Topic 3- Fall of Humanity Assigment PDF

Preview

Summary

Topic 3, fall of humanity worksheet, graded A...

Description

Fall of Humanity: Then and Now Worksheet Name: Nair Gaines Course: CWV-101 Date: August 30, 2020 Instructor: Dr Debbie Fulthorp PART ONE: THE FALL - THEN Read the assigned readings in Topic 3 (textbook Chapter 4, Lecture 3, "The Mystery of Original Sin" article, and Bible passages) and address the following questions with a total word count (including all questions and answers combined) of 500-900 words. Cite all of the resources used with in-text citations, using at least two sources from the Topic 3 readings. Include these in the reference list at the end of the assignment. Write your paragraph response directly below each question: 1. What is revealed about human nature (from Genesis 1-2)? God was the creator of all things, including mankind. God created mankind based on his image, meaning not to look like him physically, but he endowed humans with a sense of awareness, reason, morality, character, and purpose (Genesis 1:27 NIV). Despite God being the creator of all, humans were made as God’s representatives, therefore, God gave mankind the duty to rule over all other living things, such as fish, birds, and wild animals (Genesis 1:26 NIV). In addition to managing other creatures, male and female were also ordered to reproduce, as God said to increase in number, populate (Genesis 1:28 NIV). Moreover, God gave complete freedom to the man he created, named Adam, and the woman who was made from his ribs, named Eve, while both lived in the Garden of Eden, which was also created by God. The purpose for Adam was to care for nature and name the animals in the Garden and behave purely on God’s given authority. Meanwhile, Eve was created to also help Adam with the garden, as God thought it wasn’t right for Adam to be alone, and with him start the outline of God’s plan for human marriage (Genesis 2: 24 NIV). Despite all this freedom and responsibilities, God created a boundary, for nobody to eat from the tree of knowledge of good and evil, as death would be the punishment (Genesis 2:17). All God wished for was a relationship based on his rules, as he was putting his trust in human nature. 2. What are the consequences of the fall for human nature (from Genesis 3)? The act of rebellion created a great impact on the nature of humanity. Adam and Eve completely disregarded God’s words and authority, and because of the fall, all humans became sinful by nature (Diffey, 2015). The serpent, which is described in the Bible as the most devious animal, knew exactly what God’s commands were, and purposely provoked Eve to doubt and judge God’s fairness. © 2017. Grand Canyon University. All Rights Reserved.

Firstly, God acknowledges the serpent’s trickery and curses it, making sure that the rest of the wild animals will not get along with the serpent, and it will not walk (Genesis 3:14 NIV). Then God acknowledges Adam’s and Eve’s disobedience. Eve is cursed to have pain, as in the Bible God curses her to have labor pain, and man to be placed first when making a decision (Genesis 3:16 NIV). Lastly, because Adam listened to Eve, God curses Adam to find it difficult to get food, and work-life will not be pleasant, but simply a lifelong source of frustration and hard work and Adam will eventually die (Genesis 3:19 NIV). After the fall of Adam and Eve, death started forming in the world. This is seen in the book of Genesis four, with Abel’s death, the flood, and even nowadays tragedies (Diffey, 2015). Despite this, there’s a sense of hope, as God says that the offspring of the woman will bruise the serpent’s head, or in this case Satan’s head. In simpler form, Jesus, born of a woman, will stop Satan, with a strike on the head, killing it. This is referred to as protoevangelium (“Topic 3 Overview,” 2017). 3. What is revealed about human purpose from the readings? What does it mean for humans to flourish, in other words, to achieve spiritual, emotional, and mental well-being? From the readings, humans are created by God in his likeness to follow his word, and represent him on earth, since he’s not present in a physical form. God gave humans his characteristics, as they were made based on his image (Diffey, 2015). God created mankind with a purpose, to care for what he created. This is seen in the book of Genesis, as God ordered mankind to rule over the animals, and later on, by creating Adam and Eve, to protect the Garden he created, and to multiply, flourish. God describes his creation, including humans as “very good”, therefore he wanted his masterpiece to continue to grow, spread good (Genesis 1:27, NIV). Besides, for humans to flourish, they should wise and know God. To get spiritual, emotional, and mental well-being, humans should not fall into temptation and greed and love God and each other (Shuster, 2013). 4. How might these questions about human nature, purpose, and flourishing be answered by those holding a pantheistic or atheistic (choose one) worldview? Those who follow the pantheism worldview, have the belief that everything is as equal as God and believe in a spiritual dominion, however, with no interference from a God (“Topic 1 Overview,” 2017). Therefore, Pantheists might not support the idea of God creating Adam and Eve, let alone God’s commands for both of them. A Pantheist might say that humans were created without a God and that their action is based on solely their thoughts, as they embrace the idea that they can be seen as godlike, as they make their own decisions through spirituality. Lastly, they may say that manifestation and the forces of the universe will guide them to find their purpose. PART TWO: THE FALL - NOW Consider how the fall and humanity's exposure to good and evil is seen in the way some people treat themselves and others in dehumanizing ways today (examples: abuse, addiction, bullying, domestic violence, eating disorders, human trafficking, pornography, poverty, racism, vandalism, etc.). 2

Choose one act of dehumanization and write the script for a short TV public service announcement in 350-650 words. Use at least two different sources from the GCU Library cited in the text and listed below in the list of references. Include the following: 

Highlight how the act of dehumanization is evident in the world today.



Provide solid ideas for prevention.



Include statistics, causes, and impact on people (victim, perpetrator, others as appropriate).



Discuss how a God-centered worldview contributes to a solution.



Include notes within the script about the images and video that would be included when shooting the commercial.

From the topic materials, view the two examples of a public service announcement: 1. Child Internet Safety PSA - Online Predators 2. Dangers of Sexting: What Teens Need to Know Write your paper below: *Student sitting in his desk, looking agitated, stressed, the camera zooms in, Nair’s voice is heard* Drowning in pressure to achieve academic success, while keeping up with the college lifestyle is making college students develop an addiction to stimulants. According to research by Benson et al. (2018), students are using stimulants to ease down the stress from exams and pressure from family to achieve good grades. Benson et al. (2018), confirmed from an examination that 10,904 college students are abusing the use of stimulants, such as Adderall. *Scene changes to a college hallway, full of students walking in different directions, some chatting. Nair walks in the middle, talking, the camera zooms in* Students are ignoring the psychological and physical addiction that is occurring, as they are describing the stimulants as a vital item for their lifestyle, and that talking about the usage of such is the new norm (DeSantis et al., 2008). The pressure and how easy is to get these stimulants are making students fall for temptation. *Scene changes to a young man, laid in a casket, eyes closed* Students are dying. According to previous New York Times reporter, Schwarz (2016), one of the popular stimulants named Adderall, gave a student named Richard, the liveliness and concentration he needed for his daily life at university, however, later Richard suffered from anxiety and delusions, and hanged himself days after his prescription ran out. *Scene changes to people of different races and ages standing side by side, camera zooms in on each person’s face, while Nair’s voice is heard*

3

More conversations need to be had, more lectures from teachers, counselors, and parents, to educate and expose the dangers that stimulants can cause to students. We all need to unify and protect one another. Lack of guidance and action can make the educational environment unstable and damaging for all. A God-centered would be the perfect salvation for our college students. University’s path can be challenging and tiring, however, students need to be reminded that they are not alone. God is with them all the step of the way and will provide strength, without them misusing these stimulants (Isaiah 41:10 NIV). In times of frustration, anxiety, and sadness, students should build a relationship with God, as through prayer God will listen, and no matter what request, he will fulfill it (Philippians 4:6 NIV). *Nair and all people smile and hug each other while walking inside a church* The End. REFERENCES List at least two references below for each part of the assignment above, for a minimum of four references. Prepare these references according to the guidelines found in the Student Success Center. Include the permalink for the GCU Library sources used. Example reference: Shuster, M. (2013). The mystery of original sin: We don't know why God permitted the fall, but we know all too well the evil and sin that still plague us. Christianity Today, 57(3), 38-41. Retrieved from https://lopes.idm.oclc.org/login? url=http://search.ebscohost.com/login.aspx? direct=true&db=rfh&AN=ATLA0001935909&site=ehost-live&scope=site List references below:

Diffey, D. (2015). Departure from wisdom. In Grand Canyon University (Ed.), The beginning of wisdom: An introduction to Christian thought and life (2nd ed.). Retrieved from http://lc.gcumedia.com/cwv101/the-beginning-of-wisdom-an-introduction-to-christianthought-and-life/v2.1/#/chapter/3 Topic 1 Overview. (2017). CWV-101: Christian Worldview. Phoenix, AZ: Grand Canyon University.

4

Topic 3 Overview. (2017). CWV-101: Christian Worldview. Phoenix, AZ: Grand Canyon University. Schwarz, A. (2016). ADHD: the statistics of a “national disaster.” Significance, 13(6), 20–23. Retrieved from https://doi-org.lopes.idm.oclc.org/10.1111/j.1740-9713.2016.00979.x

DeSantis A., Webb E., & Noar S. (2008). Illicit use of prescription ADHD medications on a college campus: a multimethodological approach. Journal of American College Health, 57(3), 315–323. Retrieved from https://doiorg.lopes.idm.oclc.org/10.3200/jach.57.3.315-324

Benson, K., Woodlief, D. T., Flory, K., Siceloff, E. R., Coleman, K., & Lamont, A. (2018). Is ADHD, independent of ODD, associated with whether and why college students misuse stimulant medication? Experimental and Clinical Psychopharmacology, 26(5), 476–487. Retrieved from https://doi-org.lopes.idm.oclc.org/10.1037/pha0000202

5...