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This book assembles the evidence for what the Greek Fathers, the men whose contructive thought underlies the creeds, really thought and taught about the nature of God. It shows that they were original thinkers, with a profound reverence for the text of the Scriptures, and minds keenly tranined to discuss what ultimate truths were expressed in the scriptural text and what reality should be ascribed to Christian religious experience. The results indicate that a good deal which is assumed in current theological text-books needs to be revised. The Fathers had to reconcile monotheism with faith in a Trinity of divine Persons. In the process, they pursued many lines of inquiry, often only to discard them after trial, but after following various clues and making various intellectual adventures they reached a solution of the problem, which was both true to their data and philosophically reasonable. Though the bulk of the book is concerned with the third and fourth centuries, during which the creeds were in the process of formulation, the story is carried down to the eighth century where the progress of original thought came to a standstill. It is shown that a great change came over the philosophical tradition during the sixth century, and owing to the consequent growth of formalism, a genuine outbreak of tritheism occurred. The book ends with the account of how this outbreak was met and overcome, largely through the efforts of a thinker whose very name is unknown, and whose book has only survived under the name of another man.
The Suffering of the Impassible God provides a major reconsideration of the issue of divine suffering and divine emotions in the early Church Fathers. Patristic writers are commonly criticized for falling prey to Hellenistic philosophy and uncritically accepting the claim that God cannot suffer or feel emotions. Gavrilyuk shows that this view represents a misreading of evidence. In contrast, he construes the development of patristic thought as a series of dialectical turning points taken to safeguard the paradox of God's voluntary and salvific suffering in the Incarnation.
This volume illustrates the complexity and variety of early Christian thought on the subject of the image of God as a theological concept, and the difficulties that arise even in the interpretation of particular authors who gave a cardinal place to the image of God in their expositions of Christian doctrine. The first part illustrates both the presence and the absence of the image of God in the earliest Christian literature; the second examines various studies in deification, both implicit and explicit; the third explores the relation between iconography and the theological notion of the image
Mark Sheridan, an expert in early Christianity, explores how ancient Christian theologians interpreted Scripture in order to address the problem of attributing human characteristics and emotions to God.
Distinguished Scholars Explore Early Christian Views on the Problem of Evil What did the early church teach about the problem of suffering and evil in the world? In this volume, distinguished historians and theologians explore a range of ancient Christian responses to this perennial problem. The ecumenical team of contributors includes John Behr, Gary Anderson, Brian Daley, and Bishop Kallistos Ware, among others. This is the fourth volume in Holy Cross Studies in Patristic Theology and History, a partnership between Baker Academic and the Pappas Patristic Institute of Holy Cross Greek Orthodox School of Theology. The series is a deliberate outreach by the Orthodox community to Protestant and Catholic seminarians, pastors, and theologians.
Many of the problems afflicting American education are the result of a critical shortage of qualified teachers in the classrooms. The teacher crisis is surprisingly resistant to reforms and is getting worse. This analysis of the causes underlying the crisis seeks to offer concrete, affordable proposals for effective reform. Vivian Troen and Katherine Boles, two experienced classroom teachers and education consultants, argue that because teachers are recruited from a pool of underqualified candidates, given inadequate preparation, and dropped into a culture of isolation without mentoring, support, or incentives for excellence, they are programmed to fail. Half quit within their first five years. Troen and Boles offer an alternative, a model of reform they call the Millennium School, which changes the way teachers work and improves the quality of their teaching. When teaching becomes a real profession, they contend, more academically able people will be drawn into it, colleges will be forced to improve the quality of their education, and better-prepared teachers will enter the classroom and improve the profession.