Eternity Bible College
- HIST 111 Historical & Philosophical Foundations of World Civilizations
Semester One
Semester 1 Lessons
1. Worldviews & Why They Matter……………………………………………………………..…2
2. Thinking As a Christian……………………………………………………………………….…6
3. Christians & Culture…………………………………………………………………………….10
4. The Gospel & Non-Western Thinking, Part One……………………………………………..14
5. The Gospel & Non-Western Thinking, Part Two………………………………………….…18
6. Creation & Fall…………………………………………………………………………………...22
7. Ancient Civilizations………………………………………………...……………………….…26
8. God’s Holy Nation………………………………………………………………………………30
9. Animism, Part One………………………………………………………………………………34
10. Animism, Part Two……………………………………………………………………………...38
11. Hinduism & Buddhism……………………………………………………………………..…..42
12. Confucianism, Shinto, & Daoism…………………...…………………….……………………46
13. Greek Culture & Religion, Part One…………………………………………………………...50
14. Greek Culture & Religion, Part Two…………………………………………………………..54
15. The Earliest Philosophers…….…………………………………………….…………………...58
16. Greek Philosophy: Socrates & Plato……………………………………….………………......62
17. Greek Philosophy: Aristotle…………………………………………………..………………...66
18. Alexander the Great, Hellenization, & the Rise of the Roman Empire………..…………...70
19. Messianic Expectations & Jewish Sects……………………………………………..…………74
20. Jesus & the Kingdom of God, Part One…………………………………………......………...78
21. Jesus & the Kingdom of God, Part Two……………………………………………….....……82
22. Jesus the Philosopher………………………………………………………………………...….86
23. The Early Church, Part One………………………………………………………………….....90
24. The Early Church, Part Two……………………………………………………………………94
25. Vocation & the Kingdom of God…………..…………………………………………………..98
26. Women & the Kingdom of God………………………………………………………………102
27. The Church Spreads West……………………………………………………………….…….106
1
Foundations Module 1
Lesson 1
Worldviews & Why They Matter
To understand the world we live in, it’s important for us to understand the concept of “worldview.”
Every person has a worldview, but few people are aware of their worldview or the fact that they have
one in the first place. Simply put, a worldview is the way you see the world around you. It is the lens
through which you interpret all of life’s data. Your worldview is not only what you think about, but also
what you think with. In this lesson, you will study the concept of worldview and try to understand what
your own worldview is. Because of its impact on Western thinking, you will also study the naturalistic
worldview.
Objectives:
1. To be able to define the concept of “worldview” and understand its significance.
2. To understand the impact the naturalistic worldview has had on Western thinking.
3. To analyze your own worldview & the worldviews of the people around you.
Reading:
Sire, The Universe Next Door
9-13
Preface to the Fifth Edition
15-24
Chapter 1 – A World of Difference: Introduction
66-85, 92-93 Chapter 4 – The Silence of Finite Space: Naturalism (Skip the sections on Secular
Humanism and Marxism, we’ll read those pages later.)
Nash, Life’s Ultimate Questions
11-36
Chapter 1 – Worldview Thinking
2
Lesson 1
Foundations Module 1
Worldviews & Why They Matter
Study Questions:
1. What is a worldview?
2. What are “presuppositions” and why are they important?
3. What is the connection between worldview and religion?
4. List and briefly define Nash’s four tests for evaluating a worldview. Why is it important that a
worldview pass these tests?
5. Briefly describe the naturalistic worldview.
3
Foundations Module 1
Lesson 1
Worldviews & Why They Matter
6. What basis does the Naturalist have for morality?
7. To what extent is the “Western worldview” (if there is such a thing) affected by Naturalism?
8. Why has the naturalistic worldview been so persistent?
9. How does the Christian worldview answer Sire’s eight basic worldview questions?
10. Sire states, “For any of us to be fully conscious intellectually we should not only be able to detect
the worldviews of others but be aware of our own—why it is ours and why, in light of so many
options, we think it is true” (12). Examine your own worldview. How do you view the world,
and why do you believe your worldview is true? Try to be honest, even if you suspect you might
not have the best reasons for believing what you believe.
4
Lesson 1
Foundations Module 1
Worldviews & Why They Matter
Notes:
5
Lesson 2
Foundations Module 1
Thinking As a Christian
In the last lesson, we said that every person has a worldview. It’s important for us to assess our thinking
and try to understand what our worldview is. Without exception, we will find elements of our
worldview that do not match the Christian worldview. But what is the Christian worldview? As
Christians, how should we understand the world we live in? How does the Bible answer life’s important
questions? In this lesson, we will focus on what it means to think as a Christian, what you should expect
as you pursue a Christian education, and the role of the laws of logic in the life of a Christian.
Objectives:
1. To understand and articulate a biblical view of the world and how it functions.
2. To analyze the role of the mind in the life of a Christian.
3. To understand, articulate, and defend the law of noncontradiction.
Reading:
Plantinga, Engaging God’s World
ix-xix
Preface for Students
1-16
Chapter 1 – Longing and Hope
Sire, The Universe Next Door
25-46
Chapter 2 – A Universe Charged With the Grandeur of God: Christian Theism
Nash, Life’s Ultimate Questions
193-207
Chapter 8 – The Law of Noncontradiction
6
Foundations Module 1
Lesson 2
Thinking As a Christian
Study Questions:
1. According to Plantinga, is it possible to learn truth from non-Christians (see the Preface, page x)?
How should we approach books written by non-Christian authors?
2. Plantinga says, “the learned person has, so to speak, more to be Christian with” (xi). What does he
mean?
3. What does it mean that we are created in the image of God? Why is this significant in the
Christian worldview?
4. Describe some of the effects of “the Fall” and explain why these are significant in the Christian
worldview.
5. According to the Christian worldview, how are the effects of the Fall reversed?
7
Lesson 2
Foundations Module 1
Thinking As a Christian
6. What basis does the Christian have for morality?
7. What role do longing and hope play in the Christian life?
8. Plantinga says, “Without costly action, hope can soften into sentimentality. With costly action,
hope may harden into reality” (14). Explain what this statement means. Why is this important to
remember as you pursue a Christian education?
9. What is the law of noncontradiction and why is it important?
10. As human beings, we must use certain laws of logic. Does God operate with these same laws?
Why or why not?
8
Foundations Module 1
Lesson 2
Thinking As a Christian
Notes:
9
Lesson 3
Foundations Module 1
Christians & Culture
It is impossible to escape from culture. Even if you never go out of your way to pursue culture, your
clothing, eating habits, and language all reflect a certain culture. So if culture is inescapable, how should
we respond to it as Christians? We all interact with culture on a daily basis, but few of us stop to think
about a truly Christian approach to culture. In this lesson you will read about what culture is, how it
works, and what responsibility we have as Christians toward the culture around us.
Objectives:
1. To be able to define “culture” and identify its various manifestations.
2. To develop a distinctly Christian approach to culture.
Reading:
Crouch, Culture Making
9-13
Introduction
17-36
Chapter One – The Horizons of the Possible
37-49
Chapter Two – Cultural Worlds
50-64
Chapter Three – Teardowns, Technology and Change
65-77
Chapter Four – Cultivation and Creation
78-98
Chapter Five – Gestures and Postures
10
Foundations Module 1
Lesson 3
Christians & Culture
Study Questions:
1. What is culture?
2. Crouch gives five questions for diagnosing culture (see pages 29-30). As an exercise, choose any
“cultural artifact” (other than an omelet or interstate highway system) and diagnose it using
Crouch’s five questions.
3. Crouch says that an “artifact” does not become culture until it is shared. Why?
4. What is cultural power and how does it work?
5. What are spheres and scales of culture, and why are these two concepts important?
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Lesson 3
Foundations Module 1
Christians & Culture
6. What is Crouch’s critique of “worldview thinking”? Does this contradict our earlier discussions
on the importance of worldview? Why or why not?
7. Why does Crouch say that the only way to change culture is to create more of it (see Chapter 4)?
Do you agree or disagree? Why or why not?
8. Briefly explain the four strategies for changing the world that Crouch describes (see Chapters 4
and 5).
9. What is the difference between cultivating and creating? Why is each important?
10. What is the difference between a gesture and a posture? Why is this distinction important?
12
Foundations Module 1
Lesson 3
Christians & Culture
Notes:
13
Lesson 4
Foundations Module 1
The Gospel & Non-Western Thinking, Part One
It can be difficult to see where our worldview is shaped more by our culture than by the Scriptures. For
those of us who grew up in a Western culture, there are many things that we take for granted about the
world, human behavior, and the Bible. Some of these assumptions are biblically grounded, but many
flow from the Western mindset. The Western world is a predominantly guilt-based culture. In this
lesson, you will read about fear-based cultures and shame-based cultures and how they work. In the
next lesson, you will read about other non-Western ways of thinking.
Objectives:
1. To be able to articulate the basic characteristics of guilt-based culture, fear-based cultures, and
shame-based cultures.
2. To understand some of the ways in which these three ways of viewing the world affect our
understanding of the gospel.
Reading:
Muller, Honor & Shame
11-13
Introduction
15-21
Chapter One – The Eden Effect
22-26
Chapter Two – Guilt-Based Culture
27-34
Chapter Three – The Roman Connection
35-40
Chapter Four – The Legal Model of Salvation
41-45
Chapter Five – Fear-Based Cultures
46-55
Chapter Six – Shame-Based Cultures
56-68
Chapter Seven – Honor & Shame in the Bible
69-78
Chapter Eight – Clash of Worldviews
79-87
Chapter Nine – Islam & Shame
88-99
Chapter Ten – Islam & Honor
100-107
Chapter Eleven – The Threefold Message of Salvation
108-111
Chapter Twelve – The Continuing Story
14
Foundations Module 1
Lesson 4
The Gospel & Non-Western Thinking, Part One
Study Questions:
1. What are some of the main characteristics of guilt-based cultures?
2. How does our guilt-based culture affect the way we view the gospel?
3. What are some of the main characteristics of fear-based cultures?
15
Lesson 4
Foundations Module 1
The Gospel & Non-Western Thinking, Part One
4. What are some of the main characteristics of shame-based cultures?
5. In what ways do shame and honor shape Muslim culture?
6. How might a better understanding of shame and honor affect our view of the gospel?
16
Foundations Module 1
Lesson 4
The Gospel & Non-Western Thinking, Part One
Notes:
17
Lesson 5
Foundations Module 1
The Gospel & Non-Western Thinking, Part Two
It can be difficult to see where our worldview is shaped more by our culture than by the Scriptures. For
those of us who grew up in a Western culture, there are many things that we take for granted about the
world, human behavior, and the Bible. Some of these assumptions are biblically grounded, but many
flow from the Western mindset. In this lesson, you will read about “dyadic” or group-based cultures, the
importance of “contextualization” for effectively communicating the gospel, and accurately addressing
spiritual matters in other cultures.
Objectives:
1. To be able to articulate the differences between individualistic and “dyadic” cultures.
2. To develop a Christian approach to addressing spiritual realities in other cultures.
3. To understand the importance of contextualizing the gospel for effectively communicating the
gospel.
Reading:
The Bible: Galatians
Chapters 1-6
Foundations Module 1 Supplemental Reader
3-13
Russell: “Getting Fitted with Mediterranean Glasses”
14-22
Givens: “The Role of the Church in Salvation”
Winter, ed. Perspectives on the World Christian Movement
400-406
Chapter 64 – Culture, Worldview, & Contextualization (Charles Kraft) (Ch. 55 in
3rd edition)
430-436
Chapter 69 – Redemptive Analogy (Don Richardson) (Ch. 57 in 3rd edition)
423-424
Chapter 67 – Clean & Dirty: Cross-Cultural Misunderstandings in India (Paul
Hiebert) (Pages 23-25 in the Module 1 Supplemental Reader)
407-414
Chapter 65 – The Flaw of the Excluded Middle (Paul Hiebert) (Ch. 60 in 3rd
edition)
18
Foundations Module 1
Lesson 5
The Gospel & Non-Western Thinking, Part Two
Study Questions:
1. Contrast “dyadic thinking” with the individualism of the Western world.
2. Give a scenario in which dyadic thinking would cause a person to think and act differently than
individualistic thinking.
3. In his article, “The Role of the Church in Salvation,” what does Givens mean by “Salvation Plan
A” and “Salvation Plan B”?
4. How should an understanding of “Salvation Plan B” affect our view of the church?
5. What is contextualization and why is it important?
19
Lesson 5
Foundations Module 1
The Gospel & Non-Western Thinking, Part Two
6. What is syncretism and why is it dangerous?
7. What is a redemptive analogy?
8. Hiebert describes the vastly different views of “clean” and “dirty” in India and America. As
ministers of the gospel, how should we approach such cultural differences?
9. What is the excluded middle?
10. As Christians, how should we think about and address issues in the excluded middle?
20
Foundations Module 1
Lesson 5
The Gospel & Non-Western Thinking, Part Two
Notes:
21
Lesson 6
Foundations Module 1
Creation & Fall
Before we can begin studying human history, we need at least a basic knowledge of how the world
began. Where do we come from? Why are we here? These are important questions that every society
throughout history has had to wrestle with. We will find many different answers to these questions in
the lessons ahead, but for now we will focus on the biblical account of where we come from and why
we’re here. In this lesson, you will read about the creation of the world and the fall of man, and wrestle
with the implications of these important concepts.
Objectives:
1. To be able to describe the Bible’s account of the creation of the world and explain the implications
of creation for understanding the world and humanity.
2. To be able to describe the Bible’s account of the fall of man and explain the implications of the fall
for understanding the present state of the world and humanity.
Reading:
The Bible: Genesis
Chapters 1-3
Bartholomew & Goheen, The Drama of Scripture
11-14
Preface
15-27
Prologue
29-40
Act I—God Establishes His Kingdom: Creation
Plantinga, Engaging God’s World
19-44
Chapter 2: Creation
Crouch, Culture Making
101-117
Chapter 6: The Garden & the City
Bartholomew & Goheen, The Drama of Scripture
41-45
Act II—Rebellion in the Kingdom—Fall
Plantinga, Engaging God’s World
47-68
Chapter 3: Fall
22
Foundations Module 1
Lesson 6
Creation & Fall
Study Questions:
1. Why is the concept of story important for understanding our lives and the Bible?
2. Goheen and Bartholomew ask the question, “Does it really make any difference whether we use
the modern Western story as the basis from which to understand the scriptural story or whether
we try to understand the Western story from within the biblical story?”(20). How would you
answer this question? Why?
3. How does the biblical creation account help us understand the world we live in?
4. Plantinga says, “’Image’ is a verb as well as a noun. It’s something we do as well as something we
have” (34). How do we image God (in the verb sense)?
23
Lesson 6
Foundations Module 1
Creation & Fall
5. Briefly describe the eight implications of the doctrine of creation listed by Plantinga (see pages
34-41).
6. Give some implications from Genesis 1 and 2 that address our responsibility to create culture.
7. List at least five results of the fall and briefly describe why each is significant for understanding
the world we live in.
8. Crouch says that culture is “the first place where the inward alienation from God finds its
outward expression” (114). What does he mean by this?
24
Foundations Module 1
Lesson 6
Creation & Fall
Notes:
25
Lesson 7
Foundations Module 1
Ancient Civilizations
With this lesson we move beyond the origins of the world and take a sweeping look at the earliest
civilizations. The reading covers a lot of ground, but you will get a feel for the big picture of ancient
history. Much of what we know about the ancient world is based on fragments and incomplete insights,
but we can gain an understanding of how a variety of civilizations lived and what they believed. You
will also read two of the oldest literary works we possess: the Epic of Gilgamesh and the Code of
Hammurabi.
Objectives:
1. To develop a broad and basic understanding of how ancient civilizations lived and what they
believed.
2. To be able to effectively interact with competing stories about the origins of the world and
biblical history.
Reading:
Roberts, A Short History of the World
35-61
Chapter 2: The Earliest Civilizations, Part I (you will read the rest of this chapter
later)
78-95
Chapter 3: Foundations of Our World, Part I (you will read the rest of this chapter
later)
NOTE: You will be covering a lot of ground in this book. Don’t worry about the details, try to get
a feel for the big picture.
The Bible: Genesis
Chapters 6 – 9:17
Lawall, ed., The Norton Anthology of Western Literature
15-18
Introduction to Gilgamesh
26-34
Gilgamesh (translated by Stephen Mitchell—you can read the other translation
instead, but this translation is recommended)
Foundations Module 1 Supplemental Reader
26-32
Hammurabi’s Code
(Read the section about Hammurabi, the Prologue, and skim the laws included in
the article. You are not required to read the Epilogue)
O’Brien, ed., Atlas of World History
28-29
The First Civilizations: Mesopotamia and the Indus Region 4000-1800 BC
30
The First Civilizations: Egypt 3500-2180BC (don't read the sections on China yet)
36-37
The Mediterranean and the Gulf Region 2000-1000 BC
26
Foundations Module 1
Lesson 7
Ancient Civilizations
Study Questions:
1. The first chapter of Roberts’ book (you won’t be reading it for this lesson) gives a detailed
description of how he thinks humanity evolved from lower animals. How might this
evolutionary bias affect his approach to history?
2. As you read through the assigned pages from A Short History of the World, write down at least ten
observations about ancient civilizations that stood out to you as interesting. Be ready to share
with the class why you thought these observations were interesting.
3. Briefly describe the religious beliefs prevalent in ancient Mesopotamia. (See pages 43-44.)
4. Briefly describe the religious beliefs of ancient Egypt. (See pages 54-55.)
27
Lesson 7
Foundations Module 1
Ancient Civilizations
5. How does Roberts explain Egypt’s eventual decline? (See pages 59-61.)
6. Roberts gives a secular perspective on Old Testament history (see pages 90-95). As Christians,
how should we think about and respond to such retellings of biblical history?
7. Describe some of the similarities and differences between the Gilgamesh flood narrative and the
biblical flood narrative.
8. How would you explain the existence of extra-biblical flood narratives like Gilgamesh? Does it
make you question the truthfulness of the biblical account? Why or why not?
9. What stands out to you from reading Hammurabi’s code?
28
Foundations Module 1
Lesson 7
Ancient Civilizations
Notes:
29
Lesson 8
Foundations Module 1
God’s Holy Nation
Though God’s original intentions for creation were marred by the Fall, God did not abandon the world
he created. Instead, he initiated a plan of redemption. In this lesson, you will study the biblical account
of one man, Abraham, and the covenant that God made with him to bless the world through his
descendants. In fulfilling his covenant to Abraham, God made him into a great nation. This lesson covers
the big picture of the rise, glory, and exile of the nation of Israel.
Objectives:
1. To understand the flow of Old Testament history.
2. To be able to trace God’s plan of redemption as it works itself out through the nation of Israel.
3. To be able to articulate the significance of major Old Testament themes.
Reading:
Bartholomew & Goheen, The Drama of Scripture
47-112
Act III – The King Chooses Israel: Redemption Initiated
Crouch, Culture Making
121-133
Chapter 7 – The Least of the Nations
30
Foundations Module 1
Lesson 8
God’s Holy Nation
Study Questions:
1. What examples do we find early in the biblical story of people using culture against God rather
than for him?
2. What role does culture play in Israel’s calling to be a light to the nations?
3. What was the purpose of God’s covenant with Abraham, and why is it important?
4. For what purpose did God choose Israel?
31
Lesson 8
Foundations Module 1
God’s Holy Nation
5. Describe the covenant that God made with Israel on Mount Sinai.
6. What was the purpose of the Law in the Old Testament?
7. Why did Israel end up in exile?
8. The Old Testament ends on a hopeful note. What hope do the prophets give?
32
Foundations Module 1
Lesson 8
God’s Holy Nation
Notes:
33
Lesson 9
Foundations Module 1
Animism, Part One
Animists believe that there are spiritual forces and beings that permeate and give life to (animate) the
physical world around us. The central beliefs of Animism have been around for a long time. Not only
has Animism itself been a major force in world history, but animistic beliefs are easily syncretized with
almost any major world religion. Mixing these religions with Animism has created a “folk” version of
many major religions. In this lesson, you will learn about the beliefs and practices of Animism. You will
also begin reading a story about a South American shaman and his experience with the spirit world.
Objectives:
1. To be able to articulate the major beliefs and practices of Animism.
2. To understand the permeating influence of Animism’s beliefs across a wide variety of religious
traditions.
Reading:
Halverson, ed., The Compact Guide to World Religions
37-53
Animism (pages 31-47 in The Illustrated Guide to World Religions)
Ritchie, Spirit of the Rainforest
7-9
Introduction to the 2nd Edition
12-18
Prologue: A Long Story Goes Before Every Fight
21-89
The Beginning: Split Truth (Chapters 1-5)
NOTE: This book contains a glossary, legend of characters and locations, and family
relationships chart, all of which are located at the back of the book. These resources may be
helpful in keeping track of Yanomamo terms and characters’ identities.
34
Foundations Module 1
Lesson 9
Animism, Part One
Study Questions:
1. Describe the beliefs and practices of animists.
2. What are some similarities between Animism and Christianity?
3. What are some differences between Animism and Christianity?
4. Describe Jungleman’s journey to becoming a shaman.
5. Describe the brutal lifestyle of the Yanomamo.
35
Lesson 9
Foundations Module 1
Animism, Part One
6. What do Jungleman and the other shamans mean by the phrase, “My spirits came into the
shabono in my chest”?
7. How does Jungleman describe the spirits?
8. What role does fear play in Yanomamo culture?
9. Do the spirits help the Yanomamo or hurt them?
10. At the end of part one, what keeps the shamans from throwing out their spirits?
36
Foundations Module 1
Lesson 9
Animism, Part One
Notes:
37
Lesson 10
Foundations Module 1
Animism, Part Two
Animists believe that there are spiritual forces and beings that permeate and give life to (animate) the
physical world around us. The central beliefs of Animism have been around for a long time. Not only
has Animism itself been a major force in world history, but animistic beliefs are easily syncretized with
almost any major world religion. Mixing these religions with Animism has created a “folk” version of
many major religions. In this lesson, you will finish reading Spirit of the Rainforest and discuss questions
that the story raises.
Objectives:
1. To be able to articulate the major beliefs and practices of Animism.
2. To understand the permeating influence of Animism’s beliefs across a wide variety of religious
traditions.
3. To think through the dangers and responsibility of addressing a culture’s belief system and
practices.
Reading:
Ritchie, Spirit of the Rainforest
93-172
The Middle: Doesn’t-Grab-Women (Chapters 6-10)
175-232
The End: Nobody’s That Stupid (Chapters 11-14)
233-238
Epilogue: Be Good to Her
239-252
Chapter 16 – Author’s Addendum: So Many of Them Are Dead
NOTE: This book contains a glossary, legend of characters and locations, and family
relationships chart, all of which are located at the back of the book. These resources may be
helpful in keeping track of Yanomamo terms and characters’ identities.
38
Foundations Module 1
Lesson 10
Animism, Part Two
Study Questions:
1. Describe the encounters between the spirits and Yai Pada.
2. How do the Yanomamo change when they begin following Yai Pada?
3. What do the Yanomamo dislike about anthropologists like Irritating Bee and A.H.?
4. Why do the Yanomamo want to change their ways?
39
Lesson 10
Foundations Module 1
Animism, Part Two
5. What redemptive analogies (see Richardson, “Redemptive Analogy” in the Perspective’s Reader
that you read for Lesson 5) were present in Yanomamo culture?
6. Describe the conversion experience of either Shoefoot (see pages 215-216) or Jungleman (see
pages 227-228).
7. The book often highlights the tension between the Yanomamo, the missionaries, and the
anthropologists. How do the anthropologists describe the Yanomamo, and what problem do they
have with the missionaries?
8. As Shoefoot and Ritchie talk to anthropologists in the United States, what problem do they have
with most of their theories concerning the Yanomamo (see the Author’s Addendum)?
40
Foundations Module 1
Lesson 10
Animism, Part Two
Notes:
41
Lesson 11
Foundations Module 1
Hinduism & Buddhism
Hinduism and Buddhism are two of the oldest and most influential religions in the world. Buddhism
came later than Hinduism and draws on many of its central beliefs. While the two religions have many
significant differences and should not be confused with one another, they can be usefully considered
under the label “Eastern Pantheistic Monism.” In this lesson, you will read about these two religions and
consider the similarities and differences between the two. Eastern thinking is vastly different than
Western thinking, and is notoriously difficult for a Westerner to understand. James Sire says, “It is
painfully difficult to grasp the Eastern worldview even when one has some idea that it demands a mode
of thought different from the West” (The Universe Next Door, 164). Though it is difficult to understand, it
is important to understand these religions because of their prevalence in the East and because Eastern
thinking has been gaining popularity in the West.
Objectives:
1. To be able to articulate the basic beliefs of Hinduism and Buddhism.
2. To gain a familiarity with Eastern ways of thinking.
3. To be able to explain the growing influence of Eastern thinking in the Western world.
Reading:
Roberts, A Short History of the World
61-75
Chapter 2 – The Earliest Civilizations, Part 2
Halverson, ed., The Compact Guide to World Religions
87-102
Hinduism (pages 85-101 in the Illustrated Guide to World Religions)
54-69
Buddhism (pages 49-64 in the Illustrated Guide to World Religions)
Sire, The Universe Next Door
144-165
Chapter Seven – Journey to the East: Eastern Pantheistic Monism
Solomon & Higgins, A Short History of Philosophy
84-91
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 2
O’Brien, ed., Atlas of World History
46-47
First Empires in India 600 BC – AD 500
48-49
First Empires in China 1100 BC – AD 220
50-51
Peoples of Central Asia 6000 BC – AD 500
42
Foundations Module 1
Lesson 11
Hinduism & Buddhism
Study Questions:
1. What is the caste system in India and how did it originate?
2. How has Hinduism developed since its origins in 1500 B.C.?
3. Describe the basic beliefs of Hinduism.
4. What are the differences between Mahayana Buddhism, Theravada Buddhism, and Vajrayana (or
Tantric) Buddhism?
5. What are the Four Noble Truths of Buddhism?
43
Lesson 11
Foundations Module 1
Hinduism & Buddhism
6. What is nirvana and what role does it play in Buddhism?
7. What is meant by the phrase “Atman is Brahman” (see The Universe Next Door)?
8. How does Eastern Pantheistic Monism view each of the following: (a) consciousness, (b)
personality, (c) knowledge, (d) good and evil, and (e) time (see The Universe Next Door)?
9. What is the difference between Hinduism and Buddhism?
10. Why has Eastern thinking been gaining more influence in the West in recent years?
44
Foundations Module 1
Lesson 11
Hinduism & Buddhism
Notes:
45
Lesson 12
Foundations Module 1
Confucianism, Shinto, & Daoism
Though Confucianism, Shinto, and Daoism (sometimes referred to as “Taoism”) have significant
differences, they are major Eastern systems of thought. A familiarity with these three systems is essential
for understanding Asian cultures. All three philosophies began centuries before the time of Christ and
have had an enduring impact on the East. Eastern religions have also been growing in popularity in the
West. To an increasing degree, Eastern religions and philosophies are becoming a major force in shaping
our developing world.
Objectives:
1. To be able to articulate the basic beliefs of Confucianism, Shinto, and Daoism.
2. To gain a familiarity with Eastern ways of thinking.
3. To be able to explain the growing influence of Eastern thinking in the Western world.
Reading:
Roberts, A Short History of the World
75-77
Chapter 2 – The Earliest Civilizations, Part 3
Halverson, ed., The Compact Guide to World Religions
70-86
Confucianism (pages 66-82 in the Illustrated Guide to World Religions)
198-215
Shinto (pages 211-226 in the Illustrated Guide to World Religions)
216-234
Taoism (pages 229-245 in the Illustrated Guide to World Religions)
Solomon & Higgins, A Short History of Philosophy
79-84
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 1
91-100
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 3
O’Brien, ed., Atlas of World History
44-45
The Birth of World Religions 1500 BC – AD 600
48-49
First Empires in China 100 BC - AD 220
50-51
Peoples of Central Asia 6000 BC - AD 500
46
Foundations Module 1
Lesson 12
Confucianism, Shinto, & Daoism
Study Questions:
1. Who was Confucius and what was he trying to accomplish?
2. In the Illustrated Guide to World Religions, Thomas Leung writes, “Confucianism is not a formal
religion in the conventional sense” (66). If Confucianism is not a religion, then what is it?
3. What is jen and why did Confucius think it was important?
4. What is the central concern of Confucianism?
5. Describe the practice and development of reverence for ancestors and ancestor worship among
the Chinese people.
47
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Confucianism, Shinto, & Daoism
6. Describe the beliefs and practices of Shinto.
7. What factors tend to make the Japanese resistant to Christianity?
8. Why did Lao Tzu think that Confucius was responsible for the chaos in China? What was Lao
Tzu’s solution? (See the chapter on Taoism).
9. Halverson says that “religious Taoism” could more appropriately be called “magical Taoism.”
Why?
10. Describe the beliefs and practices of Daoism.
48
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Lesson 12
Confucianism, Shinto, & Daoism
Notes:
49
Lesson 13
Foundations Module 1
Greek Culture & Religion, Part One
In this lesson, we shift from the East to the West. More than other ancient cultures, the Greeks have
shaped the thinking and culture of the Western world. Many of the things that we take for granted were
formed or transformed by the Greeks (philosophy, arithmetic, art, drama, literature, politics, etc.) In this
lesson you will read about changes in the Mediterranean world leading up to the prominence of Greece.
You will also read section from Homer’s Iliad and Hesiod’s Theogony.
Objectives:
1. To be able to describe the culture, beliefs, and thinking of the ancient Greeks.
2. To be able to explain why Greek culture has had such a significant impact on the Western world.
3. To become familiar with the gods as presented in Greek literature.
Reading:
Roberts, A Short History of the World
95-123
Chapter 3 – Foundations of Our World, Part 2
Lawall, ed., The Norton Anthology of Western Literature, Volume I
100-106
Introduction to Homer
107-122
The Iliad, Book I [The Rage of Achilles]
785
Introduction to Hesiod
786-792
From Theogony
O’Brien, ed., Atlas of World History
38-39
Empires and Traders 1200-600 BC
40-41
Classical Greece 750-400 BC
50
Foundations Module 1
Lesson 13
Greek Culture & Religion, Part One
Study Questions:
1. Describe the Assyrian Empire’s military victories in the 8th and 7th centuries b.c. What tactics did
they employ and why were they successful? Why did the Assyrian Empire finally fall?
2. Compare and contrast the Persian Empire with the Assyrian and Babylonian empires that
preceded it. In what ways was it similar to them and in what ways was it different?
3. What is a “polis” and how did it shape Greek life?
4. Give a brief synopsis of both The Iliad and The Odyssey (see Lawall, ed., 100-105).
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Greek Culture & Religion, Part One
5. According to Roberts, what role did the Iliad and Odyssey play in Greek culture? Why?
6. How are the gods portrayed in “The Rage of Achilles”? What role do they play in the story?
(Give specific examples from the text to support your answer.)
7.
Describe two or three of the major conflicts described in Theogony. (Be sure to include the parties
involved in the conflict and the final outcome of the conflict.) What might Theogony teach us
about the Greek’s understanding of conflict in general?
8. According to Roberts, what made Greek thought and culture unique in its historical context?
52
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Lesson 13
Greek Culture & Religion, Part One
Notes:
53
Lesson 14
Foundations Module 1
Greek Culture & Religion, Part Two
In this lesson, we continue to study Greek culture and religion. You will read excerpts from Herodotus’
Histories and Ovid’s Metamorphoses.
Objectives:
1. To be able to describe the culture, beliefs, and thinking of the ancient Greeks.
2. To be able to explain why Greek culture has had such a significant impact on the Western world.
3. To become familiar with the gods as presented in Greek literature.
Reading:
Lawall, ed., The Norton Anthology of Western Literature, Volume I
792
Introduction to Herodotus
794-801
The Histories, Book I: Croesus & Solon
801-803
The Histories, Book III: The Ring of Polycrats
803
The Histories, Book VII: Xerxes Punishes the Hellespont
1023-1026
Introduction to Ovid
1027
Metamorphoses, Book I: Proem
1027-1029
Metamorphoses, Book I: Creation
1029-1033
Metamorphoses, Book I: Apollo and Daphne
1033-1038
Metamorphoses, Book I: Jove and Io
1038-1039
Metamorphoses, Book II: Jove and Europa
1049-1053
Metamorphoses, Book IX: Iphis and Isis
1053-1059
Metamorphoses, Book X: Pygmalion
1059-1064
Metamorphoses, Book X: Venus and Adonis
O’Brien, ed., Atlas of World History
52-53
Eurasian Trade 150 BC - AD 500
54
Foundations Module 1
Lesson 14
Greek Culture & Religion, Part Two
Study Questions:
1. Who was Herodotus and what contribution did he make to Greek culture?
2. Explain Solon’s understanding of the fortunate man. Why must we wait until a man dies before
we can call him happy? Do you agree with Solon’s line of reasoning? Explain.
3. What insights does Croesus and Solon give us into the worldview of the Greeks in Herodotus’
day? What was valued? What was looked down upon?
4. Why does Amasis end his alliance with Polycrates in The Ring of Polycrates? What does Amasis’
line of reasoning say about his worldview?
55
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Greek Culture & Religion, Part Two
5. What is significant about the transformations (metamorphoses) in each of Ovid’s stories? Who is
changed into what and why?
6. Describe the gods as they are portrayed in Ovid’s Metamorphoses. (You don’t need to describe
each individual god, just describe the way the gods are portrayed overall—their attributes,
actions, etc.)
7. Though Ovid’s Metamorphoses are not about Greek culture per se, art tends to reflect life and life
tends to reflect art. What do the Metamorphoses reveal about the way the Greeks thought and
lived?
56
Foundations Module 1
Lesson 14
Greek Culture & Religion, Part Two
Notes:
57
Lesson 15
Foundations Module 1
The Earliest Philosophers
Philosophy is as old as the human race. Throughout history we have wrestled with the ultimate
questions of our existence and come to vastly different conclusions. This lesson explores some of the
earliest philosophic enquiries that we know about, tracing the development of philosophy from its
origins in a number of cultural and religious backgrounds to the beginnings of its “glory days” in ancient
Greece.
Objectives:
1. To appreciate the broad range of philosophic thought from the beginning of history to the days of
ancient Greece.
2. To think through the interaction between philosophy, science, religion, and mythology.
3. To be able to describe the basic assumptions of atomist philosophy.
Reading:
Solomon & Higgins, A Short History of Philosophy
1-43
Part One - The Search for World Order: Ancient Philosophy, Part One
Nash, Life’s Ultimate Questions
37-57
Chapter 2 – Naturalism
58
Foundations Module 1
Lesson 15
The Earliest Philosophers
Study Questions:
1. Did the Greeks actually believe in their gods? What impact did mythology have on Greek
philosophy?
2. How do (or how should) philosophy, science, religion, and mythology interact with one another?
3. What are some explanations for the origins of the world (cosmogonies) proposed by people in the
ancient world?
4. Much of ancient philosophy focused on the essence or basic makeup of the cosmos. Describe
some of the theories proposed.
5. Who were the Sophists and what role did they play in Greek philosophy?
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The Earliest Philosophers
6. Describe the Naturalism of Democritus.
7. How did Epicurus “fix” the difficulties of atomism? What new problems did his solution create?
8. What was the atomists’ view of humanity? What is problematic about this view?
9. Explain C. S. Lewis’ argument against Naturalism (see Nash, pages 52-54).
10. Explain Richard Taylor’s argument against Naturalism (see Nash, pages 54-57).
60
Foundations Module 1
Lesson 15
The Earliest Philosophers
Notes:
61
Lesson 16
Foundations Module 1
Greek Philosophy: Socrates & Plato
Two of the most prominent names in philosophy are Socrates and Plato. Though Socrates did not leave
us any of his own writing, he had a profound impact on Greek philosophy, and on Western culture in
general. Much of his teaching has been preserved by his student, Plato. Plato’s own impact is highlighted
by the often repeated statement that Western philosophy is nothing more than a series of footnotes to
Plato. This is certainly an overstatement, but Plato stands out as a giant in the history of philosophy. In
this lesson, you will read about the impact of these two ancient philosophers. You will also read
Socrates’ speech of defense before the Athenian Council (as recorded by Plato) and sections of Plato’s
Republic.
Objectives:
1. To be able to explain the impact of Socrates and Plato on philosophy and Western culture.
2. To be familiar with the major teachings of Socrates and Plato.
Reading:
Solomon & Higgins, A Short History of Philosophy
43-49
Part One - The Search for World Order: Ancient Philosophy, Part Two
Lawall, ed., The Norton Anthology of Western Literature
756-779
Plato, The Apology of Socrates
Solomon & Higgins, A Short History of Philosophy
49-56
Part One - The Search for World Order: Ancient Philosophy, Part Three
Nash, Life’s Ultimate Questions
53-94
Chapter 3 – Plato
Lawall, ed., The Norton Anthology of Western Literature
816-824
Plato, from The Republic: Books 6 & 7 – The Sun, The Divided Line, & the Cave
62
Foundations Module 1
Lesson 16
Greek Philosophy: Socrates & Plato
Study Questions:
1. Why was Socrates such an important figure in the Greek world and in the history of philosophy?
2. According to The Apology of Socrates, what makes Socrates the wisest man on earth?
3. In his “apology,” how does Socrates describe his responsibility to the city of Athens and his
fellow Greek citizens?
4. Describe Plato’s view of the ideal city-state (republic).
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Greek Philosophy: Socrates & Plato
5. Describe Plato’s dualism.
6. Explain Plato’s theory of the Forms.
7. According to Plato, how do human beings acquire genuine knowledge?
8. What was Plato’s view of God (or the gods)?
64
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Lesson 16
Greek Philosophy: Socrates & Plato
Notes:
65
Lesson 17
Foundations Module 1
Greek Philosophy: Aristotle
In the previous lesson, we looked at the impact of Socrates and his student, Plato. While Plato’s writings
have been very influential, his contribution to Western philosophy and civilization increased
dramatically through his greatest student, Aristotle. But while Plato’s influence is evident in Aristotle’s
philosophy, Aristotle’s views often differ greatly from those of his teacher. Whereas Plato emphasized
universals (forms existing in a heavenly world), Aristotle emphasized particulars (the individual things
in this world). In this lesson, you will study the philosophy of Aristotle and his impact on Western
thinking in an amazingly broad variety of disciplines. You will also read selections from some of his
writings.
Objectives:
1. To be able to explain the impact of Aristotle on philosophy and Western culture.
2. To be familiar with the major teachings of Aristotle.
Reading:
Solomon & Higgins, A Short History of Philosophy
56-68
Part One - The Search for World Order: Ancient Philosophy, Part Four
Nash, Life’s Ultimate Questions
96-121
Chapter 4 – Aristotle
Lawall, ed., The Norton Anthology of Western Literature
825-826
Introduction to Aristotle
826-827
From Physics: Book 2
827-828
From Metaphysics: Book 12
828-834
From On the Soul: Book 1, Book 2, and Book 3
Foundations Module 1 Supplemental Reader
33-41
Aristotle: Nicomachean Ethics, Book I
66
Foundations Module 1
Lesson 17
Greek Philosophy: Aristotle
Study Questions:
1. How did Aristotle’s views differ from Plato’s?
2. How did Aristotle reverse Plato’s dualism?
3. Explain Aristotle’s four types of “cause.” Consider the following scenario: You are writing down
answers to study questions. Identify each of Aristotle’s four types of causes in this scenario.
4. Why do “experts” today reject all of Aristotle’s causes except the “efficient” cause?
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Greek Philosophy: Aristotle
5. According to Aristotle, what is the distinction between form and matter?
6. Describe Aristotle’s view of God.
7. Based on the sections you read from Book I of Aristotle’s Nicomachean Ethics, what is “the good at
which all things aim” and how does one achieve this?
8. According to Aristotle, what is happiness, or the “good life”?
9. How does Aristotle’s distinction between essential and non-essential (accidental) properties help
explain the Incarnation (the fact that Jesus was fully God and fully human) (see Nash, pages 118121)?
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Foundations Module 1
Lesson 17
Greek Philosophy: Aristotle
Notes:
69
Lesson 18
Foundations Module 1
Alexander the Great, Hellenization, & the Rise of
the Roman Empire
Though Greek thought and culture have had a profound effect on the Western world, the Greek Empire itself was
not to last forever. In a strange twist, it was through being conquered that the Greek world spread its influence.
Socrates had taught Plato, who in turn taught Aristotle, who in turn taught the soon-to-be conqueror of an
incredible portion of the known world, Alexander the Great. Alexander viewed himself as a Greek (he was
Macedonian), and he and his successors spread Greek thought and culture throughout the territories they
conquered. Later, the Roman Empire would also claim a connection to ancient Greece as their power and influence
spread. This process of spreading Greek culture is known as Hellenization. In this lesson, you will read about some
major developments in ancient history and learn about the persistent power of the Greeks to influence even those
who conquered them in battle. You will also assess the philosophies of Epicureanism, Stoicism, and Skepticism and
the moral implications of these systems as presented by Lucretius and Seneca.
Objectives:
1.
2.
3.
4.
To develop a basic understanding of Alexander the Great’s military conquests.
To develop a basic understanding of Rome’s rise to power.
To be able to explain the concept of Hellenization and its impact on the Western world.
To understand and assess Epicureanism, Stoicism, and Skepticism as well as the moral implications of
these philosophical systems.
Reading:
Roberts, A Short History of the World
124-142
Chapter 4 – The Roman World, Part 1
Foundations Module 1 Supplemental Reader
42-49
Russell: “The Political Landscape & Jewish Messianism,” Part 1
56-64
Russell: “The Effect of Hellenistic Culture on Jewish Life”
Solomon & Higgins, A Short History of Philosophy
68-77
Part One – The Search for World Order: Ancient Philosophy, Part Five
111-114
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part Five
Lawall, ed., The Norton Anthology of Western Literature, Volume I
836-837
Introduction to Lucretius
838-840
From Book I: Introduction to the Poem
844-845
From Book III: The Mortality of the Soul
845-847
From Book III: Death Is Not to Be Feared
847-848
From Book V: The Origin of Religion
848-850
Introduction to Seneca
850-855
From Book I: The Horrors of Anger, Is Anger Natural?, Can Anger Be Useful or Controlled?, The
Use of Anger in War & in Peacetime, Anger & the Greatness of the Mind
855
From Book III: Greatness of Mind Is Free from Disturbance
Schaeffer, How Should We Then Live?
19-29
Chapter 1 – Ancient Rome
O’Brien, ed., Atlas of World History
42-43
The Archaemenid and Hellenistic World 600-30 BC
54-55
The Roman Empire 500 BC - AD 400
70
Foundations Module 1
Lesson 18
Alexander the Great, Hellenization, & the Rise of
the Roman Empire
Study Questions:
1. How were Philip II of Macedon and his son, Alexander the Great, able to conquer so much of the
world?
2. How did Greek culture spread (a process known as “Hellenization”) and what impact did this
have?
3. Describe Epicureanism, Stoicism, and Skepticism in the later Greek and early Roman empires.
4. What made the Roman Empire so powerful and influential?
5. Ptolemy II had the Old Testament translated into Greek (a translation known as the Septuagint,
or the LXX—both meaning “seventy”). Why was the Old Testament translated into Greek, and
what impact did the Septuagint have?
71
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Alexander the Great, Hellenization, & the Rise of
the Roman Empire
6. How did Greek thinking and the Hebrew Scriptures combine in the philosophy of Philo?
7. How does Lucretius explain religion, what affect has it had on humanity, and how does he
advise his readers to live?
8. Briefly describe Seneca’s teaching on anger. What basis or standard does Seneca use in
developing his moral convictions?
9. Schaeffer said that the Romans (like the Greeks before them) “had no sufficient reference point
intellectually” (21). What does he mean by this and why is it important?
10. What factors inherent in the Roman Empire eventually led to its decay?
72
Foundations Module 1
Lesson 18
Alexander the Great, Hellenization, & the Rise of
the Roman Empire
Notes:
73
Lesson 19
Foundations Module 1
Messianic Expectations & Jewish Sects
As we turn the page from the end of the Old Testament to the beginning of the New Testament, we find
that the world has changed significantly. All of the sudden (or so it seems), the world is dominated by
the Roman Empire. The Jews are meeting in synagogues, which did not exist in the Old Testament, and
they seem to be divided into groups that we have not yet encountered (such as the Pharisees and
Sadducees). While the Jews wait expectantly for their Messiah (or Christ), the New Testament opens
with the bold proclamation that the kingdom of God has arrived. In this lesson, you will read about
Jewish expectations about the coming Messiah and the changes he would bring. In addition, you will
learn about the political and religious scene that Jesus entered when he came to earth.
Objectives:
1. To develop an understanding of the political and religious scene at the time of Christ.
2. To be able to explain the major distinctions between the Jewish sects.
3. To understand the Jews’ expectations about the coming Messiah and the changes he would bring.
Reading:
Bartholomew & Goheen, The Drama of Scripture
113-127
Interlude – A Kingdom Story Waiting for an Ending: The Intertestamental Period
Foundations Module 1 Supplemental Reader
65-73
Josephus: “Jewish Sects”
49-55
Russell: “The Political Landscape & Jewish Messianism,” Part 2
Halverson, ed., The Compact Guide to World Religions
121-143
Judaism & the Jewish People (pages 125-152 in the Illustrated Guide to World
Religions)
74
Foundations Module 1
Lesson 19
Messianic Expectations & Jewish Sects
Study Questions:
1. Did the Jews believe that their exile had ended during the intertestamental period? Why or why
not?
2. What was the Maccabean revolt, what prompted it, and what impact did it have on the Jewish
community in the intertestamental period?
3. During the intertestamental period, what were the Jews hoping and waiting for?
4. How did that hope play out in each of the following Jewish sects: (a) the Pharisees, (b) the
Essenes, (c) the Sadducees, (d) the Zealots, and (e) the average Jew?
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Messianic Expectations & Jewish Sects
5. What details does Josephus give about the Jewish sects in the 1st century AD?
6. What were the Jewish expectations about the Messiah and the changes he would bring?
7. What are the basic beliefs and practices of modern Judaism?
8. Compare and contrast the three major branches of modern Judaism.
76
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Lesson 19
Messianic Expectations & Jewish Sects
Notes:
77
Lesson 20
Foundations Module 1
Jesus & the Kingdom of God, Part One
The first century AD was a time of political and religious turmoil. As the Jews watched for their long
awaited Messiah, they hoped for the day when they would throw off the reign of the Roman Empire.
When Jesus entered the world of first century Judaism, he made it clear that he was the Messiah and that
he was bringing the kingdom of God. Most of the Jews, however, refused to accept Jesus as their Messiah
because he did not look anything like the Messiah figure they had been expecting. In this lesson and the
next, you will read about Jesus’ life, death, and resurrection and discuss the significance of each of those
events for the course of history and for our lives as Christians. You will also read about the kingdom of
God and consider what makes this concept so important.
Objectives:
1. To understand the significance of Jesus’ life, death, and resurrection.
2. To be able to compare and contrast Jesus as the Messiah with the Messianic expectations of
various Jewish sects.
3. To be able to define the term “Kingdom of God” and explain its significance.
Reading:
Shelley, Church History in Plain Language
xv-xvii
Prologue
3-12
Away With the King: The Jesus Movement
Winter, ed. Perspectives on the World Christian Movement
83-95
Chapter 13 – The Gospel of the Kingdom (George Eldon Ladd) (Ch. 10 in the 3rd
edition)
Bartholomew & Goheen, The Drama of Scripture
129-170
Act Four – The Coming of the King: Redemption Accomplished
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Foundations Module 1
Lesson 20
Jesus & the Kingdom of God, Part One
Study Questions:
1. What reasons does Bruce Shelley give for studying church history? Do you find his reasons
compelling?
2. What motives did the Pharisees, Sadducees, and Pontius Pilate (as a representative of the Roman
Empire) have for opposing Jesus, and why did these very different groups work together to put
him to death?
3. What is the kingdom of God?
4. What is the biblical idea of “mystery,” and what is the “mystery of the kingdom”?
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Jesus & the Kingdom of God, Part One
5. In the previous lesson, you studied the Jewish sects and their diverse approaches to living as
faithful Jews. Compare Jesus’ approach to that of the Pharisees, Sadducees, Essenes, and Zealots.
6. What was the purpose and significance of Jesus’ miraculous works?
7. Both the Jews and the Romans viewed crucifixion as a humiliating defeat. Why did the early
church point to Jesus’ death on the cross as a victory?
8. Why is Jesus’ resurrection so significant?
80
Foundations Module 1
Lesson 20
Jesus & the Kingdom of God, Part One
Notes:
81
Lesson 21
Foundations Module 1
Jesus & the Kingdom of God, Part Two
The first century AD was a time of political and religious turmoil. As the Jews watched for their long
awaited Messiah, they hoped for the day when they would throw off the reign of the Roman Empire.
When Jesus entered the world of first century Judaism, he made it clear that he was the Messiah and that
he was bringing the kingdom of God. Most of the Jews, however, refused to accept Jesus as their Messiah
because he did not look anything like the Messiah figure they had been expecting. In this lesson, you will
continue reading about Jesus’ life, death, and resurrection and discuss the significance of each of those
events for the course of history and for our lives as Christians. You will also read about the kingdom of
God and consider what makes this concept so important.
Objectives:
1. To understand the significance of Jesus’ life, death, and resurrection.
2. To understand the concept of redemption and its source in Jesus Christ.
3. To be able to discuss Jesus’ earthly ministry and the implications it has for our ministry today.
Reading:
Plantinga, Engaging God’s World
69-100
Chapter 4 – Redemption
Crouch, Culture Making
134-146
Chapter 8 – Jesus as Culture Maker
Winter, ed. Perspectives on the World Christian Movement
96-97
Chapter 14 - Building for the Kingdom: Our Work Is Not in Vain (N.T. Wright)
(Pages 74-76 in the Module 1 Supplemental Reader)
98-99
Chapter 15 – The Kingdom of God in the Life of the World (Lesslie Newbigin)
(Pages 77-79 in the Module 1 Supplemental Reader)
100-108
Chapter 16 – God At War (Gregory Boyd) (Ch. 11 in the 3rd edition)
82
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Lesson 21
Jesus & the Kingdom of God, Part Two
Study Questions:
1. As Christians, we have been redeemed through Jesus’ death and resurrection. How should this
truth affect the way we think and live?
2. Plantinga says, “If all has been created good and all has been corrupted, then all must be
redeemed” (95). What would it look like for “all to be redeemed,” and will this redemption
happen now or in the future?
3. Why is it significant that Jesus was incarnated at a particular point in history, in the midst of a
particular community and culture?
4. How and why did Jesus change the culture of his day?
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Jesus & the Kingdom of God, Part Two
5. N.T. Wright says that through “building for the kingdom,” we are “accomplishing something
that will become in due course part of God’s new world” (97). What does Wright mean by this
statement, and what activities would he consider to be “building for the kingdom”?
6. N.T. Wright describes two extremes: triumphalism and defeatism. Describe each position and
explain the appropriate balance between them.
7. How should Jesus’ ministry on earth shape the way we view our mission in the world (see
Newbigin’s article)?
8. Greg Boyd talks about the kingdom of God warring against the kingdom of Satan. How did this
battle play out in the ministry of Jesus?
84
Foundations Module 1
Lesson 21
Jesus & the Kingdom of God, Part Two
Notes:
85
Lesson 22
Foundations Module 1
Jesus the Philosopher
Was Jesus a philosopher? This question would most likely be met with a variety of responses. Most
people have probably not considered this question. Jesus is well known as a religious leader, moral
teacher, and personal savior, but few people have stopped to wonder whether or not Jesus should be
considered a philosopher. Some would suggest that Jesus’ role as a religious leader disqualifies him from
being a true philosopher. Many Christians would be quick to say that Jesus was not a philosopher,
thinking that philosophy is somehow unspiritual. In this lesson, you will read Douglas Groothuis as he
argues that Jesus was, in fact, a philosopher. You will also consider whether or not it’s important that we
view Jesus as a philosopher.
Objectives:
1. To be able to discuss whether or not Jesus should be considered a philosopher.
2. To analyze Jesus use of argumentation.
3. To be able to describe Jesus’ views on metaphysics, epistemology, and ethics.
Reading:
Solomon & Higgins, A Short History of Philosophy
114-118
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 6
Groothuis, On Jesus
1-10
23-35
36-49
51-63
64-76
85-95
Chapter 1 – Was Jesus a Philosopher?
Chapter 3 – Jesus’ Use of Argument
Chapter 4 – Jesus’ Metaphysics
Chapter 5 – Jesus’ Epistemology
Chapter 6 – The Ethics of Jesus
Chapter 8 – “Who Do You Say That I Am?”
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Lesson 22
Jesus the Philosopher
Study Questions:
1. Was Jesus a philosopher? Why or why not?
2. Do you think it’s important to view Jesus as a philosopher? Why or why not?
3. How did Jesus use philosophy in his argumentation?
4. Describe Jesus’ teaching on metaphysics.
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Jesus the Philosopher
5. Describe Jesus’ views on epistemology.
6. Describe Jesus’ teaching on ethics.
7. Groothuis ends his book by pushing his readers to make a decision about the validity of Jesus’
identity. Why is this more important with Jesus than with any other philosopher?
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Jesus the Philosopher
Notes:
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Lesson 23
Foundations Module 1
The Early Church, Part One
Before Jesus ascended into heaven, he left his followers with a mission: “You will receive power when
the Holy Spirit has come upon you, and you will be my witnesses in Jerusalem and in all Judea and
Samaria, and to the end of the earth” (Acts 1:8). The book of Acts records the initial stages of the church’s
rapid growth as they sought to fulfill this mission. The speed and persistence with which the early
church spread throughout the Roman Empire and beyond is absolutely astonishing. In this lesson, you
will read about what made the early church distinct in its historical setting. You will also read sections
from The Rise of Christianity, in which Rodney Stark uses principles from social science to explain how
the church expanded and why it was so effective.
Objectives:
1. To be able to describe the beliefs and practices of the early church that led them to expand
through a powerful missionary movement.
2. To be able to explain the factors that enabled the early church to spread rapidly throughout the
Roman Empire and beyond.
3. To be able to explain the appeal that Christianity held for Hellenized Jews.
Reading:
Bartholomew & Goheen, The Drama of Scripture
171-196
Act V – Spreading the News of the King: The Mission of the Church, Part One
Stark, The Rise of Christianity
xi-xiv
Preface
3-27
Chapter 1 – Conversion & Christian Growth
29-47
Chapter 2 – The Class Basis of Early Christianity
49-71
Chapter 3 – The Mission to the Jews: Why It Probably Succeeded
209-215
Chapter 10 – A Brief Reflection on Virtue
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The Early Church, Part One
Study Questions:
1. The early church proclaimed that “Jesus is Lord,” and that he was “exalted to the right hand of
God” (Acts 2:33). What do these statements mean and why did they bring the early Christians
into conflict with the Roman Empire?
2. At the beginning of the book of Acts, Jesus’ disciples were huddled in Jerusalem. How did this
small group of followers grow and spread throughout the surrounding regions?
3. Bartholomew & Goheen say, “Paul’s letters are charged with the same tension between the
“already” and “not yet” aspects of the kingdom of God that we have seen in Jesus’ own
teachings, but with some difference in emphasis” (190). What does Paul emphasize about the
already/not yet aspects of the kingdom?
4. What is the value of trying to quantify the growth of the early church (see Stark, chapter 1)?
5. Stark claims that personal relationships are the most important factor in the growth of a new
religion. What biblical evidence points to the truth of Stark’s principle as it relates to the spread of
the early church? What biblical evidence points to other explanations for the growth of the early
church?
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The Early Church, Part One
6. According to Stark’s analysis, is it more likely that the early church gained the majority of its
converts from the lower classes or the upper classes? Why?
7. Why would converting to Christianity have been an attractive option for Hellenized Jews?
8. What reasons does Stark give for claiming that Christianity was very successful in its mission to
the Jews until well into the fifth century?
9. Stark says that “Central doctrines of Christianity prompted and sustained attractive, liberating,
and effective social relations and organizations.” He claims that this was “the ultimate factor in
the rise of Christianity” (211). What does this statement mean, what evidence does Stark give to
support this claim, and why is this claim significant?
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The Early Church, Part One
Notes:
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Lesson 24
Foundations Module 1
The Early Church, Part Two
In this lesson, you will continue to study what made the early church unique and why it expanded so
quickly and persistently. In particular, you will examine the mission to the Gentiles. Although Jesus was
a Jewish Messiah, his coming was good news for all nations. As the message of the gospel spread to
areas outside of Jerusalem, the early Christians had to wrestle with questions it had not yet faced. What
would it mean for the Gentiles to become followers of Jesus? Would they need to adopt Jewish culture,
or can a person follow Christ and remain in their own culture? You will also examine some of the major
crises in the first few centuries AD and consider how the church’s response enabled it to spread rapidly
and effectively.
Objectives:
1. To be able to describe the beliefs and practices of the early church that led them to expand
through a powerful missionary movement.
2. To be able to explain the factors that enabled the early church to spread rapidly throughout the
Roman Empire and beyond.
3. To be able to discuss the dynamics of Jew/Gentile relationships during the time of the New
Testament and the relationship between culture and following Jesus.
4. To understand the major epidemics during the first few centuries AD and the significance of the
early church’s response to these crises.
Reading:
Shelley, Church History in Plain Language
13-23
Chapter 2 – Wineskins: Old and New: The Gospel to the Gentiles
Pierson, The Dynamics of Christian Mission
5-7
Preface – The Dynamics of Christian Mission
9-17
Chapter 1 – Introduction
19-27
Chapter 2 – Biblical Background: Expansion in the Apostolic Period
29-40
Chapter 3 – The Two Structures of the Church
41-49
Chapter 4 – The Early Church: Apostolic & Post-Apostolic
Stark, The Rise of Christianity
73-94
Chapter 4 – Epidemics, Networks, and Conversion
Crouch, Culture Making
147-159
Chapter 9 – From Pentecost…
Solomon & Higgins, A Short History of Philosophy
118-121
Part Two – God and the Philosophers: Religious & Medieval Philosophy, Part 7
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The Early Church, Part Two
Study Questions:
1. Though Jesus was the Jewish Messiah who preached a Jewish message (the kingdom of God), the
New Testament is clear that the good news of Jesus and the Kingdom of God is meant to be
shared with all nations. How did this emphasis on transcending ethnic, cultural, and
geographical boundaries play out in the early church?
2. Shelley says that Paul was “a man of three worlds: Jewish, Greek, and Roman” (20). What was
Paul’s connection to each of these worlds and how did that make his ministry more effective?
3. Compare and contrast Pierson’s “two structures of the church.” How do these two structures
work together and what role has each of these structures played in the expansion of the church?
4. Describe the epidemics in the first few centuries AD and their impact.
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The Early Church, Part Two
5. Contrast the response of the Christians to these epidemics with the response of the nonChristians.
6. According to Stark, why did these epidemics lead to Christianity spreading significantly?
7. How does the day of Pentecost act as the reversal of the curse of Babel?
8. How should the spread of the gospel through the early church affect the way we view and
interact with culture?
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The Early Church, Part Two
Notes:
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Lesson 25
Foundations Module 1
Vocation & the Kingdom of God
In lessons 20 and 21, you studied Jesus and his announcement and enactment of the long awaited
kingdom of God. In lessons 22 and 23, you studied the ways in which the life of the early church was
formed by the reality of the kingdom of God. In this lesson, you will look back to the biblical story line,
look forward to the return of Jesus and the end of the story, and then try to find your place in God’s
story of redemption. We have been discussing God’s plan of redemption and how that plan has worked
out in history. At some point, however, we have to stop and consider what that story means for us. If
God is redeeming the whole creation through Jesus, then what role should we be playing as we wait for
the story to end?
Objectives:
1. To be able to articulate a biblical view of vocation.
2. To examine the relationship between culture and the kingdom of God.
3. To assess how your specific vocation as a member of the kingdom of God fits with the biblical
storyline.
Reading:
Bartholomew & Goheen, The Drama of Scripture
196-206
Act V – Spreading the News of the King: The Mission of the Church, Part 2
207-213
Act VI – The Return of the King: Redemption Completed
Plantinga, Engaging God’s World
103-133
Chapter 5 – Vocation in the Kingdom of God
137-144
Epilogue
Crouch, Culture Making
160-174
Chapter 10 – …To Revelation
175-183
Chapter 11 – The Glorious Impossible
Winter, ed., Perspectives on the World Christian Movement
615-619
Chapter 98 – Cities & Salt: Counter-Cultures for the Common Good (Tim Keller)
27-33
Chapter 5 – Mission & God’s Earth (Christopher Wright)
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Vocation & the Kingdom of God
Study Questions:
1. Bartholomew & Goheen talk about N.T. Wright’s analogy of actors performing a six-act play
that’s missing part of the fifth act (see pages 197-200). Describe this analogy and explain how it
might help us to faithfully “play our part” in God’s story.
2. How should our involvement in secular activities play into our vocation as members of the
kingdom of God?
3. Plantinga says that we all have our own “kingdoms”—spheres in which we have influence and
control. He calls us to “mesh” our kingdoms together with other kingdoms so that we can better
serve God’s kingdom. What does it mean to “mesh our kingdoms together” and what would that
look like in your unique situation?
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Vocation & the Kingdom of God
4. Plantinga says, “Don’t imagine that while you’re in college you’re in some kind of holding tank
awaiting the great day when you’ll emerge into the ‘real world’” (139). How can you be fulfilling
your God-given vocation even now, while you are still in college?
5. What signs of culture do we find in the biblical descriptions of the new heavens and new earth?
Why is this significant?
6. Tim Keller gives four ways that our faith should inform our work (see pages 617-618 in the
Perspectives reader). Describe Keller’s four points below.
7. Why is it important to see “creation care” as an essential part of our vocation as members of the
kingdom of God (see Christopher Wright’s article)?
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Vocation & the Kingdom of God
Notes:
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Lesson 26
Foundations Module 1
Women & the Kingdom of God
As we continue to study the practices of the early church and the spread of the kingdom of God, it is
important to consider the contribution of women. Generally speaking, women were not viewed or
treated very well in the ancient world. With the teaching and example of Jesus and the leader so the
early church, however, we can see a higher view and better treatment of women. Women are treated as
equal members of the body of Christ and fellow laborers for the kingdom of God. Although history is
notoriously silent about the contributions of women, this lesson examines the effectiveness of women in
the spread of the kingdom of God.
Objectives:
1. To understand the views and treatment of women prevalent at the time of Jesus and the early
church.
2. To be able to describe the higher view and better treatment of women depicted in the New
Testament.
3. To evaluate the contribution and effectiveness of women in the spread of the kingdom of God.
Reading:
Groothuis, On Jesus
77-84
Chapter 7 – Jesus’ View of Women
Stark, The Rise of Christianity
95-128
Chapter 5 – The Role of Women in Christian Growth
Lawall, ed., The Norton Anthology of Western Literature
1843-1844
Introduction on Medieval Women (You can stop reading after the last full sentence
on page 1844—we won’t be reading the works described in the rest of the
introduction.)
1847-1848
Tertullian, from The Appearance of Women
1849
St. John Chrysostom, from A Sermon
1850-1851
“Theophrastus,” from On Marriage
1855-1856
Andreas Capellanus, from On Love
Winter, ed., Perspectives on the World Christian Movement
294-298
Chapter 45 – Women in Mission (Marguerite Kraft & Meg Crossman) (Chapter 40
in 3rd edition)
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Lesson 26
Women & the Kingdom of God
Study Questions:
1. How were women typically treated in Jesus’ day?
2. How was Jesus’ view and treatment of women countercultural?
3. Why were women treated better in Christian circles than in pagan circles?
4. According to Stark, why was the percentage of women higher amongst Christians in the early
church than amongst pagans at that time?
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Women & the Kingdom of God
5. According to Stark, what role did women play in the rapid spread of Christianity?
6. Identify the assumptions about and attitudes toward women expressed in these excerpts from
medieval writers. How do these assumptions and attitudes differ from those expressed by Jesus
and the New Testament writers?
7. According to Kraft and Crossman, why have women been so successful on the mission field?
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Women & the Kingdom of God
Notes:
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Lesson 27
Foundations Module 1
The Church Spreads West
At the end of the New Testament period, the church had only just begun to fulfill its mission to make
disciples of all nations. To learn the rest of the story, we turn to church history. In this lesson, you will
read about the initial growth of Christianity throughout the Roman Empire and analyze why it was able
to spread so rapidly and effectively. As Christians took the gospel to the urban centers in the West, they
discovered that Christianity offered compelling solutions to the issues faced in the major cities.
Objectives:
1. To be able to explain why Christianity was able to spread throughout the Roman Empire rapidly
and effectively.
2. To be able to describe the living conditions in Greco-Roman cities and explain how the Christians
were able to provide solutions to the problems faced by people living in those cities.
Reading:
Shelley, Church History in Plain Language
27-36
Chapter 3 – Only Worthless People: Catholic Christianity
Pierson, The Dynamics of Christian Mission
51-57
Chapter 5 – Expansion in the Roman World, Part 1
Stark, The Rise of Christianity
129-145
Chapter 6 – Christianizing the Urban Empire: A Quantitative Approach
147-162
Chapter 7 – Urban Chaos and Crisis: The Case of Antioch
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The Church Spreads West
Study Questions:
1. Explain why it is significant that the churches scattered around the Roman Empire viewed
themselves as part of a greater “catholic” (i.e., universal) church.
2. According to Shelley, did Christianity spread among the higher classes or the lower classes?
What would these groups have found appealing about the gospel?
3. According to Shelley, why was Christianity able to spread so effectively in the Roman Empire?
4. As you read through the assigned pages from The Dynamics of Christian Mission, write down at
least five observations about the expansion of Christianity in the Roman Empire that stood out to
you as interesting. Be ready to share with the class why you thought these observations were
interesting.
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The Church Spreads West
5. What was travel like in the Roman Empire and how did this aid the spread of Christianity?
6. Describe the living conditions in a typical Greco-Roman city.
7. How did Christianity provide solutions to many of the problems faced by residents in these
Greco-Roman cities?
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The Church Spreads West
Notes:
109