tag:blogger.com,1999:blog-13740707964358359162024-03-13T09:39:32.991-07:00The "A" Range: Inroads to Seminary Writing and ReadingAAAAAKrishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-1374070796435835916.post-67406931555663648252017-06-12T15:06:00.000-07:002017-06-14T10:17:36.661-07:00Strong Arguments<div class="separator" style="clear: both; text-align: center;">
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<li>A strong argument makes claims, and supports them carefully, with evidence. </li>
<li>A strong argument is convincing because it has considered possible objections.</li>
<li>A strong argument attempts to persuade by clear, straightforward logic. </li>
<li>An argument need not be controversial. It can be as simple as reaching an obvious conclusion by describing something, or giving reasons for it.</li>
<li>When you are writing, you don't need to win an argument. You just need to make your argument as strong as possible . . . by giving convincing warrants for your claim.</li>
<li>A strong argument is not a rant. It is cool, not angry, in tone. It listens and ponders before it begins.<div class="separator" style="clear: both; text-align: center;">
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<br />Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-83131163129012472912014-08-22T08:43:00.002-07:002017-06-12T15:13:46.186-07:00A Strategy for the First Three Weeks<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-occQVcyk-h4/U_dhkTL7OeI/AAAAAAAAATs/4H4yq65Xlao/s1600/Winter%2B2009%2B2010%2B074.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://1.bp.blogspot.com/-occQVcyk-h4/U_dhkTL7OeI/AAAAAAAAATs/4H4yq65Xlao/s1600/Winter%2B2009%2B2010%2B074.jpg" width="400" /></a></div>
As the semester begins, one might imagine that days of winter, finals, and due dates are far off. Actually, this is the ideal time to think about the end of the semester--before it is knocking at the door.<br />
The first three weeks of classes can make the last weeks manageable, if you:<br />
1. Read your syllabi thoroughly before your classes start. Figure out the objectives and strategies of each course.<br />
2. Read the table of contents, front and back matter, and sub-heads of all your textbooks. <br />
3. Find ways your course material intersects with your own interests, future vocation, etc. Imagine ways to integrate your course reading and assignments with your personal goals.<br />
4. Begin to gather new vocabulary for your courses. Look for words with which you are unfamiliar and start to collect and define them.<br />
Use the first three weeks, when not much is assigned, to get ahead of the curve. <br />
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<br />Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-63329827605220551942013-09-04T15:12:00.002-07:002017-06-12T15:19:23.567-07:00Defining and mapping words and concepts<div class="separator" style="clear: both; text-align: center;">
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The process of seminary education relies on two steps: defining vocabulary and mapping the connections between the words/concepts. Theology, in the above diagram, for instance, sits "atop" many related areas of inquiry.<br />
How we understand God (theology) affects how we understand human beings and cultures (anthropology). It affects how we understand the church (ecclesiology), christology, eschatology, etc.<br />
"Theology" could also be divided into different sorts/branches/approaches: systematic, contextual, dogmatic, biblical . . . It is important to understand the distinctions, presuppositions, similarities, and how each relates to the other.<br />
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Every seminary academic discipline has a unique vocabulary to be defined and mapped: biblical studies, pastoral care, missiology, church history, christian formation, etc.<br />
Reading, writing, and listening helps you to define, create, develop and refine your "maps." The more sophisticated your maps become, the smoother your navigation. Look for lists, charts, and grids that will help you organize the information you are learning.<br />
<br />Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-27832456392087816812013-08-26T11:03:00.000-07:002014-08-22T08:48:27.620-07:00Old ways and new ways.<div class="separator" style="clear: both; text-align: center;">
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-19922354688497380362012-02-09T12:53:00.000-08:002017-06-12T15:22:09.601-07:00Open-ended Writing Assignments<div class="separator" style="clear: both; text-align: center;">
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Some seminary writing assignments are extremely specific. They clearly describe the content and structure of the piece, like this:<br />
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<em>"I believe in God, the Father Almighty, Maker of heaven and earth</em>." (BCP) Write 750 words, discussing the significance of each key word in the above statement (the first article of the Apostle's Creed). Use your textbook and class lectures as resources.<br />
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Other assignments give you the freedom (and the burden) of creating your own structure and argument. For instance:<br />
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Write 750 words, answering the following question: "Why Justice?"<br />
This is a big question . . . it is important that your answer reflect the class content AND that it make a clear and logical case. You must do several things in order to fulfill the task at hand.<br />
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<li>Try to ascertain the professor's intent, in light of course reading, lectures and discussion.</li>
<li>Create a structure that makes an argument, perhaps first defining justice, and then giving reasons for its practice. </li>
<li>Rank your reasons from weakest to strongest, being sure to weed those that are unnecessary. Start with the weakest warrant (reason), and build to the strongest.</li>
<li>Consider whether there might be arguments against the case you are making.</li>
<li>If so, fairly describe those positions, and dispute them in a reasonable way.</li>
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<br />Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-54973086457766398972012-01-24T13:01:00.000-08:002017-06-12T15:31:03.377-07:00Where does the time go???<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/--v9GZNQk4Ok/Tx8cCWqmxaI/AAAAAAAAARc/CiZDQGWICVA/s1600/xperia-play-13-use.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gda="true" height="320" src="https://4.bp.blogspot.com/--v9GZNQk4Ok/Tx8cCWqmxaI/AAAAAAAAARc/CiZDQGWICVA/s320/xperia-play-13-use.jpg" width="212" /></a></div>
In the classic book, <em>The Seven Habits of Highly Effective People</em>, Steven Covey offers many useful insights for personal and professional change. One of them is a simple, clever grid called the "Time Management Matrix," (p. 151) in which he divides tasks into those which are either "important" or "not important" and either "urgent" or "not urgent." The resulting four quadrants demonstrate the difference between a "pro-active" or a "re-active" style. <br />
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<li>Quadrant 1= Urgent/Important - Operating in a constant crisis mode puts us under stress and always playing catch-up. It can cause us to put unrealistic demands on others . . . </li>
<li>**Quadrant 2= Not Urgent/Important - This is where planning, prevention, relationship building, and strategizing come in. It is where most of our time should be spent, in order to have balance, sanity, and ultimately to achieve our goals.</li>
<li>Quadrant 3= Urgent/Not Important - Reacting and responding to the priorities of others leaves us feeling like victims of someone else's crisis, and out of control. Working in this quadrant makes goals and plans seem useless.</li>
<li>Quadrant 4= Not Urgent/Not Important - This is where we sometimes turn for relief from constant crisis, or when we feels like a victim. Though it may initially seem like stress relief, these activities can feel like they are controlling us, rather than the reverse. </li>
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graphic from <a href="http://www.best-personal-growth-resources.com/">http://www.best-personal-growth-resources.com/</a></div>
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For additional information see:</div>
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<a href="http://www.mindtools.com/pages/article/newHTE_91.htm"><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: "calibri";">http://www.mindtools.com/pages/article/newHTE_91.htm</span></span></a><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"></span></div>
Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-44690695916249853352010-10-01T10:30:00.000-07:002017-06-14T09:50:29.640-07:00Detective Work First.<br />
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Before you begin your assigned reading, look for clues about the piece . . . Preliminary questions will help you stay interested and engaged, and also help you understand the content.<br />
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Although it seems simple and straightforward to just pick up a book or an article and start to read your assigned pages, it can be difficult to remember what you just read. If you find yourself running your eyes over text and turning pages, without retaining the information, you have wasted your effort, in spite of your good intentions.<br />
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You will learn more in far less time if you ALWAYS PRE-READ. Here are some questions to ask of your assigned reading, to help you become interested, curious and to give a purpose to your reading:<br />
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1. Why did my professor assign this? How does it fit into the course and its objectives?<br />
2. Who is the author? Modern scholar? Church father? Feminist theologian?<br />
3. What sort of book/article is it? Summary? Critique? Radical view? Nuance? Primary source?<br />
4. What is the thesis (primary point) of the piece? You can often find this in the table of contents, the preface, the subheadings of each chapter, or the conclusion.<br />
5. Can I understand the content of the writing or do I need to take a step back? If you are completely confused, don't bother to start until you have read some background material, or asked your professor for help.<br />
6. What do I already know about this subject? Where does this fit into that grid?<br />
7. What will I have to do with this material? Take a test? Write a review? Assimilate it as background for a paper? Create a paper outline or study guide as you read, if appropriate.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-42048902459425894042010-09-10T13:16:00.000-07:002017-06-14T09:58:25.164-07:00Vet, vet, vet the webNot a veterinarian. Not a veteran.<br />
Vet (verb) = To examine: To check for validity, accuracy or authenticity.<br />
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The internet is full of sites on the Bible, Theology, Apologetics, and Church History, not to mention all the religious and spiritual content you could possibly imagine in your wildest dreams (or worst nightmares!). Many sites can help you with your seminary coursework. They can give you background material, charts, maps, and excellent information.<br />
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There are also many sites that range between propaganda and mental illness. There are some that are extremely narrow or doctrinaire. Some are just lame.<br />
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So you need to vet them. Each and every one. Who is the author(s) and what are his or her interests?? For your purposes they should have a link to an academic institution. You should be able to locate them in the grid of the church: Protestant? Catholic? Dispensationalist? Freelance interpreter?<br />
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For Biblical Studies I recommend <a href="http://www.enterthebible.org/">http://www.enterthebible.org</a> , from Luther Seminary or <a href="http://ntgateway.com/">http://ntgateway.com</a> Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-51032288484739865542010-08-26T13:53:00.000-07:002017-06-14T10:10:20.182-07:00Metacognitive SkillsIf you are beginning seminary, the first semester can feel like information overload.<img alt="" border="0" id="BLOGGER_PHOTO_ID_5509825340096798626" src="https://3.bp.blogspot.com/_K-76YiZEZkk/THbU9FrqX6I/AAAAAAAAAQI/JSWoNwMmuj4/s200/thumbnailCAHJ2WQJ.jpg" style="cursor: hand; float: left; height: 106px; margin: 0px 10px 10px 0px; width: 160px;" /><br />
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Here's a quick three part strategy to help get better grades, do better work, learn more, and do it all in less time (really!) These are called metacognitive skills (thinking about one's own mental processes):<br />
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Know Yourself: What is your learning style? Figure it out and use it. What is your academic background and skill level? Begin to fill in the gaps. What organization system works for you? Whatever it is, begin to use it for all your work.<br />
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Know Your Requirements: What is your degree program at seminary? Read the fine print, so you won't have any surprises later. Read the Writing Handbook <a href="https://www.northpark.edu/wp-content/uploads/Writing-Handbook-2017-2018.pdf">https://www.northpark.edu/wp-content/uploads/Writing-Handbook-2017-2018.pdf</a> for assistance. What's in your syllabi? A syllabus gives you the specifics for every course. What are the academic expectations? Honesty, timeliness, proper formats, and proofreading, for starters!<br />
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Know Your Resources: Your professors, librarians/library, deans, , Vetted websites, 2nd and 3rd year students, your advisor, . . . . .Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-19670001203308729932010-03-18T06:57:00.000-07:002017-06-14T10:13:25.792-07:00Mapping the Faith<a href="http://1.bp.blogspot.com/_K-76YiZEZkk/S6I6dsbKAnI/AAAAAAAAAPY/C0YyyJwPagU/s1600-h/Peru+2010+102.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5449982780887401074" src="https://1.bp.blogspot.com/_K-76YiZEZkk/S6I6dsbKAnI/AAAAAAAAAPY/C0YyyJwPagU/s200/Peru+2010+102.JPG" style="cursor: hand; float: left; height: 150px; margin: 0px 10px 10px 0px; width: 200px;" /></a>The world is shrinking and information is expanding. Fifty years ago, few people had extensive knowledge of other regions and denominations, let alone other countries and religions. Thanks to the explosion of travel, job transfers, cable and satellite television and the "information superhighway," a more simple existence has been replaced with the responsibility of navigating vast, competing and complicated ideas, attitudes and customs.<br />
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This is true of the world in general, but it becomes a special burden for a "professional" Christian reader, writer and speaker (or one-in-training). What is the difference between a Sunni and a Shiite? A pentecostal and a charismatic? How do Lutherans and Calvinists differ? What does it mean to be non-denominational? a "pietist"? What is the distinction between a sect and a cult? What is "four-square"? </div>
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What are the primary religions of India? England? Somalia? What do Catholics believe? What is the root cause of poverty in central Africa? in Peru? How do economics and politics intersect with issues of hunger? violence? evangelism? </div>
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Might be time to bring out some maps. All this information needs some kind of organizational system. (Like a closet or a file.) The more you know, the more you can learn. The more you structure the swirl of information around you, the more you have a place to put it, instead of being sucked down a black hole of intellectual chaos and randomness.</div>
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-8134333707161886012010-02-26T13:51:00.000-08:002017-06-14T10:20:45.464-07:00"Need to Know"<a href="http://2.bp.blogspot.com/_K-76YiZEZkk/S4hNO3LYO5I/AAAAAAAAAPA/xFWvlyWyXoQ/s1600-h/Peru+2010+092.JPG"></a>Here is a short list of items seminary professors assume you know before you start your work. If you don't, you might want to learn them.<br />
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<li>The books of the Bible: their basic content, characters, etc.</li>
<li>The historical order and approximate dates of events in the Bible (Noah, Abraham, Moses, David . . .)</li>
<li>The basic genres of biblical books (poetry, history, prophecy, letter . . .)</li>
<li>How to use a concordance and Bible references, maps, etc.</li>
<li>The Apostle's Creed (Nicene, too)</li>
<li>Basic familiarity with doctrines of the trinity, atonement, christology, etc. (at least Confirmation class level)</li>
<li>The broad parameters of the history of the Christian Church, including some knowledge of the Holy Roman Empire, the Protestant Reformation, and the spread of Christianity to the Western Hemisphere, Africa and Asia. </li>
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If you need help in acquiring background in these areas, you can get help from a pastor, teacher, library reference books, and online charts, articles and vocabulary lists. Chip away . . .Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-1631971709178193732010-02-03T11:06:00.000-08:002017-06-14T10:27:45.126-07:00Re-Centering<a href="http://3.bp.blogspot.com/_K-76YiZEZkk/S2nPkl61SeI/AAAAAAAAAOg/q5FsNtM7gWc/s1600-h/22270_282505468889_765053889_3251439_4868582_s.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5434102652960328162" src="https://3.bp.blogspot.com/_K-76YiZEZkk/S2nPkl61SeI/AAAAAAAAAOg/q5FsNtM7gWc/s400/22270_282505468889_765053889_3251439_4868582_s.jpg" style="cursor: hand; float: left; height: 97px; margin: 0px 10px 10px 0px; width: 130px;" /></a> Every so often a person has a new experience that literally re-orients the pathways in their brain. These experiences can be disconcerting, but they provide valuable perspective and actually make the brain grow. Learning Greek felt like that to me - I swore I could feel the new crevices forming.<br />
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Last week I returned from a trip to Peru and that's how it felt: new food, cultures, schedules, languages, and the tidal wave of imagination that washed over me at Machu Picchu (and it wasn't just the abnormally heavy rains . . .). So much that was new, so much to learn, where to put it all??!!</div>
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Seminary is full of re-centering experiences. It requires a way to corral the flood of information. It requires new categories, new patterns, new ways to arrange ideas. In many ways the grid, or schema one creates for all of this is as critical as the information itself. Be careful and deliberate about the process. Use care and caution, love and wisdom as you select, integrate, and organize the new information and experiences.</div>
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com1tag:blogger.com,1999:blog-1374070796435835916.post-78492269736868831602009-11-13T17:32:00.000-08:002017-06-14T10:29:25.381-07:00Enter the Bible<a href="http://2.bp.blogspot.com/_K-76YiZEZkk/SwKrixkCTII/AAAAAAAAANw/r1cE1h0Ydng/s1600/far+far+mor+mor+day+1+074.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5405071116706401410" src="https://2.bp.blogspot.com/_K-76YiZEZkk/SwKrixkCTII/AAAAAAAAANw/r1cE1h0Ydng/s400/far+far+mor+mor+day+1+074.jpg" style="cursor: hand; display: block; height: 267px; margin: 0px auto 10px; text-align: center; width: 400px;" /></a> Today I came across two excellent websites from Luther Seminary. The first is called Enter the Bible: <a href="http://www.enterthebible.org/">http://www.enterthebible.org/</a> and it is essentially a free Bible encyclopedia written by the faculty at Luther. It provides summaries, outlines, maps, history, art, and much more on every book of the Bible. It is great for background information, Bible study groups, and quality entry level biblical knowledge.<br />
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The second is called Working Preacher: <a href="http://www.workingpreacher.org/">http://www.workingpreacher.org/</a> and it has a variety of ecumenical preachers and scholars giving insight on every individual lectionary text for each week. Each separate text has a different author. Many other resources are on this site as well.<br />
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Check them out!Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com1tag:blogger.com,1999:blog-1374070796435835916.post-77521346818511907722009-08-20T09:03:00.000-07:002017-05-30T13:39:49.952-07:00Word Associations: Proleptic Eschatology<a href="http://1.bp.blogspot.com/_K-76YiZEZkk/So19SE_h2II/AAAAAAAAAMI/oXNP9NVpfek/s1600-h/polar-bear-husky-dog-playing-1.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5372087680054188162" src="https://1.bp.blogspot.com/_K-76YiZEZkk/So19SE_h2II/AAAAAAAAAMI/oXNP9NVpfek/s400/polar-bear-husky-dog-playing-1.jpg" style="cursor: hand; display: block; height: 256px; margin: 0px auto 10px; text-align: center; width: 400px;" /></a> "Proleptic" = anticipatory; assumption that a future event has already happened.<br />
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"Eschatology" = from the Greek <em>eschatos</em> "last" and -<em>logy</em> "study of." The study of the end time, last days, the consummation and perfection of God's creation.<br />
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Flash-forward; </div>
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God's future, accomplished in the death and resurrection of Jesus Christ; </div>
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the new heavens and new earth; </div>
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anticipation of the reconciliation of all things; </div>
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God's goal for creation; </div>
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the first fruits of the resurrection;</div>
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the "now" and the "not yet;" </div>
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the time between the resurrection and the last days. </div>
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Key scripture reference: </div>
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Isaiah 11:6 "the wolf shall dwell with the lamb" </div>
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See also Isaiah 65:25.</div>
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Art: The Peaceable Kingdom</div>
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See also Ted Peters, <em>God, the World's Future</em>. <a href="http://1.bp.blogspot.com/_K-76YiZEZkk/So18QLV9OiI/AAAAAAAAAL4/y3nZrP5lQtE/s1600-h/thumbnailCATBOK70.jpg"></a></div>
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<a href="http://3.bp.blogspot.com/_K-76YiZEZkk/So1_EWRuAtI/AAAAAAAAAMg/8kjWM5w4mRM/s1600-h/thumbnailCABH9G62.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5372089643198972626" src="https://3.bp.blogspot.com/_K-76YiZEZkk/So1_EWRuAtI/AAAAAAAAAMg/8kjWM5w4mRM/s320/thumbnailCABH9G62.jpg" style="cursor: hand; float: left; height: 151px; margin: 0px 10px 10px 0px; width: 160px;" /></a><a href="http://1.bp.blogspot.com/_K-76YiZEZkk/So1-ctkvRTI/AAAAAAAAAMY/kFa7edlzIis/s1600-h/thumbnailCAIHPAE4.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5372088962257995058" src="https://1.bp.blogspot.com/_K-76YiZEZkk/So1-ctkvRTI/AAAAAAAAAMY/kFa7edlzIis/s320/thumbnailCAIHPAE4.jpg" style="cursor: hand; float: left; height: 160px; margin: 0px 10px 10px 0px; width: 125px;" /></a><br />
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-55191459009366747102009-05-13T09:39:00.000-07:002017-06-14T11:23:41.075-07:00Logical Fallacies: Top Ten List<a href="http://3.bp.blogspot.com/_K-76YiZEZkk/SgsVGtGf-TI/AAAAAAAAAKA/nqSeC_4mk84/s1600-h/thumbnail.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5335381388480739634" src="https://3.bp.blogspot.com/_K-76YiZEZkk/SgsVGtGf-TI/AAAAAAAAAKA/nqSeC_4mk84/s400/thumbnail.jpg" style="cursor: hand; float: right; height: 113px; margin: 0px 0px 10px 10px; width: 160px;" /></a> A logical fallacy is a false argument. It is used to divert, undermine or create support for an idea based on irrelevant information. Logical fallacies are often used by advertisers and by campaigning politicians. They are the enemy of clear, honest and objective thinking because they mimic the truth and twist the facts. <br />
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Here is a top ten list of my personal (not-so) favorites:</div>
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10. <strong>Red Herring</strong> (see illustration above): The introduction of a diverting, unrelated topic. Example: I know I dented the car, but did you see the package that came for you in the mail?<br />
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9. <strong>False Dilemma</strong>: A choice is presented as either/or when in fact there are numerous options. Example: Do you walk to school or take a cab?</div>
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8. <strong>Poisoning the Well</strong>: Presenting a negative comment before a person speaks, to discredit their idea. Example: Joe seems to think he is an expert on this. Let's hear what he has to say.</div>
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7. <strong>Guilt by Association</strong>: Rejecting an argument because the person proposing it is connected to someone disliked by the hearer. Example: Your cousin is a liar, so I cannot believe anything you say.</div>
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6. <strong>Genetic Fallacy</strong>: Endorses or disqualifies a claim based on its connection to a (negative) history. Example: Volkswagens are lemons, because the company was founded in Nazi Germany.</div>
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5. <strong>Non sequitu</strong>r: Conclusions that do not follow from the premise. Example: Since we have no money, it is important to boost our spirits by going out to dinner.</div>
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4. <strong>Begging the question</strong>: This assumes that the thing you are trying to prove is true. Also called a circular argument. Example: Barth has the best theology because he is the most influential theologian.</div>
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3. <strong>Appeal to pity</strong>: Accepting an argument because of sympathy or emotional appeal. Example: You should buy this newspaper subscription from me because it will help keep kids off the streets.</div>
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2. <strong>Appeal to the popular</strong>: Accepts popular opinion as an automatic reason for change. Example: Students don't like to receive grades, therefore they should be eliminated.</div>
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1. <strong>Special Pleading (double standard):</strong> Applying special status to the validity of an assertion because of the status of the person promoting it. Example: You cannot refute what I claim, because you are not: a woman, in the union, etc.</div>
Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-60182006658773580012009-04-27T10:28:00.000-07:002017-06-14T11:27:09.891-07:00Initium Est Dimidium Facti<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/SfXuBmIi0JI/AAAAAAAAAJo/c0mIf92zgeo/s1600-h/halfway+there.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5329427445246513298" src="https://4.bp.blogspot.com/_K-76YiZEZkk/SfXuBmIi0JI/AAAAAAAAAJo/c0mIf92zgeo/s400/halfway+there.jpg" style="cursor: hand; float: left; height: 120px; margin: 0px 10px 10px 0px; width: 160px;" /></a> "Once you've started, you're halfway there." This old Latin proverb (see title) has been around for a long time, and with good reason. Starting something, whether a savings account, a paper, or a scarf, puts you on the road to your destination.<br />
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This week, try to <strong>begin</strong> the projects you have remaining in the semester. First ask, "what, exactly, do I have left to do?"</div>
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<li>Reading? Spend an hour looking over your books and articles and figure out how to create a study guide for your final. Strategize the time slots for reading specific sections. Find background material on the assigned topic if necessary.</li>
<li>Writing? Choose a topic or a thesis, begin your research, or organize a structure for your paper. Go back to the syllabus or written assignment and analyze what you are being asked to do. Think about your plan, and take notes.</li>
<li>Sermon? Start by reading your text and taking notes on what you notice about it. Move to commentaries or other resources. </li>
<li>Stressed out? Begin to walk or to listen to music or to buy some groceries. Don't worry about finishing for now - just start!</li>
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-68240908772748388892009-04-20T09:31:00.000-07:002017-06-14T11:41:21.853-07:00Criticism and PraiseWhen I was young I took piano lessons. My teacher would stand behind me, watching as I played. Sometimes he wrote a comment I appreciated at the top of my piece of music: "Excellent!" or "Nice!"<br />
<a href="http://3.bp.blogspot.com/_K-76YiZEZkk/SeyvSieOUQI/AAAAAAAAAJY/xKSsop5Qnno/s1600-h/greatjob.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5326825192298533122" src="https://3.bp.blogspot.com/_K-76YiZEZkk/SeyvSieOUQI/AAAAAAAAAJY/xKSsop5Qnno/s320/greatjob.jpg" style="cursor: hand; float: right; height: 228px; margin: 0px 0px 10px 10px; width: 401px;" /></a><br />
He also wrote comments I dreaded, like "Work on the rhythm!" or "Slow down!"<br />
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Things don't change that much. Adults still search for the positive comments and cringe at criticism. A test or paper returned with anything less than glowing praise is still an unwelcome sight.</div>
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<strong>But, what if we could invert our reactions to critique</strong>? After all, feedback is usually meant to inspire improvement. What if we saw statements such as: "I don't understand this paragraph!" as a chance to learn something? What if we viewed our critic as a trusted and honest friend rather than a misguided enemy? If a comment about our work is the <strong>truth</strong>, it is possible (though painful), to examine it and determine how we might make an adjustment.</div>
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<strong>This is one way academic miracles happen</strong>. An average student can make huge strides in the quality of their work if they will accept and benefit from criticism. A good student's work can become even better. </div>
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Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-65410578449509241612009-04-13T09:48:00.000-07:002017-06-14T11:48:29.249-07:00Clear Thinking<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/SeNxb9gbNTI/AAAAAAAAAI4/NUZMyuIN7WA/s1600-h/Covenant+Point,+Lake+House,+Bungalow+009.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5324223909663028530" src="https://4.bp.blogspot.com/_K-76YiZEZkk/SeNxb9gbNTI/AAAAAAAAAI4/NUZMyuIN7WA/s400/Covenant+Point,+Lake+House,+Bungalow+009.jpg" style="cursor: hand; display: block; height: 267px; margin: 0px auto 10px; text-align: center; width: 400px;" /></a> Writing is your thought process, in a document. If you think clearly, you will write clearly, so if your paper is wandering, it is because your thoughts are not focused. Conversely, if you have "thought it through," it will be obvious in your writing.<br />
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<strong>Characteristics of Clear Thinking</strong></div>
<ul>
<li>It is organized. It follows a road map, in an orderly progression. It does not go "four-wheeling" all over the countryside.</li>
<li>It is logical. It starts with a premise; gives strong, valid evidence to make reasoned arguments, and forms pertinent conclusions that follow from that evidence.</li>
<li>It makes transitions. It does not make leaps, but rather builds sentence-bridges to connect the ideas.</li>
<li>It asks questions of itself. Have I overstated? understated? Does my argument consider all of the other positions, or the nuances?</li>
<li>It accepts boundaries. The scope of a paper, argument or conclusion has limitations. Clear thinking recognizes these and acknowledges them up front. I am doing this. I am not doing that . . .</li>
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Clarify your thoughts <strong>before</strong> writing in order to write more quickly, more fluidly and in order to produce work that makes a genuine contribution.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-15126549483007212522009-04-07T18:48:00.001-07:002017-06-14T11:50:10.358-07:00Goldilocks and the Three Topics (a dialectical three)<a href="http://2.bp.blogspot.com/_K-76YiZEZkk/SdwClvjRwwI/AAAAAAAAAIo/XLO5OkgprI0/s1600-h/ChristineDePisanWriting.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5322131707087930114" src="https://2.bp.blogspot.com/_K-76YiZEZkk/SdwClvjRwwI/AAAAAAAAAIo/XLO5OkgprI0/s320/ChristineDePisanWriting.jpg" style="float: left; height: 320px; margin: 0px 10px 10px 0px; width: 267px;" /></a> Once upon a time, a young woman was choosing a topic for her 15-page church history paper.<br />
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First, she thought she would write on "The Church in the Middle Ages." She found 2403 books that told of 230 people arguing about dozens of doctrines. She had no idea how to corral them into 15 pages. Her first topic was TOO BIG!<br />
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Next she thought she would try "Typical Lunch Menus at the Cluny Abbey." This topic would integrate her interest in cooking. "Brilliant!" she thought. Alas, she could only find one paragraph on the subject. There didn't seem to be enough information for a 15-page paper. Her topic, it seemed, was TOO SMALL!<br />
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Finally she settled in on the topic: "Monastic Corruption and Cluniac Reforms." She could describe and analyze this topic in 15 pages. There were enough resources. She would know exactly what to look for when she did her research. Ah, yes, this topic was JUST RIGHT!<br />
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Now it was time for a break, so she went to the kitchen and made a delicious stew. She was sure the monks at Cluny would have enjoyed it. The EndKrishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com1tag:blogger.com,1999:blog-1374070796435835916.post-37892569819466346182009-03-30T08:34:00.000-07:002017-06-14T11:53:53.602-07:00Summery? No, Summary!<a href="http://1.bp.blogspot.com/_K-76YiZEZkk/S4hBmpCQcWI/AAAAAAAAAOo/oS66_DyVSxE/s1600-h/094.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5442672281783398754" src="https://1.bp.blogspot.com/_K-76YiZEZkk/S4hBmpCQcWI/AAAAAAAAAOo/oS66_DyVSxE/s400/094.jpg" style="cursor: hand; float: left; height: 267px; margin: 0px 10px 10px 0px; width: 400px;" /></a><em>Summery? . . . flowers, sunshine . . . </em><br />
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That shows what can happen if you change one letter in a word. If you mis-spell summary with an "e" instead of an "a," you get summery. <br />
But no, <strong>this post is really about the importance of a good summary</strong>.<br />
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A good summary restates what the author was trying to say in a brief form. It does not include a critique, opinion, analysis or any emotional words that reveal what you think about the ideas. It is coldly and cleanly objective. The author of the piece you are summarizing (should they read your summary) would say, “That is exactly what I meant!”<br />
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You include all of the main points, reconstructing the outline of the argument. You do not twist the author’s meaning in any way. You need to gain the perspective of the author, so you can restate what they are saying fairly and accurately. This does not imply that the summarizer (you) is on board with the argument. <strong>You do not need to believe it or agree with their ideas.</strong> Your critique or analysis of what the author said may or may not come later.<br />
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So, to summarize, spell words correctly to help avoid reader-mind-wandering. Summarize your sources like a reporter, objectively and without prejudice. Even if you think they are dead-on wrong.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-76310476242914606992009-03-23T15:42:00.000-07:002017-06-14T11:56:13.186-07:00Detachment Can Be a Good Thing<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/Scga0E0ZqSI/AAAAAAAAAIY/cPO3NqnrRzc/s1600-h/Portland+114.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5316528842059917602" src="https://4.bp.blogspot.com/_K-76YiZEZkk/Scga0E0ZqSI/AAAAAAAAAIY/cPO3NqnrRzc/s320/Portland+114.jpg" style="display: block; height: 214px; margin: 0px auto 10px; text-align: center; width: 320px;" /></a>Detachment is usually not a good thing. It is bad for a friendship or a marriage. Christianity is centered on God’s <strong>attachment</strong> to us, and our familial <strong>ties</strong> as brothers and sisters in the body of Christ. To be detached can imply not caring, not invested, ambivalent or peripheral.<br />
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So in what way can detachment be <strong>good</strong>?<br />
<ul>
<li>It is good if we are not so “attached” to our writing that we can’t see its (sometimes glaring) weaknesses.</li>
<li>It is good if it gives us enough objectivity to understand a different/new perspective without excess emotion.</li>
<li>It is good if it means we can examine an idea with no other goal than understanding the argument behind it. </li>
<li>It is good if we can analyze and critique concepts without having to embrace or reject them wholesale. </li>
<li>It is good if it helps us to examine logical fallacies (false arguments) in some of our own assumptions and beliefs. </li>
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If you really care about something, use your passion to understand it in all of its subtleties. You will be better able to persuade others if you are willing to examine your ideas and beliefs with a critical objective eye.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-56327718074566621692009-03-16T08:18:00.000-07:002017-06-14T11:59:03.235-07:00Deconstructing Mid-Term Exams<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/Sb57sO4zT2I/AAAAAAAAAH4/MdR-zeasA7w/s1600-h/bluebook.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5313820610184564578" src="https://4.bp.blogspot.com/_K-76YiZEZkk/Sb57sO4zT2I/AAAAAAAAAH4/MdR-zeasA7w/s320/bluebook.jpg" style="cursor: hand; float: right; height: 314px; margin: 0px 0px 10px 10px; width: 245px;" /></a> You have been reading and listening to lectures. You have a syllabus and a stack of books.<br />
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You <strong>can</strong> control this content. You are not its victim. You can <strong>conquer</strong> it, <strong>dissect</strong> it, and <strong>break it</strong> into its component parts. <br />
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Before you get to that chair and blue book on exam day, you can lower your anxiety by <strong>outsmarting</strong> your test. But how? By remembering the following:<br />
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1. What did the syllabus say about the <strong>focus</strong> of this test? Is it your lectures? Readings? All of it? Some of it? Essay? Objective?<br />
2. What did the professor <strong>say</strong> about the test? Pay close attention to this. Did you receive a study guide? Use it. <br />
3. Create a study guide <strong>as you read</strong>. Your book may have a table of contents that makes a great start to an outline. Your syllabus may give you an outline in the form of your weekly lectures.<br />
4. Don't forget details. Include 2-3 descriptors for each name, date, or main point. You will use them in your answers on the test.<br />
5. Once you are in the chair, staring at the test, READ THE DIRECTIONS CAREFULLY AND DO EXACTLY WHAT THEY SAY. I put that in caps because it is the most important.<br />
6. Make a plan. Include the time you will devote to each question, which you will do first (start with the "easiest") and quick notes on what you remember about each question.<br />
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Take the test apart, in order to properly put it back together. Get a good night's sleep, and go in with confidence.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-25305340180442596812009-03-11T08:41:00.000-07:002017-06-14T12:01:22.462-07:00Wordy?<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/Sbfhps0s9tI/AAAAAAAAAHw/aSZ3FhTaRzo/s1600-h/untitled.bmp"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5311962392029886162" src="https://4.bp.blogspot.com/_K-76YiZEZkk/Sbfhps0s9tI/AAAAAAAAAHw/aSZ3FhTaRzo/s200/untitled.bmp" style="cursor: hand; float: left; height: 133px; margin: 0px 10px 10px 0px; width: 200px;" /></a>Some sentences don't have <strong>enough</strong> words. On the other hand, some sentences have <strong>surplus, extra</strong> and <strong>unnecessary</strong> words.<br />
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Here is an example:<em> When reading seminary textbooks and articles, one discovers that many times the author, whoever he or she may be, uses needless clauses and modifiers, that is, descriptive and parenthetical words and phrases, to try to communicate with you the reader, perhaps thinking that such a tactic sounds more sophisticated or academic or maybe just to see if you can plow through all the verbiage to get to the point they may (or may not) be making.</em><br />
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WHEW! Try to read that without taking a breath. </div>
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The written world of theological and biblical studies is full of long, run-on, dense and hard-to-read texts. When reading them, do your best to skim and scan for the main point. You can't change the authors you are assigned to read, or their enabling editors.</div>
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When <strong>YOU</strong> write, it is <strong>not</strong> an asset to be wordy. <strong>You</strong> can be clear, and have a precise point to each sentence and paragraph. <strong>You</strong> can communicate with a variety of sentences, changing the length and the structure to suit the flow of your argument. Your professor will thank you, and you will become, through practice, a fluid writer.</div>
Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0tag:blogger.com,1999:blog-1374070796435835916.post-22652176236994739592009-03-03T15:12:00.000-08:002017-06-14T12:02:08.794-07:00"Building" a Paper<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/Sa26dCsAG4I/AAAAAAAAAHA/VlfIXfjAeZk/s1600-h/paper-houses.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5309104543840082818" src="https://4.bp.blogspot.com/_K-76YiZEZkk/Sa26dCsAG4I/AAAAAAAAAHA/VlfIXfjAeZk/s320/paper-houses.jpg" style="cursor: hand; display: block; height: 56px; margin: 0px auto 10px; text-align: center; width: 320px;" /></a>Let’s say a paper is a house – new construction. <strong>The owner</strong> is the professor. He or she determines the basic scope of the project, the size and shape. The professor tells you what to write: a two page reflection paper, or a 600-word précis or an exegetical paper with three specific sections.<br />
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Some professors (owners) are more involved in the details of the paper than others. Some choose every fixture and paint color while others leave most choices to the architect/builder.<br />
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<strong>The architect/builder</strong> is you, the student/writer. You take the owner’s instructions, and create the design. You choose a topic (floor plan) and organize the ideas (plumbing and wiring systems). You do the research (hire sub-contractors) and shape it into its final form, attending to all of the details. You revise and copy edit (go back and clean up the site), so every mistake is made right.<br />
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<em>The architect is not the owner.</em> She can't design a ranch house when the owner asked for a cape cod. She will get fired if she does that. Similarly, a summary is not equivalent to a reflection paper. You have to do what the professor asks.<br />
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<em>The architect is also not merely a collector of subcontractors (sources).</em> He has control. He shapes and crafts the plan (argument). He is in charge of how the details are arranged and executed. He is making a new thing.<br />
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<strong>The paper/house</strong> must conform to the specs (specifications) of the professor/owner, but the writer has freedom to design and shape within those boundaries. Not unlike the relationship between God and human beings in the garden. (No, I do not think professors are equivalent to God.)<br />
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Accept the boundaries, and go for it: design a functional, beautiful space/a creative paper, just what the professor ordered.Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com2tag:blogger.com,1999:blog-1374070796435835916.post-21400253389926945652009-02-17T14:28:00.000-08:002017-06-14T12:33:56.997-07:00Insider Jargon<a href="http://4.bp.blogspot.com/_K-76YiZEZkk/SZtCxewVivI/AAAAAAAAAFY/JMnFWKFTK4U/s1600-h/3181.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5303906403995716338" src="https://4.bp.blogspot.com/_K-76YiZEZkk/SZtCxewVivI/AAAAAAAAAFY/JMnFWKFTK4U/s320/3181.jpg" style="cursor: hand; float: left; height: 248px; margin: 0px 10px 10px 0px; width: 165px;" /></a>Carpenters make things <strong>plumb</strong>, lawyers do <em><strong>pro bono</strong></em> work, dating couples have <strong>DTRs</strong>, and cooks <strong>deglaze</strong> their pans.<br />
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Biblical Scholars discuss <strong>redactions</strong> and the <strong>Apocrypha</strong>.<br />
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Theology has its own jargon. So does church history, pastoral care, and missiology. Seminary has <strong>multiple sets</strong> of insider jargon, because its classes are coming from distinct academic disciplines.<br />
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Perhaps you were prepared to study vocabulary words in Greek and Hebrew, but who knew how many new words there would be in all the other classes? Part of a wise schema-building strategy is to crack the vocabulary codes of each discipline. <br />
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Here are some ways to find, or make lists of words and their definitions:<br />
<ol>
<li>Make your own list. As you read and listen to lectures, write down the words you don’t know. Look them up and write the definition.</li>
<li>Look in your syllabus. Your professor may suggest a pertinent glossary, or define key concepts for you.</li>
<li>Look in your books. Some have glossaries in the back. Copy them and have them next to your book as you read.</li>
<li>Look in the reference section of the library for a “Dictionary of . . . (Bible, Theology, Church History)” Use it/them or buy your own.</li>
</ol>
If you load vocabulary early on, you will start to understand and communicate like a true insider. <br />
<br />Krishttp://www.blogger.com/profile/08443682494911428851noreply@blogger.com0