Levels Of Reverence

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386 Six canonical letters in which the author explicitly identifi es himself as Paul, Apostle to the Gentiles, contain discrepancies that cause scholars to question their Pauline authorship. Two of the letters—2 Thessalonians and Colossians—are still vigorously disputed, with a large minority championing their authenticity. But an over- whelming scholarly majority deny that Paul wrote the four others—Ephesians, 1 and 2 Timothy, and Titus. The latter three are called the pastoral epistles because the writer—as a pastor or shepherd— offers guidance and advice to his fl ock, the church. c h a p t e r 1 7 Continuing the Pauline Tradition 2 Thessalonians, Colossians, Ephesians, and the Pastoral Epistles Stand fi rm . . . and hold fast to the traditions which you have learned from us by word or letter. 2 Thessalonians 2:15 Keep before you an outline of the sound teaching which you heard from me. . . . Guard the treasure [apostolic tradition] put into our charge. 2 Timothy 1:13–14 Key Topics/Themes Paul’s continuing infl uence on the church was so great after his death that various Pauline disciples composed letters in his name and spirit, claiming his authority to settle new issues besetting the Christian community. Whereas a minority of scholars defend Pauline authorship of 2 Thessalonians and Colossians, a large majority are certain that he did not write Ephesians, 1 or 2 Timothy, or Titus. Repeating themes from Paul’s genuine letter to the Thessalonians, 2 Thessalonians reinterprets Paul’s original eschatology, asserting that a number of traditional apocalyptic “signs” must precede the eschaton . In Colossians, a close Pauline disciple emphasizes Jesus’ identifi cation with the cosmic power and wisdom by and for which the universe was created. The divine “secret” is revealed as Christ’s Spirit dwelling in the believer. A deutero - Pauline composition, Ephesians contains ideas similar to those in Colossians, revising and updating Pauline concepts about God’s universal plan of salvation for both Jews and Gentiles and about believers’ spiritual warfare with supernatural evil. Writing to Timothy and Titus as symbols of a new generation of Christians, an anonymous disciple (known as the Pastor) warns his readers against false teachings (heresy). He urges them to adhere strictly to the original apostolic traditions, supported by the Hebrew Bible and the church. har19138_ch17_386-402.indd Page 386 09/01/14 8:06 PM user /204/MH02032/har19138_disk1of1/0078119138/har19138_pagefiles V A U G H N , A N G E L A 2 0 1 3 T S c h a p t e r 1 7 c o n t i n u i n g t h e p a u l i n e t r a d i t i o n 387 Most scholars today view several books in the New Testament as pseudonymous, the productions of unknown Christians who ad- opted the Jewish literary convention of writing under an assumed identity. Schola ...

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386 Six canonical letters in which the author explicitly identifi es himself as Paul, Apostle to the Gentiles, contain discrepancies that cause scholars to question their Pauline authorship. Two of the letters—2 Thessalonians and Colossians—are still vigorously disputed, with a large minority championing their authenticity. But an over- whelming scholarly majority deny that Paul wrote the four others—Ephesians, 1 and 2 Timothy, and Titus. The latter three are called the pastoral epistles because the writer—as a pastor or shepherd— offers guidance and advice to his fl ock, the church. chapter 17 Continuing the Pauline Tradition 2 Thessalonians, Colossians, Ephesians, and the Pastoral Epistles Stand fi rm . . . and hold fast to the traditions which you have learned from us by word or letter. 2 Thessalonians 2:15 Keep before you an outline of the sound teaching which you heard from me. . . . Guard the treasure [apostolic tradition] put into our charge. 2 Timothy 1:13–14 Key Topics/Themes Paul’s continuing infl uence on the church was so great after his death that various Pauline disciples composed letters in his name and spirit, claiming his authority to settle new issues besetting the Christian community. Whereas a minority of scholars defend Pauline authorship of 2 Thessalonians and Colossians, a large majority are certain that he did not write Ephesians, 1 or 2 Timothy, or Titus. Repeating themes from Paul’s genuine letter to the Thessalonians, 2 Thessalonians reinterprets Paul’s original eschatology, asserting that a number of traditional apocalyptic “signs” must precede the eschaton . In Colossians, a close Pauline disciple emphasizes Jesus’ identifi cation with the cosmic power and wisdom by and for which the universe was created. The divine “secret” is revealed as Christ’s Spirit dwelling in the believer. A deutero - Pauline composition, Ephesians contains ideas similar to those in Colossians, revising and updating Pauline concepts about God’s universal plan of salvation for both Jews and Gentiles and about believers’ spiritual warfare with supernatural evil. Writing to Timothy and Titus as symbols of a new generation of Christians, an anonymous disciple (known as the Pastor) warns his readers against false teachings (heresy). He urges them to adhere strictly to the original apostolic traditions, supported by the Hebrew Bible and the church. har19138_ch17_386-402.indd Page 386 09/01/14 8:06 PM user /204/MH02032/har19138_disk1of1/0078119138/har19138_pagefiles L A W S O N , A N G E L A 6 8 5 3 B U chapter 17 continuing the pauline tradition 387 Most scholars today view several books in the New Testament as pseudonymous, the productions of unknown Christians who ad- opted the Jewish literary convention of writing under an assumed identity. Scholars question the authenticity of not only six ...

386 Six canonical letters in which the author explicitly .docx

tamicawaysmith

I advise those that don’t know my research to get acquainted with it otherwise much of what will be discussed in this paper will make little or no sense at all. Throughout my life I considered myself an initiate and devoted believer in the teachings of the Roman Catholic Church; though, I surpassed its rudimentary teachings some time ago I am still amazed at its incredible artistic and mystical structure and how the Church is fulfilling the mission that Christ entrusted to its care since the dawn of Christianity. Everything about the Roman Catholic Church and its mythoi (historicity) informs the soul as to the WHYS and WHEREFORES of it trials and tribulations in its quest for knowledge of the WORD OF GOD. Such research on the mythoi of Christianity explains what life is all about. In a very real sense my studies into the literature, artworks and monuments of Christianity is my personal prayer to God. It can be said, truthfully, without prejudice that Gnosticism and Heresy collectively symbolize the myriad forms of belief systems that spring out of the psyche: i.e. ego-consciousness and the unconscious mind of individual initiates meditating on the original narratives of Christianity; because, modernity is led to believe that initially there was, at the time, no standardized religious educational system that informed the vast majority of the populace (laity) as to what the standardized Christian belief system entailed. Or let us say this is the mythoi vis-à-vis the dawn of Christianity that has been past down to posterity by those that wrote the sacred scriptures. Personally, I beg to differ that this is what Gnosticism and Heresy is all about; however, I do believe that Gnosticism and Heresy were conceived and written by highly knowledgeable orthodox Catholics theologians. One of the most glaring truths about Gnosticism and Heresy in contrast to the Catholic Church is that the narrative structure and demeanor of the four gospels of the New Testament in contrast to the Gnostic Gospels and those of the heretics is that the literary ambiance of the New Testament has far more sophistication to its storyline and content as to what a historical document should look like. It is as if the Gnostic and Heretical writings were conceived as cat’s paws to teach the esotericism of the New Testament. I do not deny the true and valid spiritual teachings of the Gnostic and Heretical texts; however, these were only conceived as cat’s paws by the authors of the Old and New Testaments in order to fine-tune those texts as Christian historicity and to validate the reasons for them to be writing esoterically in the manner in which they were. Gnostic and Heretical texts never claim a historicity in fact they claim the extreme opposite of that mode of thought. Another very important clue that Gnosticism and Heresies were conceived by the early Christian theologians is the fact that esotericism is NEVER DISCUSSED. Now isn’t that an eye-opener.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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