This is the second book in our Christianity 101 Bible studies. In this book the topics of sin, death, and eternal judgment are explained. Some of the questions answered in this book include: What is sin? Why did God put the tree of knowledge in the garden? What is death? What happens after we die? Is Hell really a literal place of eternal torment? What is Hell like? Are we born already guilty of sin? Why do bad things happen to good people? Does punishment in Hell really fit the crime? How is the New Testament different from the Old? Did Jesus sin by healing on the Sabbath?
Finally, the third book of the Christianity 101 series! After books one and two you have heard the bad news. Hell is real, and we are all going there. BUT, there is also GOOD NEWS! The Gospel (good news) is that we can be saved from Hell. So in this third book of the series we explain how Jesus will save us, and what our role is in the whole thing. Some of the questions answered include: What has Jesus done to save us? Is the plan of salvation different now than it was in the Old Testament? Do we have a part to play in our salvation? What does it mean to have faith? What is real repentance? When do we actually get "saved?" What does it mean to be born again? Why do I still sin? Can you lose salvation? What is the unforgivable sin? Is there a purpose for baptism?
This is the first in a series of Christianity 101 studies. Each of the basic and foundational doctrines of Christianity as listed in the book of Hebrews 6:1-3 will be covered through the series of Bible studies. This unit's focus is on having faith in God, and understanding the Bible. Beginning with the question of God's existence this will explain a number of mysteries, falsehoods, and misunderstood beliefs about God and the Bible. Here are a few of the questions you will find answered in this Christianity 101 Unit 1 book. Does God exist? How can we know which one is the right God? Who wrote the Bible? Can we trust the Bible? Why are there so many different translations? How can we know which one is best to use? Where did they all come from? What are the devices of Satan? How can we be a strong witness? How can we properly understand the Bible? What about contradictions? What and who is the trinity?
Units 4 and 5 of the Christianity 101 series dives into the subjects of the Holy Spirit and the laying on of hands. There are so few who really understand the work, power, and gifts of the Holy Spirit. While the Bible should always be our ultimate source of understanding, God has also given teachers to help guide us. That is what this entire series is. It is only a guide to aid in our understanding. Some of the questions that this book answers includes: Who is the Holy Ghost? What is the seal of the Holy Ghost? How does the voice of God sound? What makes someone a prophet? How does the Holy Spirit work? When are you baptized in the Holy Ghost? What is the evidence of the Holy Spirit? Is He given by the laying on of hands? What is a blessing and a curse? How can we operate in the gifts of the Holy Spirit?
You Mean to Say You Don’t Know the Meaning of * Monophysitism * Hypostatic Union * Infralapsarian * Traducianism * Chiliastic * Pneumatomachian Cheer up! You don’t have to have thousand-dollar vocabulary in order to grasp the priceless basics of Christianity. Christianity 101 bridges the gap between biblical scholarship and people who want to understand the Christian faith. This book presents eight basic doctrines of Christianity--The Bible, God, Christ, Holy Spirit, Human Beings, Redemption, The Church, and The Last Things--in clear, simple language that gives seasoned Christians a fresh understanding of the Bible and its teachings and puts new Christians on familiar terms with Christian doctrine. Gilbert Bilezikian does not shape his analysis of these doctrines in the worn-out, rationalistic categories of older systematic theologies, but in vibrant, dynamic language designed to communicate biblical truths to contemporary believers.
How did the written word serve as an authoritative source in the ancient world? What does it mean that some works became so popular as to merit dedicated interpretive commentaries? And does any direct relationship exist between the various methods of interpretation and styles of composition in these commentaries? The present work sets out to provide some solid answers to such questions. At the heart of this book stands a comparative analysis of ancient cuneiform commentary texts from mid-to-late first millennium Mesopotamia and early Jewish commentaries—known as pesharim—from the turn of the common era found in caves near Khirbet Qumran. Though some aspects of Mesopotamian hermeneutics may have influenced Jewish exegesis, likely through Jewish Aramaic scribes, the actual Mesopotamian practice of composing commentary texts exerted little-to-no influence on the compositional techniques of the pesharim. Nevertheless, many textual difficulties in the Qumran pesharim can be explained as the result of an accretion of interpretations over an extended period of time—a practice detailed in the textual record of the Mesopotamian commentaries. What is more, these commentaries reveal important evidence about both the way in which and the extent to which such works functioned as authoritative sources. As a result, this book advocates a shift away from discussing textual authority in simple binary terms, both in ancient and modern contexts, to functional descriptions of literary authority.
Using critical curriculum theory as its lens, this book explores the relationship between religion—specifically, Christianity and the Judeo-Christian ethos underlying it—and secular public education in the United States. Despite various 20th-century court decisions separating religion and education, the authors challenge that religion is in fact absent from public education, suggesting instead that it is in fact very much embedded in current public educational practices and discourses and in a variety of assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation. The book reframes the discussion about religion and schooling, arguing that it remains in the language and metaphors of education, in the practices and routines of schooling, in conceptions of the "’child" and the "teacher" (and what happens between them in the spaces we call "learning," the "classroom," and "curriculum") as well as in assumptions about the role of schools emanating from such conceptions and in the current movement toward accountability, standardization, and testing. Christian Privilege in U.S. Education examines not whether Christianity has a place in public education but, rather, the very ways in which it is pervasive in a legally secular system of education even when religion is not a topic taught in school.
