the a short @ui handout that +atches

de&initions to the 0ords.5< +inutes. The -ast 48 +inutes are &or re'ie0 o& the test and

@uestions. 88 (in

Da) 6

O,Jecti'e three Present to CEO accounts recei'a,-e. This 0i-- ,e a discussion o& the

a,o'e -earning that has ta/en 2-ace. 4< +in Here students 0i-- ha'e an o22ortunit) to

de+onstrate /no0-edge o& accounting and a22roaches the) or their tea+ +ight use. 5<

(in Each tea+ 0i-- 2resent an a22roach to the CEO a,out the status o& accounts



65

recei'a,-es. This is a coo2erati'e -earning o22ortunit). 58 (in. The) can ro-e 2-a) 0ith

one student as the CEO and the other tea+ +e+,ers as the 2resenters. 88 (in

Da) 7

O,Jecti'e &our 0i-- ,e an o22ortunit) &or the students to 0rite chec/s to 2a) ,i--s. sing

in&or+ation 2ertaining to ,i--s -isted on the handout one o& the tea+ 0i-- act as the

res2onsi,-e Part) and 2a) the &ictitious ,i--s. Again ro-e 2-a)ing can ,e used 0ith each

tea+ +e+,er acting as a ,i-- or its re2resentati'e and the designated student choosing

0hich ,i-- is to ,e 2aid &irst second third etc. !& ti+e is a'ai-a,-e it can ,e re2-a)ed ,) an)

other or the rest o& the tea+ 68 +inutes. The instructor ,rings the students together as a

grou2 to discuss 0hat 0as -earned and gi'e a &e0 rea- -i&e ea+2-es 5< +inutes. 88 +in

Da) 8

O,Jecti'e &i'e is 2re2aring a tria- ,a-ance state+ent. The students 0i-- ,e re+inded in a

short teacher ta-/ that the tria- ,a-ance is an o22ortunit) &or the decision +a/ers to re'ie0

the cash or other +one) 'ehic-es a'ai-a,-e at an) one ti+e in the ,usiness c)c-e. !t is a

@uic/ g-ance at the &ir+?s &inancia- 'ia,i-it). 4< (in !n this case a&ter the short ta-/ the

students 0i-- 2ractice as tea+s. 5< (in The tea+s 0i-- use the a&ore+entioned handout

0hich has the tria- ,a-ance on it. The tea+ 0i-- ,e gi'en 2art o& the 2eriod to e'a-uate its

0orth 48 +inutes. The) then 0i-- co+e ,ac/ as a tea+ and each 2resent their &indings

4< (in. 88 (in

Da) 9

O,Jecti'e si is using TIAccounts to e2-ain 0here the +one) is -ocated at the &ir+. The

teacher ta-/s 0i-- e2-ain the TIAccounts and ho0 the) are de,ited and credited. 5< (in.

The teacher 0i-- use a case stud) &or the -earning o& the 2ro2er use o&



66

TIAccounts. The students 0i-- ha'e an o22ortunit) to 2ractice it 0ith the case stud). This

is a coo2erati'e -earning o22ortunit)68 (in 88 (in

Da) ;

The se'enth o,Jecti'e is to ca-cu-ate 2a)ro--. This 0i-- gi'e the tea+ an o22ortunit) to

2ractice 0ith T accounts &ro+ the 2rior session. Here 2a)ro-- is +ade. sing the case

stud) the students 0i-- 2ractice de,iting and crediting 2ro2er accounts. !n this case the

students 0i-- 2ractice 0ith the case stud). The students 0i-- de,it 2a)ro-- account and

credit cash &or the 2rocess. The ca-cu-ations &or 2a)ro-- FTA #TA F!CA and

0ithho-dings and deductions are Just -isted under 2a)ro-- account &or the sa/e o& ,re'it) in

the -esson. Tea+s 0i-- ha'e 58 +inutes to 2ractice. The) then 0i-- 2resent their 2ro2er

ca-cu-ations to the c-ass the re+ainder o& the 2eriod. 6< (in 88 (in

Da) >

The &ina- o,Jecti'e o& this unit is to re2ort to the CFO the status o& the accounts

Ro-e 2-a)ing is again the +ethod o& -earning. A&ter a 4< +inute discussion on the

i+2ortance o& re2orting the &indings to the CFO the tea+s 0i-- again ,e gi'en an

o22ortunit) to 2ractice in their grou2s. 78 (in 88 +in

!t is a -ead into #tandard >.5.

htt2:atech2re2.orgCTE\2rogra+sCare

Career and Technica- Education

Cha--enges &or Career and Technica- Education:



67

What is going to ,e the net cha--enge &or Career and Technica- Education CTE and

schoo- districts state and &edera- agencies% !ndeed there are so+e ,ig issues ahead &or

ne0 teachers and eisting schoo- 2o2u-ations.

The net ,ig issue is going to ,e the re2-ace+ent o& teachers 0ho are retiring &ro+

s2eci&ic CTE Jo,s. !n 4< 4>.4S o& the schoo-s re2orting deter+ined it 0as di&&icu-t to &i--

teacher 'acancies in CTE. !n 5<<< it 0as 7<.6S o& the schoo-s 0ho re2orted. Teachers

are an aging 2o2u-ation and the su22-) cannot /ee2 u2 0ith the de+and. As a resu-t it 0i--

,e necessar) to &ind ne0 teachers Gordon 5<<;. #o+e ,-a+e the -ac/ o& career and

technica- training 2rogra+s. Others ,-a+e the inade@uate 2a) &or CTE teachers 'ersus

regu-ar acade+ic teachers Le'es@ue 5<<7 and #tas = *odi--) 5<<7 as stated in

Gordon 5<<; 2. 645.

Another issue is di'ersit) +u-ticu-tura- education and CTE. Toda) societ) is

undergoing great -ea2s and ,ounds and e'er),od) is tr)ing to 2artici2ate. Di'ersit) is

inc-uded as one o& the standards used ,) the Nationa- Counci- &or Accreditation o& Teacher

Education NCATEGordon 5<<; 2. 646. Here there is a re@uire+ent &or students to

ha'e e2eriences 0ith students o& di'ersit) at the higher education -e'e-.

Another +aJor issue is &or the schoo-s and districts to c-ose the ga2s ,et0een students o&

co-or and 0hite students. This is an issue &or the core c-asses as 0e-- as &or the CTE c-asses.

The nited #tates schoo-s continue to change. There are changes in de+ogra2hics.

!++igration dec-ining ,irth rates and the aging 2o2u-ation a-- +a/e &or the

changesEr&ord 5<44. There are ine@uities in the schoo- s)ste+ A&rican A+erican

students and His2anic students graduate a t -esser 2ercentages than 0hite students. The)

are >> out o& 4<< and 94 out o& 4<< students res2ecti'e-). Er&ord 5<44.



68

The nation at Ris/ 4>6 the Nationa- Co++ission on Ece--ence deter+ined the core

su,Jects are -ac/ing coherent acade+ic standards and 0atered do0n acade+ics that

need to ,e strengthened science instruction and teacher education 2rogra+s need to ,e

strengthenedEr&ord 5<44 2. 5. No Chi-d Le&t *ehind NCL* has instituted ,etter

2rocedures and 2rocesses and de+and ,etter education &or a--. Career and Technica-

EducationCTE is Y0or-ds? ahead o& the core su,Jects ,ecause CTE c-asses are he-2&u- to

i+2ro'e the ,asic core c-asses ,) identi&)ing the ,asics o& +ath or Eng-ish and 2er&or+ing

the+ in conJuction 0ith the -esson 2-an or one that is 2art o& a +aJor unit on the CTE

c-uster. For ea+2-e engaging the students 0ho are o& di&&erent ethnic ,ac/grounds or

0ho are o& +u-ticu-tura- content 0i-- necessitate the understanding ,) the teacher o& the

,ac/ground to incor2orate 2articu-ar co+2onents si+i-ar o& that cu-ture as the) re-ate to

the su,Ject. !n essence 0hen teaching a conce2t on accounting &or ,usiness 2ractices it

+a) ,e he-2&u- to understand e2-icit custo+s the students de+onstrate. And then ha'e it

as 2art o& an assign+ent: When ,orro0ing +one) &ro+ a ,an/ in Ger+an) the re2a)+ent

ter+s are -onger and 0ith -ess interest. !n #2ain ,u)ing a shi2 inc-udes 'isiting the 2-ant

and s2ending ti+e 0ith the ,ui-ders on a socia- ,asis.

De+onstrating co+2etent +u-ticu-tura-is+ is necessar) &or understanding the di'erse

students 0ho are in c-asses toda). !t 0i-- he-2 0ith designing -esson 2-ans and i+2ro'e

course design.

The schoo-s 0i-- need to i+2ro'e their recruiting o& 2otentia- teachers and concern

the+se-'es 0ith hiring good o'era-- teachers 0ho ha'e the teaching certi&icate as 0e-- as the

e2erience.



69

The districts 0i-- need to e+,race +u-ticu-tura-is+ so that the) 0i-- ,e indicati'e o& the

neigh,orhoods and co++unities the) re2resent.

The #tates are &ighting &or +onies &ro+ their -egis-atures and there is a -ac/ o& it. !t is ti+e

to gi'e CTE studies +ore +one) &or the schoo-s.

The &edera- go'ern+ent 0i-- continue to ,e +ore intrusi'e u2on the states districts schoo-s

and teachers. !n +eeting No Chi-d Le&t *ehind o& 5<<4NCL* there is need to +eet the

s2eci&ic re@uire+ents. !n doing so the use or &unding in Per/ins or CTE &unding shou-d

increase as a 2ro2ortion o& the econo+) that see/s i++ediate s/i--ed 0or/ers.

#o+e o& +) thoughts on teacher 'acanc) issues as an i+2ossi,-e &unding 2ro,-e+s

Are -isted ,e-o0.

Teaching 'acancies 0i-- de2end on the schoo- district and state. !n the case o& Teas

This state is an !s-and unto itse-&. !t is a 'er) -arge and 2o2u-ated state that did not see/

&unding &ro+ the &edera- go'ern+ent &or schoo-ing issues. Teas 2-aces a great dea- o&

res2ect on their schoo- s)ste+s and as such 0i-- ta the districts to 2ro'ide &or the+.

What ! ha'e rea-ied in Teas is that the nu+,er o& Jo,s and su22ort o& CTE is 'er)

strong. For ea+2-e one schoo- district *ird'i--e !#D North Rich-and Hi--s TV ,ui-t an

incredi,-e &aci-it) to &aci-itate its CTE 2rogra+s. !t is -ocated a0a) &ro+ the three &eeder

high schoo-s it ser'es and has its ece--ence in the teachers &aci-ities and co++unit)

re-ationshi2s.

The &unding o& course co+es &ro+ the taes and the &edera- go'ern+ent. Ho0e'er

Teas has chosen to acce2t -ess &ro+ the &edera- go'ern+ent than a-- the other states. !t

has ,een an ongoing &eud 0ith the &edera- go'ern+ent ,et0een Go'ernor Ric/ Perr) and

President *arac/ O,a+a. Teas chooses this 0a) ,ecause o& so'ereignt) issues and the



70

decision to /ee2 Teas schoo-ing 2redo+inate-) Tean. *eing a certi&ied teacher in Teas

! &ear the Teas Education Agenc) +ore than the Federa- go'ern+ent ,ecause o& the

2rotoco-s the) /ee2.

#o+e &ee- that the state 0ou-d ,e ,etter o&& in acce2ting +ore +one) than it does no0.

!n +an) cases it is a-ong 2o-itica- -ines that the +one) is sought. For ea+2-e #an Antonio

has +ore o& a De+ocratic His2anic ,ase o& 'oters and 0ishes to cha--enge the &unding so

the) can recei'e +ore +onies. The argu+ents are sound in that the ni'ersities in #an

Antonio and south o& there did not ha'e ,ut a &e0 Doctora- 2rogra+s

At the ni'ersit) -e'e- unti- the +idd-e 4<?s. Their CTE 2rogra+s 0ere -ac/ing ,ecause

o& the a--ocation their districts chose &inancia--). Toda) #an Antonio and southern

co++unities are ,eginning to thri'e in 2art than/s to -egis-ation that ga'e e@ua- +onies to

schoo- districts as 0e-- as the ni'ersit) o& Teas Teas Tech or Teas a = ( s)ste+s and

their regents.

The Car- D. Per/ins $ocationa- and Technica- Act o& 4> as state in Gordon 5<<;

2. 9 has contri,uted to the success o& the 2rogra+s o'er the )ears. The Jur) is sti-- out on

the &unding in Teas. Teas has issues 0ith &unding 2rogra+s that it has ,egun ho0e'er

,ecause o& the *arnett #ha-e Natura- Gas &ie-d additiona- &unding to su22-e+ent the

short&a-- has ,een addressed. !n addition to the ste2s that the state has +ade to co'er ga2s

or shortages since the +ost recent recession the additiona- +one) &ro+ the gas -eases has

2ro'en he-2&u- and 0i-- /ee2 2ace 0ith de+ands through the 5<5<. !n addition the

&a+i-iar Per+ian *asin &a+ous &or its oi- and &oot,a-- has another natura- Gas &ind that is

e'en +ore i+2ressi'e and 0hich is considered to -ast through 5<8<. Teas has designs on

creating additiona- CTE and su22orting &aci-ities in a-+ost a-- their districts and as a



71

resu-t de+and &or teachers 0i-- continue to ,e high 0ith &unding ho2e&u--) +eeting the

su22-) &or the+.

A-ternati'e Learning

4 The e&&ecti'eness o& #choo-ItoIWor/

!n consideration o& acade+ic achie'e+ent career 2re2aration )outh de'e-o2+ent

teacher?s 2erce2tions and e+2-o)er 2erce2tions the e&&ecti'eness o& #choo-ItoI0or/

is a success#choo-ITo Wor/ Act as stated in 000.rio-earn.edu

When students +aintain good grades and ta/e di&&icu-t c-asses graduate &ro+

schoo-I toI0or/ 2re2ared &or co--ege and ha'e a 2ositi'e in&-uence on the+se-'es

the co++unit) and their en'iron+ent it can ,e said this is a success.

Career 2re2aration: #tudents are a,-e to 0or/ on their career 2re&erences. !t

2re2ares )oung students &or 0or/. The Jo,s the students get are di&&erent than nor+a-

Jo,s and at a higher @ua-it). Research has sho0n that #tudent To Wor/ students ha'e

,etter outco+es than others and 'ie0 0or/ as a ne0 0a) o& -earningGordon 5<<;.

"outh de'e-o2+ent:

#choo- to Wor/ he-2s student 2-an &or a ,etter &uture. The students &ee- -i/e their 2eers

and teachers are an etended &a+i-). #tudents are a,-e to de'e-o2 ne0 s/i--s and the

achie'e+ent /ee2s the+ +ore interested in schoo-. The) no0 rea-ie 0h) schoo- is

i+2ortant. !t ,rings adu-ts and )outh together.

Teacher?s 2erce2tions: Teachers ,e-ie'e #tudent to Wor/ is good &or students and that

the)teachers ,ene&it &ro+ 0or/ing 0ith the+ as 0e-- as /ee2ing e'er),od) +oti'ated.



72

E+2-o)ers:

(ost e+2-o)ers su22ort schoo-ItoI0or/ 'ision and 2artici2ate in the 2artnershi2s nd

0or/I,ased -earning acti'itiesGordon 5<<;

! thin/ +ore schoo-s do not i+2-e+ent the+ ,ecause the) &ear 0i-- -oss o& contro- o& the

teaching or -earning that is ta/ing 2-ace at the 0or/sites. n&ortunate-) +an) o& those at

the 0or/ -ocations +ight not ,e certi&ied teachers and as such the) are not @ua-i&ied to

teach the students. ! don?t agree 0ith this 2hi-oso2h) ,ecause +ost o& the &o-/s 0ho 0or/

in industr) as -eaders or -ead 2eo2-e are 'er) s/i--ed and /no0-edgea,-e a,out their

su,Jects and the a,o'e state+ent is not true. This reasoning is su,stantiated !n a stud)

&ound that 9 2ercent o& the state?s teachers and ;< 2ercent o& ad+inistrators ,e-ie'e that

#choo-Ito Wor/ is so 'a-ua,-e that su22ort &or it shou-d ,e incor2orated into state ,udget

once &edera- &unding end$andegri&t and Wright 4 as stated in Gordon 5<<; 2. 585.

!n addition schoo-s are hesitant to grant credit &or 0or/ e2erience &or students

0hi-e in high schoo-. The 2hi-oso2h) is that the 0or/2-ace is &or 0or/ing and no true

education or acade+ic 'a-ue shou-d ,e 2-aced on this ti+e. ! tota--) disagree 0ith this

state+ent ,ecause e2erientia- -earning is a /e) to a22-ied success.One ea+2-e to

su,stantiate +) reasoning: !n Char-eston Count) teachers 0ho 2artici2ated in 0or/I

,ased e2eriences 0ere +ore -i/e-) to use coo2erati'e -earning strategies and integrated

curricu-a than other teachers in the districtChar-eston Count) #choo- District 4 as

stated in Gordon 5<<; 2. 585. *ecause o& the 2ioneers 0ho ha'e co+e ,e&ore +e and

sho0n that -earning co+es in +an) 2ac/ages

There 0i-- ,e d)na+ic changes to education in the &uture &or the ,ene&it o& our student ts

and our nation.



73

#cience Techno-og) Engineering = (athe+atics

#TE( stands &or science Techno-og) Engineering and (athe+atics.

#te+ careers inc-ude not on-) a researchI,ased ad'anced +ath or science degree ,ut a

,road range o& re-ated occu2ations in areas as di'erse as a@uacu-ture auto+oti'e

techno-og) accounting and agricu-ture.

Career and Technica- education 2rogra+s o&&er an 'er) needed 2ractica- a22-ication

a22roach that gi'es the student understanding o& #TE( content and essentia--) attracts

students in #TE( career 2ath0a)s.

The need &or #TE( students is ,ecause o& the retiring ,a,) ,oo+ 2o2u-ation and too

&e0 students are choosing #TE( careers. There&ore the ,usiness co++unit) has

esta,-ished aggressi'e goa-s o& dou,-ing the nu+,er o& # student graduates in #TE(

careers. There are ga2s ,et0een 0hite and ,-ac/ students in +ath and science. !n

socioecono+ic i+2o'erished areas the ga2s are greater and the -ac/ o& students 0ho are

going into #TE( areas is e'en +ore decreased.

There is an ece--ent so-ution &or attracting the #TE( students. CTE career c-usters

in agricu-ture 0ou-d 2ertain to 'eterinarian GP# tech and &ood ins2ectors. !n the hea-th

science arena there are c-usters &or dieticians 2har+ac) techs and +icro,io-ogists. !n the

!n&or+ation Techno-og) area there are c-usters &or 6ID ani+ation net0or/ ad+inistration

co+2uter 2rogra++ing. #cience Tech c-usters &or engineering and +ath are statisticians

-a, technicians and dra&ters. !n the trans2ortation distri,ution and -ogistics c-usters

there are aeros2ace engineer -ogistics ana-)st diese- engine s2ecia-ists.



74

CTE 2rogra+s o&&er students dee2er understanding o& #TE( 2ath0a)s in order to

&aci-itate student transitions and ,ui-d student interest in #TE(Ire-ated careers ,) +a/ing

+ath and science content +ore re-e'ant and tangi,-e to students through integration and

he-2 gro0 the #TE( 0or/&orce 2i2e-ine ,) encouraging +ore students &ro+

underre2resented 2o2u-ations to enter these career &ie-ds.ACTE 5<<.

CTE 2rogra+s 2ro'ide career e2-oration and 2ath0a)s into #TE( careers. The

2ro&essiona- schoo- counse-or 0i-- gi'e career dri'en curricu-u+ to he-2 students ,e a0are

o& #TE( careers. A-so CTE curricu-u+ has su22ort ser'ices e+,edded in 2rogra+s to

he-2 students 0ith rigorous courses and careers ,) assigning +entors Career Technica-

#tudent OrganiationsCT#O?s and 0or/I,ased -earning.

CTE courses through the thought&u- integration o& #TE( conce2ts can he-2 a--

students ,eco+e +ore #TE( -iterate and increase the chances that a student 0i-- consider

a #TE( careerACTE 5<<.

A22roaches to attract ne0 students ha'e used a cou2-e o& i+2ortant ite+s. !n one case

(ath and CTE teachers 0or/ed together to a-ign curricu-u+ that 0as consistent 0ith high

standards o& CTE used and no0 core su,Ject +ath to &ocus on the standards that #TE(

education 0ou-d re@uire. Another a22roach dea-t 0ith the co+,ination o& +ath and

science that &ocused on a22-ication used in career 2ath0a)s. These 2resented a &ocused

a22roach to dra0 #TE( students throughout the CTE 2rogra+s.

CTE courses de+onstrate to students in a 'i'id 0a) the direct a22-ica,i-it) o& #TE(

conce2ts to authentic situation and sho0 that this /no0-edge and s/i--s ha'e 'a-ue in

so-'ing interesting and engaging rea- 0or-d 2ro,-e+sACTE 5<<.

#trong 2ro&essiona- schoo- counse-ing curricu-u+ in career de'e-o2+ent



75

Esta,-ished ro-e +ode-s and +entors gender e@ua- and +u-ticu-tura- rea- 0or-d

e2erience ,usiness and co++unit) su22ort and 2ositi'e success&u- a22roaches are

ece--ent ea+2-es o& ho0 CTE is ca2a,-e o& &ostering #TE( students.

!n conc-usion one student 0ho 0ent through a CTE 2rogra+ decided to a22-) and 0as

acce2ted at (!T. #he is on a &u-- scho-arshi2 and has Just co+2-eted her third )ear in

che+ica- engineering.

CT#O Pro2osa-

This 2a2er 0i-- discuss the o22ortunit) to de'e-o2 a Career and Technica- #tudent

Organiation. The organiation ! 2ro2ose to introduce to this High #choo- is Future

*usiness Leaders o& A+erica F*LA F*LA is a student organiation that 0as &ounded in

476 and has 4>;<<< +e+,ers.

Pu,-ic La0 >4I;7< that 2assed in 48< authoried a &edera- charter &or 'ocationa-

student organiations. !t organied -oca- cha2ters consisting o& Career and Technica-

Education CTE students Gordon 5<<>. #o+e o& the +aJor CT#O grou2s are : Future

Far+ers o& A+ericaFFA Distri,uti'e Education C-u,s o& A+ericaDECA #/i--s #A

Hea-th Occu2ations #tudents o& A+ericaHO#A *usiness Pro&essiona-s o& A+erica*PA

Techno-og) #tudent AssociationT#A &ro+ Future *usiness Leaders o& A+ericaIPhi *eta

La+,da P*L Fa+i-) Career and Co++unit) Leaders o& A+erica FCCLA.

The ,ene&its o& ha'ing a Career and Technica- #er'ice Organiation CT#O 0i-- add

+an) &eatures that 0i-- ,ene&it the student schoo- and co++unit). Leadershi2 s/i--s are

&ostered ,) encouraging students to 2artici2ate in cha2ter 2-anning and decision +a/ing



76

as cha2ter o&&ices Gordon 5<<> 2. 55<. #tudents discussed the -earning that ta/es 2-ace

0ithin the CT#O?s. Actua- e2erience in the &ie-d ,ecause o& the organiation re-ationshi2s

the) ha'e 0ith the co++unit). Rea- s/i--s are -earned and trans&erred 0hen the students

are Y+entored or ha'e the e2erience o& a 2resentation to industr) 2ro&essiona-s.

Acade+ica--) ha'ing a CT#O 0i-- ,ene&it the students ,ecause o& the o22ortunities to

Learn 2ractica- -essons that 2ertain to other su,Jects. !n accordance 0ith No Chi-d Le&t

*ehind Act o& 5<<4 students 0i-- need to i+2ro'e their +ath and science s/i--s a+ong

others. One ea+2-e o& a ha'ing a CT#O 2ertains to Future Far+ers o& A+erica and

the students +ust use +ath s/i--s to ca-cu-ate grain )ie-ds as one o& their 2roJects. !n

another ea+2-e using FFA is the need to understand science 2articu-ar-) che+istr) &or

research 2rocess O$AE 5<<7. !n another ea+2-e FCCLA acade+ics are &ostered ,)

co+2etitions that cha--enge students to use research s/i--s and 0rite re2orts using 2ro2er

gra++ar O$AE 5<<7. Pu,-ic s2ea/ing decision +a/ing and critica- s/i--s

de'e-o2+ent are &ostered ,) the CT#O?s.

One DECA organiation -ocated in Oregon had a chance to 2artner 0ith N!KE and

-earn so+e o& their +ar/eting a22roaches. !n another ece--ent ea+2-e another DECA

2rogra+ 0as a22roached ,) a s2orts drin/ +anu&acturer. The) a--o0ed the grou2 to test

+ar/et the 2roduct at the schoo- design a +ar/eting 2-an &u-- gra2hics and introduce it

at a -oca- retai- store. #uch e2eriences are e'en un+atched in +an) 2ostsecondar)

-ocations O$AE 5<<7

#choo-s ha'ing F*LA ha'e deter+ined that the use o& science and other research

education is enhanced ,) so+e o& the acti'ities tied to the CT#O O$AE 5<<7. !n

addition Phi *eta La+,da in the 2ostsecondar) schoo-s accords the students the



77

o22ortunities to continue 0ith si+i-ar consistent ,usiness the+es and de'e-o2 -eadershi2

and ad+inistrati'e a,i-ities. #tudents can ta/e 0hat is -earned in c-ass 2ractice it in the

CT#O and a22-) it to the Jo, +ar/et. The s/i--s are trans&era,-e.

#ocia--) students ha'e o22ortunities in the ser'ice -earning 2rogra+s that eist ,ecause o&

the CT#O?s. F*LA 2artners 0ith the (arch o& Di+es as its ser'ice 2artner. This ea+2-e

had the students go to a hos2ita- and see 2re+ature ,a,ies that the (arch o& Di+es 0as

he-2ing O$AE 5<<7. The rea-istic i+2act o& this 0as 2ro&ound that the 2rogra+s 0ere

not Just 2-a) grou2s ,ut actua--) i+2acted ,oth students and the co++unit).

The CT#O gi'es student the o22ortunities to gro0 socia--). (an) o& the CT#O grou2s

ha'e co+2etitions that +atch students against others in 'ocationa- contests. !n this rea- -i&e

2ractice o& s/i--s against others there are -earning outco+es that are ac@uired and

e2eriences that can he-2 the student ,eco+e a 'a-ua,-e tea+ +e+,er ,oth at the schoo-

and 0ithin her &uture organiation. !t is a-so 'a-ua,-e &or the interaction o& students to

-earn to 0or/ together as a tea+ that 0i-- ,e re-e'ant to tea+ 2artici2ation in the student?s

&uture e+2-o). Fundraising and co++unit) ser'ice are a-so co++on acti'ities that he-2

,ui-d tea+ s2irit and indi'idua- incenti'e Gordon 5<<> 2. 56<.

$ocationa- ,ene&its are actua- -earning o& those s/i--s necessar) &or e+2-o)+ent. For

ea+2-e HO#A trains student in CPR s/i--s &or use in hea-th and +edica- &ie-ds. The

career s2eci&ic training inc-udes the -earning o& standards that 0i-- -ater ,e used to @ua-i&)

the+ &or 2ositions in industr). !n F*LA students &ocus on 2ractica- s/i--s that are

'a-ua,-e &or de-i'ering 2resentations and +anaging 0or/ers.

(an) current F*LA cha2ters e+2hasie the use o& guest s2ea/ers 0ith industr)

-eaders. This +ight ,e the &irst interaction the student has 0ith her industr) and +ight ,e



78

ins2ired to see/ additiona- training. The co++unit) in'o-'e+ent is a necessar) 2art o& the

e@uation ,ecause it gi'es the students rea-I-i&e e2eriences and gi'es the e+2-o)er a chance

to in&or+a--) re'ie0 the student as a +entor or +a),e as a &uture e+2-o)er.

The cha--enge +ight ,e the &inancing o& the 2rogra+. nder current ,udget short&a--s

the 2rogra+ is not &easi,-e 0ithout he-2 &ro+ the -oca- schoo- district or the co++unit).

There is -oca- ca-- center that 0ants to de'e-o2 into a +aJor +ar/eting center. The) do not

ha'e an)0here to recruit s/i--ed +ar/eting or ,usiness students. The) ha'e e2ressed an

interest in the schoo- 2ro'iding the training in return &or so+e &unding

When the schoo- desires a 2rogra+ the) +ust recruit the s2onsor and ensure that a

2artnershi2 is in 2-ace. *ecause o& NCL* 5<<4 one o& the 2ro'isions is +ore choices &or

2arents and students Gordon 5<<>. The technica- education that eists no0 at the

schoo- is on-) a s2ring,oard to &uture de+ands &ro+ the co++unit). !t +ight ,e necessar)

to as/ &or &unds that are use&u- in training and incor2orate the CT#O to he-2 direct this or

,e 2art o& the resu-t. Another -a0 that can ,e cited &or de'e-o2+ent o& the CT#O and +ore

&unds is the Car- D. Per/ins Career and Technica- Education !+2ro'e+ent Act o&

5<<9Pu,-ic -a0 4<I5;<. The &unds are s2eci&ica--) &or CTE and are a'ai-a,-e as a grant.

A-though this schoo- is ne0 and does not ha'e an) CT#O?s this schoo- district +ight ,e

a -itt-e a22rehensi'e to de'e-o2 the 2rogra+. Ho0e'er it +ight ,e 0orth a serious e&&ort

,ecause the gains out0eigh the -osses. The curricu-u+ has a-read) ,een de'e-o2ed the sta&&

is in 2-ace and there is a de+and &ro+ the co++unit) &or this. Pro'ided the &unding is

ta/en care o& other -ight training is a'ai-a,-e. One o& short&a--s o& -ac/ /no0-edge &or

2artici2ants can ,e -earned or +ade u2 ,) the co+2etitions that the -oca- regiona- state

and nationa- cha2ters 2ut on Gordon 5<<> 2. 56<. A-- o& the CT#O?s -isted a,o'e ha'e



79

-oca- cha2ters -oca- state regiona- and nationa- contests. #o+e o& the organiations ha'e

nationa- standards &or their students so that 0hen the students graduate &ro+ high schoo-

the) 0i-- +eet the standards and ha'e i++ediate entr) into the Jo, &orce. The sta&& has

,een in'o-'ed in these CT#O?s ,e&ore and the) understand ho0 to set it u2. !t 0i-- ,e great

oo2eration and co--a,oration ,) the sta&&.

Lac/ o& e2erience 0ith a ne0 CT#O is a-0a)s an issue at the ,eginning. !t 0as i+2-ied

that the -oca- cha2ters can he-2 de'e-o2 a ne0 c-u, O$AE 5<<7.

! 0i-- ,e a,-e to -ead this 2rogra+. ! ha'e the e2ertise ,ecause o& +) association 0ith

Phi *eta La+,da P*L in co--ege. ! he-2ed charter it 2artici2ated indi'idua--) at

nationa-s and ha'e 0or/ed 0ith ser'ice 2roJects 0ith P*L. ! ha'e started and o0ned +)

o0n ,usinesses. ! 0i-- use a ,asic de'e-o2+enta- &or+at to -a) the ground0or/ &or the

c-asses. !n co--a,oration 0ith the sta&& 0e 0i-- share the duties. ! a+ 0i--ing to in'est the

additiona- ti+e necessar) to ha'e the CT#O and ,e the -ead s2onsor &or this 2rogra+. !

0or/ed in industr) &or t0ent) )ears and as such de'e-o2ed and &ostered re-ationshi2s 0ith

other co+2anies that 0ant to 2artner 0ith acade+ia. !t shou-d ,e re-ati'e-) 2ossi,-e to

ha'e a ,usiness s2onsor to assist. A suggested contact +ight ,e the 1ones Her&& Co+2an)

-ocated outside o& to0n. !t needs a s/i--ed 0or/&orce &or their ,usiness. Another is the ca--

center +entioned a,o'e.

One o& the uni@ue 2roJects that Distri,uti'e Education C-u,s o& A+erica incor2orates is

the recruiting o& students &or the 2rogra+. !t is i+2ortant to use this 'a-ua,-e &or+at.

This &or+at 0i-- engage increased 2artici2ation and +e+,ershi2 according to 1enni&er

$aare--i a student o&&icer 0ith DECA O$AE 5<<>. !t is a-so a chance &or students to

see 0hat choices are a'ai-a,-e &or the+ i& the) choose this course o& stud) Gordon 5<<>.



80

The ,ene&it o& this &or+at encourages a-- and ,ui-ds the &e--o0shi2 o& the students.

#tudents 0ant to ,e there and 2art o& a tea+ organiation.

The res2onse o& &irst )ear students 0i-- ,e good i& students are 2artici2ati'e ha'ing &un

and -earning. The) are goa- oriented and career +inded students 0ho ha'e chosen to ta/e

these c-asses &or 'arious reasons. The u22er c-ass+en can assist in the transition and coach

the )ounger ones. According to Gordon 5<<> so+e students 0ant to ,a-ance their

schedu-e 0ith a career and technica- c-ass that 0i-- gi'e the+ a di&&erent 2ers2ecti'e. Once

the) see ho0 use&u- the education is +ost are hoo/ed and continue in a 2rogra+ as 0e-- as

the CT#O. !n addition the &irst )ear esti+ates 0i-- ,e a,out thirt) student Joining ,ased

on the CTE 2o2u-ation and the @uantitati'e nu+eric deri'ation s)ste+ o& 4<S that the

schoo- district uses to deter+ine c-u, 2artici2ation.

!n conc-usion the CT#O?s are a 'a-ua,-e resource that schoo-s can 2artner 0ith in the

education o& its students. The) 2ro'ide career training de'e-o2 students into read) use&u-

s/i--ed e+2-o)ees. The CT#O 0i-- de'e-o2 a net0or/ 0ith the co++unit) and 2ro'ide

read) student -eaders to dri'e industr).

se o& Techno-og) in Learning: An Assess+ent

Techno-og)

The Educationa- so&t0are &or+: The tit-e is COAT# #LT and it is 2u,-ished ,) COAT#.

!t 0as Co2)righted in 5<44. The $ersion is 5.< and is a Windo0s 5<4< ,ased co+2onent.

!t is internet ,ased and a-so has CDIRo+ and D$D?s. The cost &or the -icensing is in

di&&erent 2ac/ages. The cost &or this s)ste+ 0as ]58. Teacher su22ort has ,oo/-ets and

the +anua-. The +anua- has -esson 2-ans student sources and other instructiona- data.



81

The content is 2resented in a@n i+2artia- +anner. !t is current thorough a22ro2riate

c-ear and it eceeds the standards in those. The so&t0are is is +ini+a--) re&erenced.

Assess+ent

On the assess+ent the content has a 2retest a 2osttest inc-udes record /ee2ing ,)

students and grou2 and again is +ini+a--) re&erenced. There is a student Journa- and

2-ace to as/ @uestions. E+ai- is 2art o& the 2ac/age there is a s2readsheet and ca-cu-ator.

!t can 2rint on +u-ti2-e 2rinters and net0or/ing is ece--ent. !nsta--ation is si+2-e and can

,e done ,) D$D or internet. The sound and gra2hics are good. $ideo is ade@uate.

The t)2e o& interacti'e so&t0are is COAT# #LT.

!t 0as de'e-o2ed ,) educators to +atch the o,Jecti'es o& the instruction. !t can &unction

0ithin the -earning en'iron+ent. !t ta/es into account the di&&erent t)2es o& -earners and

!t can ,e u2dated 2eriodica--). !t is eas) to use.

!nstructiona- Design

!nstructiona- design consists o& -earning /e),oarding s/i--s to in2ut in&or+ation into the

co+2uter. The so&t0are 2ro+otes disco'er) 2ro,-e+ so-'ing and higher order thin/ing.

!t is 'er) +oti'ationa- in that it is a rea-I0or-d connection and is guided ,) student

contro-s. !t cha--enges the student to see/ the correct 2rocesses to get the correct ans0ers.

! 0ant the students to ,e e2osed to 2roducti'it) co++unications research and 2ro,-e+

so-'ing. The student 0i-- need to use cogniti'e and associati'e do+ains to identi&) 0ith

this 2rogra+.

!denti&) so&t0are na+e 'ersion nu+,er 2u,-isher and o2erating 2-at&or+s

The na+e o& it is ca--ed COAT# #LT and it is 2ro2rietar) &ro+ the co+2an) 0ith the

sa+e na+eCOAT#. !t is o2erated ,) (icroso&t Windo0s #o&t0are o& 4;I5<<7 and the



82

u2grade o& 5<4<I5<44. The organiation ! a+ 2art o& has a -icensing agree+ent 0ith this

co+2an) to use the #o&t0are &or our 2ro2rietar) use a ,usiness s)ste+ that 0i-- ,e used in

the o2eration o& a ,usiness. !t 0i-- not ,e used to in'ent or de'e-o2 si+i-ar so&t0are 0hich

is considered ,) COAT# to ,e i--ega- or entre2reneuria- co+2etiti'e.

#trengths

!t has a dua- accounting s)ste+ that a--o0s the user to &ocus on the 2ro2er ans0ers. The

so&t0are can ,e used a too- &or re'ie0 and 2ractice. !t is an actua- ,usiness accounting

2rogra+ &or the e+2-o)+ent industr). The #L is an intetet ,ased use o& di&&erent

data,ases that 0i-- ena,-e the user to understand the co+2-eities o& 2a)ro-- ,i--ing and

accounting as it 2ertains to the &ir+.

There is a test 2rogra+ that inc-udes an assess+ent 0hich has 2ro,-e+s and correct

scenarios. The test 2rogra+ 0i-- ta/e the e+2-o)ee or student through a &ictitious

co+2an) and 0i-- gi'e her the o22ortunit) to recruit a22-icants in2ut the+ into the

s)ste+ 2ro'ide ta in&or+ation in2ut custo+erco+2an) in&or+ation to ,i-- the+ 0hen a

0or/er 0or/s. The student 0i-- ,e sho0n ho0 to conduct ,i--ing and 2a)ro-- &unctions.

When the ,i--ing c)c-e is co+2-ete at the end o& the 0ee/ the student 0i-- generate ,i--ing

and in'oice the custo+er.

Wea/nesses

What cha--enges does the so&t0are 2resent: !& a student gets o&& in the 0rong direction he

can get -ost. !& he gets -ost there is a he-2 ,utton to direct the -earner ,ac/ to the correct

2ath. !t is an ece--ent 2rogra+ to use. The student 0i-- ,e gi'en an o'era-- de+onstration

o& the s)ste+ and -earn it according-). Then the student 0i-- -earn the 2ieces o& the



83

2rogra+. A&ter success&u- de+onstration o& the a,o'e the student 0i-- ,e e2ected to 2ut

the entire 2rocess together.

Learning #trateg)

The -earning strateg) is +ore adu-t -earning theor) ,ased. According to (a-co-+

Kno0-es 0ho ad'ocated andragog) students 0i-- ,e goa- oriented see/ ans0ers use

2ro,-e+ so-'ing techni@ues and ,e se-& +oti'ated Kno0-es 4>7. The student 0i-- ha'e

the a,i-it) to de'e-o2 ece--ent use&u- 2ro,-e+Iso-'ing identi&ia,-e s/i--s.

Descri,e )our o'era-- i+2ression o& the so&t0are and the ,ene&its o& using it in )our

teaching. !t is an ece--ent &or+at to use. The a22roach to teaching the in&or+ation this

0a) is necessar) to instruct the )oung +inds so that the) can get a ,etter Y&ee-? &or it.

! e2ect +ost o& the students to understand this s)ste+ a&ter the) are e2osed to it &or a

short 0hi-e. The 2ractice o& the de+onstrati'e tas/s 0i-- gi'e the+ o22ortunities to see

ho0 a ,usiness actua--) does Y,usiness?. The acade+ics co+,ined 0ith a s/i--s a22roach is

a good +easure o& co+,ination -earning and 0i-- he-2 the student use the /no0-edge 0hen

e+2-o)ed.

COAT#. 5<45. COAT# *usiness #)ste+s

Each student has his o0n -a2to2 and 0ith ece2tion an ! 2hone. The schoo- 2ro'ides the

internet. !n so+e schoo-s !PADs are su22-ied. !t 0i-- e2and the choices a'ai-a,-e to

students. For ea+2-e there is a great dea- o& research that is suggested in the c-assroo+.

! teach the students as )oung adu-ts and a22roach the -essons &ro+ an adu-t -earning

regi+en. ! su,scri,e that the) are +oti'ated 2ro,-e+ so-'ing e2erientia- and 0ant to

co+2-ete tas/s at hand. !t is a +oti'ated ,unch. Gins,urg4> 2resents a +ethodo-og)



84

that inc-udes &our ,asic a22roaches :techno-og) as curricu-u+ de-i'er) +echanis+

co+2-i+ent to instruction and instructiona- too-Gins,urg 4> as -isted in !+e- 4.

*e-o0 the Accounting c-ass is used as an ea+2-e 0ith the -a2to2 co+2uter or ! 2hone as

the techno-og).

The curricu-u+ &or accounting is ,ased on e-ectronic &or+ats that are -oaded in

so&t0are on the co+2uter. !t is necessar) &or the students to -earn accounting on 2a2er and

then integrate it on the co+2uter. The trans&er is easier es2ecia--) 0hen students 0or/

0ith taes ,ecause nu+,ers are carried onto the correct 2age ,) the so&t0are.

De-i'er) o& the in&or+ation is connected ,) data ,ases and is used 0hen the students go

&ro+ account to account in a genera- -edger sche+e. !n ear-) DO# da)s,e&ore 0indo0s

the student had to &-i2 ,ac/ and &orth ,et0een 2rogra+s &or the 2ro2er accounting entries.

No0 the students can ha'e +u-ti2-e screens and see a--.

!t a-so he-2s to co+2-i+ent instruction 0hen si+i-ar 2ro,-e+s are -oaded on a

s2readsheet and are 0or/ed out &or the 2rogra+. For ea+2-e so+eti+es it is easier to do

a &inancia- 2ro,-e+ on a s2readsheet rather than use a ca-cu-ator 0ith +u-ti2-e &unctions.

The ans0er is a c-ose to accurate 'ersus the ca-cu-ator 0hich 0i-- ,e o&& so+eti+es ,)

hundredths or thousandths. !t does not see+ -i/e +uch ,ut 0hen a student is so-'ing a

2ro,-e+ on #unda) night and he &inishes the 2ractice set and then goes to chec/ it against

the /e) so+eti+es the nu+,ers +a) ,e o&& e'en though the theor) and +echanics 0ere

accurate. He does not /no0 i& he has done it correct-) and co+es a0a) deJected. With the

s2readsheet the ans0er is either correct it isn?t.

The co+2uter 0ith access to a-- the di&&erent 2ractice sites 0i-- ,e a 2-ethora o&

in&or+ation to the student. !t is use&u- to get sets that +ight a22ea- to a-- -e'e-s o& students



85

through this 2rocess. When students ha'e a 2articu-ar interest in ad'anced +ethods that

are -isted on the sites.

Teaching Lesson P-ans &or Leadershi2 0ith GATE (ode-s

Grade Le'e-: To2ic:

Da) 4 Hour 4

Lesson Tit-e:Ho0 to ,eco+e a -eader.

O,Jecti'e: nderstanding the traits o& a -eader.

Teacher !n'o-'e+ent detai-ed descri2tion:

Gi&tedTa-ented Education (ode-: Gardner?s (u-ti2-e !nte--igence #ca-e:

Gardiner?s (u-ti2-e !nte--igence sca-e de2icts eight t)2es o& inte--igence: -inguistic

-ogica-I

+athe+atica- s2atia- +usica- *odi-)I/inesthetic inter2ersona- and s2iritua- +ora-

eistentia-

and natura-ist Da'is et. a- 2. 56I57. A 2erson +a) ,e gi&ted in one or another area.

Renu--i5<<6 tied -eadershi2 to a&&ecti'e -earning 0hich inc-udes character education

@uite

c-ear-): !nstead o& Just he-2ing ,right students to ,eco+e educated a&&-uent and highI

consu+2tion 2ro&essiona-s gi&ted education shou-d 2ro+ote a strong concern &or the -ess

&ortunate

indi'idua-s 2-us a -eadershi2 ca2a,i-it) Da'is Ri++ = #ieg-e 5<44 2. 5;<.

Leadershi2 is one o& the &i'e .#. De2art+ent o& Education categories o& gi&tedness

Da'is et. a- 5<44 2. 59. Gi&ted and ta-ented students o&ten are -a,e-ed to+orro0?s

-eaders. As

e+2hasied ,) #is/ 46 2. 76 societ) cannot nor 0i-- not sur'i'e 0ithout inte--igent

i+aginati'e -eadershi2 as stated in Da'is et. a- 5<44 2. 59.

Teacher

Discussion: 8 (inutes.



86

The teacher 0i-- conduct a 8 +inute teacherIta-/ a,out -eadershi2. The &o--o0ing

state+ent

during the A+erican Re'o-utionar) War 0as 2osed ,) 1ohn Ada+s during the

Re'o-utionar) War:

We ha'e not +en &it &or the ti+es. Tho+as Paine 0rote: These are ti+es that tr) +en?s

sou-s:

The su++er so-dier and the sunshine 2atriot 0i-- in the crisis shrin/ &ro+ the ser'ice o& his

countr) ,ut he that stands it No0 deser'es the -o'e and than/s o& +an and 0o+an3)et 0e

ha'e

this conso-ation 0ith us that the harder the con&-ict the +ore g-orious the

triu+2h*-ac/a,) =

*-ac/a,) 5<44 2. 8. uestion: What 0as the ,iggest 2ro,-e+ &acing the A+erican Co-onies

at

that 'er) +o+ent% Ta/e 6I7 @uestions Ans: !t 0as a -ac/ o& -eadershi2. *ac/ground

in&or+ation

&or teacher: 6 +inutes

Teacher

Teacher: 5 (inute 2resentation

Tit-e: Leadershi2 de&ined: !ts cha--enges What -eaders do and -eadershi2 2re2aration

uestion: Who are so+e o& our -eaders% Ans: 1esus Christ President O,a+a Go'ernor

Ric/ Perr) The

#enator 1ohn (cCain #enator Ted Cru *i--) Graha+

Leadershi2 de&inition: those &o-/s 0ho

What do -eaders do% The) are in charge o& organiations ,usinesses churches s2orts

tea+s

and other co--ecti'e grou2s either in an o&&icia- or uno&&icia- ca2acit).

Ho0 does one ,eco+e a -eader% #o+e ,eco+e -eaders ,) ,eing e-ected or se-ected others

are



87

a22ointed sti-- others choose the+se-'es to the+ &o--o0.

#/i--s traitscharacteristics: There are +an) characteristics a,out -eaders 0hich 0i-- ,e

co'ered in

another session. (an) -eaders are inte--igent /ind co++unicati'e concerned etc.

Presentation = Acti'it) 4: 5< +inutes

There&ore it ,egins 0ith an e2-anation o& Gardner?s (u-ti2-e !nte--igence uotient. The

teacher 0i-- go to the 0e,site.000.,usiness,a--s.co+ and 2ut it u2 on the 0hite,oard &or a--

to

share. A&ter a ,rie& descri2tion o& Gardner?s (u-ti2-e !nte--igence Pro&i-e he 0i-- ha'e the

c-ass

&o--o0 a-ong and as/ indi'idua- students to read the descri2tion as it is 0ritten. This is a

2ro&i-e

in'entor) and the students 0ho are in 9th grade 0i-- on-) ans0er the red co-ored @uestions. !t

is a

grou2 2roJect to understand that the #ca-e is used to sho0 the student 0hat /ind o&

-earner-eader

she is.

Gardiner?s (u-ti2-e !nte--igence sca-e de2icts eight t)2es o& inte--igence: -inguistic-ogica-I

+athe+atica- s2atia- +usica- *odi-)I/inesthetic inter2ersona- and s2iritua- +ora-

eistentia-

and natura-ist Da'is et. a- 2. 56I57.

#tudents are as/ed to /ee2 in +ind the @uestions: What /inds o& s/i--s does the student

ha'e as

a -earner as identi&ied in the Gardner (u-ti2-e !nte--igence #ca-e% What /ind o& a-eadershi2

@ua-ities does the -earner identi&) 0ith%

Acti'it) 5: !n C-ass 0riting assign+ent: 6< +inutes

The reader 0i-- descri,e in a one 2age 2a2er one or +ore o& the characteristics de&initions



88

traits

or s/i--s o& -eaders 0hich ,est descri,es hi+. !n addition the use o& the *i,-e is 2er+itted &or

the

student to sho0 ,i,-ica- traits o& a God-) -eader.

#tudent !n'o-'e+ent detai-ed descri2tion:

The c-ass is student centered and dri'en. A&ter -istening to in&or+ation 2resented.

#tudents

0i-- ,e acti'e-) in'o-'ed in the discussion 2rocess. A&ter -istening to the short e2-anation

and the

2resentation a,out -eadershi2 the students 0i-- acti'e-) 2artici2ate in the discussion8I4<

(inutes.

Acti'it) 4 0i-- ,e a discussion a,out Gardner?s (u-ti2-e !nte--igence #ca-e 5< (inutes.

Acti'it) 5I !n C-ass 0riting assign+ent: 6< +inutes.

The reader 0i-- descri,e in a one 2age 2a2er one or +ore o& the characteristicsde&initions

traits or s/i--s o& -eaders 0hich ,est descri,es hi+. !n addition the use o& the *i,-e is

2er+itted

&or the student to sho0 ,i,-ica- traits o& a God-) -eader. *e-o0 are the choices that the

reader 0i--

use:4carr) res2onsi,-e 0e-- and can ,e counted on to do 0hat has ,een 2ro+ised 5 is se-&I

con&ident 0ith ,oth ageI+ates and adu-ts see+s co+&orta,-e 0hen sho0ing 2ersona- 0or/to the

c-ass 6is 0e-- -i/ed 7 is coo2erati'e a'oids ,ic/ering and is genera--) eas) to get a-ong

0ith 8

can e2ress hi+I or herse-& c-ear-) 9 ada2ts to ne0 situations is &-ei,-e in thought and



89

action an

d is not distur,ed 0hen the nor+a- routine is changed ; enJo)s ,eing around other 2eo2-e

>tends to do+inate usua--) directs acti'ities 2artici2ates in +ost schoo- socia- acti'ities

can ,e

counted on to ,e there and 4< ece-s in s2orts Renu--i 5<<4 as stated in Da'is et.a- 5<44

2.

5;<.

The student can re-ate the grou2 e2erience 0ith the Gardner (u-ti2-e !nte--igence #ca-e

into

her 0riting sa+2-e. The 0riting sa+2-e 0i-- ,e co--ected at the end o& the 2eriod.

Ho+e0or/: 2-ease re&er ,ac/ to site000.,usiness,a--s.co+ and 2rint Gardner?s (u-ti2-e

!nte--igence sca-e and attached assess+ent sca-e. Co+2-ete the @uestionnaire and ,ring ,ac/

to c-ass to turn in the net da).

*oo/s and (ateria-s:

The students shou-d ha'e an i2ad or e-ectronic note,oo/-a2to2 either issued ,) the schoo-

or

,) their 2arents. !nternetWiIFi access is 2ro'ided ,) the schoo-. A Ho-) *i,-e is necessar)&or

the c-ass. The *oo/ #2iritua- -eadershi2 *-ac/a,) = *-ac/a,) 5<44. There are 0riting

assign+ents 0hich are done in c-ass and it is necessar) to ha'e 2ens2enci-s and ru-ed or unI

ru-ed

2a2er.

We,site: 000.,usiness,a--s.co+

Da'is Ri++ = #eag-e 5<44IEducation o& the Gi&ted and Ta-ented

Assess+ent Acti'it) 0ith Ru,ric:

http://www.businessballs.com/





90

The c-ass is student centered and dri'en. A&ter -istening to in&or+ation 2resented

#tudents 0i--

,e acti'e-) in'o-'ed in the discussion 2rocess.

Graded 0riting assign+ent: 6< (in !t is 0orth 4< 2oints to0ard &ina- grade. #tudentsare

as/ed to 0rite using the in&or+ation the) ha'e 'ie0ed during c-ass. !t 0i-- contain

Gardner?s and

the a,o'e in&or+ation.

Ru,ric

4I7 2oints !denti&ied 0hat -eadershi2 is duties and na+es at -east three -eaders.

8I; 2oints !denti&ied 0hat -eadershi2 is duties and na+es at -east three -eaders.

E2-ained

the Gardner (u-ti2-e !nte--igence #ca-e and ho0 it is use&u-.

>I4< 2oints !denti&ied 0hat -eadershi2 is duties and na+es at -east three -eaders.

#tudent

E2-ains the Gardner (u-ti2-e !nte--igence #ca-e and ho0 it is use&u-.

Teacher Assesses assign+ent scores and records the+ in grade,oo/.

Da) 5 Hour 5

Lesson Tit-e:Ho0 a -eader de'e-o2s 'ision &or the organiation.

O,Jecti'e: De+onstrate -eader 'ision and goa-s.


The teacher 0i-- ,e cogniant o& using an enrich+ent +ode- to con'e) 0here -eaders get

their

-eadershi2 'ision &ro+ the Gi&tedTa-ented (ode-.

Gi&tedTa-ented (ode-:

The Enrich+ent Triad (ode- has ,een i+2-e+ented 2ri+ari-) 0ith e-e+entar) students

,ut



91

can ,e used e&&ecti'e-) 0ith secondar) students as 0e--. The +ode- in'o-'es three t)2es o&

enrich+ent t)2es ! T)2e !! and T)2e !!!. The) are +ore or -ess se@uentia- ,ut are

@ua-itati'e-)

di&&erent Da'is et. a- 5<44 5<44 2. 4;9.

T)2e ! enrich+ent concerns genera- e2-orator) acti'ities to e2ose students to a 'ariet)

o&

to2ics disci2-ines e'ents ho,,ies 2ersons 2-aces interest areas and occu2ations that are

not 2art

o& the nor+a- curricu-u+ Renu--i = Reis 5<<6 as stated in Da'is et a- 5<44 2. 4;9.

T)2e !! enrich+ent concerns grou2 training acti'itiesItoI2ro+ote the de'e-o2+ent o& a

,road

0a) o& thin/ing and &ee-ing 2rocesses Renu--i = Reis 4; as stated in Da'is et a- 5<44 2.

4;9.

The 2ri+ar) goa- shou-d ,e to ,egin an esca-ation o& 2rocess de'e-o2+entRenu--i =

Reis

4>8 as stated in Da'is et a- 5<44 2. 4;9.

Ea+2-es 0i-- inc-ude grou2 enrich+ent 2roJects that -ead to T)2e !!! techni@ues &or

0riting a

2-a) scri2t si-/ screening or using s2eci&ic e@ui2+ent Da'is et a- 5<44 2. 4;;.

T)2e !!! enrich+ent has the student 2ursuing a se-&Ise-ected 2ro,-e+. This can ,e in

origina-

research art 0riting theater 0e, ho+eI2age design. This -eads to an origina- 2roduct or

ser'ice

&or an authentic audience and students are 2roducers o& /no0-edge Da'is et a- 5<44 2.

4;>.

Teacher

Teacher 0i-- ha'e a 4< +inute teacherIta-/: God?s $ie0: Ho0 do -eaders get 'ision%

Christians ha'e a ,i,-ica- 0or-d'ie0 and as such are in&-uenced and directed ,) God. The



92

*i,-ica-

Wor-d'ie0 According to $an *ru++e-en 5<<5 0hich 0i-- ,e co'ered in another seg+ent.

God?s re'e-ation is the sure dea- For ea+2-e God re'ea-ed to Noah 0hat he intended to

do in

res2onse to hu+anit)?s ra+2ant sin he ga'e Noah a c-ear 2icture o& ho0 he 0ou-d do it a

terri,-e

&-ood 0ou-d consu+e and co'er the earth Gen 9:; as stated in *-ac/a,) = *-ac/a,).

Noah?s

+inistr) o& 2reaching and construction the ar/ 0as not dri'en ,) his 'ision o& ho0 he cou-d

,est

ser'e his co++unit). !t 0as o& the i++inent &-ood*-ac/a,) = *-ac/a,) 5<44 2. 4<8

(an) an ins2iration co+es &ro+ the 2assion that is 0ithin one?s heart. #o+e great

-eaders are

2assionate &or curing terri,-e diseases. 1onas #a-/ and A-,ert #a,in in'ented the

Po-io+)e-itis

$accine that has near-) eradicated the 0or-d &ro+ 2o-io.

Another reason &or 'ision co+es &ro+ need. A 2o2u-ar ,asis &or de'e-o2ing 'ision is

2ercei'ed

needs *-ac/a,) = *-ac/a,) 5<44 2. 5 *usinesses deter+ine their 'ision according to

de&ining the need &or their God or ser'ice in the co++unit) either -oca- or g-o,a--). Other

'isions

co+e &ro+ the a'ai-a,i-it) o& resources. #o+e organiations gra'itate to0ard certain

acti'ities or

2riorities ,ecause resources such as +an2o0er &inances and e@ui2+ent are

a'ai-a,-e*-ac/a,)

= *-ac/a,) 5<44 2. 9 Other 'isions are -eader dri'en. #eth God0in 0rote Qthe secret o&

-eadershi2 is si+2-e. Do 0hat )ou ,e-ie'e in. Paint a 2icture o& the &uture. Go there 2eo2-e

0i--

&o--o0 as stated in *-ac/a,) = *-ac/a,) 5<44 2. ;. $a-uesand 2ur2oses are another



93

source &or

'ision. organiations deter+ine their core 'a-ues and then choose a direction that a-igns

0ith

the+.

$ision ins2ires and +o'es 2eo2-e. The net ste2 is to esta,-ish rea-istic goa-s &or the

organiation. The) +ust ,e rea-istic and achie'a,-e and 0orth) E,-ing 5<<5.

Acti'it) 4: Discussion o& the in&or+ation gi'enco++ents 4< (inutes.

T)2e ! Enrich+ent 6:<7 (inutes.

There 0i-- ,e a short "ouTu,e c-i2 a,out Ti+ Te,o0&or+er Den'er *roncos and Ne0

"or/

1ets @uarter,ac/ 6:<7000.)outu,egro0ing-eadersinc 5<45.

Teacher as/s @uestions to grou2 as a 0ho-e a,out 0hat de&ines a -eader as 2ro2osed in this

seg+ent. !s Te,o0 -i/e that ice,erg that is 4<S a,o'e 0ater and <S ,e-o0%

T)2e !! Enrich+ent 9:8 (inutes.

There is a short "ouTu,e c-i2 &ro+ an inter'ie0 &ro+ a ga+e Ti+ Te,o0 is 2art

o& 000.)outu,e.G*T$dotco+'6. Ho0 +an) students thin/ Te,o0 is a -eader% The

teacher

ta/es a hand 'ote.

What /ind o& 'ision does he 2ossess%

T)2e !!! enrich+ent. Acti'it) 5: 6< (in..

Assign+ent: Fro+ the +ateria- that has ,een 'ie0ed descri,e ho0 the -eader gets a

'ision%

#cenario: The c-ass is the A*C Organiation. !t +a/es 0idgets and se--s the+ -oca--).Design a

cor2orate 'ision state+ent and -ist o& goa-s to acco+2-ish this.

The c-ass o& a,out t0ent) students 0i-- ,rea/ into t0o grou2s o& ten and a&ter 5< +inutes

0i--



94

ha'e a -ist o& the +aJor as2ects o& de'e-o2ing a 'ision.

The c-ass 0i-- 0rite at -east thirt) ideas a,out the 'ision and then ho0 to co++unicate it.

There

0i-- ,e one 2erson 0ho is 0riting this do0n. The c-ass 0i-- design a 'ision state+ent and then

0rite u2 goa-s &or the organiation.

The c-ass 0i-- then get ,ac/ together and discuss ,et0een the t0o di&&erent grou2s their

'ision and goa-s.


The c-ass is student centered and dri'en. A&ter -istening to in&or+ation 2resented.#tudents

0i-- ,e acti'e-) in'o-'ed in the discussion 2rocess 4< (in..

#tudents 0i-- engage in the c-assroo+ the o22ortunit) to 2ractice (argon 4><

reco++ended the &o--o0ing initiati'es: 4 c-assroo+ +entorshi2s 5+entorshi2s. 6 inIschoo-

-eadershi2 2roJects 7Co++unit) 2roJects 8 #i+u-ationsDa'is et a- 5<44 2. 5;5.

#tudents are e2osed to the to2ic and content o& -eadershi2 itse-&(agoon 4>4 as

stated in

Da'is et. a- 5<44 2. 5;5. Here the student hears a guest s2ea/er &or 4< +inutes.

Acti'it) 4: 4< (in Partici2ation in @uestion and ans0er session a&ter teacher ta-/.

Watch the t0o short "outu,e c-i2s4< +in

T)2e !!! enrich+ent6<(in Acti'it) 5:

Assign+ent: Fro+ the +ateria- that has ,een 'ie0ed descri,e ho0 the -eader gets a 'ision%

#cenario: The c-ass is the A*C Organiation. !t +a/es 0idgets and se--s the+ -oca--).

Design a

cor2orate 'ision state+ent and -ist o& goa-s to acco+2-ish this.

The c-ass o& a,out t0ent) students 0i-- ,rea/ into t0o grou2s o& ten and a&ter 5< +inutes 0i--

ha'e



95

a -ist o& the +aJor as2ects o& de'e-o2ing a 'ision.

The c-ass 0i-- 0rite at -east thirt) ideas a,out the 'ision and then ho0 to co++unicate it.

There

0i-- ,e one 2erson 0ho is 0riting this do0n. The c-ass 0i-- design a 'ision state+ent and then

0rite u2 goa-s &or the organiation.

The c-ass 0i-- then get ,ac/ together and discuss ,et0een the t0o di&&erent grou2s their

'ision

and goa-s. The c-ass 0i-- ,e graded on their 2artici2ation in the t0o grou2s.


The students shou-d ha'e an i2ad or e-ectronic note,oo/-a2to2 either issued ,) the schoo-

or

,) their 2arents. !nternetWiIFi access is 2ro'ided ,) the schoo-. A Ho-) *i,-e is necessar)

&or



ru-ed

2a2er.


E,-ing 5<<5.

000.)outu,egro0ing-eadersinc 5<45.

000.)outu,e G*T$dotco+'6.



96


Guiding student through a-- the 2rocesses is a cha--enging )et re0arding 2rocess. #o+e o&

the

ste2s to &o--o0 are: 4Assess &ind or create student interests. 5Conduct an inter'ie0 to

deter+ine strength o& interest. 6He-2 &ind a @uestion to research. 7De'e-o2 a 0ritten 2-an.

8He-2 -ocate +u-ti2-e resources. 9Pro'ide +ethodo-ogica- assistance. ;Pro'ide

+anageria-

assistance. >He-2 !denti&) the &ina- 2roduct and out-ets. Pro'ide &eed,ac/ and esca-ate the

2rocess. 4<e'a-uate 0ith the student the 2rocess and 2roduct according to the a22ro2riate

criteria Da'is et a- 5<44 2. 4;>.

Here the students are criti@ued on their in&or+ation the) ha'e 2roduced co--ecti'e-) as a

grou2.

The assign+ent is 0orth ten 2oints.

Ru,ric

4I7 Grou2 has disco'ered 8 di&&erent ideas &or creating a 'ision. The grou2 -ists at -east

t0o

goa-s &or their 'ision.

8I; Grou2 has identi&ied at -east 4< di&&erent ideas &or creating a 'ision. The grou2 gi'es

at

-east 7 goa-s &or their 'ision.

>I4< Grou2 has disco'ered at -east 48 di&&erent ideas &or creating a 'ision. The grou2

gi'es at

-east ; goa-s &or their 'ision.




97



98

Da) 6 Hour 6

Lesson Tit-e:Co++unicating the 'ision.

O,Jecti'e: E&&ecti'e-) Co++unicating the 'ision to others


Gi&ted and Ta-ented Education (ode-:

sing the Purdue Three #tage Enrich+ent (ode- the teacher 0i-- de+onstrate the

co+2etencies

e2ected ,) the c-ass 0hen co++unicating the goa-s. The 2rogra+ is ,ui-t around c-ear

2rogra+

goa-s that dri'e identi&ication 2rocedures 2rogra+ i+2-e+entation and an e'a-uationco+2onent

to ensure the &ide-it) o& the 2rogra+Da'is et. a- 5<44 2. 4>;. These goa-s are ,ased on the

student needs. #tudent se-ection gi&ted students are grou2ed together &or instruction in

order to

2ro'ide a+2-e o22ortunities &or interaction 0ith gi&ted 2eers. Grou2ing o2tions +ight ,e an

a&ter

schoo- se-&Icontained acade+ic 2rogra+ #aturda) or 2u--Iout enrich+ent c-assesDa'is et.a-

5<44 2. 4>>. Trained teachers: Trained teachers need to ,e a,-e to de'e-o2 the ThreeI

#tage

(ode- as 0e-- as teach it. !t &ocuses u2on the three stages o& s/i-- de'e-o2+ent and &osters

creati'it) Da'is et a- 5<44 2. 4>>.

Curricu-u+ and instruction: The three stages o& curricu-u+ and instruction enrich+ent

&eatured in this +ode- ha'e their &oundation in course de'e-o2+ent at the co--ege

-e'e-Fe-dhusen

A+es = Linden 4;6 as stated in Da'is et. a- 5<44 2. 4>>. The +ode- e+2hasies the

-earning

2rocess ,ut -ea'es o2en the content Da'is et a- 5<44 2. 4>>. as 0e-- as teach it. !t &ocuses



99

u2on

the three stages o& s/i-- de'e-o2+ent and &osters creati'it) Da'is et. a- 5<44 2. 4>>.

Genera- !n&or+ation:

Other noted good -eader de'e-o2+ent 2rogra+s are:

Leadershi2 s/i--s de'e-o2+ent 2rogra+: Karnes and Chau'in 5<<< de'e-o2ed a t0oI

2art

Leadershi2 #/i--s De'e-o2+ent Progra+ at u22er e-e+entar) and secondar) students. The

&irst

2art is a -eadershi2 s/i--s in'entor) and consists o&: &unda+enta-s o& -eadershi2 0ritten

co++unication s2eech co++unication 'a-ues c-ari&ication decision +a/ing grou2

d)na+ics

2ro,-e+ so-'ing 2ersona- de'e-o2+ent and 2-anning Da'is et. a- 5<44 2. 5;6.

Richardson and Fe-dhusen 0rote a ,oo/ a,out -eadershi2 educationRichardson =

Fe-dhusen

4>9 as stated in Da'is et. a- 5<44 2. 5;6. !t 2resents a ,a-anced 'ie0 o& theor) and

2rinci2-es

characteristics o& -eadershi2 and guides &or ,eco+ing an e&&ecti'e -eader. Richardson and

Fe-dhusen descri,e &our t)2es o& -eadershi2. A 2ersona-it) ,ased a22roach de&ines a -eader

as

one 0ho 2ossesses a conste--ation o& 2ersona-it) traits as -isted in Da'is et. a 5<44 2.5;6.

Leadershi2 as a &or+ o& 2ersuasion is ,ased on the a,i-it) to con'ince or ins2ire others to

&o--o0 their directions orders or co++ands. Leadershi2 as a 2o0er re-ation goes to the

2erson. A

-eader can ,e se-&Idirected and +oti'ated 2erson 0ho initiates action and +aintains structure

0hen 0or/ing to0ard grou2 goa-s Da'is et. a- 5<44 2. 5;6.

The ,oo/ not on-) 2ro'ides con'incing e'idence that -eadershi2 can ,e taught ,ut a-so

care&u--) e2-ains and 2ro'ides eercises in the s/i--s and traits needed to i+2ro'e one?s

-eadershi2



100

a,i-it).

Teacher

The teacher ,egins 0ith a &i'e +inute teacher ta-/ on co++unication: 8 +inutes

Co++unicating the 'ision is /e) to the success o& i+2-e+enting the 'ision and rea-iing

the

goa-s. -eaders can s2end a great dea- o& energ) tr)ing to 2ersuade their 2eo2-e to ,u) into

their

'ision *-ac/a,) = *-ac/a,) 5<44 2. 4<>. Another 0a) -eaders co++unicate 'ision in at

t0o

0a)s: ,) using s)+,o-s and te--ing stories. As the sa)ing goes a 2icture is 0orth a

thousand

0ords good s)+,o-s can ,e 2o0er&u- 'ehic-es &or co++unicating the 'a-ues and 'ision o&

organiations *-ac/a,) = *-ac/a,) 5<44 2. 444. #te2hen Justi&ied his +inistr) ,)

reciting

the account o& God?s acti'it) through the ages Acts ;:4I86. When the a2ost-e Pau-

e2-ained his

+ission 0or/ a+ong the genti-es he recounted the stor) o& God?s ca-- and co++issioning

u2on his -i&e *-ac/a,) = *-ac/a,) 5<44 2. 446.

Leadershi2 is co++unication. "ou cannot ,e a 2oor co++unicator and a good -eader.

(a

De Pree o,ser'ed: Q! -earned that i& )ou are a -eader and )our?re not sic/ and tired o&

co++unicating )ou 2ro,a,-) aren?t doing a good enough Jo, De Pree 45 2. 57 as

stated in

*-ac/a,) = *-ac/a,) 5<44 2. 449

With 'ision co+es accounta,i-it): !& -eaders are going to as/ their 2eo2-e to sacri&icia--)stri'e

to achie'e the organiation?s 'ision the) +ust +ode- the ,eha'iors the) 0ant e'idenced ,)

their

2eo2-e *-ac/a,) = *-ac/a,) 5<44 2. 44;.



101

A 'ision state+ent shou-d co'er the 'ision o& the organiation. !t can co+e &ro+ the

o0ners

directors in'entors or other sta/eho-ders. !t shou-d consist o& a descri2tion o& the 'ie0 or

+ission o& the organiation 0ith regard &or the sta/eho-ders en'iron+ent or other &actors

enco+2assing the 0or-d. !n the &o--o0ing acti'it) there is a good descri2tion o& a 'ision

state+ent. uestions and ans0ers 8 +inutes

Case #tud): $ision: The $ision &or the A*C co+2an) is to 2roduce the &inest go-& c-u,s in

the

0or-d 0here sta/eho-ders are ade@uate-) co+2ensated and 0here there are +ai+ied

resu-ts 0ith

+ini+a- in2uts. #o+e o& its goa-s 0i-- ,e: 4 (anu&acture @ua-it) c-u,s 5 De'e-o2 to2 o&

the

-ine 2roducts 6Cause -itt-e har+ to the en'iron+ent 7Pro'ide good Jo,s &or a-- e+2-o)ees

8

(a/e a 2ro&it 9Gi'e ,ac/ to societ) to those 0ho are disad'antage ;Pro'ide a -eader 0ho

is

res2ected in the co++unit) >Gi'e direction to other si+i-ar +anu&acturers Pro'ide se-&I

sustaina,i-it).

Acti'it): 4 6< (inutes.

Grou2 @uestion: Ho0 can one co++unicate 0ith others% Ans: ta-/ tet 0ritten

co++unication 2ictures and +o'ies.

The c-ass 0i-- di'ide into &our grou2s o& &i'e. Each student 0i-- ta/e turn in ,eing the

-eader o&

his res2ecti'e grou2 unti- a-- students has a chance. The -eader is e2ected to de'e-o2 a

'ision &or the Widget Co+2an). !t +anu&actures Widgets. The Widget co+2an) 0ants to

,eco+e the to2

+anu&acturing co+2an) in the nited #tates. There shou-d ,e a $ision #tate+ent and then

se'era- goa-s.



102

!n C-ass acti'it) 5: 58 (inutes.

Here students 0i-- 0ant to 0rite their o0n 'ision state+ent and goa-s. The 2a2er 0i-- ,e

handed in at the co+2-etion o& the c-ass. !t shou-d ,e @ua-itati'e no +ore than 458 0ords.



#tudents 0i--

,e acti'e-) in'o-'ed in the discussion 2rocess. Listen to teacher ta-/ &or 8 +inutes.

Genera- student e2ectations: !n stage one: Di'ergent and con'ergent thin/ing s/i--s are

de'e-o2ed during this +ode-. The ti+e is short ter+ 4<I9< +in teacherI-ed acti'itiesDa'is et.

a- 5<44 2. 4>>. !n stage t0o Co+2-e 2ro,-e+ so-'ing is encouraged ,) gi'ing students

o22ortunit) to ta/e intiati'e 0or/ coo2erati'e-) 0ith each other and de'e-o2 and share

ideas and

de+onstrate their tas/ co++it+ent. !n stage three students a22-) the /no0-edge and s/i--s

gained in stages one and t0o to rea- 2ro,-e+s. Function as 2ro&essiona-s in the do+ain and

de'e-o2 rea- 2roducts to share 0ith rea- audiences 2 56 as stated in Da'is et. a- 5<44 2.4>.

Acti'it): 4 6< +inutes.

The c-ass 0i-- di'ide into &our grou2s o& &i'e. Each student 0i-- ta/e turn in ,eing the

-eader o&

his res2ecti'e grou2s unti- a-- students ha'e a chance. The -eader is e2ected to de'e-o2 a

'ision

&or the Widget Co+2an). !t +anu&actures Widgets. The Widget co+2an) 0ants to ,eco+ethe

to2 +anu&acturing co+2an) in the nited #tates. There shou-d ,e a $ision #tate+ent and

then

se'era- goa-s.



103

!n C-ass acti'it): 5 58 (inutes.

A&ter the acti'it) students 0i-- 0ant to 0rite their o0n 'ision state+ent and goa-s. The

2a2er 0i-- ,e handed in at the co+2-etion o& the c-ass.


The students shou-d ha'e an iPad or e-ectronic note,oo/-a2to2 either issued ,) the schoo- or


&or



ru-ed

2a2er.



The in c-ass acti'it) assign+ent is 0orth 4< 2oints and 0i-- ,e graded according-).

Ru,ric

4I7 Pro'ides a -ess than ade@uate 'ision state+ent. Gi'es three goa-s.

8I; Pro'ides an a'erage 'ision state+ent. Gi'es &i'e goa-s.

>I4< Pro'ides an ece--ent 'ision state+ent and o&&ers si or +ore goa-s.




104

Da) 7 Hour 7

Lesson Tit-e:Ho0 -eaders so-'e 2ro,-e+s and +a/e decisions:

O,Jecti'e: E2-ain Pro,-e+ so-'ing and decision +a/ing ,) a -eader.


Gi&ted Ta-ented Education Theor): Ta)-or?s +u-ti2-e ta-ent tote+ 2o-es. Ca-'in Ta)-or

de&ined the +u-ti2-e ta-ent tote+ 2o-es ,ased on si di&&erent areas: creati'it) &oresight

2-an

ing co++unication decision +a/ing and acade+ics Ada+s = (ason 5<45 2. 6. !t

&ocuses

on &unction rea- 0or-d thin/ing 2rocesses integrated 0ithin su,Ject content it assu+esstudents

/no0-edge 0i-- gro0 +ore i& the +u-ti2-e ta-ent a22roach is usedAda+s = (ason 5<45 2.

5


!nteracti'e creati'e -eadershi2.

#is/ 46descri,ed a -eadershi2 training 2rogra+ that e+2hasies si 2roducti'e

thin/ing

and ,eha'iora- strategies o& -eadershi2 2.7>. these are goa-Isetting 2re2aring &or the

&uture

de'e-o2ing a success s)nta gaining se-&I/no0-edge ,eco+ing +ore a0are o& onese-& and

co2ing

0ith 'a-ues and con&-ict There is a-so a s2iritua- @uotient or a dee2 a0areness that &osters

connectedness to the co++unit) Da'is et a- 5<44 2. 5;7.

Future 2ro,-e+ so-'ing the socia- -earning co+2onent and has ,een used in Teas

Go'ernors

Honor?s 2rogra+ Da'is et. a- 5<44 2. 5;8.

The Wics +ode- o& -eadershi2 Wisdo+ inte--igenceIcreati'it) s)nthesied W!C#.

#tern,erg



105

5<<8 sa)s -eadershi2 e+erges 0here there are three ite+s creati'it) inte--igence and

0isdo+.

!t in'o-'es s/i--s and attitudes #tern,erg 5<<8 as stated in Da'is et. a- 5<44.

Teacher

Teacher Ta-/: 8 +inutes A sing-e deter+ination ho-ds the 2otentia- to signi&icant-) i+2act

not

on-) the organiation ,ut a-so those 0ho 0or/ &or it. The &irst choice -eaders +a/e in

decision

+a/ing is 0hether to re-) on their o0n insights or on God?s 0isdo+. Peo2-e don?t natura--)

do

things God?s 0a) ,ecause the) don?t thin/ -i/e God does *-ac/a,) = *-ac/a,) 5<44 2.

55<.

According to *-ac/a,) = *-ac/a,) 5<44 !t is ,etter to trust in the Lord than to 2ut

con&idence in +an and the Ho-) #2irit guides through 2ra)er.Psa-+ 44>:> K1$ as stated

in

*-ac/a,) = *-ac/a,) 5<44 2. 55<. *-a/a,) = *-ac/a,)5<44 a-so sa) Pra)er is the one

0ho

2ro+ised 1er. 66:6 Ca-- u2on +e and ! 0i-- ans0er thee and she0 thee great and +ight)

things 0hich thou /no0est not 1ere+iah 66:6 K1$ as stated in *-ac/a,) = *-ac/a,)

5<44 2.

55<. The Ho-) #2irit guides through God?s Word. God?s 0ord is the 2-u+, -ine &or

Christian

-i'ing. When 2eo2-e gi'e -eaders ad'ice -eaders co+2are their counse- 0ith God?s Word.

True

s2iritua- -eaders recognie their utter de2endence on God so the) regu-ar-) &i-- their heart

and

+ind 0ith his Word. When -eaders i++erse the+se-'es in scri2ture the) start to thin/

according

to ,i,-ica- 2rinci2-es. When a di&&icu-t situation sudden-) arises the Ho-) s2irit 0i-- ,ring

re-e'ant



106

scri2tures to +ind 1ohn 47:59.

Danie- had enor+ous go'ern+ent res2onsi,i-ities )et he ha,itua--) 2ra)ed three ti+es a

da).

When his ri'a-s used 2o-itica- intrigue to oust hi+ &ro+ his 2osition. Danie- &aced i++inent

+orta- danger *-ac/a,) = *-ac/a,) 5<44 2. 555. Dan 9 He used the ti+e 0hen he 0as in

danger as a tie o& 2ra)er and though the situation -oo/ed ,-ea/ God de-i'ered Danie-

through the

situation and unto 'ictor).

When 1o, entered a dar/ 'a--e) o& traged) -osing his chi-dren his hea-th and e'er)thing

he

o0ned that 0as not the ti+e &or hi+ to hasti-) see/ a c-oser re-ationshi2 0ith God so he

0ou-d

ha'e strength &or his tria-s. During those tu+u-tuous da)s 1o, sho0ed his re-ationshi2 0ith

God *-ac/a,) = *-ac/a,) 5<44 2. 555.

(an) ti+es -ong range 2-anning is necessar) to de'e-o2 an inte--igent decision. When the

2ro,-e+ is not i++ediate and there can ,e so+e 'ariation to the ans0er ta/ing ti+e to 2-an

&or a

2ro,-e+ is necessar).

As i+2ortant as decision +a/ing is it is on-) ha-& o& the 2rocess. Li'ing 0ith the decision is

the

other ha-&. #tic/ing 0ith choices and acce2ting conse@uences is di&&icu-t. Leaders acce2t

conse@uences. E'en 0hen the) +a/e +ista/es the) +ust ad+it the+. The -eaders stand ,)

the

decisions. Harr) Tru+an had a 2-a@ue on his des/ that said: The ,uc/ sto2s here. He

cou-d

+a/e decisions and stand ,) the+ *-ac/a,) = *-ac/a,) 5<44.

#tern,erg?s 5<<8 attitudes are su++aried as &o--o0s: 4 Pro,-e+ rede&initionI-eaders

are



107

0i--ing to 'ie0 the 2ro,-e+ in a-ternati'e 0a)s. 5 Pro,-e+ ana-)sis: -eaders consider

a-ternati'e

decisions &or 2ro,-e+ so-'ing. 6 #e--ing a so-ution: Leaders recognie that so-utions +a) not

se--

the+se-'es. 7 Recognition o& ho0 /no0-edge can ,oth he-2 and hinder creati'e thin/ing.

Creati'e -eaders are not entrenched in their decisions. 8 0i--ingness to ta/e sensi,-e ris/s.

Leaders are 0i--ing to ris/ &ai-ure in order to +eet -ongIter+ goa-s. 9 Wi--ingness to

sur+ount

o,stac-es -eaders are resi-ient. ; ,e-ie& in one?s a,i-it) to acco+2-ish the as/ at hand.

Creati'e

-eaders ha'e con&idence in their tas/ co+2-etion ca2a,i-it). > Wi--ingness to to-erate

a+,iguit).

Leaders dea- 0ith uncertaint). 0i--ingness to &ind etrinsic re0ard &or the things the) are

intrinsica--) +oti'ated to do. Leaders -o'e 0hat the) do so the) &ind the 2-ace that 0i-- 2a)

the+

&or their 0or/. 4< continuation o& inte--igent gro0th rather than stagnation. Leaders ada2t

to

changing circu+stances as stated in Da'is et. a- 5<44 2. 5;4.

Watch "ouTu,e short +o'ie: #hared decision (a/ing ani+ated short:

+.)outu,eco+F!(D!( 4:75

Re'ie0 the Po0erPoint: Decision+a/ing000.un&.edu,a/erDecision+a/ing 2ages 4I7 ;

(inutes

Acti'it) 4: Grou2 discussion: 5< (in.

Discuss A case stud): the V" Co+2an) is needing to hire 4 ne0 0or/er. T0o 'er)un@ua-i&ied

0or/ers ha'e a22-ied &or the Jo,. !t is on-) ,ecause the) ha'e a custo+er 0ho has a need &or

additiona- 2roduct. The Jo, 0i-- on-) -ast &or t0o 0ee/s. What can the co+2an) do%

#o-utions: 4 Hire a 0or/er 5 Hire ,oth 0or/ers 6Hire Te+2orar) 0or/ers 7 Gi'e those

http://www.unf.edu/baker/Decisionmaking%20pages%201-4




108

0ho

0ant to 0or/ etra hours o'erti+e 8 (a/e a -ongIrange hiring 2-an

Acti'it) 5: !n c-ass Case #tud) 5: 59 (in 4> #ec.

Case #tud) 5: "ou as the -eader are &orced to +a/e so+e decisions and so-'e the 2ro,-e+s

o& the

co+2an). Late-) the econo+) has gotten so ,ad that the co+2an) is considering -a)o&&s.

The

decision can 0ait &or si +onths. 1ohn?s Jo, is the one that needs e-i+ination. 1ohn has ,een

a

good e+2-o)ee &or &i&teen )ears. 1ohn re&uses to crossItrain to a ne0 Jo, and thus ha'e his

2osition a,sor,ed as a costIsa'ing +easure. The co+2an) has ne'er needed to constructi'e-)

discharge an)one. What 0i-- )ou do to so-'e this 2ro,-e+%

The students hand in assign+ent as the) -ea'e.

Ho+e0or/ : #tudents stud) o'er notes.



#tudents 0i--

,e acti'e-) in'o-'ed in the discussion 2rocess. #tudents 0i-- -isten to teacher ta-/ 8 +inutes.

#tudents 0i-- 0atch the t0o "ouTu,e c-i2s 4:75 and ; (in. res2ecti'e-).

Acti'it) 4: 5< (in.

#tudents 0i-- ,e gi'en an o22ortunit) to 2ractice their s/i--s using Ca-'in Ta)-or?s

(u-ti2-eI

Ta-ent Tote+ Po-es: the) 0i-- incor2orate creati'it) &oresight 2-anning co++unication

decisionI+a/ing and acade+ics into the &ina- 2roduct. #o+e o& the students 0i-- ,e -eaders



109

in one or so+e o& the categories in the in c-ass case stud) 4.

Acti'it) 5: !n c-ass Assign+ent: 59 (in 4> #ec.

Case #tud) 5: "ou as the -eader are &orced to +a/e so+e decisions and so-'e the 2ro,-e+s

o& the

co+2an). Late-) the econo+) has gotten so ,ad that the co+2an) is considering -a)o&&s.

The

decision can 0ait &or si +onths. 1ohn?s Jo, is the one that needs e-i+ination. 1ohn has ,een

a

good e+2-o)ee &or &i&teen )ears. 1ohn re&uses to crossItrain to a ne0 Jo, and thus ha'e his

2osition a,sor,ed as a costIsa'ing +easure. The co+2an) has ne'er needed to constructi'e-)

discharge an)one. What 0i-- )ou do to so-'e this 2ro,-e+%

#tudents 0i-- hand in assign+ent ,e&ore -ea'ing c-ass.


The students shou-d ha'e an iPad or e-ectronic note,oo/-a2to2 either issued ,) the schoo-

or

*) their 2arents. !nternetWiIFi access is 2ro'ided ,) the schoo-. A Ho-) *i,-e is necessar)

&or



ru-ed

2a2er.


We,site: "ouTu,e short +o'ie: #hared decision (a/ing ani+ated short:

+.)outu,eco+F!(D!( 4:75 (in..

Po0erPoint: DecisionI+a/ing 000.un&.edu,a/erDecision+a/ing 2ages 4I7 ;

(in..





110


This situation is 'er) si+i-ar to ones ta/ing 2-ace across the #A and the 0or-d.

Ans0er: This is a 'er) di&&icu-t situation. !n the interest o& the co+2an) one 2osition +ust

,e

e-i+inated. #uggesting crossItraining or so+e other +easure -i/e Jo, sharing or creating

another

strateg) is one 0a) to hand-e it. P-anning &or the change cou-d gi'e si +onths to 0ait on

e-i+inating the Jo, or ho2ing the econo+) 0i-- i+2ro'e. The assign+ent is 0orth 4< 2oints.

Ru,ric

4I7 O&&ers a so-ution to the 2ro,-e+.

8I; O&&ers at -east t0o so-utions to the 2ro,-e+. He uses the +ode- to sho0 creati'it)

>I4< O&&ers se'era- so-utions according to the +ode- that 0i-- ,ene&it the organiation and

2ro'ide a 2ro2er so-ution &or those in'o-'ed.




111

Da) 8 Hour 8

Lesson Tit-e:God?s Leaders.

O,Jecti'e: (o'ing 2eo2-e on to God?s Agenda *-ac/a,) = *-ac/a,) 5<44 2. '.


*i,-ica- (ode- : the ,i,-ica- +ode- &or -eadershi2 is the *i,-ica- Wor-d $ie0: According to

$an *ru++e-en 5<<5 there are three as2ects o& the ,i,-ica- 0or-d 'ie0: 4The Creation

(andate 5The Great Co++and+ent 6 The Great Co++ission. !n this re'ie0 o& the

*i,-ica-

+ode- -eadershi2 is esta,-ished ,) God and ordained &or His 2ur2oses no0 and into

eternit)$an

*ru++e-en 5<<5 2. 7><.

Gi&tedTa-ented (ode-: $an Tasse- :

Focused on the need &or co+2-e+entar) a22roaches to de'e-o2 curricu-u+ ,ased on

research

o& e&&ecti'eness $an Tasse-I*asca 5<<6 2. 7. !t 0i-- a-so use a di&&erentiated

curricu-u+ $an Tasse-I*asca 5<<6 2. 8. The design is ,ased on 4The 'a-ues and

re-e'ance

&actors &or the gi&ted 5the techno-og) o& curricu-u+ de'e-o2+ent 6as2ects o&

di&&erentiation o&

curricu-u+ &or the gi&ted 7the research ,ased e&&icac) o& such curricu-u+ and re-ated

instructiona-

2edagog) in use *an Tasse-I*asca 5<<6 2. 4.


A&&ecti'e Learning &or gi&ted and ta-ented sho0 that the gi&ted and ta-ented students are

,etter

a,-e to understand +ora- issues and are +ore -i/e-) to ,e honest truth&u- and ethica-e.g.

Ho0ard

Ha+i-ton = Fran/s 48 as stated in Da'is et. a- 5<44 2. 5;8. !n addition it is necessar)



112

to

he-2 a&&ecti'e-) su2erior students to ,etter understand the+se-'es and their 'a-ues to ,e

+ore

e+2athetic to0ard others and genera--) to ac@uire highI-e'e- 'a-ues ethics achie'e+entgoa-s

A good se-&Iconce2t is 'er) i+2ortant &or the gi&ted and ta-ented. *ui-ding se-&Iestee+ and

@ua-it) 2ositi'e &ee-ings in the student is 'er) necessar).

(ora- De'e-o2+ent: the Koh-,erg (ode-. Koh-,ergs si stages o& +ora- de'e-o2+ent

are

di'ided into three +ain -e'e-s each containing t0o stages. The) are 2reIcon'entiona-

con'entiona- and 2ostIcon'entiona-. Koh-,erg 4;9 suggested that teacher e2ose chi-dren

to

conce2ts Just one ste2 higher than their current age and encourage the+ to thin/ at this

+ore

+ature age Koh-,erg 4;9 as stated in Da'is et. a- 5<44 2. 5;>.

Pro+oting 2ositi'e 'a-ues is a great idea in 2u,-ic and 2ri'ate schoo-s. Fantini 4>4

ite+ied a short -ist &or this #trategies &or encouraging a&&ecti'e gro0th are $a-ues

C-ari&ication

+agic circ-e and character de'e-o2+ent as stated in Da'is et. a- 5<44 2. 5;>.

Character: The Character Counts &oundation Weiner 5<<; e2-ains that his 2rogra+ can

,e

a22-ied schoo-0ide. The 2rogra+ high-ights trust0orthiness res2ect res2onsi,i-it)

&airness and

caring as -isted in Da'is et. a- 5<44 2. 5>5.

Teacher

Teacher Ta-/: 4< (inutes

!n a *i,-ica- 0or-d'ie0 $an *ru++e-en 5<<5 has de&ined that a Christian 0or-d'ie0 is

necessar) &or ,e-ie'ers to e+,race and +a/e a 2art o& their -i'es. There are three 2arts to it:



113

4The

Creation (andate 5 The Great Co++and+ent 6 The Great Co++ission.

This is a-- a,out character de'e-o2+ent and understanding 0hat is e2ected &ro+ each

other.

The ,e-ie'er 0hen he is tru-) ,ornIagain 0i-- understand that as an indi'idua- a2art &ro+

God is

ho2e-ess-) -ost and that ha'ing a re-ationshi2 0ith 1esus Christ is the on-) 0a) that a 2erson

can

-i'e 0ith God in hea'en. The 'erse For a-- ha'e sinned and co+e short o& the g-or) o& God.

Ro+ 6:56 K1$ As it is 0ritten there is none righteous no not one.Ro+ 6:4< K1$.

Where&ore as ,) one +an sin entered into the 0or-d and death ,) sin: an so death 2assed

u2on

a-- +en &or that a-- ha'e sinned. Ro+ 8:45 K1$. *ut God co++endeth his -o'e to0ard us

in

that 0hi-e 0e 0ere )et sinners Christ died &or us.Ro+. 8:> K1$. That i& thou con&ess

0ith th)

+outh the Lord 1esus and sha-t ,e-ie'e in thin/ heart that God hath raised hi+ &ro+ the

dead thou

sha-t ,e sa'ed. For 0ith the heart +an ,e-ie'eth unto righteousness and 0ith the +outh

con&ession is +ade unto sa-'ation. Ro+ 4<:.4< K1$

!n the creation +andate: Psa-+ 4:4 sa)s a great dea- a,out God?s creation and our

2-ace in it.

The hea'ens dec-are the g-or) o& God and the &ir+a+ent she0eth his hand)0or/. Da) unto

da) uttereth s2eech and night unto night she0eth /no0-edge.Psa-+ 4:4I5 K1$.

The Great Co++and+ent : 1esus said unto hi+: thou sha-t -o'e the Lord the) god 0ith

a--

th) heart and 0ith a-- th) sou- and 0ith a-- th) +ind. This is the &irst and great

co++and+ent.

And the second is -i/e unto it. Thou sha-t -o'e th) neigh,or as th)se-&. (att. 55: 6;I6



114

K1$.

The Great Co++ission: And 1esus ca+e and s2a/e unto the+ sa)ing A-- 2o0er is gi'en

unto

+e in hea'en and in earth. Go )e there&ore and teach a-- nations ,a2tiing the+ in thena+e o&

the Father and o& the #on and o& the Ho-) Ghost: Teaching the+ to o,ser'e a-- things

0hatsoe'er

! ha'e co++anded )ou: and -o ! a+ 0ith )ou a-0a)s e'en unto the end o& the 0or-d.

A+en.(att: 5>: 4>I5< K1$.

God raises u2 -eaders through ha'ing His hand u2on the 2erson surrender hu+i-it) and

courage.

#o+e o& the ea+2-es are de2icted ,e-o0.

God?s in&-uence on -eaders is 'er) noticea,-e. O& +an) 0a)s -eaders can eert in&-uence

on

others through their -i&e none is +ore 2o0er&u- than 0hen God a&&ir+s the+ ,e&ore others

Ps.

><:4; 46:8as stated in *-ac/a,) = *-ac/a,) 5<44 2. 488.

(oses 0as argua,-) the greatest -eader in the O-d Testa+ent. *ecause o& his c-ose 0a-/

0ith

God (oses 0as etre+e-) hu+,-e Nu+. 45:6. He 0as so de+ure that 0hen Aaron and

(iria+

criticied hi+ the Lord ca+e to his de&ense re,u/ing his co+2anions &or their inso-ence

Nu+.

45: 9I>. (oses did not de+and res2ect or act 0ith a hea') hand. #ure-) that is 0h) God

chose to

honor hi+ 1a+es 7:4 as stated in *-ac/a,) = *-ac/a,) 5<44 2. 488.

Char-es Finne) and D0ight (ood) surrendered the+se-'es to God and he +ade the+

+ight)

-eaders and 2reachers o& +en. *i--) Graha+ surrendered his -i&e to God at thirt) and said Q!



115

a+

going to a--o0 &aith to go ,e)ond +) inte--ectua- @uestions and dou,ts and ! 0i-- ,e-ie'e this

to

,e "our !ns2ired Word as stated in *-ac/a,) = *-ac/a,) 5<44 2. 495.

Tho+as (ore 0as one o& the +ost 2o0er&u- -eaders under Henr) $!!!. His /ing dis-i/ed

ha'ing hi+ &ar &ro+ his court and on se'era- occasions 2aid a 2ersona- 'isit to his ho+e.

A&ter one

such 'isit &ro+ the /ing (ore?s sonIinI-a0 Wi--ia+ Ro2er 2raised his &atherIinI-a0 &or his

in&-uence o'er the 2o0er&u- +onarch *-ac/a,) = *-ac/a,) 5<44 2. 4;9. Tho+as (ore

0as

hu+,-e and /e2t this 2ers2ecti'e throughout his -i&e under the /ing.

Courage is not an a,sence o& &ear. Courage is ,eing &rightened and )et doing the right

thing

an)0a). At the ,att-e o& Princeton during the A+erican Re'o-utionar) War the *ritish

routed

the Phi-ade-2hia +i-itia and ,egan turning the tide o& ,att-e. George Washington raced u2on

the

&-eeing re'o-utionar) so-diers shouting Parade 0ith us ,ra'e &e--o0s There is ,ut ahand&u- o&

ene+) and 0e 0i-- ha'e the+ direct-)Randa-- 2. 65 The courageous genera- 2ersona--)

-ed

the ,a)onet charge hat in hand 0a'ing his troo2s &or0ard to 'ictor)*-ac/a,) =

*-ac/a,)

5<44 2. 4;>.

Acti'it):

Teaching 'a-ues Acti'it) 4: $a-ues C-ari&ication strateg): 58 (inutes

!n c-ass as a 0ho-e 0i-- use the $a-ues c-ari&ication #trategies &or+ &ro+ Da'is et a- 5<44 2.

5>4.



116

sing the 0hite,oard the teacher 0i-- +a/e the chart that is seen in the a,o'e

The teacher 0i-- +a/e the chart and the students 0i-- co--ecti'e-) &i-- it in.

Acti'it) 5: Leadershi2 discussion 58 (inutes

Acti'it): The grou2 0i-- get into a circ-e &or a round ta,-e discussion a,out character

courage

ser'ice and hu+i-it). sing the $an Tasse- a22roach and in a 2ure-) socratatic &ashion the

c-ass

0i-- deter+ine and ta/e notes that the) 0i-- -ater use &or a ho+e0or/ assign+ent.



#tudents 0i--

,e acti'e-) in'o-'ed in the discussion 2rocess. #tudents 0i-- -isten to the teacher ta-/ 4<

(in..

Acti'it): $a-ues C-ari&ication #trateg): 58 (inutes.

!n c-ass as a 0ho-e 0i-- use the $a-ues c-ari&ication #trategies &or+ &ro+ Da'is 5>4

Acti'it) !!: Leadershi2 discussion 58 (inutes.

Acti'it): The grou2 0i-- get into a circ-e &or a round ta,-e discussion a,out character

courage

ser'ice and hu+i-it). sing the $an Tasse- a22roach and in a 2ure-) socratatic &ashion the

c-ass

0i-- deter+ine and ta/e notes that the) 0i-- -ater use &or a ho+e0or/ assign+ent.

Ho+e0or/ Assign+ent: #tudents 0i-- 0rite an essa) that 0i-- descri,e the in&or+ation

co'ered

and a-ign 0ith the ru,ric. The) 0i-- turn it in at the ,eginning o& the net c-ass.



117


The students shou-d ha'e an iPad or e-ectronic note,oo/-a2to2 either issued ,) the schoo-

or


&or



ru-ed

2a2er.


Da'is et. a- 5<44 2. 5>4 $a-ues C-ari&ication #trateg)


Learning the+es are organied around the issuesthe+es di+ension. *) organiing the

curricu-u+ around issues and the+es students are a,-e to de'e-o2 dee2er ideas and

2hi-oso2hies

that u-ti+ate-) 2ro+otes their understanding o& structure o& /no0-edge ,eing studied. !n

other

0ords students co+e to understand s)ste+s o& /no0-edge rather than the indi'idua-

e-e+ents o&

those s)ste+s $an Tasse-I*asca = Woods 5<< as state in Da'is et a- 5<44. The

interdisci2-inar) the+es are re'e-ed and -earning goa-s associated 0ith this address the

-earner?s

need &or a,straction.

When the assign+ent is graded the net da) the &o--o0ing ru,ric is o,ser'ed. !t is 0orth 4<

2oints.

Ru,ric



118

4I7 2oints !denti&ies at -east three 2oints o,ser'ed in the teacher ta-/ or the $a-ues

C-ari&ication #trateg)

8I; 2oints !denti&ies at -east &i'e 2oints o,ser'ed in the teacher ta-/ or the $a-ues

C-ari&ication #trateg).

>I4< 2oints !denti&ies at -east &i'e 2oints o,ser'ed in the teacher ta-/ or the $a-ues

C-ari&ication #trateg).


#choo-s = Di'ersit)

!n the +o'ie -aiting #or Su"er$an 5<4< the eisting 'ie0 o& schoo-s 0i-- start-e 2arents

and teachers a-i/e. #ad-) +an) schoo-s 0hether inner cit) or su,ur,an are &ai-ing the

nited #tates chi-dren. Dr. Canada narrated his o0n stor) and a&ter e2-aining the

&ai-ings o& +an) schoo- s)ste+s he 2resented issues and so+e e&&ecti'e ans0ers. Dr.

Canada a-so sho0ed success 0ith his Charter #choo- entrant.

According to (onroe 4; The a22arent @ua-it) o& sta&& isn?t the crucia- ingredient

in ,ui-ding a schoo- -eadershi2 is 2.45. The i+2ortance o& good -eadershi2 and ,ui-ding

the sta&& and 2rogra+ around it is a signi&icant 2art o& schoo- success.



119

According Pa)ne to ,etter understand students and adu-ts &ro+ 2o'ert) a 0or/ing

de&inition o& 2o'ert) is the etent to 0hich an indi'idua- does 0ithout resources. Resources

&or students are: &inancia- e+otiona- +enta- cogniti'e s2iritua- 2h)sica- su22ort

s)ste+s re-ationshi2sro-e +ode-s /no0-edge o& hidden ru-es and -anguage&or+er

register2. >. !t is necessar) to de-i'er the resources to students in s2ite o& 2o'ert)

socioecono+ic and +u-ticu-tura- &actors. A-so students 0ith disa,i-ities need si+i-ar

consideration o& their educationa- circu+stances.

The re'ie0 o& the current schoo- s)ste+ sho0s it is ,ro/en Guggenhei+ 5<4<. !t is

-eadershi2 that 0i-- change the &ai-ure. According to the 2ro,-e+Iso-'ing a22roach a

&aci-itator guides grou2 +e+,ers through a series o& 2hases designed to he-2 +e+,ers

ana-)e and reso-'e the issues con&ronting the+*ars/) 5<<; 2. 5<4. The &aci-itator is

the success&u- -eader 0ho 0i-- e&&ecti'e-) use d)na+ic tea+0or/ and c-ear co++unication

to coach her 2eers to 'ictor).

1esus gi'es an ans0er to -eaders e2ectationsoutco+es in the #er+on on the (ount

2articu-ar-) 'erse &i'e: *-essed are the +ee/: &or the) sha-- inherit the earth(att: 8:8

K1$. *-essed are the) 0hich are 2ersecuted &or righteousness sa/e: &or theirs is the

/ingdo+ o& hea'en. ReJoice and ,e eceeding g-ad: &or great is )our re0ard in hea'en: &or

so 2ersecuted the) the 2ro2hets 0hich 0ere ,e&ore )ou(att: 8: 4< 45 K1$.

The 2oor .#. schoo- a22earance can start-e a 2erson. The *i,-e te--s the reader

And it ca+e to 2ass in those da)s that there 0ent out a decree &ro+ Caesar Augustus that

a-- the 0or-d shou-d ,e taedLu/e 5:4 K1$. The /e) 0ords are it ca+e to 2ass. This

+essage is a great rea&&ir+ation that God is a,-e to change things i& 2eo2-e 0i-- see/ Hi+.



120

According to (onroe4; The a22arent @ua-it) o& sta&& isn?t the crucia- ingredient

in ,ui-ding a schoo- -eadershi2 is2.45. The i+2ortance o& good -eadershi2 and ,ui-ding

the sta&& and 2rogra+ around it is a signi&icant 2art o& schoo- success.

According Pa)ne to ,etter understand students and adu-ts &ro+ 2o'ert) a 0or/ing

de&inition o& 2o'ert) is the etent to 0hich an indi'idua- does 0ithout resources. Resources

&or students are: &inancia- e+otiona- +enta- cogniti'e s2iritua- 2h)sica- su22ort

s)ste+s re-ationshi2sro-e +ode-s /no0-edge o& hidden ru-es and -anguage&or+er

register2. >. !t is necessar) to de-i'er the resources to students in s2ite o& 2o'ert)

socioecono+ic and +u-ticu-tura- &actors. That is an ecuse.

The re'ie0 o& the current schoo- s)ste+ sho0s it is ,ro/en Guggenhei+ 5<4<. !t is

-eadershi2 that 0i-- change the &ai-ure. According to the 2ro,-e+Iso-'ing a22roach a

&aci-itator guides grou2 +e+,ers through a series o& 2hases designed to he-2 +e+,ers

ana-)e and reso-'e the issues con&ronting the+*ars/) 5<<; 2. 5<4. The &aci-itator is

the -eader 0ho 0i-- e&&ecti'e-) use d)na+ic tea+0or/ and c-ear co++unication to coach

her 2eers to 'ictor).

According to Dr. Canada in -aiting #or Su"er$an, E'er)one shou-d ha'e the sa+e

o22ortunit) Guggenhei+ 5<4<. A-- chi-dren are su22osed to ,e a&&orded the sa+e

o22ortunities to get a &ree accessi,-e 2u,-ic education FAPE. What is ha22ening here

e@uates to a ,asic rationing o& the education 0ith those in certain co++unities o&&ered a

su,standard.

Ne'er cou-d an)one i+agine that there 0ou-d ha'e to ,e a Lotter) &or chi-dren to go to a

,etter schoo-. Parents and co++unities shou-d ,e outraged at such a conce2t. #choo-

o&&icia-s shou-d ,e asha+ed and e+,arrassed. *ut 1esus said #u&&er -itt-e chi-dren and



121

&or,id the+ not to co+e unto +e: &or o& such is the /ingdo+ o& hea'en (att: 4:47

K1$. This is a -eaders +ission state+ent.

#o+e o& so-utions &or 0hat is 0or/ing other than 2ri'ate schoo-s are Charter schoo-s.

According to Coo2er Fusare--i = Randa-- 5<<7 r,an education through Charter

schoo-s rather than 'ouchers 2ro'ides greater schoo- choice 0hi-e restricting choice to the

2u,-ic s2here 2. 9;. The +o'ie 2ortra)ed the success charter schoo-s are ha'ing 0ith

the -earning o& the students. Leadershi2 e2-ained their 'ision and 2hi-oso2hies ,) 2utting

their res2onsi,-e +oti'ated indi'idua- student success through accounta,i-it) ,) ,oth

teacher and student as 0e--ing the use o& resources &or success. Dr. (onroe ,rought success

to her schoo- ,) strategica--) se-ecting teachers 0ho 0ere co+2etent and ins2ired she a-so

attested to her ancestra- -earning o& gi&ts o& 2atience endurance &aith and @uiet (onroe

4;.

! 2-an to use 0hat these success&u- -eaders are doing and that is to esta,-ish a 2-an 0here

the ,est teachers are in'ited to teach in'itation o& the co++unit) and esta,-ish+ent o&

so-id 2ractica- -eadershi2. Ru-es 0i-- ,e esta,-ished and standards 0i-- ,e 2osted. The

rea&&ir+ation o& the goa-s and standards ,) -eadershi2 and teachers 0i-- so-idi&) a tea+

that 0i-- see/. The use o& uni&or+s is he-2&u- in negating the 0ear o& gang co-ors and

-e'e-ing the 2-a)ing &ie-d &or a-- 2artici2ating students at the schoo-. #o+e o& the other

-eadershi2 attri,utes 0i-- ,e to 2ro+ote an attitude o& tea+0or/ and co--egia-is+. Pro'ide

+entoring to teachers and encourage 2ersona- de'e-o2+ent &or a-- teachers gi'e

o22ortunit) &or accounta,i-it) and see that each 2artici2ant reaches his highest 2otentia-.

The de'e-o2+ent o& a 'ision and a +ission 2-an +ust ,e ins2ired ,) the -eader 0ho

see/s to +a/e a di&&erence in his -i&e the -i'es o& others and the 0or-d as a 0ho-e. !t is the



122

2ure deter+ination to 0ant so+ething 0ith the deter+ination and 2erse'erance to see it

through to success.

(onroe 4; e2-ains that in &inding a 2ersona- +ission "ou can?t outrun )our &ate

2. ;5. #he de'e-o2ed a 2-an ca--ed the (onroe Doctrine and the &ina- 2art o& her

2erse'erance creed sa)s QKee2 as/ing YWh) not? ti-- )ou run out o& ecuses and &ear

2.;4.

Dr. (onroe?s su22ort s)ste+ consisted o& her +a+a -eaders 0ho ga'e her o22ortunities

and 2ro&essors 0ho cha--enged her to 0or/ hard.

According to Pa)ne A #)ste+ is a grou2 in 0hich indi'idua-s ha'e ru-es ro-es and

re-ationshi2s. D)s&unctiona- is the etent to 0hich an indi'idua- cannot get hisher needs

+et 0ithin a s)ste+ 2. >4. #u22ort s)ste+s in the schoo- and &or students are as

i+2ortant as the c-asses and curricu-u+ itse-&.

When ,ui-ding a +ission 'ision &or a-ternati'e schoo-s one +ight consider the &o--o0ing:

According to *ars/) 5<<; the e&&ecti'e -eaders shou-d ,e destined to ,ui-d

understanding coo2eration and 2ositi'e re-ationshi2s 2. 4. n&ortunate-) +an)

di'erse or +u-ticu-tura- students co+e &ro+ 2oorer econo+ic ,ac/grounds and their

2arents do not ha'e the a,i-it) to 2urchase etra curricu-u+ to 0or/ 0ith the+ at ho+e or

o'er su++er ,rea/s. #o+e considerations &or ,ui-ding strong +ission state+ents 0i--

inc-usion o& the co++unit) resources and en-isting s2onsors to encourage and 2ossi,-)

su22ort the -oca- schoo-. (an) 2atrons -i/e to 2artner 0ith -oca- schoo-s not on-) to

2ro+ote good0i-- ,ut to esta,-ish the ,usiness re-ationshi2. A-ternati'e schoo-s +ight

consider a +ission state+ent that +a/es a-- sta/eho-ders and 2artici2ants as 2artners in

the gro0th 2rocess. Designation o& an i+2ro'ed co++unit) out-oo/ good citienshi2



123

cu-tura- acce2tance and su2er, 2re2aration &or ad'ance education 0ith success&u-

integration ro+ the co++unit) 0i-- ,e a design &or a 0inning di'erse en'iron+ent.

*i,-ica--) the -eadershi2 +ight a-so see/ guidance &ro+ the *i,-e: For the /ingdo+ o&

God is not +eat and drin/ ,ut righteousness and 2eace and Jo) in the Ho-) Ghost Ro+

47:4; K1$.

The i+2ortance o& the e&&ecti'eness.in the schoo- is a necessit) &or the direction o& the

schoo- and the students. This in&or+ation ehi,ited and con'e)ed &ro+ -aiting #or

Su"er$an said -eaders? success a+ounted to ,e-ie'ing 2erse'ering and ne'er gi'ing

u2 Guggenhei+ 5<4<. Leadershi2 +ust ,e co+2etent co++itted co+2assionate

coo2erati'e and c-ear.

#trong &ocused -eadershi2 addresses cha--enges o& de'e-o2ing and -eading a Christian

schoo-. Dr. (onroe has gi'en so+e great ea+2-es o& her -i&e and sho0n 0hat 0or/s and

0hat +ight not ha'e as +uch success. Cha--enges +ight consist o& 2oor de+ogra2hics and

2o'ert). !t a-so +ight consist o& 2oor e2ectations &ro+ teachers and outco+es. !t +ight

not ha'e 0e-- de&ined outco+es &or teachers and &or students.

According to (onroe 4; in her (onroe Doctrine race ethnicit) and 2o'ert) are

2oor ecuses &or -o0 e2ectations 2. 4<8. Those 0ho &o--o0 her success&u- 2-ans and

ea+2-es rea-ie that &ai-ure is not an o2tion. The -eader needs to esta,-ish the 2ath. The

&acu-t) and sta&& ,ui-d the e&&ecti'e &ra+e0or/ &or the schoo-s. The students then &i-- the

schoo- 0ith attitudes to -earn or not to -earn. The success 0i-- ,e &or the+ to gra, ho-d o&

the 'ision so that the) +a/e it 2art o& their -i'es.

According to Pa)ne 5<46 (an) educationa- 2ro,-e+s that can ,e understood

through the -ens o& 2o'ert) co+e to -ight as disci2-ine or c-assroo+ +anage+ent issues 2.



124

4<;. The 2o'ert) student -i'es 0ith an entire di&&erent set o& ru-es and standards.

Ho0e'er good -eadershi2 and teaching 0i-- ena,-e the sta&& to +a/e the corrections and

ena,-e the students to Y,eco+e 2art o& the grou2?.

The i+2act o& the a,o'e a&&ects +e and e'er) other -eader in education. The &irst ans0er

is &ro+ scri2ture. Con&ess )our &au-ts one to another and 2ra) one &or another that )e

+a) ,e hea-ed. The e&&ectua- &er'ent e&&ecti'e 2ra)er o& a righteous +an a'ai-eth +uch

1a+es 8:49 K1$. ! 0ant the Lord to ,e in charge o& +) thoughts and actions. Through

-eadershi2 that is coo2erati'e and co+2assionate the tea+ o& educators can 2ositi'e-)

endorse the 2-an. Their resu-ts 0i-- ,e to encourage the students to see/ the Lord and use

their a,i-ities in the highest &ashion.

!n conc-usion the -eadershi2 0i-- use the standards ru-es and 2rotoco-s the) ,e-ie'e to

,e e&&ecti'e and esta,-ish the schoo- the) 0ant. ! consider +) -eadershi2 to i+2act the

Christian co++unit) and 2ro'ide a suita,-e &ra+e0or/ &or the di'erse !nternationa-

Christian schoo- to 2ro'ide accessi,-e -earning &or di'erse students and gi'e the+ the

o22ortunit) to ta/e the Gos2e- and their -earning ,ac/ to their ho+e co++unities in other

countries.

The Christian -eader +ight 0ant to consider the &o--o0ing :!n the #er+on on the (ount

1esus Christ ,-esses a tru-) need) and di'erse cro0d 0ith 0isdo+ that each -earner

teacher and -eader can a22reciate and a22-) into their -i'es. !n (atthe0 :1esus e2-ains

&ro+ #er+on his -o'e &or a-- 2eo2-e a-- races a-- di'ersities. *-essed are the 2oor in

s2irit: &or theirs is the /ingdo+ o& hea'en. *-essed are the) that +ourn: &or the) sha-- ,e

co+&orted. *-essed are the +ee/: &or the) sha-- inherit the earth. *-essed are the) 0hich do

hunger and thirst a&ter righteousness: &or the) sha-- ,e &i--ed.



125

*-essed are the +erci&u-: &or the) sha-- o,tain +erc). *-essed are the 2ure in heart: &or

the) sha-- see God. *-essed are the 2eace+a/ers: &or the) sha-- ,e ca--ed the chi-dren o&

God. *-essed are the) 0hich are 2ersecuted &or righteousness sa/e: &or theirs is the

/ingdo+ o& hea'en. *-essed are )e 0hen +en sha-- re'i-e )ou and 2ersecute )ou and sha--

sa) a-- +anner o& e'i- against )ou &a-se-) &or +) sa/e. ReJoice and ,e eceeding g-ad: &or

great is )our re0ard in hea'en: &or so 2ersecuted the) the 2ro2hets 0hich 0ere ,e&ore

)ou (att 8: 6I45 K1$.

Then Peter o2ened his +outh and said o& truth ! 2ercei'e that God is no res2ecter o&

2ersons Acts 4<:67 K1$. God -o'es e'er)one regard-ess o& their co-or or race.

1esus ca+e to see/ and sa'e the Lost. E'er)one a-- 2eo2-e inc-uded. And unto the

1e0s ! ,eca+e a 1e0 that ! +ight gain the 1e0s to the+ that are under the -a0 that !

+ight gain the+ that are under the -a0 4 Cor. :5< K1$. #cri2ture teaches ,ut g-or)

and honor and 2eace to e'er)one 0ho does good to the 1e0 &irst and a-so the Gree/ Ro+

5: 4< K1$.

1esus said And ! i& ! ,e -i&ted u2 &ro+ the earth 0i-- dra0 a-- +en unto +e 1ohn

45:65 K1$. A-- +eans a--: di&&erent co-ors and 2ersuasions o& 2eo2-e. For there is no

di&&erence ,et0een the 1e0 and the Gree/ &or the sa+e Lord o'er a-- is rich unto a-- that

ca-- u2on hi+ Ro+ 4<:45 K1$. There is neither 1e0 nor Gree/ there is neither ,ond

nor &ree there is neither +a-e nor &e+a-e &or )e are a-- one in Christ 1esusGa- 6:5>

K1$.

!n addition to the *i,-ica- e@ua-it) and res2ect &or a-- di&&erent 2eo2-e the *i,-e gi'es

the ans0er &or u-ti+ate e@ua-it) and Justi&ication. That i& thou sha-t con&ess 0ith th)

+outh the Lord 1esus and sha-t ,e-ie'e in thine heart that God hath raised hi+ &ro+ the



126

dead thou sha-t ,e sa'ed. For 0ith the heart +an ,e-ie'eth unto righteousness and 0ith

the +outh con&ession is +ade unto sa-'ation. For there is no di&&erence ,et0een the 1e0

and the Gree/ &or the sa+e Lord o'er a-- is rich unto a-- that ca-- u2on hi+. For

0hosoe'er sha-- ca-- u2on the na+e o& the Lord sha-- ,e sa'ed Ro+ 4<: I46 K1$.

There is there&ore no0 no conde+nation to the+ 0hich are in Christ 1esus 0ho 0a-/

a&ter the &-esh ,ut not a&ter the #2irit. For the -a0 o& the #2irit o& -i&e in Christ 1esus hath

+ade +e &ree &ro+ the -a0 o& sin and death.

!n a &ina- e2ression o& the e@ua-it) &or a-- 1esus su++ed it u2 in The Great

Co++and+ent :Lo'e the Lord )our God 0ith a-- )our heart and 0ith a-- )our sou- and

0ith a-- )our +ind. This is the &irst and greatest co++and+ent. And the second is -i/e it

Lo'e )our neigh,or as )ourse-&. On these t0o hang a-- the -a0 and the 2ro2hets (att.

55:6;I7<. We as -eaders can i+2act our 0or-d in an) situation 0ith this in our heart +ind

and our -i2s.

An attitude o& 2ur2ose&u- ser'ice in the education o& a-- nationa-ities and cu-tures ran/s

highest in

+) 2riorities so that each student has a &air o22ortunit) to succeed in -i&e. !n the 2u,-ic

sector teaching ,) God?s ins2iration is an e2ressi'e 0itness to students 0ithout an)

2rose-)tiation. !n the Christian the use o& the *i,-ica- Wor-d'ie0 is 'a-ua,-e to those

2-aced under one?s charge and has an i+2act on the -i'es in 0a)s +ost cannot i+agine.

The ce-e,ration o& cu-tura- and -inguistic di'ersit) in schoo-s is necessar) &or 2arents and

co++unit) &ee- co+&orta,-e Eche'arria 5<<; 2.>. !nc-usi'e o& this is a cu-tura- &air &or

the di&&erent students 0here Eng-ish is a second -anguage. Parents o& the students +ight

+a/e a co'ered dish and ,ring it to schoo- &or an e'ening o2en house &or a--. !n schoo-



127

students +ight ,e as/ed to 2resent a short de+onstration o& one o& the cu-tura- ite+s &ro+

their &or+er countr) or ho+e.

!n the O-d Testa+ent the ans0er is 2ro'en out to A,raha+ and #arah 0hen the) had a

chi-d in s2ite o& their ages. !s an)thing too hard &or the Lord% At the ti+e a22ointed !

0i-- return unto thee according to the ti+e o& -i&e and #arah sha-- ha'e a on Gen. 4>:47

K1$.

ni@ue cha--enges needs o& the ELL -earners. !t is essentia- to ha'e a cu-tura--) and

-inguistica--) a22ro2riate curricu-u+ Ga) 5<<< as -isted in Eche'arria = Gra'es 5<<;.

Re0riting the tet is necessar) 0hen there is a 2ercei'ed ine@uit) to students. This

+odi&ication +ight change co+2-e sentences into si+2-e sentences. !n another 2rocess

there +ight ,e so+e handouts that e2-ain so+ething in a shorter &or+. Another good

+odi&ication is to ha'e a guest e2ert 0ho is &-uent in the -earners -anguage co+e into the

c-ass and 0or/ 0ith the di'erse student.

!n the 2ursuit o& ece--ence (onroe 4; sa)s QDon?t ,e-ie'e that +ore 2eo2-e 0ea-th

or things 0i-- +a/e a co++unit) great. Greatness gro0s &ro+ 2eo2-e 0ith dedication 2.

479. The cu-tura- ,-essings and di'ersit) o& a co++unit) ensures that the A+erican

+e-ting 2ot continues to ,e an o22ortunit) &or rich gro0th and -earning.

Ensuring that -eadershi2 is in 2-ace directed and 0e-- 2-anned 2-an &or the ,est chance &or

the success o& ELL 2rogra+s. According to the state guide-ines the ELL 2rogra+ can

su&&icient-) gi'e the -earner the necessar) teaching &or a co+2etiti'e schoo- e2erience 0ith

his 2eers i& +et head on ear-) enough in the -earner?s career. Other0ise it is Just a catchI

u2 ga+e &or the student to ,e &-uent in the second -anguage. !n addition Pa)ne 5<46

+a/es a reco++endation &or reorganiing the schoo- da) and schedu-e and +a/ing +inor



128

adJust+ents 0here educators can ,ui-d su22ort s)ste+s into the schoo- da) 0ithout added

cost 2.4<<.

. (onroe 4; states in her The (onroe Doctrine on -eadershi2: To ,eco+e an ece--ent

-eader start as an ece--ent &o--o0er2. 459.

According to Pa)ne 5<46 The /e) to achie'e+ent &or students &ro+ 2o'ert) is in

creating re-ationshi2s 0ith the+2.4<4. !n ,oth cases it ,egins 0ith us the -eaders and

inc-udes a-- sta/eho-ders to create 2rogra+ that 0i-- incor2orate ece--ent teaching and

+u-ticu-tura-is+ to the students in schoo-.

!n essence 0hat it co+es do0n to is the co++unication and de+onstration o& ece--ence

to the students through the sta&& and the -eadershi2. The esta,-ish+ent o& the 2rogra+ &or

the Di'erse !nternationa- Charter #choo- is the ,eginning o& not on-) a 2rogra+ ,ut a

-i&est)-e &or the students. C-ear-) the +essage 0i-- ,e &or the students to ,e /no0-edgea,-e

Christians -earn the s2eci&ics o& an acade+ia and ,eco+e co+2etent in their &uture career

through career and technica- education 2ro'ided these students.

*-ac/a,) = *-ac/a,) 5<44 #2iritua- -eaders 0or/ &ro+ God?s agenda2.44. The

essence o& the de-i'er) o& 2ositi'e and encouraging Christian -eadershi2 ,ased on God-)

0isdo+ and scri2tura- intent +a/es &or the ,est 2ossi,-e &oundation &ro+ 0hich an) schoo-

can ,e anchored u2on and one 0hich 0i-- transcend cu-ture ,) the #2irit and the Word o&

God.

The &o--o0ing scri2ture descri,es the s2iritua- +ission o& the di'erse !nternationa-

Christian #choo- The #2irit o& the Lord is u2on +e ,ecause he hath anointed +e to



129

2reach the gos2e- to the 2oor he hath sent +e to hea- the ,ro/enhearted to 2reach

de-i'erance to the ca2ti's and reco'ering o& sight to the ,-ind to set at -i,ert) the+ that

are ,ruised. To 2reach the acce2ta,-e )ear o& the LordLu/e 7:4 K1$.

!n conc-usion the i+2ortance o& *i,-ica- 0or-d'ie0 -eadershi2 0i-- gi'e the out-ine &or

2ositi'e -earning and 0i-- charter the &uture success o& a-- students &or the G-or) o& God.

Case #tudies &or Ad+inistrators

Case 4:

The schoo- is gi'en t0o con&-icts that 0i-- a&&ect the schoo- students and

co++unit).

(rs. Ne0 0ants to a-ign curricu-u+ 0ith assess+ent. Esta,-ish accounta,i-it) &or state

2u,-ic schoo- u2date the content and a-ign s/i--s and content 0ith student need and

interest.

(rs. $et 0ants to /ee2 things the sa+e ,ecause it is 0or/ing. #he sa)s change 0i-- ta/e

a0a) &ro+ teaching to indi'idua- students she a-so thin/s (rs. Ne0 has not ,een at the

schoo- -ong enough 0ith the 2rogra+ and 0i-- ,egin to &ee- +ore co+&orta,-e as she 0or/s

0ith itCasestud)4 2.4

There are +an) ece--ent ,ene&its to ha'ing ,oth teachers at the schoo-. Each o&&ers a

2ers2ecti'e to the other. The t0o teachers need to co+e to co++on ground &irst on the

2ro,-e+. Once the) identi&) their 2ro,-e+ 0hich is a di&&erence in teaching 2hi-oso2h)

the) can +o'e onto ho0 to i+2ro'e the 2er&or+ance ,) enhancing curricu-u+.

Con&-ict Reso-ution

The &irst issue is the con&-ict o& teaching 2hi-oso2hies o& the t0o teachers. The goa- is not

to change 2hi-oso2hies ,ut to encourage the tea+0or/ o& ,oth 2ro&essiona-s. According to



130

G-ic/+an Gordon and RossIGordon 5<47 the &irst ste2 is identi&)ing the 2ro,-e+. The

su2er'isor ,egins 0ith a genera- idea o& 0hat the needs and di&&icu-ties are2. 447. No0

the 2art is toget in2ut &or the 2ro,-e+. The su2er'isor 0ants to gather direct in&or+ation

&ro+ the teachers a,out the 2ro,-e+ 2rior to the so-ution stage2. 447. *e-o0 is a short

dia-og o& the -eaders:

Ad+inistrator: Than/I)ou ,oth &or sharing )our ti+e toda) to reso-'e the con&-ict that !

understand )ou are ha'ing. *) this sha-- a-- +en /no0 that )e are +) disci2-es i& )e ha'e

-o'e one to another1ohn 46:68 K1$

(rs. Ne0: ! ha'e ideas that ha'e 0or/ed &or +e at the schoo- ! ca+e &ro+. The) are

use&u- i+2ortant and re-e'ant to curricu-u+ a-ign+ent. ! a+ a )oung teacher and ! 0ant

-earn &ro+ those 0ith e2erience and do 0e--. ! do ,e-ie'e 0e ha'e done 0e-- ,ut 0e can

do ,etter. Whether there&ore )e eat or drin/ or 0hatsoe'er )e do do a-- to the g-or) o&

the God4Co. 4<:64 K1$.

(rs. $et: ! ha'e had o22ortunities o'er the 2ast 49 )ears to see di&&erent a22roaches and !

,e-ie'e 0e ha'e things 0e-- in hand here. Ho0e'er ! 0ant the ,est &or the students and

0ant to

Wor/ &or the highest standards. !t is +) ,e-ie& 0hich a-igns 0ith the *i,-e Fo--o0 2eace

0ith a-- +en and ho-iness 0ithout 0hich no +an sha-- see the LordHe,.45:47 K1$.

The teachers sho0 the) ha'e identi&ied each other?s 2ers2ecti'e: Here each teacher needs

to ta/e the 2ers2ecti'e o& the other and needs to understand 0hat the) 0ant to acco+2-ish.

The) ,egin 2ro,-e+Iso-'ing ,) +enta--) deter+ining the ,est so-ution The teachers 2ut

their heads together and agree on reso-ution 2-an. Once the teachers are agreed the net

so-ution is to &ind the a22roach to achie'ing the a,o'e desired teacher?s goa-s.



131

Curricu-u+ #o-utions

According to G-ic/+an Gordon = RossIGordon 5<47Curricu-u+ is the 0hat o& the

instruction 0hat is intentiona--) taught to students in a district schoo- or c-assroo+2.

6<5. The curricu-u+ i& rigid-) en&orced has a signi&icant i+2act on ho0 teachers teach

2. 6<<.

The organiation is esta,-ished 0ith se@uence ,a-ance and content. The use o& *-oo+?s

taono+) o& -earning e'a-uates /no0-edge co+2rehension a22-ication ana-)sis

s)nthesis and e'a-uation2. 6<6. Knight5<<9 ad'ocates the Christian 0or-d'ie0 as

one?s ans0er to the i+2ortant @uestions that )ie-d the +ost i+2ortant 0eight. !t is

i+2er'ious to the researcher and the ,e-ie'er that this is the +ost e&&ecti'e 2art o& the

discussion and as such shou-d ,e ta/en under consideration to +a/e the &ina- decision

0hen considering curricu-u+ de'e-o2+ent.

#ince the 4<?s. curricu-u+ de'e-o2+ent has &ocused increasing-) on higher 0or-dI

c-ass standards is 2re+ised on the ,e-ie& that a-- students are ca2a,-e o& +eeting the

standardsPar/a) Hass = Ancti- 2. 586. There&ore the a-ign+ent o& curricu-u+ to the

standards is i+2ortant. !t can ,e horionta- or 'ertica- a-ign+ent. Horionta- integration

ensures that content is consistent across the su,Jects. $ertica- a-ign+ent is 0hen su,Jects

are connected across grade -e'e-s 2. 589.

The ,est a22roach is a desired ,a-ance ,et0een ac@uisition o& contet and +aster)

2rocess se@uencing o& content students 2rior /no0-edge identi&)ing +ethods &or assessing

student -earning shortIter+ 'ersus -ongIter+ 2er&or+ance and @ua-it) 's. @uantit)Ga--

5<4< 2. 586. !n addition a-- 2ortions o& content &ro+ -eadershi2 to 2arent 0i-- ,e ,ased on

a *i,-ica- Wor-d'ie0.



132

#tudents in a Christian 2ers2ecti'e +a) ,e seen as chi-dren o& God. Each is a

re2ositor) o& God?s i+age and one &or 0ho+ Christ died. Each one there&ore has in&inite

and eterna- 2ossi,i-itiesKnight 5<<9 2. 54<. !t is through the 2rocess o& education that

&inds its ,eginning and 2ur2ose in the chi-d. #ince chi-dren ha'e a natura- desire to -earn

and ha'e certain needs that need to +eet. 2. 4<;. #choo-s shou-d &ocus attention on

curricu-u+ engineered to cu-ti'ate the ,asic too- s/i--s that contri,ute to -iterac) and

+aster) o& arith+etica- co+2utations2.456. Christian in&or+ation shou-d ,e e+,edded

in entire 2rogra+s &ro+ unit 2-anning to -esson 2-ans. #trategies &or cogniti'e

de'e-o2+ent and in@uir) 0i-- ,e through case stud) and ro-e 2-a). Per&or+ance strategies

are ehi,ited ,) 2ractica- eercise and a22-ication.

Course design and 2rogra++ing shou-d ,e ,ased around the+es in scri2ture.

Ti+e-ine &or Curricu-u+

The 2rocess o& e'a-uation re'ie0 and decision o& the curricu-u+ shou-d ta/e 2-ace

i++ediate-). 0ith the #u2er'isor?s ,-essing the curricu-u+ is chosen and the &e--o0 sta&&

0i-- 0or/ on de'e-o2ing their curricu-u+ &or res2ecti'e c-asses in the &a--. There is su++er

0or/sho2 0here the curricu-u+ is discussed a+ong the t0o teachers ad+inistrator and

then 0ith the entire &acu-t). The t0o 0ee/s o& 2re2aration that the teachers ha'e ,e&ore

the students arri'e 0i-- gi'e a+2-e o22ortunit) to i+2-e+ent and sa+2-e the 0ritten -esson

2-ans. *e-o0 is a con'ersation that continues:

Ad+inistrator: ! a+ so 2roud o& )ou t0o 2ro&essiona-s &or 0or/ing co--a,orating and

hosting this success&u- i+2-e+entation o& the curricu-u+. To God ,e the g-or).

(rs. Ne0: ! -earned so +uch &ro+ (rs. $et a,out curricu-u+ it has ,een a ,-essing. ()

son attend unto +) 0isdo+ and ,o0 thine ear to +) understandingPro'. 8:4 K1$.



133

(rs. $et: ! too -earned ne0 +ethods to eisting 2rotoco-s and ha'e a 0onder&u-

e2erience. that thou +a)est regard discretion and that th) -i2s +a) /ee2

/no0-edgePro'. 8:5 K1$.

When the students co+e ,ac/ to schoo- the) 0i-- ,e gi'en the student e2ectations 0ritten

in&or+ation. A s)--a,us &or the c-ass is +ade a'ai-a,-e and the students are gi'en unti- the

end o& the 0ee/ to e'a-uate and as/ @uestions. The student 0i-- sign o&& on the s)--a,us.

A&ter the &irst 0ee/ there are t0o da)s &or teacher inIser'ice to e'a-uate ho0 the

instruction has gone 0hat concerns are and ho0 to 2roceed. The net nine 0ee/s 0i-- ,e

+ore i+2-e+entation o& the curricu-u+. A&ter the t0o 0ee/ ,rea/ (onda) a&ter Ne0

"ear?s Da) 0i-- ,e another inI ser'ice to e'a-uate the i+2-e+entation.

The net nine 0ee/s 0i-- 2roceed -i/e the &or+er. The &ina- nine 0ee/s there 0i-- ,e the

conc-usion o& the i+2-e+entation. The &ina- t0o da)s o& schoo- a&ter the students are gone

are &or a&ter action &or the curricu-u+.

Case #tud) 5:

#u++ati'e e'a-uation o& teachers ,) ad+inistration is used &or accounta,i-it)

Judg+ent o&

teacher 2er&or+ance and e+2-o)+ent decisions. !t sco2e is ,) use o& 2rior e'a-uation and

the

teacher?s co+2-iance 0ith the district 2o-iciesG-ic/+an Gordon = RossIGordon 5<47.

The

&o--o0ing is an e'a-uation o& (r. V the teacher &or the deter+ination o& tenure or

ter+ination.

According to the standard curricu-u+ assess+ent +ode- that gi'es schoo-s

accounta,i-it)



134

considers &our sources: 4student -earning 5o22ortunit) to -earn 6res2onsi'eness to

students

2arents and co++unit) and 7 organiationa- ca2acit) &or i+2ro'e+ent Par/a) et a-

5<4< 2.

6>8. Pedagogica- interaction resu-ts Teachers and 2rinci2a-s +ust ,e creati'e s)ste+ic

thin/ers and -earners and co--a,orati'e -eaders. The) +ust ,e 0i--ing to i+2-e+ent

so-utions

that are nontraditiona- s2ea/ to the needs and interests o& students and address the

su++ati'e

and &or+ati'e data a,i-ities o& success&u- schoo-s. !t is through co--a,orati'e -eading that

standards are a-igned 0ith curricu-a and student -earning is assessed in a +eaning&u- 0a)

that

0i-- direct-) in&-uence the curricu-a Par/a) et. a- 5<4< 2. 57.

E'a-uation

(r. V?s @uestioning -e'e- o& students or o& engaging the students is -ac/ing. There has

,een three )ears &or this to de'e-o2 and a&ter re2eated o,ser'ation it is not acce2ta,-e. The

/no0-edge reca-- -e'e- is at 7>S . (r. is as/ing +ost-) @uestions o& his students.

Ho0e'er the non'er,a- ,eha'ior. The o,ser'ation sho0ed that on-) a &e0 students 0ere

interacting and 2ossi,-) ,ecause o& his -ac/ o& +o'e+ent to 2arts o& the c-ass. E2erts

ha'e a 0ide re2ertoire o& instructiona- strategies. Co+2rehensiontrans-ation 0as on-)

45S. Ana-)sis 0as 6S and s)nthesis 0as not recorded.

(oda-it) sti+u-iIA-though the 'er,a- is at 5S the /inesthetic is on-) ;S. (r.

is

as/ing +ost-) @uestions o& his students. Ho0e'er the non'er,a- ,eha'ior. The o,ser'ation

sho0ed that on-) a &e0 students 0ere interacting and 2ossi,-) ,ecause o& his -ac/ o&

+o'e+ent

to 2arts o& the c-ass. E2erts ha'e a 0ide re2ertoire o& instructiona- strategies.



135

Auditor) rein&orce+ent o& students is re&-ecti'e o& his a,i-it) to de'e-o2 the ra22ort and

gi'e

&eed,ac/. E2ert teachers continuous-) assess student 2rogress and gi'e students

&eed,ac/ to

i+2ro'e their -earning. The continuous assess+ent +ight in'o-'e o,ser'ing students?

2er&or+ance chec/ing student?s dai-) 0or/ or ha'ing in&or+a- con'ersations 0ith

students.

The continuous &eed,ac/ is 2ersona- 2ro'ided ora--) or in 0riting2. >6 un&ortunate-)

not

e'er) student is ca--ed u2on or rea&&ir+ed. !n &act 44 0ere ca--ed on ,ut > had no contact.

Proi+it) to students is sti-- -ac/ing As an) re'ie0er 0i-- notice the teacher does not

uti-ie his 0ho-e c-assroo+ to teach and thus the students in the ,ac/ are not interacting to

their &u--est 2otentia-. Ho0e'er he underuti-ies the entire c-assroo+ &or +o'e+ent. The

o,ser'ation sho0ed that on-) a &e0 students 0ere interacting and 2ossi,-) ,ecause o& his

-ac/ o& +o'e+ent to 2arts o& the c-ass. On-) 9 out o& 58 students 0ere in the 2roi+it) o&

+o'e+ent and so+e students 0ere ca--ed on se'era- and +an) ti+es. That is inade@uate

and un&air to the others.

!t is si+i-ar to the 2roi+it) &or the teacher?s actions. (ost o& it is do0n the +idd-e

and not

Throughout the entire c-assroo+. !& a student isn?t in the +idd-e there is no e)e contact or

non'er,a- co++unication.

The instructiona- &-o0 see+s ade@uate ,ecause it co'ers the entire 2eriod. Ho0e'er the

5<

+inutes &or ora- reading is ecessi'e and cou-d ,e -e&t out or the instructor cou-d ha'e

a--o0ed

&or +ore si-ent reading or re&-ecti'e @uestions to see i& an)one 0as o&& trac/.

There&ore: sing the standards that 0ere esta,-ished in the ,eginning o& the e+2-o)+ent



136

re-ationshi2 and the @uantitati'e o,ser'ation o& +easuring c-assroo+ e'ents and

,eha'iors and

o,Jects it is 0e-- 0ithin the tenure 2o-icies to not retain the teacher &or se'era- reason: 4

Poor

teaching 2er&or+ance 5 !nade@uate teacher gro0th 6&ai-ure to +eet student?s needs

7&ai-ure

to +eet c-assroo+ +anage+ent goa-s as de&ined ,) his su2er'isors.

The teacher has de+onstrated 2oor teaching 2er&or+ance. According to G-ic/+an

Gordon = RossIGordon5<47 E2ert teachers dis2-a) /no0-edge o& the content the)

teach 2edagogica- /no0-edge0hat the) teach and 2edagogica- content /no0-edge ho0

,est to teach s2eci&ic content. E2erts understand the schoo-?s curricu-u+ and 2hi-oso2h)

and 'a-ues that under-ie the curricu-u+. E2erts 2ossess /no0-edge o& students the) teach

as 0e-- as the educationa- content inc-uding /no0-edge o& the co++unit) a schoo- district

and schoo- contet2.>5.

uestioning -e'e- o& students or o& engaging the students is -ac/ing. There has ,een

three )ears &or this to de'e-o2 and a&ter re2eated o,ser'ation it is not acce2ta,-e.

(oda-it) sti+u-iIA-though the 'er,a- is at 5S the /inesthetic is on-) ;S. (r. is as/ing

+ost-) @uestions o& his students. Ho0e'er the non'er,a- ,eha'ior. The o,ser'ation

sho0ed that on-) a &e0 students 0ere interacting and 2ossi,-) ,ecause o& his -ac/ o&

+o'e+ent to 2arts o& the c-ass. E2erts ha'e a 0ide re2ertoire o& instructiona- strategies.

#econd-) &ai-ure to i+2ro'e as a teacher. !n the in&or+ation it a22ears the teacher. is

sti-- +a/ing so+e o& the sa+e +ista/es he +ade since his &irst )ear. According to

G-ic/+an Gordon and Ross 5<47 instructiona- i+2ro'e+ent can ,e de&ined as he-2ing

teachers ac@uire teaching strategies consistent 0ith their instructiona- goa-s that increase



137

the ca2a,i-ities o& students to +a/e 0ise decisions in 'ar)ing contets2eers adu-ts

acade+ics and -i&e. E&&ecti'e teaching consists there&ore o& those teaching decisions a,out

actions routines and techni@ues that increase the decisionI+a/ing ca2a,i-ities o& students

2. >4. !n teaching to the grou2 the teacher is on-) at 76S. Teaching to indi'idua-

students is 75S #tudent to student 48S and #tudent to Teacher 8S. E2ert teachers

are +ore &-ei,-e in their teaching than nonIe2erts. For ea+2-e an e2ert teacher is

+ore -i/e-) to recognie a Yteacha,-e +o+ent? and change the -esson according-). A-so

e2erts continuous-) assess the e&&ecti'eness o& their teaching and i& a teaching strateg) is

not 0or/ing i++ediate-) shi&t to an a-ternati'e strateg)2.>6. There a22ears to ,e a

-ac/ o& re&-ecti'e in@uir).

Third is the Fai-ure to +eet the e+otiona- and socio-ogica- needs o& their students.

E2ert

teachers 0or/ To increase students se-&Ie&&icac) +oti'ation and se-&Ires2onsi,i-it).

E2erts set

high e2ectations &or a-- their students 2ushing their students to0ard cha--enging ,ut

reacha,-e

go goa-s2.>5 The teacher?s o0n ti+e on tas/ is a 2ri+e ea+2-e o& this.

Fourth the teacher has de+onstrated Fai-ure to +eet e2ected c-assroo+ +anage+ent

goa-s. E2ert teachers @ua-it) instruction and e&&ecti'e c-assroo+ +anage+ent to ,e

interre-ated and rea-ie that student ,eha'i<or is c-ose-) re-ated to teacher and c-assroo+

c-i+ate. E2erts create a re-aed c-i+ate 2ro+ote co--a,orati'e student -earning and

in'o-'e a-- students in the -earning 2rocess. The) use 'er,a- and non'er,a- cues to sense

2ro,-e+s 0ith student -earning or ,eha'ior in their initia- stages thus are a,-e to address

situations ,e&ore the) ,eco+e serious 2ro,-e+s that disru2t student -earning.2. >5.



138

Fai-ure to esta,-ish a set o& ru-es and 2rocedures &or c-assroo+ ,eha'ior and deter+ine

natura- conse@uence &or students 0ho &ai- to &o--o0 those 2rocedures. Fai-ure to share

those ru-es and 2ractices to those students. Fai-ureto gi'e students the o22ortunit) to

2ractice each ru-e and 2rocedure and &ai-ure to consistent-) en&orce a-- ru-es and

2rocedures2. 494.

!n consideration o& the teacher?s o0n se-&Istate+ent. He has +ade i+2ro'e+ent.

Ho0e'er it

is too -itt-e too -ate and it is necessar) to ter+inate his e+2-o)+ent. n&ortunate-) there

has not

,een enough i+2ro'e+ent &or (r. V. to ,e tenured .

O,ser'ation 0ith the F!OP Too-

According to G-ic/+an Gordon = RossIGordon 5<47 su2er'isors o&ten o,ser'e

-essons to co--ect data on uni@ue instructiona- concerns or i+2ro'e+ent e&&orts 2. 546.

The &o--o0ing o,ser'ation is to e'a-uate the Teacher (r. (ait-and in his Kindergarten

+athe+atics c-ass.

PreIO,ser'ation Con&erence

(r. (ait-and has ,een contacted ,) his su2er'isor (r. 1ones &or the 2ur2ose o& a 2reI

o,ser'ation con&erence to+orro0 at 6 2+. When the da) arri'es (r. 1ones greets (r.

(ait-and and ,egins the 2reIo,ser'ation con&erence. The &ocus o& the 2reIo,ser'ation

con&erence is to e'a-uate (r. (ait-and in one o& his c-asses. The o,ser'ation is considered

a &ocused @uestionnaire and as such its 2ur2ose is to &ocus on 2articu-ar e'ents. !t is a

@ua-itati'e +ethod o& o,ser'ation and the o,ser'er has a detached ro-e 2. 549. !n other

0ords (r. 1ones 0i-- e'a-uate (r. (ait-and 0ithout ,eing a 2artici2ant in the actua-



139

c-ass. The &ocus 0i-- ,e to e'a-uate (r. (aitand?s de-i'er) o& in&or+ation in the (ath

C-ass and tie it together 0ith a 2re'ious science -esson.

The na+e o& the o,ser'ation too- that is used is Fide-it) o& !+2-e+entation O,ser'ation

Protoco- Co+2rehensi'e (ath = #cience P-an KI45 (athe+atics F!OP (i-0au/ee

#choo- District 5<44. !t is a &ocused @uestionnaire 0hich is a @ua-itati'e +ethod that can

,e used ,) a detached or 2artici2ant o,ser'er &or the 2ur2ose o& gathering e'idence

according to genera- @uestions a,out c-assroo+ to2ics 2. 54;. The F!OP is attached as a

2d&. &i-e.

The &ocused @uestionnaire can ,e done in a +ore &ocused +anor ,) ha'ing genera-

to2ics to use in recording e'ents. An o,ser'er see/s in&or+ation a,out s2eci&ic @uestions

2. 545. #i+i-ar to one ,e-o0 a &ocused @uestionnaire can re'o-'e around a 2articu-ar

instructiona- +ode- such as direct instruction and is etensi'e 2. 54<.

The a,o'e @uestionnaire guide-ines 0hich 0i-- ,e e'a-uated are attached to this and a

co2) &or )our re'ie0 is gi'en. (r. (ait-and is gi'en a co2). A&ter the 2reIo,ser'ation

@uestions on o,ser'ation da) E2ectations: there 0i-- ,e three 2hases: ,eginning +idd-e

and end o,ser'ation. The outco+es: !n the ,eginning o,ser'ation (r. (ait-and 0i-- o&&er

a 2-ausi,-e and situationa- sche+e 0hich identi&ies the instruction ,) announce+ent

through a -aunch 2hase -earning intentions 2osted and re&erred to and success criteria

2osted and re&erred to &or the students. A-so the tet,oo/s are used and the -esson on 2ace.

!n the +idd-e o,ser'ation seg+ent (r. (ait-and 0i-- de+onstrate in the instructiona-

design 2hase e2-ore su++arie and a22-). The -earning intentions are 2osted and

re&erred to and the success criteria are 2osted and re&erred to. The tet,oo/s are used and



140

the -esson is on 2ace. There is so+e &or+ o& di&&erentiation such as content 2rocess

2roduct +ateria-s or none.

!n the end o,ser'ation seg+ent (r. (ait-and 0i-- ,e teaching (ath. The instructiona-

2hase 0i-- de+onstrate su++arie and a22-). The -earning intentions are 2osted and

re&erred to and the success criteria are 2osted and re&erred to. The schoo-?s tet,oo/s are

used and the -esson is on 2ace. (r. (ait-and 0i-- ,e as/ed i& he has an) @uestions and i& he

understands the o,ser'ation 0hich 0i-- ,e he-d in t0o da)s. A&ter 8 +inutes o& 2ersona-

re'ie0 ,) (r.(ait-and He res2onds that is understands and ta/es the o,ser'ation

out-ine. End o& PreIo,ser'ation con&erence.

The o,ser'ation is c-assroo+ ,ased has as its 2ur2ose ,oth the i+2ro'e+ent o&

instruction and the teacher?s -ongIter+ 2ro&essiona- de'e-o2+ent and is se2arate &ro+

su++ati'e e'a-uation 7re@uires the su2er'isor?s understanding o& chi-d de'e-o2+ent

2edagog) and teacher de'e-o2+ent 8re@uires that the su2er'isor 2ossess inter2ersona-

o,ser'ation and 2ro,-e+Iso-'ing s/i--s 9 is nonIJudg+enta- ;is ,ased on +utua- trust

>re@uires a co--egia- re-ationshi2 in 0hich the teacher and su2er'isor are considered

e@ua-s and coIcontri,utors to the i+2ro'e+ent 2rocess is data ,ased 4<gathers data

,ased on the teacher?s concerns or curiosities a,out -esson to ,e o,ser'ed 44in'o-'es the

teacher and su2er'isor in a re&-ecti'e dia-ogue 45is c)c-ica-: is re2eated on a regu-ar

,asis2. 57;

The structure o& the c-inica- su2er'ision can ,e si+2-i&ied in &i'e ste2s:

42recon&erence 0ith the teacher o,ser'ation o& the c-assroo+ ana-)ing o,ser'ation data

and 2-anning &or 2ostIcon&erence 2ostIcon&erence 0ith teacher criti@ue o& 2re'ious &our

ste2s2. 57;. Danie-son 5<<9 notes that a teacher -eader?s &irst res2onsi,i-it) is to



141

hisher sic students 2.45. Katen+e)er and (o--er 5<<4 descri,e teacher -eaders as

teachers 0ho are -eaders 0ithin and ,e)ond c-assroo+ identi&) 0ith and contri,ute to a

co++unit) o& teacher -earners and -eaders and in&-uence others to0ard i+2ro'ed

educationa- 2ractice 2. . This is 0hat the o,ser'ation is &ocused to0ard teacher

e'a-uation and +o'ing to0ard a -e'e- o& ece--ence and -eadershi2.

The O,ser'ation

. The co+2onents o& the o,ser'ation are ,ro/en into &our 2arts: 4 PreIo,ser'ation

in&or+ation 5 ,eginning o,ser'ation seg+ent 6 +idd-e o,ser'ation seg+ent 7 end

o,ser'ation seg+ent.

There are 84 @uestions or areas to &i-- in ,-an/s or ans0er @uestions. The o,ser'ation is o&

(r. Ada+ (ait-and Kindergarten teacher ,) his su2er'isor (r. To+ 1ones. The na+e

o& the c-ass is Dino:(ath. !n the o,ser'ation and the o,ser'ation 2ost con&erence

re&erences to the F!OP (i-0au/ee #choo- District 5<44 0i-- designated ,) @uestion 4 5

etc.

PreIO,ser'ation !n&or+ation

A&ter &i--ing the s2eci&ics inc-uding the o,ser'er?s na+e uestions4I9 schoo- teacher

na+e roo+ nu+,er date o& o,ser'ation and grade o,ser'ed. The o,ser'er?s na+e is (r.

To+ 1ones @uestion 4. The #choo- is #unn),roo/ E-e+entar) #choo- @uestion 5. The

Teacher is (r. (ait-and @uestion 6. The roo+ is 4 @uestion 7. The date o& o,ser'ation

is 4<<>5<47 @uestion 8. The grade is Kindergarten @uestion 9. The @uestions a,out the

+ath c-ass the ti+e the +ath tet or curricu-u+ is discussed @uestion ;. (r. (ait-and

0rote the curricu-u+ and e2-ained the 2ara+eters o& the c-ass. The c-ass is he-d dai-) and

-asts 7< +inutes 0hich gi'es 5<< +inutes &or the 0ee/ @uestions >I. The na+e o& the



142

c-ass is Dino:(ath. The -esson is Dino *ingo and the 2ractice 0i-- ,e o'er addition. The

2ur2ose o& the c-ass is to integrate ,asic +ath s/i--s 0ith science ,) using 2u22ets and

+ode-ing ,eha'ior. (r. (ait-and 2roduced a -esson 0here a-- the students had a

success&u- +ath e2erience @uestion 4<. Teacher 0as a'ai-a,-e &or Fide-it) o&

!n&or+ation FO! chec/ and has gone through the 2ro2er initia- training and understands

the o,ser'ation and e'a-uation @uestions 44I45. He ties in a 2re'ious -earning -esson or

-essons a,out science dinosaurs and uses this to Y,rea/ the ice 0ith addition.

*eginning O,ser'ation

The instruction ,egan on ti+e and 0ith antici2ated enthusias+ &ro+ the students. !t

started at 5:<9 in the 'ideo. There 0as no ti+e 0asted and (r. (ait-and as/ed the

students a,out dinosaurs @uestions 46I48. The -aunch 2hase @uestion 49 too/ 2-ace and

the students 0ere gi'en a good o2ening and e2-anation o& the seg+ent to ,e studied. The

-aunch @uestion as/ed the students 0hat t)2e o& dinosaur #tac) 0as. (r. (ait-and uses

the #tac) the #tegosaurus a dinosaur to teach the c-ass. (r. (ait-and as/s the students

0hat #tegosaurus eat. The chi-dren res2ond ,) sa)ing -ea'es and grass. #tac) -o'es to

-earn nu+,ers. #tac) ta/es o'er &ro+ here and no0 ,eco+es the teacher.

Learning o,Jecti'es and intentions are discussed and c-ari&ied as 0e-- as 2osted in the

i++ediate re'ie0 @uestions 4;I4>. #tace) and (r. (ait-and e2-ain the success criteria

,) e2-aining that adding nu+,er and su,tracting the+ is eas) and &un @uestions 4I5<.

#tac) e2-ains to the students a,out adding and su,traction. The o'erhead a-so sho0s

dinosaurs ,) addition or su,traction. The success criteria are 2osted and re'ie0ed ,)

e2-aining ho0 adding and su,tracting 0or/. The tet 0hich 0as 0ritten ,) (r. (ait-and



143

and a22ro'ed ,) the 2rinci2a- is used @uestion 54 (ait-and 5<47. !t is a @ua-it)

2resentation and is designed to engage the students. !t is on 2ace &or students in this

-earning categorica- age @uestions 55. The ti+e sta+2 sa)s 6:<< @uestion 56

#tac) e2-ains that adding nu+,ers +a/es the+ ,igger. Then #tac) as/s the c-ass in a

di&&erent 0a) i& the nu+,ers are -arger 0hen added and the) res2ond 0ith a )es. #tac)

then e2-ains that su,tracting nu+,ers +a/es it s+a--er. #he as/s i& ta/ing nu+,ers a0a)

,) su,traction +a/es the+ s+a--er and the c-ass res2onds 0ith a )es.

The @ua-it) o& 2resentation is ece--ent and 'er) -earned and 2er&or+ed @uestion 57. The

transition is sea+-ess. !t &-o0s and is to understand. !t 0ou-d he-2 to s2end +ore ti+e in

2ractice and then ha'e indi'idua- students 2ractice this in their seats. !t is di&&icu-t to

ascertain ho0 +uch co+2rehensi'e -earning is ta/ing 2-ace ,ecause it does not ha'e the

2ractice.

(idd-e O,ser'ation

During this 2hase o& o,ser'ation there is c-ear e'idence o& good +ath s/i--s ,eing

e2-ained and the c-ass res2onding 0ith enthusiastic correct ans0ers. The ti+e on this

6:4< @uestions 58I59.The net 2art o& the -earning design 2hase is the e2-ore 2hase. !t

occurs 0hen the discussion re'erts to the -earning o& addition. !n the 2re'ious seg+ent the

students ha'e ,een e2osed to the conce2ts and no0 the a22-ication ,egins. #tac) 2ic/s u2

the dice to understand the ga+e. #tac) and (r. (ait-and as/ the students i& the) /no0

ho0 to 2-a) the *ingo @uestion 5>.

The instructiona- design 2hase is a22-ied ,) the grou2 identi&)ing the 0a)s to 0in in ,ingo

@uestion 5. (r. (ait-and sho0s the -earning intention ,) 2re2aring the students

ho0e'er it is not 2osted @uestions 6<I64.



144

The success criteria are not 2osted ,ut re&erred to ,) identi&)ing 0a)s to co+,ine nu+,ers

in se@uence &or ,ingo. 65I66. (r. (ait-and as/s students i& the) ho0 to 2-a) ,ingo and

the) res2ond ,) sho0ing ho0 to +a/e ,ingo on the -arge chart in the &ront. The chi-dren

sho0 that ,ingo can ha22en across &ro+ -e&t to right or right to -e&t u2 and do0n and

diagona--)

(r. (ait-and 0rote the curricu-u+ &or the c-ass 0ith 2er+ission o& the 2rinci2a-

(ait-and 5<47.

The -esson is on 2ace and the di&&erentiation o& -earning inc-udes content 2rocess 2roduct

and +ateria-s @uestion 69. (r. (ait-and uses content and +ateria-s di&&erentiation

through the use o& the interesting dinosaur the+e and the uni@ue use o& the stu&&ed ani+a-I

#tac). The ti+e sta+2 sa)s 9:4< @uestion 6;. The -earning that occurred 0as an

ece--ent re'ie0 o& addition and ,rie&-) su,traction @uestion 6>. The &-o0 0as s+ooth

and the c-ass 0as 'er) 0e-- ,eha'ed and engaged in the discussion. Again there shou-d ,e

2ractice o& these conce2ts indi'idua--). There 0as no continuation o& su,traction and +ore

cou-d ha'e ,een ,rought into the discussion a,out this. There is so+e con&usion 0ith this.

End O,ser'ation

(ath instruction is ta/ing 2-ace @uestion 6. The ti+e-ine is 9:5< @uestion 7< He ca--s

u2on students to he-2 thro0 the dice &or the nu+,ers. #tudents na+ed C H to get u2 and

he-2 out. The) thro0 the nu+,ers and go to the 2a2er chart to +ar/ the nu+,er on it. !t

is a good su++ariation o& the ga+e and the addition @uestion 74.

Whi-e doing this he as/s 0hat sounds the C +a/e the h +a/e and the ch together. The

students a-- res2ond ,) +a/ing the a22ro2riate sounds. This is i+2ro+2tu and on the s2ot



145

re'ie0. !t is good ho0e'er there is a concern that i& so+e students are not c-ear on the

addition the) +ight get +ore con&used 0hen the sounds are ,eing as/ed &or. (r.

(ait-and 2osts the -earning design and re&ers to it. On the o'erhead he teaches the

students addition ,) the use o& +o'ing the dinosaurs around success @uestion 75.

The -earning intention is 2osted ,) re&erring to the nu+,ers on the *ingo ,oard. (r.

(ait-and and #tac) use the o'erhead to add the t0o dice o& nu+,ers 9 and > res2ecti'e-)

and the -earning intention is re&erred @uestions 76 and 77. #tac) and (r. (ait-and

e2-ain that the end resu-t o& the t0o nu+,ers is the success su+ o& the t0o success

criteria @uestion 78. The addition o& the t0o gi'es the su+ o& the t0o 95X > and this is

the su+ re&erred success @uestion 79. (r. (ait-and?s curricu-u+ 0as used @uestion 7;

(ait-and 5<47. The -esson is on 2ace and the ti+e sta+2 is :6< @uestions 7>I7. The

@uestion is not a22-ica,-e to this o,ser'ation @uestion 8<. The o'era-- 2art o& this good

ho0e'er there is a -ac/ o& 2ractice ,oth indi'idua--) and co--ecti'e-).

Post Con&erence

According to G-ic/+an et. a- 5<47 conc-usions +ade in the re2ort shou-d ,e ,ased

on data gathered during the stud) and co--a,orati'e inter2retations o& that data 2. 565.

T0o da)s a&ter the o,ser'ation (r. (ait-and is ca--ed in &or a 2ostIo,ser'ation con&erence

o& the o,ser'ation. A&ter a &e0 +inutes o& greeting the +eeting is ,egun ,) (r. 1ones the

su2er'isor. He descri,es the o,ser'ation that too/ 2-ace t0o da)s ago 4<<>5<47.

Toda)?s date is 4<4<5<47. The 2ur2ose 0as to e'a-uate (r. (ait-and as he &ocused on

2articu-ar e'ents taught in the c-assroo+ 2.549. According to the o,ser'ation using the

F!OP (ath = #cience o,ser'ation instru+ent (i-0au/ee #choo- District 5<44.



146

(r. (ait-and de+onstrated the &o--o0ing outco+es. During the PreIo,ser'ation

in&or+ation stage On 4<<>5<47 (r. 1ones o,ser'ed (r. (ait-and at #unn),roo/

E-e+entar) Roo+ 4 teach his /indergarten c-ass +ath 0ith Dino:*ingo. (ath is taught

7< +inutes 2er da) &i'e ti+es 2er 0ee/. (r. (ait-and used curricu-u+ he designed and

that 0as a22ro'ed ,) the schoo- 2rinci2a- (ait-and 5<47. (r. (ait-and is a'ai-a,-e &or

the FO! chec/ (i-0au/ee #choo- District 5<44.

*eginning O,ser'ation #eg+entIPost

(r. 1ones: (r. (ait-and )ou ha'e the c-ass?s attention and the students are ecited to

-earn. The c-ass ,egins and instruction ,egins @uestion 46. The a22ro2riate ti+e &or c-ass

acc-i+ation has occurred. At a,out 5 +inutes the instruction ,egan @uestion 47.

Ece--ent

(r. (ait-and: Than/I)ou.

(r. 1ones: The instructiona- design -aunch too/ 2-ace 0ith the students ans0ering )our

@uestion a,out the /ind o& Dinosaur it 0as a #tegosaurus @uestion 49. The -earning

intention is 2osted in the ,eginning o& 'ideo and re&erred to @uestions 4; and 4>.

#uccess criteria are 2osted and re&erred to @uestions 4 and 5<. (r. (ait-and )ou use

)our curricu-u+ 0hich is 0e-- 0ritten and the c-ass is on 2ace (ait-and 5<47.

(r. (ait-and: Than/I)ou ! s2ent a great dea- o& ti+e on it.

(r. 1ones: There cou-d ,e so+e ti+e to re'ie0 and 2ractice 0hat has a-read) ,een

co'ered. Practice o& the +ateria- is 0a) to rea&&ir+ 0hat is taught and correct an)

+isunderstanding. This inc-udes grou2 2artici2ation and indi'idua- 2ractice. According



147

to G-ic/+an et. a- 5<<7 e2ert teachers are ,etter than none2erts at 2-anning &or

instruction organiing instruction and using instructiona- ti+e e&&icient-) 2. >6. "ou

can 2-an this out ,) Just adding so+e 2ractice ti+e to the -esson 2-an.

(r. (ait-and: ! 0i-- +a/e that correction.

(idd-e O,ser'ation #eg+entI Post

(r. 1ones: uestion 58 as/s i& +ath instruction is ta/ing 2-ace and it is. The @ua-it) o& the

2resentation is 'er) good and -earned. The Ti+e sta+2 is 6:4<@uestion 59. The

instructiona- design 2hase e2-ore is addressed and ans0ered ,) the -earning o& addition

@uestion 5;. !n re'ie0ing the 2re'ious conce2ts (r. (ait-and no0 +o'es to the

instructiona- su++arie 2hase ,) as/ing i& the students /no0 ho0 to 2-a) *ingo @uestion

5>. The instructiona- 2hase a22-) is de+onstrated ,) )ou going o'er the as2ects o& ,ingo

and in 0hat nu+era- co+,inations ,) adding u2 the nu+,ers 0hich go across u2 and

do0n and diagona--). The -earning intentions are not 2osted @uestion 6<. The -earning

intentions are discussed @uestion 64. The success criteria are not 2osted @uestion 64.

The success criteria are discussed ,) the +entioning o& ho0 DinoI,ingo is 2-a)ed @uestion

66. (r. (ait-and?s curricu-u+ as a22ro'ed is used @uestion 67 (ait-and 5<47. The

-esson is on 2ace @uestion 68. The di&&erentiation o& the instruction 0as ece--ent it

contained content and +ateria-s @uestion 69. The ti+e sta+2 is around 9:4<@uestion

6;. The -earning that occurred 0as an ece--ent re'ie0 o& addition and ,rie&-) su,traction

@uestion 6>. The &-o0 0as s+ooth and the c-ass 0as 'er) 0e-- ,eha'ed and engaged in

the discussion. Again there shou-d ,e 2ractice o& these conce2ts indi'idua--). There 0as

no continuation o& su,traction and +ore cou-d ha'e ,een ,rought into the discussion a,out

this. There is so+e con&usion 0ith this.



148

(r. (ait-and: ! 0i-- +a/e sure ! 2ost the intentions and success criteria it 0as an

o'ersight. Than/s &or the o,ser'ation o& the di&&erentiation. ! 0i-- a-so gi'e ti+e &or

2ractice ,oth indi'idua--) and as a grou2. "ou are right ! &orgot to ,ring the 0ho-e

su,traction the+e in.

(r. 1ones: !& )ou need he-2 to 2ost so+ething ! 0ou-d ,e g-ad to he-2. ! ha'e a handout

that can gi'e )ou so+e guidance. !t is ste2 ,) ste2 and /ee2s the in&or+ation c-ear 0ith

2ractice right ,ehind.

(r. (ait-and: Than/I)ou.

End O,ser'ation #eg+entIPost

(r. 1ones: uestion 6 as/s i& +ath instruction is ta/ing 2-ace and it is. There is so+e

good in&or+ation ,eing discussed here. The ti+e sta+2 is 9:5< @uestion 7<. "ou as/ &or

'o-unteers and the 0ho-e c-ass is in'o-'ed. Ece--ent #tudents na+ed C H to get u2 and

he-2 out. The) thro0 the nu+,ers and go to the 2a2er chart to +ar/ the nu+,er on it. !t

is a good su++ariation o& the ga+e @uestion 74.

(r. (ait-and: Than/s.

(r. 1ones: Whi-e doing this )ou as/ 0hat sounds the C +a/e the h +a/e and the ch

together. The students a-- res2ond ,) +a/ing the a22ro2riate sounds. This is i+2ro+2tu

and on the s2ot re'ie0. !t is good ho0e'er there is a concern that i& so+e students are not

c-ear on the addition the) +ight get +ore con&used 0hen the sounds are ,eing as/ed &or.

Kee2 this &or #2e--ing and Eng-ish and it 0i-- ,e good re'ie0.

(r. (ait-and: O/ than/s. ! see ho0 ! cou-d ,e con&using.



149

(r. 1ones: "ou 2ost the -earning design and re&er to it on the o'erhead )ou teach the

students addition ,) the use o& +o'ing the dinosaurs around success here )ou su++arie

and a22-) the -earning design. @uestions 74 = 75. The -earning intention is 2osted ,)

re&erring to the nu+,ers on the *ingo ,oard. "ou and #tac) use the o'erhead to add the

t0o dice o& nu+,ers 9 and > res2ecti'e-) and the -earning intention is re&erred @uestions

76 and 77. "ou and e2-ain that the end resu-t o& the t0o nu+,ers is the success su+ o&

the t0o success criteria @uestion 78 The addition o& the t0o gi'es the su+ o& the t0o

95X > and this is the su+ re&erred success @uestion 79. (r. (ait-and?s curricu-u+ 0as

used @uestion 7; (ait-and 5<47. The -esson is on 2ace and the ti+e sta+2 is :6<

@uestions 7>I7. The @uestion is not a22-ica,-e to this o,ser'ation @uestion 8<. The

co+2-etion o& the instruction ga'e the ,asics &or addition. !t 0as a uni@ue 0a) to tie things

together and co+2-ete the 2roJect. Again it shou-d ha'e ti+e to 2ractice the 2ro,-e+s &or

rea&&ir+ation o& -earning. What are )our thoughts (r. (ait-and%

(r. (ait-and: ! cou-d use so+e he-2 in 2re2aring 2ractice &or the students. ! ha'e so+e

addition 2ro,-e+s ,ut not enough o& the+.

(r. 1ones: !?-- he-2 )ou +a/e a te+2-ate and there is so+e &or+er curricu-u+ 0e can use.

O'era-- )ou did a good Jo, &or the &irst o,ser'ation. "ou ha'e a d)na+ic enthusiastic 0a)

0ith the students. The) rea--) -i/e )ou. "ou engaged the+ and the) 0ant to -earn +ore.

With the a,o'e corrections as a-read) +entioned the net o,ser'ation 0i-- ,e e'en ,etter.

This 0as good -et?s +a/e it ece--ent.

(r. (ait-and: Than/I)ou &or the encourage+ent and guidance and su22ort.

Conc-usion



150

One i+2-ication &or c-assroo+ o,ser'ation is our need to rea-ie that our o,ser'ations

are a&&ected ,) our 2ersona- e2eriences and 'a-ues our 2resence in the c-assroo+ during

the o,ser'ation the o,ser'ation instru+ent 0e use our s/i-- at recording data and so on.

Another i+2-ication is that the inter2retation o& 0hat the o,ser'ation data +ean is a

construction and in +ost cases is ,est coIconstructed 0ith the teacher. O,ser'ation data

thus shou-d ,e an entr) 2oint &or teacherIsu2er'isor dia-ogue and coIinter2retation during

a 2ost o,ser'ation con&erence 2.55<.

The o'era-- 2resentation o& the +ateria- a-though a,,re'iated 0as ece--ent. !t can ,e

deter+ined that (r. (ait-and is doing a great Jo, teaching these students. He is engaging

e2ressi'e d)na+ic enthusiastic and interested in 0hat he is doing. He needs a -itt-e he-2

in a--o0ing the students to 2ractice the +ateria- in greater detai- co--ecti'e-) as a grou2 and

indi'idua--). !t a-so 0ou-d he-2 to ensure that he sta)s &ocused on 0hat in&or+ation he

,rings u2 -i/e su,traction and sees it through. !t a-so shou-d ,e noted that the on the s2ot

re'ie0 o& +ateria- is good i& the +ateria- is si+i-ar and in se@uence 0ith the su,Ject at

hand. For ea+2-e the s2e--ing and sound re'ie0 0as good ho0e'er it shou-d ,e done

during the s2e--ing or Eng-ish unit &or continuit) and not a2t to con&use students. O'era--

the -esson 0as good &or the Kindergarten students and the teacher shou-d ,e co++ended.

Conte+2orar) 's. *i,-ica- Wor-d'ie0 On Po-ic)

Conte+2orar) Po-ic) 0or-d'ie0: !t is the Pro,-e+ Ha'ing a #ecu-ar Wor-d $ie0 is

the 2ro,-e+. Tho+as D)e 5<<4 co++ents that 2o-ic) issues do not Just ha22en. Po-icies

a&&ecting education ha'e a 2oint o& +u-ti2-e 2oints o& origin Kingdo+ 48 as stated in

Coo2er Fusare--i = Randa-- 5<<7 2. 96. Here is 0here the +i o& 2o-ic) and 2o-itics is at



151

odds 0ith each other and there is discussion and disagree+ent as to the so-ution o& the

2ro,-e+s. D)e 5<<4 a-so asserts that agenda setting and 2ro,-e+ de&inition constitute

the +ost i+2ortant stage o& the entire 2o-ic)+a/ing 2rocess. According to Coo2er et. a-

5<<7 !t is i+2ortant to 'ie0 2o-ic) as a 2o-itica- ,att-e o'er 2ro,-e+ identi&ication and

agenda setting rather than a 2rocess ,) 0hich 2o-ic) is the 2roduct o& i+2artia-

rationa-it)2. 99. *e&ore a 2o-ic) choice can ,e +ade a 2ro,-e+ in societ) +ust ha'e

,een acce2ted as a 2art o& the agenda o& the 2o-ic)+a/ing s)ste+Ithat is a 2ortion o& the

range o& the 2ro,-e+s dee+ed a+ena,-e to 2u,-ic action and 0orth o& attention o&

2o-ic)+a/ers Peters 4>9 2. 6 as stated in Coo2er et a-. 2. 99.

The -i,era- +edia a-so adds their o0n agenda to education 2o-ic) ,) &ocusing on their

o0n s2in or 2osition ,) using se-ecti'e truths or sound ,)tes that are &a'ora,-e to their

2osition. The +edia tend to Y2ush Y their agenda 0hich &orces other0ise -ess signi&icant

issues to the to2 a no0 high -e'e- o& i+2ortance.

#ti-- a third reason o& 2o-ic) de&inition co+es &ro+ the 2o0er o& -anguage in 2ro,-e+

de&inition and agenda setting. The 0or-d'ie0 o& 2o-ic)+a/ing is s)+,o-ic re2resentation

to 2ro,-e+ de&inition according to #tone 4>> are: 4narrati'e storiese2-anation o& ho0

the 0or-d 0or/s 5s)necdoches a 2art is used to re2resent the 0ho-e 6+eta2hors the

+ost co++on in educationa- discourse and 7 a+,iguit)the ca2acit) ha'e +u-ti2-e

+eaningsas stated in Coo2er et a- 5<<7 2. ;<.

For ea+2-e the choice o& 0ords used and the case in 0hich the) are cra&ted into 2o-ic)

a22oint+ents o2en 0indo0s o& o22ortunit) &or so+e actions or grou2s 0hi-e c-osing o&&

others &ro+ 2o-ic) discourse !n 2o-ic) de,ates the structuration o& -anguage con&ers

-egiti+ac) 2. ;4. !t is -anguage that con&ers status on rea-it) not rea-it) on -anguage



152

Pra0at = Peterson 2.547 as stated in Coo2er et. a- 5<<7 2. ;4. Whate'er the

'ernacu-ar it is acco++odating to the 2o0er or 2eo2-e ,ehind the +essage and is

2resented in ter+s that are a+,iguous at ,est.

(odern Po-ic) re-ates ,ac/ to the President 1ohnson Da)s. Here in 498 the

E-e+entar) and #econdar) Education Act E#EA 0as &or+ed and toda) it sti-- is in &orce.

!t has ,een a+ended ,ut is sti-- the guiding &orce &or +ost 2o-ic). There are three stages to

Education Research i+2-e+entation and the) consisted o& its de'e-o2+ent i+2-e+entation

on schoo-s and the e&&ecti'eness o& the research. President 1ohnson signed into -a0 the

E#EA and authoried the direction o& the research &or di&&erent as2ects o& education

inc-uding the ad+inistration and -eadershi2 o& it.

!+2-e+entation

The need &or 2o-ic) i+2-e+entation ste+s &ro+ the change in the institutiona- setting

and +onitoring organiationa- 2er&or+ance Ro0an = (is/e- 4 as -isted in Coo2er

et. a- 5<<7. There are &our 2arts to success&u- 2o-ic) i+2-e+entation: 4nor+ati'e

di+ension5 structura- di+ension 6constituenti'e di+ension and 7technica- di+ension.

The nor+ati'e di+ension is the 2o-itica- cu-ture in agenda setting. the 2rogra+?s

o,Jecti'es and 2o-icies shou-d ,e c-ear and agreed on ,) a-- +aJor sta/eho-der grou2s

(a+anian = #a,atier 4>4 as -isted in Coo2er et.a- 5<<7.

#tructura- di+ension contends that the 2rogra+ or 2o-ic) +ust ,e so-'a,-e and that

,eha'iora- theor) connects ,eha'iora- change to 2ro,-e+ a+e-ioration the re@uisite

techno-og) eists and the +easure+ent o& change in the seriousness o& the 2ro,-e+ is

ine2ensi'e (a+anian = #a,atier 4>4 as stated in coo2er et. a- 5<<7 2. 5.



153

The constituti'e di+ension consists o& interest grou2s and 2o-ic) &or+u-ation. The

structura- and technica- di+ensions are the intuitiona- e&&ects on agenda settings. E&&ecti'e

i+2-e+entation re@uires a strategic ,a-ance o& 2ressure and su22ort (cLaugh-in 4>;

2.4;4 as stated in Coo2er et. a- 5<<7 2. 6

Technica- di+ension dictates decisionI+a/ers +ust ha'e the ca2acit) to i+2-e+ent the

2ro2osed re&or+ this inc-udes de'e-o2+ent o& ade@uate 2ro&essiona- s/i--s and /no0-edge

cou2-ed 0ith &unding +ateria-s resources and co+2ati,-e organiationa- arrange+ents

necessar) to i+2-e+ent the re&or+ Coo2er et. a- 5<<7 2. 7.

As 0ith +ost Post+odernis+ there essentia--) has ,een a +o'e+ent a0a) &ro+ things

s2iritua- and re-igious in nature. !t is the e+,race o& a c-asssocia- strugg-e o&

eistentia-is+ 0here the e'er)one?s ans0er ho-ds the theor). According to (cLaugh-in

4<0hat +atters +ost to 2o-ic) outco+es are -oca- ca2acit) and 0i-- 2.45 as stated

in Coo2er et. a- 5<<7 2.8. Here there has ,een a +o'e+ent 2ast the +odern thin/ing

that science or research 0i-- so-'e the 0or-d?s 2ro,-e+s. n&ortunate-) one on-) needs to

see the resu-ts o& such -eadershi2 as to decide i& it 0i-- 0or/. The KI45 ad+inistrator shou-d

&u--) understand that ina,i-it) to teach chi-dren right and 0rong or an) rea- 'a-ue detracts

&ro+ education and erodes societ). This author does not 2arta/e in this 2hi-oso2h) and is

guided ,) e2erience in the &o--o0ing.

*i,-ica- Wor-d'ie0 Po-ic)

The ans0er is to ha'e a *i,-ica- Wor-d'ie0. A *i,-ica- Wor-d'ie0 is a co+2rehensi'e

&ra+e0or/ o& ,asic con'ictions a,out -i&e. According to the *i,-e Let e'er) sou- ,e

su,Ject unto the higher 2o0ers. For there is no 2o0er ,ut o& God: the 2o0ers that ,e are

ordained o& GodRo+ 46:4 K1$. Leadershi2 +e+,ershi2 and a-- in the chain ha'e



154

+ade a decision in &a'or o& this 2rinci2-e. #tudents e+,race the Christian?s ,e-ie&s a,out

nature and the 2ur2ose o& rea-it) hu+an ,eings /no0-edge and -i&e in societ) $an

*ru++e-en 5<<5 2. 7>. According to $an *ru++e-en 5<<5 the *i,-ica- Wor-d'ie0

consists o& three things: 4 Creation 5 Great Co++and+ent 6 Great Co++ission $an

*ru++e-en 5<<5 2. 7>.

!n the *i,-ica- 0or-d'ie0 educators can a-ign their 'ie0s 0ith the God o& a-- creation.

Good Po-ic) is esta,-ished in the ,oo/ o& Genesis. This is e&&ecti'e -eadershi2 &iner than

+an cou-d e'er de'ise. The hea'ens dec-are the g-or) o& God the s/ies 2roc-ai+ the 0or/

o& his hands. Da) a&ter da) the) 2our &orth s2eech night a&ter night the) dis2-a)

/no0-edge...The 2rece2ts o& the Lord are right gi'ing Jo) to the heartPsa-+ 4:4I5 >. !t

is 2o-ic) that is 2er&ect. !n the trans-iteration o& the 0ords 'er) and good &ro+ Genesis 4:

And God sa0 e'er)thing that he had +ade and ,eho-d it 0as 'er) good. And the

e'ening and the +orning 0ere the sith da)Gen 4: 64 K1$.

According to #trong?s Concordance 46 the He,re0 0ord good is trans-ated as

to0,#trong?s 5>9 or tu0d #trong?s 5>> +eaning 'er) +ost +ost2. 78 de2ending

on the +anuscri2t used. The He,re0 0ord &or 'er) is +eote#trong?s 699 and it +eans

+ost eceeding good2. 9<. !t a22ears that in God?s 'ie0 o& His creation e'er)thing

'er) +ost eceeding good or 0as 2er&ect 2er&ectE,-ing n2u,-ished 2. 6 .

The second 2oint o& the *i,-ica- Wor-d'ie0 is :Lo'e the Lord )our God 0ith a-- )our h

heart and 0ith a-- )our sou- and 0ith a-- )our +ind. This is the &irst and greatest

co++and+ent. And the second is -i/e it Lo'e )our neigh,or as )ourse-&. On these t0o

hang a-- the -a0 and the 2ro2hets (att. 55:6;I7<. Leaders are co++anded and



155

encouraged to cherish and de'e-o2 those under the+. !n doing so the) are in'esting in

others -i/e 1esus did in a-- 2eo2-e. !n doing so &u-&i-- the -a0 o& Christ.

The &ina- +andate that God ga'e is The Great Co++ission. Christian -eaders ha'e a

great o22ortunit) to 2ractice 0hat the) teach or 2reach. Leaders are encouraged to

2reach the gos2e- and to teach a-- nations e'er)thing that Christ co++anded. *) this

ca--ing -eaders understand the Church. (ission e'ange-is+ ste0ardshi2 co+2assion

Christ?s 2eace and God?s Justice.

A-- authorit) in hea'en and on earth has ,een gi'en to +e. There&ore and go and +a/e

disci2-es o& a-- nations ,a2tiing the+ in the na+e o& the Father and o& the son and o& the

Ho-) #2irit and teaching the+ to o,e) e'er)thing ! ha'e co++anded )ou. And sure-) !

a+ 0ith )ou a-0a)s to the 'er) end o& the age (att. 5>:4>I5<.

The &unction o& the Christian ethic in the *i,-ica- Wor-d'ie0 is rede+2ti'e and

restorati'e. !n the &a-- indi'idua-s ,eca+e a-ienated &ro+ God other 2eo2-e their o0n

se-'es and their 2h)sica- en'iron+ent. The ro-e o& ethica- -i&e is to a--o0 2eo2-e to -i'e in

such a 0a) as to restore these re-ationshi2s and to ,ring the+ into the 2osition o&

0ho-eness &or 0hich the) 0ere created Knight 5<<9 2. 44.

!& the entrance o& sin ,rought the deterioration o& re-ationshi2s then the essence o& the

gos2e- is re,ui-ding those re-ationshi2s. The entire 2rocess entai-s a restoration o& the

i+age o& God in indi'idua-s through the agenc) o& the Ho-) #2irit. Education is one ar+ o&

God?s restorati'e and reconci-ing e&&ort. !t +a) there&ore ,e seen as a rede+2ti'e

authorit) 2. 5<;.

For God hath not gi'en us the s2irit o& &ear ,ut o& 2o0er and o& -o'e and o& a sound

+ind. *e not thou there&ore asha+ed o& the testi+on) o& our Lord nor o& +e his 2risoner:



156

,ut ,e thou 2arta/er o& the a&&-ictions o& the gos2e- according to the 2o0er o& God Who

hath sa'ed us and ca--ed us 0ith an ho-) ca--ing not according to our 0or/s ,ut according

to his o0n 2ur2ose and grace 0hich 0as gi'en us in Christ 1esus ,e&ore the 0or-d ,egan

*ut is no0 +ade +ani&est ,) the a22earing o& our #a'iour 1esus Christ 0ho hath

a,o-ished death and hath ,rought -i&e and i++orta-it) to -ight through the gos2e-5 Ti+

4:;I K1$.

Knight descri,es the teacher2reacher +inistr) that Christ has ca--ed the+ to. The

*i,-ica- Gree/ 0ord is didas/a-os +eans teacher Knight 5<<9 2. 544. 1esus is the

2re+iere teacher -eader ,) sho0ing the ece--ence o& teaching +ethodo-og) and ,ui-ding

inter2ersona- re-ationshi2s a+ong others 2.544. Li/e0ise -et us i+itate hi+ A+en.

According to *-ac/a,) = *-ac/a,) 5<44 #2iritua- -eaders 0or/ &ro+ God?s

Agenda. God is 0or/ing throughout the 0or-d to achie'e his 2ur2oses. His concern is not

to &u-&i-- -eaders?s drea+s and goa-s to ,ui-d their /ingdo+s and careers. His 2ur2ose is to

turn his 2eo2-e a0a) &ro+ their se-&Icenteredness and o,sessions 0ith te+2ora- +ateria-

concerns and dra0 the+ into a re-ationshi2 0ith hi+se-& so the) are his instru+ents &or

acco+2-ishing his 2ur2oses 2. 7<.

!n his ,oo/ Kingdo$ Triangle, (ore-and 5<<; e2-ains the in'itation o& 1esus to

&o--o0 hi+ is actua--) an in'itation to enter a di&&erent /ind o& -i&e and to -earn &ro+ 1esus

hi+se-& ho0 to -i'e 0e-- 2. 477 and -ead others. Leadershi2 has the choice to &o--o0 this

and see the ,ene&its o& this re-ationshi2 or continue 0ith the 0or-d?s 0a)s.

According to God the +ost i+2ortant outco+es are +et 0hen the -eader acts to disci2-e

others to acco+2-ish His 2ur2oses 0ithin the *i,-ica- Wor-d'ie0. Let nothing ,e done

through stri&e or 'aing-or) ,ut in -o0-iness o& +ind -et each estee+ other than



157

the+se-'esPhi-.5:5 K1$. There&ore. !t +ust ,e su,+itted that the *i,-ica- Wor-d'ie0

&or educators is the ea+2-e to &o--o0 i& not in actua- 2ractice ,ecause o& -ega- -i+itations

in 2u,-ic schoo-s ,ut in s2irit and character. !n essence the incor2oration o& the *i,-ica-

Wor-d'ie0 0i-- change the +inds o& educators students 2arents and co++unities as 0e--

as reaching the 0or-d &or 1esus. A 2arting thought &or those 0ho are in hosti-e situations is

&ro+ Act 7: 4> 0here the Peter and 1ohn res2onded to those 0ho to-d the+ to sto2

2reaching the truth. Their testi+on) 2raised God and ans0ered the critics.

The &o--o0ing is a re'ie0 o& +) educationa- 2hi-oso2h) &or teaching. !t is a 2ractica-

re'ie0 o& the +ethodo-og) and 2rinci2-es used on a dai-) ,asis. The in&or+ation co'ers

teaching ,usiness to )oung adu-t 2o2u-ations and consists o& &our 2arts: 4*i,-ica-

Creation 5Curricu-u+ 6#tudent oriented 7 De-i'ered in an inte--igent +anner. There

has ne'er ,een a +ore i+2ortant ti+e in histor) &or a de&initi'e stand &or education ,ased

on Christian 'a-ues. The u-ti+ate authorit) the *i,-e is the 2oint o& re&erence &or a--

ans0ers. Harro $an *ru++e-en 5<<5 has decreed this &or educators and encourages

their use o& creationI,ased education 2.;;.

Wor-d'ie0

The Christian 0or-d 'ie0 that is ,ased u2on God?s creation o& the earth and e'er)thing

in it. !t is a *i,-ica- Creation Wor-d $ie0 !t is the a22roach that 0ithout God nothing is

2ossi,-e. !t a-so encourages the students to acce2t 1esus Christ to ,e their Lord and

#a'ior. Fina--) an encourage+ent to a-- that on-) re-iance in the Lord 0i-- )ie-d true

success. !t is a 'a-ues dri'en 2ers2ecti'e 0ith the e+2hasis on 0hat the Lord 0ants.

The 0or-d 'ie0 ta/es on a secu-ar hu+anistic a22roach that has its ans0ers in +an?s

/ingdo+. P-atonic (eta2h)sics had an in&-uence u2on ear-) scho-ars in that the) ,e-ie'ed



158

that truth 0as unchanging and constant. (eta2h)sics 0as 'er) instru+enta- in Ghandi?s

0or-d'ie0. !t is si+i-ar to the di'ination that is ta/ing 2-ace toda) Ghandi stood &or

tr)ing to ,e good to each other. !t 0as another &-a0ed hu+anistic atte+2t to gain eternit).

As a co+2arison the *i,-e sa)s the thing that hath ,een it is that 0hich sha-- ,e and

that 0hich is done is that 0hich sha-- ,e done and there is no ne0 thing under the

sunEcc. 4: K1$.

What is rea- truth has ,een de,ated &or +an) )ears. 1esus saith unto hi+ ! a+ the

0a) the truth and the -i&e no +an co+eth unto the &ather ,ut ,) +e1ohn 47:9 K1$.

What gi'es -i&e +eaning is the truth that one ,ui-ds his -i&e on and then share 0ith

others. (an) 0i-- acce2t the truth and +an) 0i-- not. Pro&essing the) to ,e 0ise the)

,eca+e &oo-s Ro+ 4:55 K1$

Persona- aio-og) 0i-- enco+2ass the *i,-e 2ersona- thin/ers o& the Protestant

re&or+ers and conte+2orar) +en 0ho a-so 2roc-ai+ the 0ord o& God.

$a-ues ,ased u2on the Ho-) *i,-e are 'a-ues that God esta,-ished and that are tried and

true. The +ost i+2ortant ideas ! ha'e are to 2resent 1esus Christ esta,-ish the creation

,ased -earning God and rein&orce the students to trust in the Lord &or e'er)thing. Trust

in the Lord 0ith a-- thine heart and -ean not unto thine o0n understanding !n a-- th)

0a)s ac/no0-edge hi+ and he 0i-- direct th) 2aths Pro' 6:89 K1$.

Duties

The goa- is +a/ing a-- o22ortunities count &or Christ and using esta,-ished creation

,ased -earningGod. Without ti2toeing around God is in the creation Y,usiness? and He

created e'er)thing. !n the ,eginning God created Hea'en and EarthGen 4:4. !n the



159

,eginning 0as the 0ord and the 0ord 0as 0ith God and the 0ord 0as God.1ohn 4:4

K1$. And the 0ord 0as +ade &-esh and d0e-t 0ith the+ 1ohn 4:47 K1$.

The ethica- 2rinci2-es that are esta,-ished 2ertain to the re-ationshi2 ,et0een +an and

God. *-ac/a,) = *-ac/a,)5<44 suggest the &o--o0ing: #2iritua- -eadershi2 is a high

ca--ing and a GodIgi'en 2ri'i-ege. Leaders ha'e the o22ortunit) as 0e-- as the in&-uence to

enrich the -i'es o& their &o--o0ers *-ac/a,) = *-ac/a,) 5<44 2.65<. The) a-so suggest

&i'e sa&eguards: -eaders +a/e the+se-'es accounta,-e -eaders heed their o0n counse-

-eaders consider the conse@uences -eaders de'e-o2 hea-th) ha,its -eaders +aintain a

hea-th) gro0ing 0a-/ 0ith God. There&ore the) are a,-e to -i'e and de-i'er ethica-

2rinci2-es to the students.

The ethica- 2rinci2-e that ! 0ant to i+2art to the students are ,ased on trust integrit)

honest) and &air 2-a). Without these as a &oundation rooted in 1esus Christ the) are Just

0ords or thoughts. For as the ,od) 0ithout the s2irit is dead so truth 0ithout 0or/s is

dead a-so1a+es 5:59 K1$.

Pur2ose

The 2ur2ose o& -earning in schoo-s is to 2re2are students in /no0-edge 'ocation and

0e-- rounded in&or+ation that is ,ene&it to societ). Education is the +ethod to ensure this

is 2ossi,-e. #choo-s are the 'ehic-e &or this to ha22en.

According to Psa-+s 44: *-essed are the unde&i-ed in the 0a) 0ho 0a-/ in the -a0 o& the

Lord *-essed are the) that /ee2 his testi+onies and that see/ hi+ 0ith their 0ho-e heart.

The) a-so do no ini@uit): the) 0a-/ in his 0a)s. Thou has co++anded us to /ee2 th)

2rece2ts di-igent-)Psa-+ 44: 4I> K1$. The /e) 0ords are -a0 testi+onies 0a)s and

2rece2ts. These are the &oundations o& the truth o& the -earning 2rocess. The) are concrete



160

and ne'er change. The) are &oundationa- and re2resent e'er)thing that is true and

'irtuous.

Learners co+e to the truth ,) the &o--o0ing:

1esus said ! a+ the 0a) the truth and the -i&e no +an co+eth to the &ather ece2t ,) +e

1ohn 47:9 K1$.

Learning

Learning occurs 0hen the -earning outco+es are a-igned 0ith course o,Jecti'es. !n the

case o& )oung +inds it is 2resented -earned rein&orced and ,ui-t u2on. #2eci&ic @uestions

shou-d ,e 2resented to -earners. These thought 2ro'o/ing @uestions sti+u-ate the student

to @uestion res2ond to a state+ent or grou2 o& state+ents that 2ro'ide i+2etus to the

-earning 2rocess. The /e) to2ics and their su, categories shou-d ,e 0e-- de'e-o2ed and

e2-ained ,) the +ateria- 2resented. The student is encouraged to dia-ogue and as/

@uestions o& the instructor and o& other students. Those students 0ho do not understand

the in&or+ation can ,e gi'en additiona- in&or+ation and he-2 to understand the +ateria-.

Curricu-u+

O& the &our ,asic curricu-u+ orientations traditiona- 2rocess+aster e2erientia-ist

and Christian curricu-u+ it 0i-- ,e 2ossi,-e to use the Christian ,ased curricu-u+

orientation $an *ru++e-en 5<<5 2. 59. Here it is creation ,ased and 'a-ues dri'en.

The curricu-u+ de'e-o2+ent shou-d ,e at the -e'e- o& the -earner and 0ith so+e

2ossi,-e 2rior /no0-edge. There are three -earning theories ! e+2-o): 4#ocia- -earning

theor) 5 contructi'ist -earning theor) and 6 adu-t -earning theor).

#ocia- -earning theor) can ,e introduced *andura 4;;. *andura teaches that

students can -earn ,) 2atterning ,eha'ior a&ter others. For ea+2-e the uti-it) o& students



161

0ith hea-th care ,ac/grounds is 2ertinent to the disco'er) o& -earning E--iott E,-ing

1ones (on/ = (ur2h) 5<45.

Another -earning theor) that is a'ai-a,-e is contructi'ist -earning. This +ode- is a

di&&erent a22roach to -earning. !t is a -earner centered @ua-itati'e +ode- that incor2orates

a-- the assess+ents Legg Ade-+an. (ue--er = Le'itt 5<<.

Adu-t -earning theor) is -earning theor) that 0as cha+2ioned ,) (a-co-+ Kno0-es. !t

consists o& &i'e 2arts: 4 Adu-t -earners are se-&I+oti'ated5 +u-tidisci2-inar) oriented

6goa- oriented 7e2erientia- 8se-&IdirectedKno0-es 4<. Adu-t -earners 0ant to

ans0er the @uestion and are deter+ined to &igure a 0a) to co+2-ete the 2roJect Kno0-es

4><. Thie-e 5<<6 re2orted adu-t on-ine students are +ore inde2endent and se-&I

disci2-ined -earners.

C-assroo+ (ethodo-og)

The +ethods ! use are :4Case studies 5assess+ents and 62ort&o-io -earningcontract

-earning. Case studies e2-ain the 2rocedures and a22-ication o& the+. (an) ti+es the)

inc-ude a scenarios o& true or &ictitious stories that -ater ,eca+e +aJor situations &or -ega-

or ,usiness 2o-ic).

Assess+ents consist o& certi&ication ea+sinteracti'e 2eri2hera-s and s/i--

de+onstrations. An assess+ent +ight ,e to 0rite a truth&u- and honest Pro &or+a a

2roJected cash &-o0 state+ent &or the &irst )ear inco+e state+ent,a-ance sheet /no0ing it

0ou-d sho0 -osses that +ight ,e de'astating &or the organiation.

The c-assroo+ assess+ent is a +easure+ent o& /no0-edge and s/i--s and 2ro'ides

&eed,ac/ to students and teachersFre) = #ch+idt 5<<; 2.5<. Ru,rics 0i-- gi'e students

2-ent) o& in&or+ation to guide the+ in the 2ro2er &or+at. The ru,ric is a chec/-ist that



162

can ,e used to guide the student through the assign+ent or c-ass Wa-ser5<44 2. 77.

#coring ru,rics are consistent and 2ro'en Redd) = Andrade5<4<. P. 56. According to

an artic-e ,) T.(. Wa-ser the students con&ir+ed their success ,) a--uding to the ru,ric

and its &eatures E--iott et.a- 5<45.

Port&o-iocontract -earning consists o& co+2uter aidedRo+2eri2hera-s. For ea+2-e a

Ro+ is inserted into a data,ase. !n the case o& a22-ication &ro+ a Christian 2oint o& 'ie0s:

sing *-oo+s Taono+) 489 &or -eading @uestions the -earner 0i-- ,e as/ed:

De+onstrate ho0 the case stud) a,out ,usiness ethics re-ates to the i+2act on a ne0

startu2% The 2ort&o-io contract +ight ,e a -ong 2roJect that ta/es a ne0 startu2 &ro+ the

idea incu,ation stage to a 2roduction o& the &irst 2roduct on dead-ine and under ,udget.

!n this scenario the -earner is as/ed to co+2-ete a ,usiness scenario that is Ygreen to the

en'iron+ent? -ega- and ethica- to citiens and ,e co+2etiti'e against other 2roJects ,)

using -oca- Ysho2 +anu&acturing? And 0ith no outsourcing a'ai-a,-e to hide the 2ersonne-

e2ense.

!t is tanta+ount to +ode- Christian ,eha'ior and i+itate 1esus Christ to set the scene

&or -earning to occur. The &aci-itation o& the in&or+ation shou-d ,e a +oti'ating &actor 0ho

gi'es -earners a-- a'enues to access in&or+ation and understand it ,) de+onstration 2rior

/no0-edge and e2erientia-.

Pro&essiona- /no0-edge and e2erience are ece--ent too-s to guide the course and set the

tone &or teaching students. !t is ,ui-ding u2on &oundationa- /no0-edge 2rece2t u2on

2rece2t. The content 0i-- change 0ith the course ho0e'er the +ethodo-og) and 2edagog)

is consistent and co+2rehensi'e to co'er the entire to2ic that teacher to the su,Ject and no

to the test.



163

!n certain doctrines -i/e nursing or ,usiness the e2erientia- teaching o& rea- 0or-d

e2erience is an ece--ent 0a) to &oster the -earning o& students.

The use o& ni&or+ Design LearningDL &or curricu-u+ design 2ro'ides a &or+at

that is co++on to -earning. DL is a &ra+e0or/ o& curricu-u+ design that has &our 2arts

o& 2-anning &or a-- -earners: goa-s +ethods +ateria-s and assess+ents. DL curricu-u+

is characteried ,) +u-ti2-e &-ei,-e 2resentations o& in&or+ation conce2ts Rose =

(e)er 5<44 as stated in (eo 5<44 2. 54. The goa-s esta,-ish contet. The +ethods use

techno-ogica- too-s +ateria-s use the techno-ogica- de'ices 0hich are +entioned ,e-o0 and

assess+ents +a) inc-ude discussion @uestions grou2 2roJects 2ort&o-io -earning as 0e-- as

&aci-itator o,ser'ation discussion &oru+s and assign+ents Rose = (e)er 5<<5.

The use o& the a,o'e three -earning theories are etre+e-) he-2&u- to the instruction o&

students. The) -end the+se-'es to an e&&ecti'e a22roach that strengthens the +ethodo-og)

and co+2rehension o& the student.

When (artin Luther 0rote the 8 Theses at the Church at Witten,erg he 0as

s2ea/ing &ro+ God?s ins2ired Word the Ho-) *i,-e. A&ter care&u- research and

e+2o0ered ,) the Ho-) #2irit he 0as a,-e to discern that the a-ign+ent o& God?s

o,Jecti'es 0ith success&u- outco+es di&&ered &ro+ that o& the Ro+an Catho-ic Church. !t

0as a si+2-e resu-t. Who to ,e-ie'e: God or +an% A-- the education he had and +on/ish

-i&e o& Yen-ighten+ent? ga'e 0a) to the Light o& the 0or-d to ,e e2osed.

1ohn Ca-'in 0ho 0rote the Catechis+ o& the Church o& Gene'a inc-uded a ,asic

state+ent o& re&-ection: What is the chie& end o& hu+an -i&e% Ans0er: To /no0 God ,)

0ho+ a-- +en are created Gute/ 5<44 2. 447. This 2ro&ound and s2iritua- theor) 0as a

+ethodo-og) &or Christian ,ase creationist thin/ing and one &or 0hich to as2ire.



164

!nstructiona- Practice(ethodo-og)De-i'er)

Christian ,e-ie&s and 2ractice o& the *i,-e is the ,est de+onstration o& encourage+ent

to students. !t is the action that 2ortra)s 1esus Christ in action and shou-d ,e i+2-e+ented

in the c-assroo+.

#ocia- -earning is the 2atterning o& ,eha'ior a&ter others. When one ad'ocates socia-

-earning his de+onstration is 'er) i+2ortant. The o,Jects that are disco'ered ,) the

-earner shou-d ,e si+i-ar to the ones ,eing +ode-ed ,) the -eader.

Constructi'ist theor) is a ,ui-ding 2rocess that o&&ers the -earner the o22ortunit) to use his

-earned education as a &oundation &or the ne0 in&or+ation ,eing 2resented. sing the

disco'er) @uestion that is si+i-ar to so+ething -earned in the 2ast the ne0 in&or+ation 0i--

add to the education that has a-read) ,een understood. #ince #che+a theor) is the

understanding o& ,asic in&or+ation 2resented +ateria- 2ertaining to 2arts o& the sche+a

0i-- add 2arts or in tota-it) the in&or+ation to the -earner. !& the -earner understands the

2arts o& 0hat is ,eing taught he 0i-- understand the entire +essage 0hen su++ed u2.

The 'a-ue o& 'isua- aids cannot ,e detracted &ro+. !n the 54st centur) techno-og) has

ta/en on a ne0 ro-e &or de-i'er) o& in&or+ation. The on-ine co++unit) has done 0e-- to

esta,-ish studentI,ased -earning. #o+e o& the techno-ogica- too-s are &i-+ 'ideo CD Ro+.

#o+e o& the other +ateria-s are digita- de'ices +u-ti+edia so&t0are RO( and 'ideo. !t

can ,e s)nchronous or as)nchronous. According to Gaarian 5<44 #tudents can use

di&&erent digita- i+ages to -earn ne0 critica- thin/ing strategies 2. 5>;. A-so data ena,-e

ca2tured data and digita- stor)te--ing is another ece--ent -earning +ethod *anasae0s/i

5<<5.



165

The use o& Po0erPoint !I2ad !I2od or other s+art de'ices 2ro'ide the 2-at&or+s to

access the in&or+ation &or the student. Here the de-i'er) o& in&or+ation is e-ectronic.

Discussion is 'irtua- and &eed,ac/ is @uic/er ,ecause o& the entire 2rocess.

TeacherILearner Re-ationshi2s

Ho0 does )our Christian &aith in&-uence )our re-ationshi2s% Christian -i'ing in theor)

and a22-ication has a 2ositi'e the -eader and his students. !t is incu+,ent to understand

the *i,-e and a22-) it to -i&e situations. The resu-ts o& the a22-ication 0i-- ,e a22ro2riate-)

tai-ored ,) God 0ith the end resu-t o& a&&ect on His /ingdo+. (ore-and 5<<; descri,es

the 2o0er o& the /ingdo+ o& God. When a 2erson is sa'ed he reco'ers the Christian

+ind that god had &i--) intended. There is a reno'ation o& the sou- and the #2irit?s Po0er is

restored (ore-and 5<<;.

The ro-e o& the -earner is to see/ out and understand the &unda+enta- i+2ortant

characteristics o& the +ateria- 2resented and a22-) it to the necessar) situation. The

in&or+ation ac@uired 0i-- ,e o& such a nature that it 0i-- ha'e roots &ro+ the 0or-d'ie0

,e-ie&s and consistencies o& the satis&action o& those ,e-ie&s. For ea+2-e P-ato?s

2hi-oso2h) o& education ca+e a,out ,ecause o& his desire to -earn truth and its consistenc).

The ro-e o& the teacher is necessar) &or e&&ecti'e de+onstration o& the o,Jecti'es. Wi-es

= *ondi 5<<5 !t is i+2ortant &or a co--a,orati'e a22roach 0ith the student to reach an

understanding o& the course o,Jecti'es. The ,etter the student can understand the

o,Jecti'es the ,etter the a-ign+ent o& outco+es &or the o,Jecti'es.

Di'ersit)

To ha'e an e&&ecti'e -earning en'iron+ent cu-tura- co+2etence is i+2ortant &or the

instructor to ha'e and the student to -earnE--iott E,-ing 1ones (on/ = (ur2h) 5<45



166

2. >. The instructor +ust address his o0n attitudes 'a-ues and ,e-ie&s a,out di&&erent

cu-tures to a'oid ,iases and stereot)2ed in&-uences(aierILorent 5<<> 2.4>. !t is

necessar) to ,eco+e cu-tura--) co+2etent and ,e a0are acce2t a22reciate and recognie

other cu-tures 1e&&re)?s = Dogan5<4<.

The transcu-tura- assess+ent +ode- created ,) Giger and Da'idhier 0or/s 0e-- to

&oster a 2ositi'e -earning en'iron+ent a+ong cu-tura--) di'erse -earners. The use o& this

+ode- and its si 2oints is e&&ecti'e in addressing the di&&erent -earning needs. Giger

Da'idhiar Purne-- Harden Phi--i2s = #tric/-and 5<<;. The students 0i-- ha'e a+2-e

o22ortunities to e2ress their a,i-ities through assess+ents. !t shou-d ,e c-ear a,out their

a,i-ities a&ter initia- 2roJects are 2resented. The transcu-tura- +ode- is a &air 0a) to

e'a-uate cu-tura--) di'erse c-assroo+s.

() ca--ing is to teach students 0ho ha'e a desire to -earn. ! -o'e to teach High schoo-

students or )oung adu-ts or students ,usiness su,Jects 0ho ha'e a desire to -earn.

C-assroo+ +anage+ent 0i-- entai- detai-ed -esson 2-ans that incor2orate the +aJor

@uestion: What does the Lord e2ect +e to do 0ith this /no0-edge% What are the +ain

co+2onents o& a 2oint%

Course content 0i-- ,e co+2rehensi'e and a--o0 students o& a-- ages to understand

,ecause o& ,ui-ding u2on 2rece2ts. Assess+ents 0i-- ,e &air and co'er in&or+ation that has

,een -earned. Parentro-e and re-ationshi2 is crucia- &or this success ,ecause it trains the

tea+ to 0or/ s)nergistica--) and in coo2eration 0ith each other.

Current critica- issues in education contain the &oundationa- course0or/ o& the ,asics.

E'er)thing is ,ased u2on creationis+ and is entai-ed 0ith this 2rocess.

*i,-ica- Wor-d'ie0



167

The &unction o& the Christian ethic is rede+2ti'e and restorati'e. !n the &a-- indi'idua-s

,eca+e a-ienated &ro+ God other 2eo2-e their o0n se-'es and their 2h)sica- en'iron+ent.

The ro-e o& ethica- -i&e is to a--o0 2eo2-e to -i'e in such a 0a) as to restore these

re-ationshi2s and to ,ring the+ into the 2osition o& 0ho-eness &or 0hich the) 0ere created

Knight 5<<9 2. 44.

!& the entrance o& sin ,rought a-ienation and the deterioration o& re-ationshi2s then the

essence o& the gos2e- is re,ui-ding those re-ationshi2s. The entire 2rocess entai-s a

restoration o& the i+age o& God in indi'idua-s through the agenc) o& the Ho-) #2irit

education is one ar+ o& God?s restorati'e and reconci-ing e&&ort. !t +a) there&ore ,e seen

as rede+2ti'e acti'it) Knight 5<<9 2. 5<;.

This shou-d ,e &irst in a-- +inds ,ecause the 0ho-e 2erson is i+2ortant to God.

Whate'er a&&ects one 2art o& an indi'idua- a&&ects the 0ho-e. *a-ance a+ong the s2iritua-

socia- 2h)sica- and +enta- as2ects o& a 2erson is the idea- as it is seen in the de'e-o2+ent

o& 1esus Knight 5<<9 2. 5<>. The *i,-e teaches And 1esus increased in 0isdo+ and

stature and in &a'our 0ith God and +an.Lu/e 5:85 K1$.

#econd i& 2ersons are to ,e &u--) hu+an the) +ust ,e contro--ed through their +inds

rather than ,) their ani+a- a22etites and 2ro2ensities. *eing in the i+age o& God Ei/onI

DeosI*i,-ica- Gree/ God the Father Co-. 4:48 as de&ined ,) $ines 4>4 2. 579 2eo2-e

can reason &ro+ cause to e&&ect and +a/e res2onsi,-e choices and decisions. Decisions are

+ade ,) guidance o& the Ho-) #2irit Knight 5<<9 2. 5<.

Third Christian educators +ust recognie and res2ect the indi'idua-it) uni@ueness

and 2ersona- 0or/ o& each 2erson. The -i&e o& 1esus 0as a constant -esson in regard to the



168

indi'idua-it) and search o& 2ersons in his re-ationshi2s ,oth 0ith his disci2-es and the

2o2u-ation at -arge Knight 5<<9 2. 5<.

Fourth since the &a-- the 2ro,-e+s o& the hu+an race ha'e not changed. Hu+anit)

since that ti+e has &ound itse-& su,Ject to the strugg-e o& the &orces o& good and e'i-. There

ha'e ,een t0o ,asic choices those 0ho continue to 0ar against God and those 0ho su,+it

to Hi+ and as/ 1esus Christ into their -i'es. #tudents in Christian 2ers2ecti'e +a) ,e

seen as chi-dren o& God. Each is a re2ositor) o& God?s i+age and one &or 0ho+ Christ

died. Each one there&ore has in&inite and eterna- 2ossi,i-itiesKnight 5<<9 2. 54<.

Conc-usions

!n conc-usion the educationa- 2hi-oso2h) is consistent 0ith *i,-ica- 'ie0s and the

desire to i+2art to students a 'ie0 that is re&-ecti'e o& i+2ortant 'a-ues &or a-- ,e-ie'ers.

The creationI,ased 'a-ues dri'en educationa- 2ers2ecti'e is an ece--ent 0a) to 2resent

ethica- ,usiness ,eha'ior to students. The +ethodo-og) o& the educationa- -earning

theories ,rings a +u-ti&aceted a22roach that is de-i'ered in a tech sa'') +ethod. The

transcu-tura- +ode- is an e&&ecti'e +ethod o& teaching and -earning in di'erse schoo-

2o2u-ations. ! enJo) teaching the )oung adu-ts and i+2arting ethica- /no0-edge to the+.

Leadershi2 and its cha--enges are es2ecia--) cha--enging to the -eader and the schoo-

s)ste+ toda). !t ta/es a great dea- o& courage to identi&) the needs esta,-ish the 2-an and

then i+2-e+ent the so-ution. This is a-so true o& esta,-ishing so-id Christian $a-ues in an)

*usiness 2rogra+.

When teaching *usiness (ar/eting there is a-0a)s the o22ortunit) to set 2ro2er

thoughts in +otion ,) the curricu-u+ that has ,een esta,-ished &or the schoo-. (ore than



169

other ,usiness c-asses *usiness (ar/eting needs to inc-ude the ethica- ,asis as a

cornerstone to an) ,usiness 2rogra+ or an) ,usiness.

$a-ues are an integra- 2art o& a-- 0or-d'ie0s. $a-ues are idea-s or desira,-e guides &or

-i'ing that are dee+ed to ,e i+2ortant. The) set direction in -i&e gi'ing it +eaning and

2ur2ose$an *ru++e-en 5<<5 2. 8;. $an *ru++e-en 5<<5 suggests three 'a-ues:

First 0e stri'e to &oster 'a-ues that he-2 students ,eco+e -o'ing and 2rinci2-es 2ersons.

#econd since 'a-ues 2er+eate a-- as2ects o& -i&e and o& schoo-ing the teaching need to

care&u--) de&ine the ,road s2ectru+ o& 'a-ues e+,edded in a Christian 0or-d'ie0.

Third 0e need to o22ose the notion that 'a-ues are to ,e 2ursued Just &or our o0n

,etter+ent or se-& interest$an *ru++e-en 5<<5 2. 8>.

Third 0e need to o22ose the notion that 'a-ues are to ,e 2ursued Just &or our o0n

,etter+ent or se-& interest$an *ru++e-en 5<<5 2. 8>.

The *i,-e is 'er) c-ear on 'a-uesI,ased -earning. There are three acti'ities that are

direct-) re-ated to teaching *usiness (ar/eting. The genera- 2rinci2-es o& +ar/eting

re+ain the sa+e o'er the )ears. Ho0e'er the 0a) the 2rinci2-es are a22-ied do +atter.

The acti'ities are The Creation (andate The Great Co++and+ent and The Great

Co++ission.

The Creation (andate underscores the i+2ortance o& res2onsi,-e ste0ardshi2$an

*ru++e-en 5<<5 2. 7>. Psa-+ 4 sa)s a great dea- a,out God?s creation and our 2-ace

in it: The hea'ens dec-are the g-or) o& God the s/ies 2roc-ai+ the 0or/ o& his hands. Da)

a&ter da) the) 2our &orth s2eech night a&ter night the) dis2-a) /no0-edge3The 2rece2ts

o& the Lord are right gi'ing Jo) to the heart.Psa-+ 4 4I5 > as -isted in $an *ru++e-en



170

5<<5 2. 94. We are to ,e good ste0ards to ta/e care o& a-- things that God has +ade. This

inc-udes 2eo2-e +one) and the correct interaction 0ith the+.

The Great Co++and+ent 'a-ues unse-&ish -o'e and ser'ice &or God and neigh,or and

enJoins ,e-ie'ers to res2ect the dignit) and 0orth o& a-- 2ersons as i+ages o& God$an

*ru++e-en 5<<5 2. 7>. Lo'e the Lord )our God 0ith a-- )our heart and 0ith a-- )our

+ind. This is the &irst and greatest co++and+ent. And the second is to Lo'e )our

neigh,or as )ourse-&.(att 55: 6;I6 as stated in $an *ru++e-en 5<<5 2. 85. Here

teachers 0i-- e2ress their -o'e and care &or their students as 0e-- as 2ra) &or the+.

Teachers are a-so ins2irationa- in their encourage+ent o& their students to -o'e God and

others. Teachers 2ro+ote good re-ationshi2s and encourage a-- to gi'e God gratitude &or

his +erc) and grace. Teachers are res2onsi,-e &or insti--ing the ChristI-i/e 0a) to hand-e

,usiness a&&airs that are a,o'e re2roach and &air to a-- 2arties.

The Great Co++ission encourages 2ersona- and co++una- disci2-eshi2 ,ased on

righteousness and Justice$an *ru++e-en 5<<5 2.7> . A-- authorit) in hea'en and on

earth has ,een gi'en to +e. There&ore go and +a/e disci2-es o& a-- nations ,a2tiing the+

in the na+e o& the Father and o& the #on and o& the Ho-) #2irit and teaching the+ to o,e)

e'er)thing ! ha'e co++anded )ou. And ! a+ 0ith )ou a-0a)s to the 'er) end o& the

age.(att. 5>:4>I5< as stated in $an *ru++e-en 5<<5 2. 88. Teachers can insti-- this

great ,i,-ica- 'a-ue into their students ,) encouraging the+ to use the ,usiness re-ationshi2

as an o22ortunit) &or the 0or-d to see ho0 Christians act. This is a great o22ortunit) to

a--o0 Christ to 2re'ai- ,ecause students 0i-- 2oint to hi+ as their source and /no0-edge.

E'en in ,usiness 0hen a Christian +ight not ,e the ,est 0itness the Christian can share

0ith the other 2erson that he 2ersona--) &ai-ed and that 1esus 0ou-d ne'er ha'e acted -i/e



171

that. Peo2-e see through heres) ,ut the) a-so see the sinceret) and truth o& Christ 0hen

He is -i&ted high.

The 'a-ues such as &ruit o& the s2irit -istening s/i--s and honest) integrit) and truth

0i-- go &ar in 2ro+otion o& the ethica- 'a-ues sought ,) the Lord.

The Fruit o& the #2irit is de&ined as *ut the &ruit o& the #2irit is -o'e. 1o) 2eace

-ongsu&&ering gent-eness goodness &aith: +ee/ness te+2erance: against such there is no

-a0Ga- 8: 55. For the -a0 o& the #2irit o& -i&e in Christ 1esus hath +ade +e &ree &ro+

the -a0 o& sin and deathRo+ >:5 K1$.

The Christian shou-d ,e a,-e to e2ress a-- the &ruit o& the #2irit. The Lord changes the

heart and the 2erson &or the G-or) o& God.

For ea+2-e a good eercise to do is to /ee2 a Journa- &or se-&Ire&-ection. A&ter a 0ee/

o& se-&Ire&-ection the students can discuss or 0rite a 2a2er e2-aining ho0 the) a--o0ed the

Ho-) #2irit to i+2ro'e one s2eci&ic area. The *i,-e sa)s: *ut no0 oh Lord thou art our

&ather 0e are the c-a) and thou our 2otter and 0e a-- are the 0or/ o& thine hand !saiah

97:> K1$.

Listening s/i--s are a-0a)s an i+2ortant 2art o& an) co++unication and e2ression o&

-o'e. The *i,-e teaches: He that is o& God heareth God?s 0ords: )e there&ore hear the+

not ,ecause )e are not o& God.1ohn >:7; K1$. !n addition () son i& thou 0i-t

recei'e +) 0ords and ide +) co++and+ents 0ith thee: #o that thou inc-ine thine ear

unto 0isdo+ and a22-) thine heart to understandingPro':5:4I5 K1$.

Dr E+o- Fai-s o& Ra-eigh North Caro-ina sa)s )ou don?t ,ui-d a ,usinessI)ou ,ui-d

2eo2-e and then 2eo2-e ,ui-d a ,usiness as stated in ig-ar 4>7 2. 4<8. The

in'est+ent o& a teacher in 2u2i-s is 'er) si+i-ar to the in'est+ent o& a ,usiness+an in



172

,usiness ,ecause it is an in'est+ent in 2eo2-e. When 2eo2-e understand or ,e-ie'e that

so+eone has a genuine interest in the+ the) 0i-- share and o2en u2 the+se-'es to that

indi'idua-. The true counse-or 0i-- do this. A re&-ecti'e 2ractice assign+ent is &or students

to 2air u2 oneIonIone and as/ their 2artner to te-- the+ so+ething a,out the+se-'es. A&ter

4< +inutes the students each share 0ith the c-ass the in&or+ation a,out their 2artner. The

dri-- o2ens inter2ersona- co++unication and sho0s that the students 'a-ue each other.

Honest) integrit) and truth3 What can ,e said a,out the ,ig three that hasn?t ,een

said ,e&ore% !t he-2s to reiterate the 'a-ues and +ediate u2on the+. The *i,-e sa)s: !

0i-- +editate in th) 2rece2ts and ha'e res2ect unto th) 0a)s Psa-+s 44:48 K1$.

According to *-ac/a,) = *-ac/a,) 5<44 #2iritua- -eaders 0or/ &ro+ God?s Agenda.

God is 0or/ing throughout the 0or-d to achie'e his 2ur2oses. His concern is not to &u-&i--

-eaders?s drea+s and goa-s to ,ui-d their /ingdo+s and careers. His 2ur2ose is to turn his

2eo2-e a0a) &ro+ their se-&Icenteredness and o,sessions 0ith te+2ora- +ateria- concerns

and dra0 the+ into a re-ationshi2 0ith hi+se-& so the) are his instru+ents &or

acco+2-ishing his 2ur2oses*-ac/a,) = *-ac/a,) 5<44 2. 7<.

When a 2erson su,+its hi+se-& through the Lord and acce2ts 1esus Christ as his #a'ior

and Lord then 0i-- he ,egin to understand truth honest) and integrit).

When God said 3This is +) ,e-o'ed #on in 0ho+ ! a+ 0e-- 2-eased(att 6:4; K1$

and to-d us to &o--o0 hi+ he 0as e2-ain a-- the 'a-ues and 'irtues o& hi+se-& and

Christianit).

According to $an *ru++e-en 5<<5 What 0e need to re+e+,er is that a-- truth is God?s

truth. There are no se2arate secu-ar and sacred rea-+s 0ith God ha'ing -itt-e to do 0ith

the &or+er$an *ru++e-en 5<<5 2. 84.



173

A good o22ortunit) to see ho0 the ,ig three o2erate on the students. As/ the students to

0rite a 2a2er descri,ing truth honest) and integrit). As/ the+ to cite ea+2-es o& ho0

the) incor2orate this to their -i'es.

The 'a-ues e+,edded in curricu-u+ are rooted in 2articu-ar 0or-d'ie0s$an

*ru++e-en 5<<5 2.8. #choo- s)ste+s ha'e the o22ortunit) to e'a-uate 0hat 'a-ue

dri'en curricu-u+ the) 0ant to ha'e as their curricu-u+. What /ind o& 'a-ues do the)

0ant% Here is the Christian 2ers2ecti'e:

(ore-and e2-ains the in'itation o& 1esus to &o--o0 hi+ is actua--) an in'itation to enter a

di&&erent /ind o& -i&e and to -earn &ro+ 1esus hi+se-& ho0 to -i'e 0e--(ore-and 5<<; 2.

477. When the 'a-ues e+,edded curricu-u+ rooted in a *i,-ica- 0or-d'ie0 is used the

0ho-e 2ers2ecti'e changes. !t is one o& ne0ness &reedo+ and ,-essedness 0ith the

rea-iation that God is es2ecia--) concerned 0ith our re-ationshi2 0ith Hi+ and that gi'ing

His creationI+inded 2ers2ecti'e is an ece--ent 0a) to teach the )oung +inds.

The Yi+2-icit curricu-u+? o& a schoo- teaches 'a-ues ho0e'er there is o&ten a ga2

,et0een the 'a-ues a schoo- e2ouses and the 'a-ues students e2erience !n-a) 5<<6 as

stated in Par/a) et.a-. 5<4< 2. 76. $an *ru++e-en5<<5 goes on to sa) that 0hat is -e&t

out o& the curricu-u+ a&&ects students2. ;<.

!& an) acti'it) in the Christian schoo- co+es into 2-ace 0here it ho-ds the center stage

instead o& Christ?s 0e +a) ,e sure according to ,oth the &irst great co++and+ent and

the Ten co++and+ents(att:6; Eod. 5<:6 that 0e ha'e -ost our Christian

2ers2ecti'eKnight 5<<9 2. 578. There&ore the need to insti-- 'a-ues and -i'e ,) the+ is

to /no0 1esus Christ in a 2ersona- 0a) and co++it his 0a)s to ones o0n.



174

Re&erences

ACTE. 5<<. CTE?s ro-e in science techno-og) engineering and +ath The Asso!iation

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Career and Te!hni!al +du!ators, 4I>. Retrie'ed &ro+ Prouest.

Ada+s 1. = (ason A. 5<45. Cal*in Taylor Multi"le Talents Model.

()site.chero/ee./45.gadoctstat

A+erican Association on (enta- Retardation. 5<<5. Mental retardation. e#inition !lassi#i!ation

and syste$s su""ort. Washington DC: Author.

A+erican Ps)chiatric Association. 5<<<. iagnosti! and statisti!al $anual o# $ental disorders.

7th ed. test re'ision. Washington DC: Author.

*andura A. 4;;. So!ial learning theory, Ne0 "or/ Genera- Learning Press.

*ars/) A.E. 5<<;. Con#li!t resolution #or the hel"ing "ro#essions, 5nd ed. *roo/sCo-e

Cengage Learning.



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*-ac/a,) R. = *-ac/a,) R. 5<44. S"iritual leadershi": Mo*ing "eo"le on to /ods

agenda Re'ised and E2anded * = H Pu,-ishing Nash'i--e TN.

*-oo+ *. #. 489. Ta0ono$y o# edu!ational ob1e!ti*es handbook ): The !ogniti*e do$ain.

(c/a) N" N"

*ro0n $.L. Cronin (.E. (cEntire E. 47. Test o& (athe+atica- A,i-ities #econd Edition

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*urns(.K. 5<45. Re'ie0 o& Ada2ti'e *eha'ior Assess+ent #t)ste+U 5nd. Ed. Mental

Measures Yearbook & Tests in Print, "ear,oo/: 49

*)rnes (. 5<44. Taking sides: Clashing *iews in s"e!ial edu!ation, 23 th ed.4 (cGra0 Hi--

Co+2anies. Ne0 "or/: N"

Char-eston Count) #choo- District. 4. Annua- curricu-u+ sur'e) o& teachers and

counse-ors Char-eston #C: Author

Cohen L.G. = #2enciner L.1. 5<44. Assess$ent o# !hildren and youth with s"e!ial

needs,

25th ed.4 Pearson. *oston: (A.

Coo2er *. #. Fusare--i L. D. = Randa-- E. $. 5<<6. 'etter "oli!ies, better s!hools:

Theories and a""li!ations. *oston (A: A--)n = *acon. !#*N: ;><5<865485<

Danie-son C. 5<<9. Tea!her leadershi" that strengthens "ro#essional "ra!ti!e. A-eandria

$A: Association &or #u2er'ision and Curricu-u+ De'e-o2+ent as -isted in 1ac/son

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5<4<.

Da'is G.A. Ri++ #.L. = #ieg-e D. 5<44. +du!ation o# the gi#ted and talented, 9th

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De2ree (. 4;. Leading 0ithout 2o0er Finding ho2e in ser'ing co++unit) #an



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Francisco: 1osse) *ass as -isted in *-ac/a,) = *-ac/a,) 5<44.

E,-ing T. 5<<5. Gro0th &or the La,or Co+2an) (*AThesis W! Phoeni.

Eche'arria 1. = Gra'es A. 5<<;. Sheltered !ontent instru!tion: Tea!hing +nglish

language learners with di*erse abilities. Learning so-utions N" N".

Er&ord *. T. 5<44. Trans&or+ing the schoo- counse-ing 2ro&ession6rd ed. Pearson

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Fe-dhusen 1.F. 4>9. Leadershi2 education: De'e-o2ing s/i--s

&or )outh. Ne0 "or/: Tri--iu+ Press as -isted in Da'is et a- 5<44.

Fe-dhusen 1.F. A+es R.E. = Linden K. W. 4;6. The PurdueIThreeI#tage (ode-

+ade &or a co--ege course. Tea!hing Psy!hology 8I9 as -isted in Da'is et a- 5<44.

Fe-dhusen 1.F. = Ko--o&& P.*. 4>9. The Purdue three stage $odel #or gi#ted !hildren.

!n R.E. C-asen *. Ro,inson D.R. C-asen = G. Li,ster Eds. Progra++ing

&or the gi&ted ta-ented and creati'e: (ode-s and +ethods (adison W!: ni'ersit) o&

WisconsinIEtension as -isted in Da'is et. a- 5<44.

F-anagan D. 5<45. Re'ie0 o& the Kau&+an Ado-escent and Adu-t !nte--igence Test

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Fu-ton L.$. *e-ote 1.(. *roo/s (.#. = Co22o-a (.N. 5<<. A co+2arison o&

disa,-ed 'eteran and non'eteran inco+e 1ourna- o& Disa,i-it) Po-ic) #tudies 5<6 4>7I

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Fuchs D. = Desh-er D.D. 5<<;. What 0e need to /no0 a,out res2onsi'eness to

inter'ention



177

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*)rnes 5<44.

GainesF.P. 5<<7. O2ening the doors origina--) ,roadcast ,) Co-u+,ia *roadcast

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*u--etin 644 65I68 Co2) association o& A+erican co--eges. Retrie'ed &ro+ E,sco

Ga-- (.D. Ga-- 1.P. = *org W.R. 5<4<. A""lying edu!ational resear!h, 9th ed.

Pearson *oston (A

Ga) G. 5<<<. Culturally res"onsi*e tea!hing theory, resear!h, & "ra!ti!e. Ne0

"or/: Teachers Co--ege Press as -isted in Eche'arria = Gra'es 5<<;.

Giger 1.N. Da'idhiar R. Purne-- L. Harden 1. Phi--i2s 1. = #tric/-and O. 5<<;.

A+erican Acade+) o& Nursing e2ert 2ane- re2ort: De'e-o2ing cu-tura- co+2etence

to e-i+inate hea-th dis2arities in ethnic +inorities and other 'u-nera,-e 2o2u-ations

%ournal o# Trans!ultural 6ursing,4>5 8I4<5. Retrie'ed &ro+ Prouest.

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s/i--s and getting read) and +o'ing &or0ard !n&or+ation series no. 6;5 6;I78

Co-u+,us ER!C as -isted in !+e- 4

G-ic/+an C.D. Gordon #.P. = RossIGordon 1.(. 5<47. Su"er*ision and instru!tional

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#eries

Pearson *oston:(A.

Gordon H.R.D. 5<<;. The histor) and gro0th o& career and technica- education in

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Hea-thcare !n&or+ation and (anage+ent #)ste+s #ociet)H!(##. 5<4< C-inica-

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genera- inte--igences. 1ourna- o& Educationa- Ps)cho-og) as -isted in F-anagan 5<45.

Ho0ardIHa+i-ton (. = Fran/s *.A. 48. Gi&ted ado-escents: Ps)cho-ogica-

,eha'iors 'a-ues and de'e-o2+enta- i+2-ications (oe"er (e*iew 4; 4>9I44 as

-isted in Da'is et. a- 5<44.

htt2: co++oncorestatestandards.co+ Co++on Core #tate #tandards CC##. 5<46

!+e- #. 4. sing techno-ogies e&&ecti'e-) in adu-t and 'ocationa- education

Practice a22-ication *rie& no. 5 ER!C

!n-a) L. 5<<6. $a-ues: the i+2-icit curricu-u+ +du!ational eadershi", 9<9 9I;4.

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