Embracing Our Interdependence on God and Others

2017 ◽  
Author(s):  
Jennifer Beste
Keyword(s):  
Popular Culture ◽  
Social Status ◽  
Sense Of Self ◽  
Image Of God ◽  
Committed Relationships ◽  
Self Sufficiency ◽  
Self Worth ◽  
The Image Of God ◽  
High Social Status ◽  
Shed Light

The first aspect of Johann Metz’s account of becoming fully human is to honor how deeply our sense of self and capacity to flourish depend on a network of relationships with God, others, and the rest of creation. Students’ reflections demonstrate that, in order to become fully human, we must let go of the belief fueled by popular culture that self-worth, success, and happiness result from a lifestyle marked by self-sufficiency, competition, perfectionism, wealth, materialism, and high social status. Instead, recalling our special dignity as persons created in the image of God, we must reclaim a vision of our intrinsic self-worth and embrace our interdependence on God and others. Both my students’ and Johann Metz’s analyses of Western culture shed light on why hookups appear psychologically safer and more “reasonable” than committed relationships.

A Puzzle in the Three Dialogues and Its Platonic Resolution

2018 ◽  
Author(s):  
John Russell Roberts
Keyword(s):  
Image Of God ◽  
Central Idea ◽  
Innate Ideas ◽  
Abstract Ideas ◽  
Cambridge Platonism ◽  
Key Aspects ◽  
The Image Of God ◽  
Shed Light ◽  
The Way

This essay suggests that Berkeley’s Neoplatonism may be profitably viewed as developed under the influence of Cambridge Platonism. A brief account of some key aspects of Cambridge Platonism are reviewed, specifically the central idea of the Image of God Doctrine (IGD) and Cudworth’s Axiarchism. Then possible points of influence of these aspects on Berkeley’s views are explored. In support of its possible usefulness, this approach to Berkeley’s Neoplatonism is used to shed light on his otherwise puzzling embrace of the pure intellect and abstract ideas. If Berkeley is drawing on the Cambridge Platonism tradition in the way suggested, he can have his pure intellect and its innate ideas without dragging along a commitment to a faculty of abstraction and its abstract ideas. Instead, the pure intellect is seen as a reflective faculty directed to the perfectly particular, concrete self.

scholarly journals The privatised self? A theological critique of the commodification of human identity in modern technological age in an African context professing Ubuntu

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Collium Banda
Keyword(s):  
Human Life ◽  
Modern Technology ◽  
Image Of God ◽  
Main Question ◽  
Human Identity ◽  
Self Sufficiency ◽  
African Context ◽  
Technological Age ◽  
Theological Critique ◽  
The Image Of God

Modern technology has significantly improved human life. However, its serious negative element in Africa is fostering human self-sufficiency and independence that ultimately subvert human solidarity and interdependence that are highly valued by ubuntu philosophy. The main question of this article is: From the perspective of the African communal tenet of ubuntu that places human identity within communal solidarity and interdependence, how can we theologically respond to the commodification of human identity in the modern technological age? Consequently, a description is made of how modern technological age promotes human self-sufficiency that leads to the commodification of human identity. Further, the link between the commodification of human identity and privatisation of self is described. The challenge of ubuntu philosophy expressed by the Nguni proverb umuntu ngumuntu ngabantu is unpacked, and its challenge to the human self-sufficiency promoted by the technological age is explored. The image of God is proposed as an important theological tool of responding to the commodification of human identity. Finally, some steps that the churches can use to mitigate the commodification of human identity are presented. Technology is here to stay; rather than resist it, Christians must embrace it from a perspective informed by the image of God.

Purple hats and threatened Whiteness in Flannery O’Connor’s ‘Everything That Rises Must Converge’

2020 ◽  
Vol 10 (1) ◽  
pp. 9-25 ◽  
Author(s):  
Quan Manh Ha ◽  
Sierra Gideon
Keyword(s):  
Civil Rights ◽  
Social Status ◽  
Civil Rights Movement ◽  
White Privilege ◽  
White Supremacy ◽  
Sense Of Self ◽  
Binary Relationship ◽  
National Values ◽  
Self Worth

Among Flannery O’Connor’s stories, ‘Everything That Rises Must Converge’ is one of the most frequently anthologized. Although the story explicitly addresses the southern reaction to integration measures taken in the midst of the Civil Rights Movement, critics of the story tend to gloss over the binary relationship between Whiteness and Blackness, the extent of White privilege, and the limits of Black tolerance. Although the story was published over half a century ago, it has contemporary relevance in America, where politics still intertwine with White supremacy. The alt-right, characterized by their neo-conservative and racist ideologies, continues to flourish under the banner of ‘protecting national values’ and mirror the assumptions of White superiority that Julian’s mother embodies in ‘Everything That Rises Must Converge’. O’Connor treats White privilege and pre-Civil Rights racial habits as they exist in a seemingly ordinary interaction between Julian’s mother and Carver’s mother. As Whiteness exists only in relation to the binary contrast of Blackness, Julian’s mother defines her imagined status of White privilege against an imagined category of Black submission as she attempts to preserve her social status. The sameness she shares with Carver’s mother on the bus – a sense of self-worth, a commonality in dress, and a quiet alienation in her motherhood of a son – threatens her culturally instilled view of fixed paradigms of behaviour based upon outdated racial constructs of Whiteness and Blackness.

scholarly journals Identity, self-sufficiency and disability in the context of educational and vocational activity

2011 ◽  
Vol 42 (3) ◽  
pp. 160-168 ◽  
Author(s):  
Konrad Piotrowski ◽  
Anna Brzezińska
Keyword(s):  
Identity Formation ◽  
Social Status ◽  
Sense Of Self ◽  
The Other ◽  
Unemployed People ◽  
Self Sufficiency ◽  
The One ◽  
Study Participants ◽  
The Unemployed ◽  
High Sense

Identity, self-sufficiency and disability in the context of educational and vocational activity This study focused on relations between identity and sense of self-sufficiency. These relations were analysed in the context of educational and vocational activity. 204 persons without disabilities and 230 persons with different kinds of disability participated in the study. Participants were divided into three groups: (1) 18-24-year-olds - students, (2) 25-30-year-olds - unemployed and (3) 25-30-year-olds - employed. The results revealed that unemployed people have significant problems with identity formation. This group obtained the highest scores on ruminative exploration and the lowest scores on the scales of commitment making and identification with commitment. Self-sufficiency proved to be a moderator of the relations between educational/vocational activity on the one hand and exploration in breadth and exploration in depth on the other hand. In students, level of exploration was high in individuals with a high sense of self-sufficiency whereas in the unemployed strong exploration was observed in the group with low sense of self-sufficiency. The need to conduct studies where participants are recruited from populations which seldom attract researchers' interest, such as the unemployed and people of low social status, is also noted.

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

Persons Together

2018 ◽  
Author(s):  
Alan L. Mittleman
Keyword(s):  
Human Nature ◽  
Well Being ◽  
Image Of God ◽  
Jewish Tradition ◽  
The Political ◽  
Human Beings ◽  
Human Flourishing ◽  
Political Dimensions ◽  
Market Relations ◽  
The Image Of God

This chapter moves into the political and economic aspects of human nature. Given scarcity and interdependence, what sense has Judaism made of the material well-being necessary for human flourishing? What are Jewish attitudes toward prosperity, market relations, labor, and leisure? What has Judaism had to say about the political dimensions of human nature? If all humans are made in the image of God, what does that original equality imply for political order, authority, and justice? In what kinds of systems can human beings best flourish? It argues that Jewish tradition shows that we act in conformity with our nature when we elevate, improve, and sanctify it. As co-creators of the world with God, we are not just the sport of our biochemistry. We are persons who can select and choose among the traits that comprise our very own natures, cultivating some and weeding out others.

Gandhian Method of Conflict Resolution: Perception of Educated Youths

2017 ◽  
Vol 1 (6) ◽  
pp. 1 ◽  
Author(s):  
Dr. P. K. Kar
Keyword(s):  
Conflict Resolution ◽  
Image Of God ◽  
Integral Approach ◽  
Human Beings ◽  
Life Itself ◽  
The Image Of God ◽  
Negative Concept

Gandhiji’s method of conflict resolution was based on truth and non-violence. Truth was for him the image of God. He did not believe in personal God. For Gandhi truth is God and God is truth. Life is a laboratory where experiments are carried on. That is why he named his autobiography “My Experiment with Truth”, without these experiments truth cannot be achieved. According to Gandhi, the sayings of a pure soul which possesses nonviolence, non-stealing, true speech, celibacy and non-possession is truth. The truth of Gandhiji was not confined to any country or community. In other words , his religion had no geographical limits. His patriotism was not different from the service of human beings but was its part and parcel(Mishra:102). Gandhiji developed an integral approach and perspective to the concept of life itself on the basis of experience and experiments. His ideas ,which came to be known to be his philosophy, were a part of his relentless search for truth(Iyer:270). The realization of this truth is possible only with the help of non-violence The negative concept of Ahimsa presupposes the absence of selfishness, jealousy and anger, but the positive conception of ahimsa demands the qualities of love ,liberalism, patience, resistance of injustice, and brutal force.

Social Dialect Variations in Sasak Monolingual Society: A Lingual Critical Study

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Irma Setiawan
Keyword(s):  
Social Status ◽  
Critical Analysis ◽  
Qualitative Method ◽  
Critical Study ◽  
Systematic Description ◽  
Or Groups ◽  
Dialect Variation ◽  
High Social Status ◽  
Descriptive Qualitative

Social dialect variation is diversity and richness of dialect owned by an individual or group in Sasak monolingual society. Moreover, the diversity of social dialect is also often used as a medium for transferring ideology, identity, and existence by an individual or group of individual or other groups. Thus, the purpose of this study is to describe the form of vocabulary choice in social dialect variation of Sasak community to show differences in speech who is high social status (superior) and low social status (inferior) between individuals or groups and between women and men. The theory used is social dialect variation form of Janet Holmes and critical analysis Norman Fairclough. The data was collected by observing methods and interview as well as the basic techniques and derivatives, observation and documentation methods. Sources of data gathered from Sasak speakers who are communicating. Data were analyzed by using descriptive qualitative method which aims to make systematic description, categorization, and patterning. Data are presented formally and informally. At last, this study resulted in different forms of social dialect variation by an individual or group and by women and men who can cause physical-psychic intersection.

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