Skills Audit Preferred learning style and SWOT analysis

Skills Audit Preferred learning style and SWOT analysis Skills audit is something which talks about your current skills opposing the skills you need in the future which will play an important role in your career. Skill audit helps you in determining your current skills, and diagnose what skills you need to accomplish your task which helps you to plan more effectively, and improve skills and knowledge in order to be a successful person in the future. Implementing these skills audit are as follows: The first thing you can do is to write down your existing skills and try to analyze what skills you will be needing in your future career which will helps you to plan and a leading dealer of the consequences. Try to analyze what skills are important for your current task. The second priority is to list the skills and knowledge which helps you in your future career, which will also make impeccable your future planning. Once you have completed your list you need to compare which skills are important and rate them accordingly. Determine your strong and lacking areas of skills where you need to work out. Ask your friend or your instructor to retrospect your list and evaluate at which level you are standing. Make Sure that the evaluator should be honest and who would easily tell your truth without being afraid. The last thing is to do develop your own strategy which will easily execute your plan and makes your strategy successful and fill the gaps of lacking areas. We have many strategies and different learning styles in which we feel comfortable we will apply that methodology. Some people emphasize more on soft skills they have that is also called communication skills. Soft skills help you in dealing with people at your work and people around you. People with good communication skills help in resolving the problem occur in the organization and in the personal life. And it may be help you in managing your task. SWOT ANALYSIS: The most important phenomena of living my life in an effective and peaceful manner is always be honest whatever you do be persistent and be delegated towards my work. These techniques would help me in achieving my targets and helps me in recognizing my strengths and opportunities and eradicate my weaknesses and threats around me. STRENGTHS: My communication skills helped me a lot and I have found new ways to deal with people. My delegation towards my work is really high that people always trust me and that is how I have good reputation among good people. The reason I am passionate about achieving my goal is because I am the person who possessed aim and I want to transmute my dreams into actualities. I am inspired by many leaders who possessed the good reputation in the past, and highly delegated towards their goals. OPPORTUNITIES: I always grab opportunities that can enhance my capabilities of learning something new and which will give a chance to find out new ways to deal with difficulties. I give my best when my team stands as one and cooperate with each other without any interruption. I always make people feel comfortable whatever the circumstances are I always give my best to deal with them. WEAKNESSESS: An emotional stability is one of my weaknesses that always infringe me in achieving my goals. The lack in emotional stability sometimes results in term of anger, which is hard for me to control. I am really looking forward to overwhelm these lacking areas. THREATS: People who damper my enthusiasm is the big threat for me. People focus more on negative aspects in my environment and try to discourage which affects my personal growth, and career. I always try to turn these threats into opportunities with the help of my communication strategies and communicate with the team and then make decisions. produce a detailed action plan which demonstrates how you intend to address areas for further management and leadership development The further management development starts from the responsibilities of manager towards achieving his task. In this fast changing and competitive environment managers need modifications in order to make new ways and strategies to cope up with the diversity occur in the organization. Responsibilities for achieving the task include the clear vision for the group that perfectly defines the direction and segregate work to keep in view the workers skills and flexibility. Determine which resources, processes, and systems are used. Develop the strategy to achieve the task, tactics, time, measurements and by understanding and delegation. Setting the benchmark is to restrict your subordinates to achieve the level that is up to the mark and gain maximum results. Entertain properly the control and maintaining activities and monitor overall performance against plan. Responsibilities as a manager for a group includes the standards and ethics to be performed in the workplace, define a proper organizational culture so your subordinates will be feeling comfortable in the environment and able to work efficiently and easily cope up with the situations. Manager should develop a team slogan to encourage his team towards the task and make them believe that they will be given their best to the task and will achieve the target. Threats which violated the organizations morale, try to turn these threats in to opportunities thats what many good managers with excellent communication skills does. The most important action plan which helps managers to manage the department includes the understanding of individual, their personalities, skills, strengths, weaknesses, needs, and capabilities and assists them in such a way that you can support individuals-plans, conflicts, and challenges they face by them. Classify every individuals objectives, and give appraisals in order to encourage them towards their tasks. Arrange career development programs to train them further because employees may need some new talent and in order to give them information about new technologies. The good leaders always have command over these main areas. First a leader believes to do the entire task no matter whatever the circumstances are, he keeps the right balance according to the situation, gets results, and strengthen the morale, quality, and develops strategies to attain maximum satisfaction. The most important function in leadership development includes planning keeping in view the appropriate information and elaborates the tasks in order to meet the standards. Commence the action and allocate the tasks with setting its standards. A good leader is proactive that supports individual and encourage team spirit and informing the tasks, plans, and schedule properly and give his feedback. Develop feasibility of plan to enable the assessment of the planned task. These all actions help leader in leading, and also includes strong emphasis by applying these techniques through training. Explain the impact of learning styles on personal development. Everyone has different learning style that is unique to the person and the way which seems interesting to him. Analyze your personal learning style by which you can give your best to the task and improve your personal life, which improves the time management also manage studies and, find new strategies to learn more. SELF-AWARENESS AND MOTIVATION Start realizing your thoughts, and be aware of your thoughts and decisions you take in order to make your life peaceful. Think position and develop healing pattern which encourage your thoughts and decision power in the position way. The more you know about yourself the better decision you will be taken. Self awareness also helps in spiritual growth when you have clear upstanding of your religion and believe you will start living accordingly. CREATE PROBLEM SOLVING SKILLS In order to progress in your field you must learn how to make solutions of the problems occur, and must be able to describe or investigate the problem. Diagnose the causes of the problem that affects in your personal life, develop strategies and make alternates to resolve the problem, and analyze your weak areas where you are not able to make proper decisions. And at last implement your own strategy and assess the effective and efficiency of the decision. COMMUNICATION SKILLS Convey your message in such a way that people understand them clearly and having perfect idea what are you conveying. If your conveying method is not effective you will receive ambiguous feedback that other person perceived wrong. Find new ways to learn more about communication style that you can deal effective with people around you and build a trust through your good communication and make a good relationship. PAIRED AND GROUP STYLE OF LEARING The paired and group learning style is the most effective way to learn because a person will find a new ways from other people and learn from their experience to improve their personal life. Group learning style provides you the regularity and you will get better results. The paired and group style of learning also helps you in building your confidence and overwhelm shy factor. The group discussion will not only increase your knowledge but also helps in you progressing in personal growth. The advantages of group learning are numerous which provides an opportunity to compare results and helps in making accurate interpretation regarding to the personal life and career. Assignment 2 Personal Development Planning Purpose The purpose of this assignment is to provide a framework within which the learner can: Prepare and implement a personal development plan . Scenario Your tutor has asked you to provide evidence of your own personal and professional development throughout the course of your studies for this learning programme. As professional development is an ongoing process, this assignment will not be completed until the end of the learning programme. Task 1 Produce an ongoing personal development plan and reflective record of management experience which sets out: This provides evidence for 3a Task 2 Compile a portfolio of evidence which demonstrates how you have implemented the actions in Task 1 above over a period of at least six months, and includes records of: training and/or development needs from a recent appraisal or job review action planning, diaries, learning journal feedback from a variety of sources (eg manager, colleagues, customers) This provides evidence for 3a Task 3 Write a report of between 1000-1500 words which evaluates how well the main themes of the learning programme have impacted (or could in the future) on your work role and chosen career path. You should include an analysis of your strengths and weaknesses both at the start and end of the programme, and explain the importance of self review and how this informs future professional development This provides evidence for 3b Your objectives for career and life planning. The actions you plan to take to meet these goals. Your short/medium/long term goals and objectives. The resources and support needed and available to meet objectives target dates for monitoring and review. >>>> Manager Personal Skill and Professional Skill Introduction: Developing effective management skills to deal with specific challenges and problems of each organization is the urgent needs of many businesses and organizations in the global competitive environment, rapid changing of technology and environment. The new tendency of training and development of successful organizations over the world today is developing effective skills in dealing with specific challenge of their own organization to reach their own mission and objectives in the new organization that characterized by networked, flat, flexible, diverse, global organization. Based on the research in the world and in Vietnam, and from the success of previous workshops, the Center for Excellence in Management Development (CEMD) continuously offers the workshop on Effective Management Skills to help people and organization improving their own effectiveness and efficiency. Through this workshop, participants are not only developed specific competencies in the schedule, but also improved learning skills, facilitating skills, and teamwork skills very important skills in the 21th century organizations. Participants: Managers of businesses, organizations, and people who want to develop competencies in creative problem solving, communications, conflict management, negotiation, and improving self-management and individual effectiveness to improve organizations effectiveness and efficiency. Objectives and Contents: 1. Creative Problem Solving Skills: (1) Describing and analyzing a problem, (2) Identifying causes of a problem, (3) Developing creative options and choosing the best course of action, and (4) Implementing and evaluating effective and efficiency of the decision. 2. Communication Skills: (1) Listening skills, (2) Presentation skills, (3) Feedback Skills, (4) Report witting skills. 3. Conflict Management Skills: (1) Identifying sources of conflict functional and dysfunctional conflicts, (2) Understanding personal style of conflict resolution, (3) Choosing the best strategy for dealing with a conflict, and (4) Developing skills in promoting constructive conflicts in organization and teams. 4. Negotiation Skills: (1) Distinguishing distributive and integrative negotiations, position and principled negotiation, (2) Identifying common mistakes in negotiation and ways to avoid them, (3) Developing rational thinking in negotiation, and (4) Developing effective skills in negotiation that benefits all parties involved. 5. Self-Awareness and Improvement: (1) Understanding the concept of self-management, (2) Evaluate the effectiveness of self management, (3) Developing creative and holistic thinking, (4) Understanding the importance of emotions in works as well in self-development, (5) Understand of self-motivation, and (6) Effectively managing self-learning and change. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Personal Learning Style PERSONAL LEARNING STYLE Who would have ever thought taking a college course would require one to learn how to learn?    It is a good concept we normally undergo at a very young age.    At the pre-school age one will find children learning their strength and weakness through their playtime.    As adults we almost forget we have to learn how to learn to continue growth in our workplace, school, and in life.    In our second week of online classes I learned strengths and weakness in my learning style with the aid of learning assessments, personality spectrums, and time management logs.    In this paper, I intend to describe the various components of my learning style and outline a plan to improve my time management and study skills. A big component of my learning style is hands-on experience; learning while doing.    This usually involved someone with more experience instructing me as I performed the task.    Through the hands-on approach, I picked-up the knowledge and gained proficiency >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Assignment Task 1 1 Introduction This task is about analyzing personal development plan and make strategy for development of PDP. Personal development plan (PDP) shows an evaluation of current skills and knowledge that includes individual strengths and weaknesses. As per scenario, Finance 4 U is finance and accounting based company. Managing director has lot of plans in ensuring that companys staffs fully participates in improving personal and professional skills as the company has problem with staff morale and motivation. Personal development plans needs to be discussed in this task. As Finance 4 U urgently needed a personal development plan in terms of professional and career development and assists the company in progression. 2 Objectives The objectives of this task are to identify strategy for developing a personal development plan, its importance and how plan can improve daily professional life? Characteristics of plan must also be explained such as à ¢Ã… ¾Ã‚ ¢ Objectives and goals (both short term and long term)       à ¢Ã… ¾Ã‚ ¢ Dates and time scale       à ¢Ã… ¾Ã‚ ¢ Resources       à ¢Ã… ¾Ã‚ ¢ Milestones and checkpoints (where performance should be reviewed) 3 Personal Development Plan its Importance Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. The primary objective for PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning. http://www.qualityresearchinternational.com/glossary/pdp.htm Personal development is a field of practice and research. As a field of practice PDP includes personal development methods, assessment systems, learning programs, tools and techniques. As a field of research, personal development topics increasingly appear in higher education reviews, scientific journals, >>>> Skill Audit SKILLS AUDIT GRID We would encourage you to review this regularly and particularly before tutorials |Generic Engineering Skills:                      |Good    |Average|Poor    |Academic Study                                  |Work Experience                                  |Extra-Curricular Activity                   |Action Planning                                  | |Analysis                                                 |          |          |          |                                                       |                                                       |                                                       |                                                       | |Modelling                                                 |          |          |          |                                                       |                                                       |                                                       |                                                       | |IT                                                          |          |          |          |                                                       |                                                       |                                                       |                                                       | |Problem solving       |Project implementation                            |          |          |                                                       |                                                    |Appropriate use of laboratory and             |          |                                                       |workshop equipment                                  |                                                       |                                                       |                                     |Design                                                 >>>>>> ADVANCED PROFESSIONAL DEVELOPMENT ABSTRACT          Well as I begin I would like to remember you one point that no one can withstand in the market of an organization when the people lack certain skills and knowledge. In order to ensure for proper skills and knowledge a proper idea about the development of their skills are briefed in this report. Keeping in mind, the four skills developed in this report were time management, stress management, running meeting, and group discussion. Not only the skills but also the learning styles were discussed. What are the techniques and objectives to meet the desired characteristics? How to improve the management skills for the effective leadership? The main concept of learning is mentioned clearly in this report which may be useful in the future requirements for an organization to be effective and imaginative. CONTENTS       à ¢Ã¢â€š ¬Ã‚ ¢ ABSTRACT       à ¢Ã¢â€š ¬Ã‚ ¢ OUTCOME 1 TASK 1: METHODS TO IMPROVE PERSONAL AND PROFESSIONAL SKILLS    1. (a) EVALUATION OF PERSONAL AND PROFESSIONAL SKILLS TASK 2:    1. (b) IMPROVIZATION OF SUCCESSFUL MANAGER SKILLS       à ¢Ã¢â€š ¬Ã‚ ¢ OUTCOME 2 TASK 3: PERSONAL SKILLS AUDITS 1.2 (a) PREFERRED LEARNING STYLE FOCUSSING ON THE SKILLS REQUIRED FOR EFFECTIVE MANAGEMENT AND LEADERSHIP       à ¢Ã¢â€š ¬Ã‚ ¢ OUTCOME 3 TASK 4: PERSONAL DEVELOPMENT PLAN 1.3 (a) DETAILED PERSONAL DEVELOPMENT PLAN TASK 5: 1.3 (b) MONITORING FEEDBACKS AND ADJUSTMENTS TASK 6: 1.3 (c) IMPACTS OF LEARNING AND UTILIZING IN THE FUTURE       à ¢Ã¢â€š ¬Ã‚ ¢ CONCLUSION       à ¢Ã¢â€š ¬Ã‚ ¢ BIBLIOGRAPHY OUTCOME 1 TASK 1: METHODS TO IMPROVE PERSONAL AND PROFESSIONAL SKILLS       à ¢Ã¢â€š ¬Ã‚ ¢ Communication, communication, communicationà ¢Ã¢â€š ¬Ã‚ ¦!!! This is an important method to improve both personal and professional skills. This is the first factor required to develop in any organization.       à ¢Ã¢â€š ¬Ã‚ ¢ Developing the necessary business ethics and corporate social responsibility. This development of the workshop helps in understanding the ethical behavior and participants >>>>>>>>>>>>>>>>>>>>> Personal Learning Styles Personal Learning Style Byron Taylor University of Phoenix Gen/101 Skills for Lifelong Learning Group ID #ONO61CS04 Daigre Victorine, Phd May 11, 2006 In the course of writing this paper I have learned a great deal about the styles of learning and how to incorporate personality traits into effectual learning principles. This paper will consist of an analogy of the components of my learning style to the facets of my personality. This will aid in strategically creating a plan to use in improving my time management and study skills. Components of learning style       I believe that my personal learning style, as do most people, encompasses many traits that extend far beyond categories and agree that these are tools to assist an individual in understanding capabilities, rather than give a definition of what type of person learns under different situations.    For instance, according to my scores in The Pathways to Learning Assessment, I am highly developed in Musical and Interpersonal learning and underdeveloped in the concepts of the Visual-Spatial and Naturalistic learner.    The fact is while I am very musically inclined, I have never created rhythms out of words, beat out rhythms with my hand, written a rap, changed materials to songs I already know, or used music while studying.    On the other hand, I realize that using some components of the Musical-Rhythmic learner I might be able to develop an additional style of studying, by evaluating the effectiveness of those components.       The components of an Interpersonal learner are traits that seem aligned with how I believe I would best learn.    When I was in sigh school, I thrived in the classes which were interactive in nature, as opposed to lecture driven.    I rarely understood the need for slide shows or other visual aids and often felt they had little bearing on the subject even though some of my classmates seemed to believe they helped them immensely. So if a category that fit most of what >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Personal Learning Styles Personal Learning Styles University of Phoenix Everyone learns differently.    This is something that we all discover at a young age.    Some of us absorb information from a Professors lecture very easily, while others will need to go back and read or recite this same information.    Everyone has a learning style that is unique to them, developed over time by their own learning experiences.    By examining our personal learning style, we are able to gain valuable insight on how we learn best, which allows us then to convert study material from its offered format into one that is more palatable for us as individuals.    After a thorough assessment, I have developed a detailed understanding of my own learning style and personality, as well as a strategic plan to improve my time management and study skills. Especially as children, we all have our favorite subjects in school.    Typically, we simply choose subjects we have a natural aptitude for as our favorites we enjoy things better when they come easy to us.    My favorite subjects in school were always math and science related; subjects where everything made logical sense.    I learn best when I can bring logical order to the information presented to me.    Not surprisingly, I also learn best when working on my own, so that I am able to organize my thoughts in a logical manner. After completing the Pathways to Learning1 assessment, I discovered, somewhat unsurprisingly, that I am most strongly developed in the Logical-Mathematical and Intrapersonal intelligences.    I then completed the Personality Spectrum1 and learned that my personality type is that of a Thinker. The results I received from these two assessments complement each other well.    I discovered that while I learn best through problem solving, my best study practices are to study in a quiet place, organize material logically (when possible writing outlines or developing charts and graphs), read text and highlight important points, write or rewrite >>>>>>>>>>>>>>>>>>>>>>>>>>>>>> My Personal Learning Styles Like most people, I can definitely say there have been times in my life when learning was a chore. I can remember looking at the clock on the wall watching the second hand tick away while feverishly tried to grasp the material before me. On the other hand, I can clearly recall times when I was eager to learn. I looked forward to the experience, almost counting the hours until my next opportunity to dive into the scheduled material. As the years have passed from my early days of learning until now, I have realized there is a key word that defines my learning style: scheduled. I am a schedule person. From as far back as I can remember, I have always envied the organized person. The one who had a schedule for everything. The one who knew everything and knew where to go to get what they did not readily possess. I have studied temperament types and learning styles in great detail, primarily trying to find new ways of understanding others and myself. At one point, I took the Strong Interest Inventory Test to try to find out my personal learning style. In an interpretive report following the testing, Allen Hammer and Judith Grutter explained: Your score on the Learning Environment scale suggests that you are interested in applied or practical problems. You may be most interested in short-term training that can teach you practical skills that will help you prepare for a particular job. You probably learn best in settings where you can learn by experience, not through books or lectures (11). The Skills for Professional Development textbook provided four distinct tests to help me define my learning style even further. Test 1: Peak and Valley Learning Times (University of Phoenix 74), confirmed to me that I learn best in the early morning hours. Early morning is definitely a peak learning time for me. I can frequently be found early in the morning with a book and a cup of coffee. I wake up and my brain seems to be already engaged. Saturday mornings afford me the Criteria reference To achieve the criteria the evidence must show that the learner is able to: Task No Page numbers 1 evaluate the personal and professional skills required to meet both organisational and own goals and objectives evaluate more effective ways to learn in the future 2 undertake a personal skills audit, identifying preferred learning style, which focuses on the skills required for effective management and leadership 3 produce a detailed personal development plan evaluate and review the effectiveness and impact of your learning

Colonialism and Imperialism in Heart of Darkness Essay -- Heart Darkne

Imperialism Exposed in Conrad's Heart of Darkness  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conrad's "Heart of Darkness" is, as Edward Said says, a story about European "acts of imperial mastery" (1503)-its methods, and the effects it has on human nature-and it is presumable that Conrad incorporates much of his own experience in the Congo and his opinions about imperialism into the story, as another recent critic also suggests: "he seems to approve of Marlow," the narrator (Achebe 1492). These revelations of the author are conveyed to the reader through Marlow's observations, descriptions, reactions, and statements. While "Heart of Darkness" is at times very critical of European imperialism, that criticism for the most part is directed at the false idealistic claims made about the enterprise and the inefficient and savage methods employed by the Belgians; the book does not question imperialism when undertaken competently, particularly by the British. The opening discussion in "Heart of Darkness" between Marlow and his friends, is about an idealistic imperialism of conquerors, especially English, who were "bearers of a spark from the sacred fire"-the fire of civilization (1428). Marlow once too had "tingled with enthusiasm" at the thought of imperialism, as his friends do during their recollection of the past, but that was before his experience in the Congo, where he uncovers the crudeness of the Belgians. Imperialism, to Marlow, is not alw... ...tional support he has for his country. Marlow's idea that the English are capable of competently approaching imperialism has no supportive evidence. In any case, the savage and inefficient methods of the Belgians prove that the idealistic claims of European imperialism are far from true. In this, it is likely that Conrad's experience in the Congo changed his outlook on imperialism, just as it did Marlow. Works Cited Barnet, Sylvan, et al. An Introduction to Literature. 11th ed. NY: Longman, 1997. Conrad, Joseph. "Heart of Darkness." Barnet 1426. Achebe, Chinua. "An Image of Africa: Racism in Conrad's 'Heart of Darkness.'" Barnet 1489. Said, Edward W. "The Imperial Attitude." Barnet 1502.

Augustine Original Sin

Liberty University The Theological Studies of Saint Augustine in Relation to the Doctrine of Original Sin A Paper Submitted To Dr. John Landers In Partial Fulfillment for the Course CHHI-520 Liberty Baptist Theological Seminary By Jaaval Cato Lynchburg, Virginia October 7, 2012 Table of Contents INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 AUGUSTINE’S TAKE ON ORIGINAL SIN†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 5 AUGUSTINE’S TAKE ON ORIGINAL SIN AND ITS RELATIONSHIP TO BAPTISM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 OPPOSTIONS TO AUGUSTINE’S VIEW ON ORIGINAL SIN †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 0 MANICHEAN IMPACT ON AUGUSTINE’S VIEW OF ORIGINAL SIN†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 PELAGIUS, CELESTIUS, AND JULIAN IN OPPOSITION WITH ORIGINAL SIN†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16BIBLIOGRAPHY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 Introduction The doctrine of original sin has been deliberated by Theologians, as well as Augustine for over fifteen centuries, although it is evidently stated in Romans 5:12 by the Apostle Paul, â€Å"Therefore, just as sin came into the world through one man, and death came through sin, and so death spread to all because all have sinned† (NRSV).By this statement, the apostle Paul informs the reader that sin and death entered the world through one man (Adam), with the result of it permeating the whole of humankind like a poison. â€Å"The solidarity of the human race with Adam led Ambrose to say, ‘Adam existed, and in him we all existed†¦ In Adam I fell, and in Adam I was cast out of Paradise, in Adam I died. ’† The doctrine of original sin has provoked much opposition amongst religious academia in regards to its teaching.It is one of the most â€Å"baleful† of ideas says, one modern scholar; it is â€Å"repulsive† and â€Å"revolting† says another. I have seen it variously described as an insult to the dignity of humanity, an insult to the grace and loving kindness of God, and an insult to God and humankind alike. Aurelius Augustinus (Saint Augustine) has contributed significantly to the discussion that remains highly contested in our present day, which coincidently i s not primarily exclusive of the church and those who disagree with him.All of Christendom and the entire church as a whole are indebted to Augustine who conveyed the theology of â€Å"original sin† and it implication for Christians today. Augustine's doctrine of justification is rooted heavily in his doctrine of original sin, for his doctrine of 2 justification provides the solution to the problem that his doctrine of original sin creates. This theological endeavor was initiated by Augustine in the late fourth and early fifth century. His full name is Aurelius Augustinus born November 13, 354. He is the major church father of the West and known predominantly as Augustine.Augustine’s view of original sin was initially shaped by early life experience beginning with his own pagan immoral behavior as a youth in Africa, with his time studying Manichaeanism, and the Genesis account of Adam and Eve. Augustine although know for his writings on original sin was not the first t o write about this subject matter, early church fathers such as Saint Ambrose the Bishop of Milan who subsequently was a mentor to Augustine and baptized him said in a commentary written on the Gospel of Luke â€Å"before we are born, we are all infected with the contagion of sin. Augustine provided much greater analysis ever-increasing and fine-tuning these thoughts from opinion into Christian dogma. In the biblical perspective, sin is not only an act of wrongdoing but a state of alienation from God. In reformed theology the doctrine of original sin has a firm biblical support: Genesis 3 where Adam and Eve trust the word of the serpent over the Word of God. Scripture also gives greater insight into the corruption initiated by Adam; this can be observed in two ways. First is the inherit sin caused by Adam, Romans 5:12-21 states that by one man was the 3 onduit in which sin entered the world. Secondly, Psalms 51:5 quotes Kind David as stating, â€Å"Behold, I was brought forth in i niquity and in sin my mother conceived me† (NASB). This statement references the sin all humankind has inherit from the one man (Adam), being passed from one generation to the next. Hence, the sin of Adam defiles all humanity including children, who have no other sins of their own. Therefore, all human beings are condemned because of the sin of Adam (â€Å"original sin†), which they bring with them and for which they become responsible, unless they are baptized.Augustine writes in his Confession poising several rhetorical questions about the sin inherited by children stating, â€Å"Alas for the sins of men! Man saith this, and Thou dost compassionate him; for Thou didst create him, but didst not create the sin that is in him. Who bringeth to my remembrance the sin of my infancy? For before Thee none is free from sin, not even the infant which has lived but a day upon the earth. Who bringeth this to my remembrance? Doth not each little one, in whom I behold that which I do not remember of myself? In what, then, did I sin? Is it that I cried for the breast? Augustine goes even further alluding to the distress he brought upon his mother saying, â€Å"she did weep and mourn, and in her agony was seen the inheritance of Eve,—seeking in sorrow what in sorrow she had brought forth. † The theme of being stained by sin will be broached by Augustine in other writings; such as, City of God, sermons, and letters addressing contemporaries who stood in opposition to his point of view. Augustine Bishop of Hippo began to institute his beliefs on how blemish of sin originating from Adam has corrupted the will of mankind; incidentally this ignited the argument 4 f his era that persists even in the present day church. There were many opponents who challenged Augustine, for instance fellow Bishops, Pelagius, the Donatist, the Manichaeism and the philosophers known as the Platonist. The latter, were two groups that Augustine earlier in his life were aff iliated with; therefore, he comprised a detailed list of those proponents who opposed his belief on original sin in addition to other beliefs he held and debate one another, each contesting the others line of reasoning. In fact these debates continued between Augustine and his contemporaries up until his death in A.D 540 having not completed his refutation of a Pelagian, Julian of Eclanum. Augustine and Julian debated such topics as the theory that grace was not necessary for saving action, free choice and will, baptism, and original sin. Julian would call the idea of original sin a contradiction of logic; being a prolific writer, Julian composed enough writings to comprise eight volumes all of which were sent to Augustine. Augustine was a hard worker and would write day and night, due to the large quantities of letters sent by Julian; Augustine spent a large amount of time in his latter days responding to Julian.The time was a great lost and Augustine was unable to complete his fin al compilation of letters and comments on sermons to be added in his writings called Retratctiones. In this present day, the argument on original sin remains a topic of contention, both in churches (Protestants and Catholics) and in the academic world. If a question were poised to most church parishioners, asking them if they had a view about original sin, one might garner a wide variety of response. Some might say they have no knowledge of this topic, some may refer to scripture as presented by the Apostle Paul in Romans 5:12 believing that it was applicable to 5 hat era and not for the present, to a belief that original sin is a matter relating to physical gratification instead of it being a consequence of Adam’s sin. Augustine, by his own account sheds light on his own personal struggle with lust by including it in his argument on original sin and free will. Augustine clearly gives insight to this matter by stating that sin does not arise from the body’s assault upo n the soul: bodily insubordination follows from the soul’s insubordination to God. This crucial matter is important in the life of all Christian believers, effecting their spiritual ormation and relationship with God. Augustine’s Take on Original Sin Based on his study of Genesis, chapter 1-3, Augustine formulated the foundation what most of Christianity recognizes today as the doctrine of sin. Augustine believed that Adam possessed original righteousness and perfection. He was immune from physical ills, surpassed all others in intellect, and was in a state of justification, illumination, and beatitude. The freedom Adam possessed was described by Augustine as posse non peccare (i. e. , able not to sin).According to Augustine, the fall of Adam thwarted mankind’s ability of being unable to sin. For Augustine there are several factors that have contributed to this loss and the effects have been devastated for mankind. The cunning of evil, free will and the inborn w ill of mankind endows them the capability to persevere and prevail over sin. The essence of original sin consists of humanity's participation in, and co-responsibility for, Adam's perverse choice. All are one with Adam when he made his choice and therefore all willed in and with Adam. 6Augustine focused on the will of man, believing that sin strongly affected and overpowered it primarily because of Adam’s sin. Consequently, humanity was left with little else then that day when they are called home to be with the Lord. Augustine reiterating that the pride of Adam – the deliberate choice to put his will above God’s Adam fell, and took us all with him into a fallen condition. Basically the only freedom mankind has is the freedom to sin, and the ability to receive the grace given by God. Augustine findings are not new discoveries; the topic had been proposed and argued centuries before Augustine.Ireaneus of Lyons had similarly argued that the Genesis account and the disobedience of Adam (failing to obey God) brought about hereditary sin, corrupting the good work God had done. For by summing up in Himself the whole human race from the beginning to the end, He has also summed up its death. From this it is clear that the Lord suffered death, in obedience to His Father, upon that day on which Adam died while he disobeyed God. Augustine having been mentored by the Bishop of Milan, commonly known as Saint Ambrose may have acquired the point view that God held all mankind responsible for the disobedience and culpability of Adam.The solidarity of the human race with Adam led Ambrose to say, â€Å"Adam existed, and in him we all existed†¦ In Adam I fell, and in Adam I was cast out of Paradise, in Adam I died. † Ambrose succeeded in opening the Scriptures for Augustine, arousing in him a desire to discover them for himself. City of God, written by Augustine, attributes disobedience to choice; â€Å"free will in arrogance and disobedienceâ⠂¬  will drive man to his death, this death not being from the natural, which was the 7 common view argued by Pelagius and his followers but as a direct result of man being rebellious to the commands of Yahweh.Augustine also recognized that people being made in the image of God were distinct from the natural world, having a soul but not immortal as the angels, in-between. The Spiritual souls of human beings give access to a saving truth and goodness when they freely adhere to their Creator in friendship available through grace, which was restored by the second Adam, Christ. When man obeys they are granted immortality, as the Angels, and if they are disobedient they will die, not pertaining to the physical death of the body but a spiritual death (eternal separation from God).Augustine’s Take on Original Sin and Its Relationship to Baptism. When points of view are constructed and formulated, most often realization and answers result. A derived result for Augustine was the rela tionship between original sin, and baptism, including infant. According to Catholic tradition infant baptism is a sacrament that must be carried out. Augustine was not the first to recognize this fact, similar to Irenaeus and his perception of original sin. Infant baptism had been practiced by the Roman Catholic Church centuries before Augustine composed his line of reasoning on baptism.According to Augustine the only way to safe guard an infant child against the perils of sin was to baptize them. Augustine postulated that unless infants were baptized and partook of the Eucharist they would not have eternal life. Infants have been born guilty, due to their solidarity in Adam, and stand in need of redemption. When faced with the objection that infants must be exempt from original sin since they cannot will freely, Augustine replied that there is nothing absurd in speaking of their original sin as 8 voluntary since it is derived from the free act of their first parent.Although Pelagiu s and Julian would contest this practice, the Catholic Church, and Protestant Orthodoxy (Anglican and Greek Orthodox) still practice infant baptism in this present time. Augustine recalls his own baptism, Ambrose the Bishop of Milan prepared Augustine for baptism. According to Paulinus, Ambrose was personally involved in initiating all catechumens. Though Ambrose and Augustine had little personal contact, they would have spent considerable time together during the period of Lent leading up to the Easter baptism†¦. eing baptized on Easter in the year A. D. 337. Augustine particular consideration to the baptizing of infants’ remains in controversy today, the Protestant Evangelical church does not hold to the doctrine of infant baptism; salvation is not contingent upon baptism or vice versa. Early on in his life Augustine while in his firt return trip to Africa, he thought it peculiar that infant baptism was practiced professing, â€Å"How could this be truly valuable, doi ng this to babies who have no understanding of what was going on. â€Å"Hope does not disappoint, because the love of God has been poured out within our hearts through the Holy Spirit who was given to us† (Romans 5:5). Augustine comes to the conclusion that baptism brings the indwelling of the Holy Spirit. This Gift which is the Holy Spirit is called by later theologians â€Å"uncreated grace. † What Augustine calls the grace of caritas is called sanctifying or habitual grace in late theology†¦ All sins are forgiven at baptism, that is to say, original sin and actual sins if the believer has committed them.Nevertheless, Augustine as a new Bishop felt duty-bound to carry on with the ritual of baptizing infants. Infant baptism caused no harm both spiritually and physically, having an added advantage of removing the 9 blemish of the original sin inherited from Adam. Augustine viewed baptism as a sacrament of regeneration, â€Å"But the sacrament of baptism is undoub tedly the sacrament of regeneration: Wherefore, as the man who has never lived cannot die, and he who has never died cannot rise again, so he who has never been born cannot be born again.From which the conclusion arises, that no one who has not been born could possibly have been born again in his father. Born again, however, a man must be, after he has been born; because, ‘Except a man be born again, he cannot see the kingdom of God' Even an infant, therefore, must be imbued with the sacrament of regeneration, lest without it his would be an unhappy exit out of this life; and this baptism is not administered except for the remission of sins. And so much does Christ show us in this very passage; for when asked, how could such things be?He reminded His questioner of what Moses did when he lifted up the serpent. Inasmuch, then, as infants are by the sacrament of baptism conformed to the death of Christ, it must be admitted that they are also freed from the serpent's poisonous bit e, unless we willfully wander from the rule of the Christian faith. This bite, however, they did not receive in their own actual life, but in him on whom the wound was primarily inflicted. † As the church began to grow and dominate pagan societies it is evident that infant baptism took root and became a normal sacramental ritual. ubsequently, this turned out to be discernible, established upon the reality that in the ancient church baptism existed as an induction ritual into the body of believers, and those infants that are born into the body of believers are so are baptized, signifying being a part of the community . Another aspect seems to have been the increase in awareness on the matter of original sin and the idea that baptism sluiced away the blemish of original sin. Finally, the rules initially were understood as actually conveying grace and accomplishing something spiritually.Early on, approximately A. D. 400 Augustine petitions to the common observance of infant bapti sm as evidence that the church perceived infants to be born with the blemish of original sin. We find clear mention of infant baptism from Tertullian around A. D. 208. â€Å"The Lord does indeed say, forbid them not to come unto me. Let them come, 10 then, while they are growing up; let them come while they are learning, while they are learning whither to come; let them become Christians when they have become able to know Christ.Why does the innocent period of life hasten to the remission of sins? † Opposition to Augustine’s View of Original Sin In the course of Augustine ‘s life he spent a large quantity of his time contesting claims made by contemporaries of his day; such as, theologians, fellow Bishops, monks, and theorist. Of all his writing the most hotly contested was his writing on inherit sin (original sin) and his greatest opposition came from two men, Pelagius, and a follower of Pelagius, a man by the name of Julian of Eclanum who championed the priestà ¢â‚¬â„¢s ideas after his death.In 412 Augustine single-handedly launched an attack on Pelagius and, until his death in 430; much of his energy was concentrated on writing many anti-Pelagian diatribes. Regarding that â€Å"arch-heretic† Augustine thundered: â€Å"How hostile to salvation by Christ is his poisonous perversion of the truth! † Similarly, in modern times the same tactics take place in debate or public discourse on the idea of original sin, nonetheless, the preliminary groundwork can be attributed to Augustine compositions on the subject in the later 4th and early 5th centuries.The Scripture Doctrine of Original Sin proposed to free and candid examination written by John Taylor is an example of contemporaries who contend with one another, his opponent was John Calvin’s and his writing on the doctrine of original sin. John Taylor like Augustine spends a great deal of time writing on the subject of original sin, particularly on the Genesis account; akin to Augustine, Taylor was enthused by the same section of scripture. In his reflection Taylor states, â€Å"Here observe, that for 11 nything that appears in the text, their sin the evil action they committed was personal-setting aside the tempter, no body committed that sinful act of disobedience but they themselves; first Eve and then Adam†¦the evil action was personal and committed by them so the punishment only belongs to them. † This statement is evident to the opposing view to Augustine that Taylor had in regards to original sin, according to him Adams sin was not inherit in humanity or a legacy that all of humanity would have to contend with.John Wesley in 1817 would write, The Doctrine of Original Sin: According to Scripture, Reason, and Experience, in Answer to Dr. Taylor was written nearly thirty years after the death of Taylor, confutes his ideology on original sin. Augustine a prolific writer composed many writings on multiple doctrines, his time as a Bishop was filled with effort to defend the faith against heresies from an earlier period in his life and those in his present. For example, the Donatist, Manichaeism, and Platonist Philosophies would impart and influence Augustine perception, life, and spiritual formation.Bearing in mind that Augustine adhered to some of these ideas during his late teens through young adulthood it is important to discuss their effect on his underlying principle, appraisal, and system of belief. Manichean Influence on Augustine’s View on Original Sin â€Å"As a Catholic Christian reflecting on his Manichaean past, Augustine felt it was necessary to stay away from patterns that had encouraged his pride. Augustine’s writings, especially the Confessions, demonstrate that he came to believe that Manichaean’s in general, and he himself in particular, had taken great pride in their false wisdom, the status it brought 2 them, and their abilities to enlist more people into the sect. † A lthough there is no evidence which may indicate a direct influence by this sect on Augustine’s point of view in regards to original sin, those in opposition to his view had speculated, possibly erroneously that a connection can be made, primarily because Augustine had such a harsh view on the Manichean. The main adherents to this speculation were the followers of Pelagius, â€Å"On account of a superficial resemblance between the doctrine of original sin and the Manichaeism theory of our nature being evil, the Pelagians accused the Catholics and St.Augustine of Manichaeism. † The proponents of Augustine have indicted him misguidedly, the belief that Augustine was the originator of the view on original sin and it being an offshoot of Manichaean fatalism. The apostle Paul speaks on the matter first and then Ireaneus of Lyons following in apostolic succession being trained by Polycarp goes on to quote the writings of Paul in Romans 5:12. Additionally, using the Genesis ac count, Ireaneus sought to bring cohesiveness to the argument in relation to the need of Christ saving fallen man and infant baptism many years before Augustine writes exhaustively and extensively on the topic.The two main features of Manichaean doctrine were, â€Å"Light (good) and darkness (evil) both being equal, timeless, and in great conflict with each other†¦man is lost and fallen in existence, but in essence he is a particle of Light and thus one in substance with God. Individual salvation consists in grasping this truth by illumination from God’s Spirit; Christ appears as merely a prophet and is not really incarnate. † The Gnostic form of belief (Manicheanism) did not believe in the redemptive work 13 f Christ nor did they observe the sacrament of baptism, therefore connecting Augustine writing on original sin to the Manichean belief on good and evil is ill-defined and wanders off the point when compared. Augustine as an older man admits his folly as a juve nile and young man studying the Manichean belief; recognizing his understanding about the nature of God was lacking to say the least because no one had ever educated t him otherwise. Therefore was I repelled by Thee, and Thou resistedst my changeable stiff neckedness; and I imagined corporeal forms, and, being flesh, I accused flesh, and, being â€Å"a wind that passeth away,† I returned not to Thee, but went wandering and wandering on towards those things that have no being, neither in Thee, nor in me, nor in the body. Neither were they created for me by Thy truth, but conceived by my vain conceit out of corporeal things. And I used to ask Thy faithful little ones, my fellow-citizens,—from whom I unconsciously stood exiled,—I used flippantly and foolishly to ask, â€Å"Why, then, doth the soul which God created err? But I would not permit any one to ask me, â€Å"Why, then, doth God err? † And I contended that Thy immutable substance erred of constraint , rather than admit that my mutable substance had gone astray of free will, and erred as a punishment. † This and others statements made by Augustine provide proof of him separating from the doctrine held by the Manicheans and it also demonstrates that the doctrine of original sin cannot be scrutinized in light of Manichaean doctrine or said influenced the doctrine of original sin.Pelagius, Celestiu, and Julian in opposition with Original Sin. There were some who opposed Augustine position on original; however the writings we have today clearer places Pelagius, a disciple of Pelagius named Celestisus, and a Southern Italian Bishop, Julian of Eclanum as the primary opposition Augustine had to contend with in his day. Pelagius (360-420 A. D) was a religious British monk who was extremely distinctive from Augustine and his foundation influential dogma that traditional Western Christendom adheres to today.A clash was inevitable and it came when Pelagius and his disciple Celestius left Italy in 14 409 in the face of an invasion and settled in Carthage, North Africa. The ensuing confrontation has since become known as the â€Å"Pelagian Controversy. † The details of this controversy comprise of several facets, the relationship between God and humanity respecting the doctrines of free will, sin, and grace. Pelagius for all instance and purposes, absolutely believed that the sin Adam committed was not transmitted to all of Humanity. Nothing good, and nothing evil, on account of which we are deemed either laudable or blameworthy, is born with us, but is done by us: for we are born not fully developed, but with a capacity for either conduct; we are formed naturally without either virtue or vice; and previous to the action of our own proper will, the only thing in man is what God has formed in him. † The statement made by Pelagius is in direct contention to the view of Original sin as presented by Augustine which held that the human will was incapable obtaining eternal life without the grace of God through Jesus Christ.Additionally, Pelagius concept of original sin consisted in an â€Å"imitation† of Adam and can be eliminated by an â€Å"imitation† of Christ and also taught infant baptism was not needed for the remission of any â€Å"original guilt. † This view of human nature received a great deal of criticism. Celestius, Pelagius, and their close associates were condemned at Carthage in C. E. 412. Other condemnations followed at Carthage and Milevum in 416 and at the great African council in Carthage in 418. The doctrine was finally anathematized at the Third Ecumenical Council at Ephesus in July of 431. 5 Augustine spent a great deal of time contending with the views held by Pelagius and others who followed his doctrine; Augustine was even asked by an imperial commissioner for instruction on how to deal with Pelagius. Augustine then after so much time disproving Pelagius had to vie with another antagonist , a Bishop and disciple of Pelagius, Julian of Eclanum. Julian Eclanum (c. 386- c. 455 A. D. ) promoted the belief’s of Pelagius several decades after his death. Julian expressed sharply his objection to the idea of a fundamental taint in human nature connected to Adam’s sin.Julian was one of many who had a great deal of trepidation with the theology of Augustine and would write multiple volumes spurning Augustine’s doctrine. Julian made several charges against Augustine and the Catholic Church; however, he would focus primarily on Augustine view of grace, original sin, and infant baptism. Julian charged Augustine with relapsing back into Manichean fatalism by teaching on the need for grace. â€Å"Julian chief charge of Mancihesim is predominantly related to its position that there is an evil principle at war against the good principle.He objected to Augustine’s doctrine of original sin as implying that all are born the power of the devil and have to be re-born in Christ. † Julian like most followers of Pelagius considered the sin of Adam less grave than Cain’s murder of Abel as evil, along these lines of thinking Julian purports a question, â€Å"why would God punish Adam’s sin with quite disproportionate penalty? † Answering the question states, that God would not; therefore, we have not inherited a skewed sinful nature from Adam. Additionally, going to say that man nature is similar to Adam before his fall, all people start off fall when it comes to sin.These and other 16 charges made by Julian would be proved false by Augustine; nevertheless, Julian succeeded in causing great distraction and Augustine would spend the latter part of his life contending with the Pelagian disciple. Conclusion Augustine the Bishop of Hippo is considered one of the greatest church fathers and apologetics in all Christendom; he made an immense contribution to Church dogma, holding people in the early church accountable to s cripture. Although his writings are now centuries old, have stood the test of time and provide fundamental essentials that the church today adheres too.Like some before him, Irenaeus, Origen, Polycarp, and Ignatius, Augustine understood scripture as being delicately shrouded allegorical idioms, purposely arrange by God in order for man to seek Him out through inquiry. Augustine thorough inquiry attempted to focus on and solve many theological and existential questions that many then and many today ponder over. For instance, Augustine writes on the need for sacramental baptism, prevenient grace, freewill, evil, original sin, turmoil, tragedy, human nature, and false doctrine. The answers to these philosophical, heological, and spiritual questions would take a life-time for Augustine to traverse, establishing him solidly as a great apologist, theologian, and more importantly a man of God. Augustine’s theology was shaped and formed through early life experience. Being inclined t o sin (lust of the flesh) saying of himself â€Å"so small a boy, so great a sinner† This brings to light a frame of thought Augustine details in two of his better known writings, City of God, and Confessions. In the compositions Augustine brings clarity and a deeper level of thought on multiple subjects, his candid memory illustrating his early innocence evolving, while 17 t the same time, providing great intellectual thought on substantive issues relating to scripture, dogma, heresies spiritual formation, faith, love, maturity, and much more, which would aid the church in its infancy. Overall Augustine presented a message that reiterated Romans 5:12, and the blessed hope (Christ) that all humanity is certain of, by God’s Grace to atone for our sins. 18 Bibliography Alan Jacobs. Original Sin, A Cultural History. 1st Edition. New York, NY: HarperCollins, 2001. Ambrose, Saint (Bishop of Milan: Ide M. Ni Riain). Commentary of Saint Ambrose on the Gospel according to Sain t Luke.Halcyon Press in association with Elo Publications, 2001. Augustine, Saint. Confessions of Saint Augustine. Translated by Edward B. Pusey, D. D. Grand Rapids, MI: Christians Classics Ethereal Library. Augustine, Saint, A Treatise on Nature and Grace in Nicene Post Nicene Fathers, trans. Peter Holmes, ed. Philip Schaff. Grand Rapids, MI: Christians Classics Ethereal Library Augustine, Saint. On Forgiveness of Sin, and Baptism, translated by Phillip Schaff. Grand Rapids, MI: Christians Classics Ethereal Library. Brown, Peter. Augustine of Hippo, a Biography. 2nd Edition.Los Angeles, CA: University of California Press, 2000. Clark, Mary. Augustine. New York London: Continuum, 2001. Etwell, Walter A. Evangelical Dictionary of Theology. Grand Rapids, Mich. Carlisle, Cumbria, U. K: Baker Academic Paternoster Press, 2001. Hall, Christopher. Learning Theology with the Church Fathers. Downers Grove, Ill: Intervarsity Press, 2002. Harent, S. â€Å"Original Sin. † Catholic Encycl opedia. New York: Robert Appleton Company, 1911. Hiestand, Gerald. â€Å"Augustine and the justification debates: appropriating Augustine's doctrine of culpability. Trinity Journal 28, no. 1 (March 1, 2007): 115-139. ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). Irenaeus of Lyons, Irenaues Against Heries: Ante- Nicene Church Fathers, Philip Schaff, ed. Grand Rapids, MI: Christians Classics Ethereal Library. McCann, C. (2009). Influence of Manichaeism on Augustine of Hippo as a spiritual mentor. Cistercian Studies Quarterly, 44(3), 255-277. Nassif, Bradley L. â€Å"Toward a â€Å"catholic† understanding of St Augustine's view of original sin. † Union Seminary Quarterly Review 39, no. 4 (January 1, 1984): 287-299.ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). 19 Papageorgiou, P. (1995). Chrysostom and Augustine on the Sin of Adam and Its Consequences. St Vladimir's Theological Quarterly, 39(4), 361-378. Ph ipps, William E. â€Å"The heresiarch : Pelagius or Augustine?. † Anglican Theological Review 62, no. 2 (April 1, 1980): 124-133. ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). Smither, Edward. Augustine as Mentor: A Model for Preparing Spiritual Leaders. Nashville, Tenn: B ; H Academic, 2008 Taylor, John.The Doctrine of Original Sin Proposed to Free and Candid Examination. London: New Castle, 1845. Tertullian, Tertullian on Baptism. Translated by Rev. S. Thelwall. Grand Rapids, MI: Christians Classics Ethereal Library. ——————————————– [ 1 ]. Nassif, Bradley L. â€Å"Toward a â€Å"catholic† understanding of St Augustine's view of original sin. † Union Seminary Quarterly Review 39, no. 4 (January 1, 1984): 287-299. ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). [ 2 ]. Alan Jacobs, Original Sin, A Cultural History (New York, NY: Harper Collins, 2001), ix. [ 3 ].Gerald Hiestand, â€Å"Augustine and the justification debates: appropriating Augustine's doctrine of culpability. † Trinity Journal 28, no. 1 (March 1, 2007): 115-139. ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). [ 4 ]. Mary Clark, Augustine (New York London: Continuum, 2001), 2-3. [ 5 ]. Edward Smither, Augustine As Mentor: A Model for Preparing Spiritual Leaders (Nashville, Tenn: B & H Academic, 2008), 103. [ 6 ]. Ide M. Ni Riain Saint Ambrose (Bishop of Milan), Commentary of Saint Ambrose on the Gospel according to Saint Luke (Halcyon Press in association with Elo Publications, 2001). 7 ]. Walter Elwell, Evangelical Dictionary of Theology (Grand Rapids, Mich. Carlisle, Cambria, and U. K: Baker Academic Paternoster Press, 2001), 1103. [ 8 ]. Ibid, 1103 [ 9 ]. P. Papageorgiou. (1995). Chrysostom and Augustine on the Sin of Adam and Its Consequences. St Vladimir's Theological Quarterly, 39(4), 361-378. [ 10 ]. Augustine, Saint. Confessions of Saint Augustine. translated by Edward B. Pusey, D. D. (Grand Rapids, MI: Christians Classics Ethereal Library), Book 1, 7 [ 11 ]. Ibid, Confessions Book V, 8 [ 12 ]. Mary Clark, Augustine (New York London: Continuum, 2001), 50-51. 13 ]. Ibid, 121-123. [ 14 ]. Peter Brown, Augustine of Hippo, a Biography, 2nd Edition (Los Angeles, CA: University of California Press, 2000), 419. [ 15 ]. Clark, 55. [ 16 ]. Bradley L Nassif. â€Å"Toward a â€Å"catholic† understanding of St Augustine's view of original sin. † Union Seminary Quarterly Review 39, no. 4 (January 1, 1984): 287-299. ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). [ 17 ]. Nassif, 287-299. [ 18 ]. B. J. Gundlach and Walter A. Etwell ed. Evangelical Dictionary of Theology: Augustine of Hippo (Grand Rapids, Mich. Carlisle, Cumbria, U.K: Baker Academic Paternoster Press, 2001), 123. [ 19 ]. Irenaeus of Lyons, Irenaues Against Heries: Ante- Nicene Church Fathers, Philip Schaff, ed. (Grand Rapids, MI: Christians Classics Ethereal Library), Book V, chapter 23. [ 20 ]. Nassif, 287-299. [ 21 ]. Edward Smither, Augustine as Mentor: A Model for Preparing Spiritual Leaders. Nashville (Ten: B & H Academic, 2008), 104. [ 22 ]. Saint Augustine, Concerning the City of God, trans. Rev Marcus Dodds, D. D. (Grand Rapids, MI: Christians Classics Ethereal Library), Book XII, 22. [ 23 ]. Clark, 95. [ 24 ]. Nassif, 287-299. 25 ]. Smither, 107-108. [ 26 ]. Brown, 387. [ 27 ]. Clark, 46. [ 28 ]. Saint Augustine, On Forgiveness of Sin, and Baptism, translated by Phillip Schaff (Grand Rapids, MI: Christians Classics Ethereal Library), 43:27 [ 29 ]. Tertullian, Tertullian on Baptism, translated by Rev. S. Thelwall (Grand Rapids, MI: Christians Classics Ethereal Library), Book 2. [ 30 ]. William E Phipps. â€Å"The Heresiarch: Pelagius or Augustine? † Anglican Theological Review 62, no. 2 (April 1, 1980): 124-133 . ATLA Religion Database with ATLASerials, EBSCOhost (accessed October 7, 2012). [ 31 ].John Taylor The Doctrine of Original Sin Proposed to Free and Candid Examination, (London: New Castle, 1845), 6-7. [ 32 ]. C. McCann, (2009). Influence of Manichaeism on Augustine of Hippo as a spiritual mentor. Cistercian Studies Quarterly, 44(3), 255-277. [ 33 ]. Harent, S. â€Å"Original Sin. † Catholic Encyclopedia. (New York: Robert Appleton Company, 1911). Retrieved October 7, 2012 from New Advent: www. newadvent. org/cathen11312. htm. [ 34 ]. W. A. Hoffecker,. Evangelical Dictionary of Theology, Walter A. Elwell ed. Grand Rapids, Mich (Carlisle, Cumbria, U. K: Baker Academic Paternoster Press, 2001), 729. 35 ]. Augustine, Confession, Book IV, 15. [ 36 ]. Nassif, 287-299. [ 37 ]. Ibid. [ 38 ]. Augustine, â€Å"A Treatise on Nature and Grace† in Nicene Post Nicene Fathers, trans. Peter Holmes, ed Philip Schaff (Grand Rapids, MI: Christians Classics Ethereal Library), book V, 14 . [ 39 ]. Mary Clark, Augustine (New York London: Continuum, 2001), 48. [ 40 ]. Nassif, 287-299. [ 41 ]. Clark, 48. [ 42 ]. Hall, Christopher. Learning theology with the church fathers. Downers Grove (Ill: InterVarsity Press, 2002), 134. [ 43 ]. Clark 50-51 [ 44 ]. Hall, 146. [ 45 ]. Ibid [ 46 ]. Clark, Augustine, 2.

Little Ice Age - 2007 Words

Europe had experienced a general cooling of the climate between years 1150 and 1460 and a very cold climate between 1560 and 1850. This event came to be known as the â€Å"Little Ice Age.† This cold weather had impact on agriculture, health, economics, emigration, and art and literature . The term â€Å"Little Ice Age† was named by Francois Matthes in 1939 to describe the most destructive climate drop in Europe. This ice age was consisted of mountain glaciers which brought temperatures as low as 2 degrees Fahrenheit. Numerous people got sick and some were even killed and starved to death because of a famine. Farms and villages were lost due to the cold weather. It is unknown on what caused this â€Å"Little Ice Age.† We do know that this event impacted†¦show more content†¦This ice age not only affected humans, but also the wildlife and everything around it. The plants enzymes are failing them and their roots are struggling to find a way through the fr ozen soil. These plants can’t grow and maintain themselves in these conditions. Pollination is nearly impossible during this time. The plants aren’t able to give off much oxygen into the atmosphere, which we breathe in. The true impact of â€Å"The Little Ice Age† began around 1600 and lasted until the 1800’s. During that time in Europe is when it was at its height. It was considered to be the most significant climate event of the last millennium. Only until recently have climatologist discovered research of climate conditions in historical times. As stated before, no one is quite sure how â€Å"The Little Ice Age† evolved. Climatologist and historians have had many discussions on what they think was the main cause of the ice age. Today they are able to determine the yearly average temperatures, rainfalls, volcanic activity, and the effect of the sun during that period . What we know is that the sun experienced a â€Å"quiet† period, meaning its intensity was not that strong. Therefore, a cooling occurred. Sunspots which determine the suns strength were noted to be in decline. Volcanic activity is to be another known source of the cause. As the volcanoes erupted they shot out particles and gases into the air. With these gases floating in theShow MoreRelatedThe Little Ice Age and Climate Change Today Essay1296 Words   |  6 PagesThe Little Ice Age and Climate Change Today Roland Ward ES117-2A-77: Natural Disasters 8 December 2012 Keith Earnshaw Abstract The little ice age gave us a glimpse as to how climate change can affect our society. This is especially important today as we stand on the brink of another environmental catastrophe. The acceleration of greenhouse gas output has irrevocably changed how mankind affects the environment. The lessons that we can learn from studying the little ice age may lead us toRead MoreThe Little Ice Age604 Words   |  2 PagesThe statement regarding the Little Ice Age (LIA) and its relation to modern warming is incorrect at multiple points and contains poor logical reasoning in arriving at its conclusions. The assertion that the LIA resulted in cooling at all locations over the earth is incorrect. While scholarship indicates that average temperature may have cooled on a global or hemispheric level during the LIA, this averaging masks regional variances [Matthews and Briffa, 2005] LIA cooling was not uniform temporallyRead MoreThe Little Ice Age : A Period Of Cooling3721 Words   |  15 PagesThe Little Ice Age According to (Wikipedia 2015) The Little Ice Age was a period of cooling that occurred from about 1350 Ad to 1850 AD. When the little ice age actually started it debated by many climatologist and historians claiming it starting from anywhere between the 13th and 16th century and ending between the 18th and 19th century. However NASA has defined The Little Ice Age as a cold period between AD 1550 and AD 1850, in which there was 3 particularly cold periods in this time. The timingRead MoreClimate Change Negative Effects935 Words   |  4 Pagesfahrenheit. This shows that climate change is devastating because increasing temperatures can cause damage to environment. Also glaciers are melting consistently because of climate change and less snow. According to â€Å"National Snow and Ice Data Center† The amount of land sea ice that is covered in snow has decreased between 1966 and 2010, over many Northern Hemisphere Regions. From this you can see that climate change is affecting th e world by temperature increases and glaciers melting. All in all climateRead MoreThe Threat of Global Warming May Lead to Global Cooling Essay1631 Words   |  7 Pageschanging climate, (Pringle 33) many people are becoming worried about rising sea levels from this warming (Pringle 25-26). This warming however, may have a larger side affect that many scientists have not been worried about. This side affect is a little ice age which has occurred several times throughout earth’s history. Picture this, some years from now winters will be exceptionally harsh in the Northern Hemisphere. Crops that were grown in the northern United States, southern Canada, and the northernRead MoreIs a Mini Ice Age Imminent?1349 Words   |  6 Pagesabound with the announcements of a â€Å"Mini Ice Age† in our mist. We are constantly inundated with Hollywood movies depicting global destruction with an onslaught of rapid global climate changes. Is all this news media accurate and depicti ng true and accurate events covering our planet and solar activity? As a reader begins to look deep into the rhetoric, they will notice that there is very little – if any – scientific data to support the coming of a â€Å"Mini Ice Age† (Mann) as indicated by the multipleRead MoreGlobal Warming: Not Our Fault850 Words   |  3 Pagesearth went through a cooling period known as a â€Å"Little Ice Age† (Robinson, Robinson, Soon, 2008). We are currently recovering from that cooling period. During the Little Ice Age temperatures dropped well below average. However, a study of more recent history temperatures can also show that the climates are cyclic and not the result of human activities. During the 1970s, an unexpected cool period was experienced. This led some to fear that an ice age was imminent. This cool period happened inRead MoreE Ice Age : A Of A Ge Intermediate1612 Words   |  7 Pageshttps://www.skepticalscience.com/heading-into-new-littl e-ice-a ge-intermediate.htm Last viewed:2/10/15 A few centuries ago there was a Mini ice age dubbed little ice age. Some believed major contributors-large volcanic eruption and ‘lower solar output’(less solar activity). Solar activity has been rapidly decreasing (2009 lowest in a century). More CO2, less insulation needed to drop. 2009 is the lowest solar activity level in over 100 years. It would take 2.6 million years for the world to enterRead MoreThe Main Causes of Global Warming890 Words   |  4 Pagessynthetic chemicals. Our Earth has had at least five ice ages. The very first ice age we have had occurred nearly 2 billion years ago. Also, our most recent ice age started happening close to 3 million years ago. The most recent ice age is still happening today so technically we live in an ice age. An ice age is a long period of time when the planet is semi-cold and the earth is covered in giant sheets of ice in some areas. During an ice age we experience short flashes of very warm weather. SometimesRead MoreThe Effects Of Climate Change On Earth1267 Words   |  6 Pagesfive major ice ages from the longest and first scientists believe occurred was two point four to two point one billion years ago during the early Proterozoic Eon there was an ice age formed and it was the Huronian. The second ice age was the cryogenian and it has been known that it produced a snowball earth in which permanent sea ice extended to or very near the earths equator; this period occurred from eight hundred and fifty to six hundred and thirty million years ago. The third ice age that occurred