Greek philosophy had formed the minds of the educated classes of the Roman Empire for centuries before the early Christians set out to spread their message there. If they wished to gain a hearing, therefore, the language of Greek philosophy was the language they had to speak. This venture was to have a long history and an enduring effect both upon Christianity itself and on the world that it was seeking to convince and convert.
Founded in 1795, Maynooth College has a singular place in the history of the Irish Church, and indeed the Catholic Church globally. Its beginning was as a small seminary of thirty students and ten professors, most of whom were fleeing the ravages of the French Revolution. It has been the subject of riots in the streets of London and has played host to kings and popes. Its buildings have created one of the loveliest of university campuses and its chapel is among the highest free- standing structures in Ireland. It expanded rapidly, becoming a Pontifical University, a constituent college of the National University of Ireland and, at one time, the largest seminary in world. It has educated many thousands of students and led the way in many branches of the arts and sciences. But, beyond that, for its large number of alumni, found across all sectors of society internationally, it is a tapestry of rich memories. This book is a contribution to this rich tapestry. It is a compilation of pen pictures, personal reminiscences and sketches on aspects of the colleges life and history. The contributors have all been associated with Maynooth in many different spheres, either as students or staff, and in many cases both. Some have offered images of their time at Maynooth; others, portraits of characters and personalities they encountered there. These pages are part history, part folk history, part aide-me?moire. For some, it will be an introduction to a place they have heard about but never known. For others, it will be a reminder of their time in the college, evoking memories of their own story and the stories of those who journeyed with them. For everyone, it will open up this historic center of learning and tell the tales of those who walked its Pugin-designed buildings.
Classical Trinitarian Theology for Seminary Students is a textbook on patristic Trinitarian doctrines. Part I introduces classical Trinitarian theology with the help of short discussion, definitions, and comparisons. It is designed for incoming seminary students, who have never formally studied theology. Part II is for intermediate students. It comments on three charts, which attempt to depict graphically the patristic search for Christian Trinitarian theology. This section is geared towards seminary students who have already studied for a few years and would like to revisit the classical doctrine of the Trinity at a more advanced level, but who are not really ready for engaging primary texts independently, whether in Greek, Latin, or English. Part III is composed for advanced students who enjoy tackling primary texts. It provides a list of some important Greek or Latin primary texts and the accessible translations in English
The apostle Paul affirms in several places that there is only one God. Yet in the same letters Paul also gives praise to the Lord Jesus Christ, often using language similar to his descriptions of God. How can this self-avowed Hebrew of Hebrews reconcile these ideas? This book explores the strongest one-God statements in Paul's undisputed letters and asks how Paul's Jewish monotheistic understanding informs his overall argument. These three texts - 1 Corinthians 8:6, Galatians 3:20, and Romans 3:30 - occur in very different contexts and address different issues. By looking at the historical, cultural, and grammatical contexts of these passages, as well as Paul's language about God and Christ elsewhere in these letters, Dr. Nicholson argues that Paul's understanding of the one God is not static or perfunctory; rather, it is dynamic and flexible, influencing significant aspects of Paul's Gospel message. Paul's ethics, his view of salvation history, and his soteriology are fundamentally shaped by his understanding of the one God of Israel.
Throughout most of the history of Western civilization, Christianity and Classical ideals played a dominant part in education. In most western countries, however, this is no longer the case. In modern pluralist Democracies, church influence struggles with pervasive influences from elsewhere for the hearts and minds of the public. Educational policy remains, however, an instrument to be used by major power groups, and in many countries has become, to a greater or lesser extent, an active or unwitting accomplice in furthering acquisitiveness and the accumulation of material advantage.
