Agustine And Love Essays - Amillennialism, Augustine Of Hippo

Agustine And Love April 14, 2000 Seminar 021 How does Augustine define love? Augustine states continuously that he was not yet in love, but was in love with love. This statement doesn't make sense to me. I don't believe that someone can be in love with something, if he or she doesn't understand what love is. ?I was not yet in love, but I was in love with love, and from the very depth of my need hated myself for not more keenly feeling the need.? (pg. 35) How can Augustine hate himself if he doesn't know what loves feel like? I think a lot of Augustine's statements about love are interesting. Augustine has some very good points about love, but he contradicts himself also. Is Augustine saying he wasn't in love or he doesn't understand love? Both of these statements make me wonder how can he be in love with love, if he isn't in love. After stating this, Augustine continues to support his statement by talking about friendship. Is the friendship Augustine mentions lustful or sincerely about love? ?Thus I polluted the stream of friendship with the filth of unclean desire and sullied its limpidity with the hell of lust.? (pg. 35) Obviously Augustine is letting the idea of love turn straight to lust. He talks about unclean desires, but he says he wants to be clean and courtly. Maybe Augustine has the wrong idea about love. Love is when you care deeply about someone and will do anything for them. Thinking about sexual desires and physical attractions are defining lustful ideas. Is Augustine talking about different kinds of love? Augustine states that he wants to be forgiven for the corruption of his soul so he can love God again. He also states whatever pleases you, you should love Him who created it. ?If material things please you then praise God for them, but turn back your love upon Him who made them.? (pg. 60) He continues this thought by saying we should love God for he created the world and without God we wouldn't be able to love anything in this world. He also states that God made the world and didn't leave. So is Augustine implying that if someone makes something and abandons it, that he or she shouldn't be loved? I think Augustine is implying that only those who create something and stay around should be loved. I agree with Augustine about this. If God would of created the world and left, I would of thought he created the world by mistake. By sticking around or admitting to creating the world, I feel as if God is able and willing to deal with whatever circumstances that may come His way. Augustine tells sinners to return to their heart and abide to God. Is Augustine saying that God doesn't create evil? Or is he saying that sinners learn to love evil and evil takes over their hearts? If God created everything, didn't he create evil as well? I think God created the devil, who was banned from God's kingdom, and he began preaching against God's word. If God created the devil and the devil created evil, then God created evil. I don't think God directly created evil, but indirectly through the devil. God realized that evil isn't good so he made the devil exit his kingdom. Augustine begins to talk about how his marriage was arranged. ? Great effort was made to get me married. I proposed, the girl was promised me.? (pg. 102) He continues to state that his mother wanted him to get married. Is Augustine truly in love with this girl? I don't think so, if he was truly in love with her he wouldn't need his mother to decide on marriage. I think Augustine really cared about this girl, but was being influenced to marry her by his mother. He goes on to explain how the girl wanted him to show her a vision for their future marriage. It seems to me as if the girl isn't all that sure about their love. I think she is telling Augustine this, to see if he truly loves her with all his heart and to see if he's ready to

Food Lesson for an ESL Learner

Food Lesson for an ESL Learner Learning about food is an important part of any ESL or EFL class. This food lesson provides some fresh approaches to help students practice speaking, writing and dealing with everything related to food. Before using this lesson, it is a good idea to have students learn some basic food vocabulary including vocabulary related to different names of food, measurements, and containers, ordering food in restaurants, and preparing food. Once students are comfortable with this vocabulary, you can move on to some more inventive activities such as writing recipes in English and having students describe their favorite meals to each other in class. Use this lesson as a way to review and expand all the various vocabulary and expressions related to food that youve explored with students in your class. The premise of this lesson is that students identify a new type of dish theyd like to prepare, research and write a recipe and make a list of ingredients. Finally, students make a trip to the supermarket - virtually or in the real world - to price items. Youll need access to computers to complete this lesson, or you can do the old fashioned way by actually going to the store with students. It makes a fun, if slightly chaotic, class excursion. Aim Researching a recipe from A to Z Activity Working in teams to identify, research, plan and shop for an exotic meal Level Beginner to intermediate English learners Outline As a class, begin the discussion by describing a delicious meal you have had. Go into as much detail as youd like, students will enjoy this unless its dinner time!Have students get in pairs or small groups of three or four. Each group should share their own experiences with great meals.Once students have shared their experiences, ask them to decide on one of the meals that have been discussed.Each group should then use a computer to find an image that fits one or more of the dishes in the chosen meal. Suggest students google the dish and click on images to find the image. Each group should print out their chosen image.Tape the image of each group to the wall.Ask students to take a piece of paper and circulate around the room to choose a dish that looks tasty. Once theyve chosen the dish, students should write down the ingredients they feel are necessary to make the dish.When students have made their choice and written down the necessary ingredients, group students by who has chosen w hich image. Students should then compare notes on the necessary ingredients. Note that students should be taking down the ingredients for a new dish based on an image that appealed to them from another group. Next, have students find a recipe for their chosen dish by using a cookbook (old school), or by choosing a recipe online.Ask students to compare their list of ingredients to the recipe and make any changes or additions necessary.Once students have created their list, its time to go shopping. As a class, you can visit an online grocer such as Safeway, or you can take the class on a field trip to a local supermarket.Students then go shopping. They take note of the products they need, the price, etc. I like to insist that students include the name of the container to help practice this type of vocabulary.As a class, have each group report back on how many containers, boxes, heads of a certain produce item, etc. were bought and how much they paid including the total.Optional: For truly adventurous classes - Ask students to actually go shopping and purchase, cook, and serve up the dish they have chosen. This would make a great pot-luck lesson for all to enjoy which would be tied into a sp ecific learning objective.

Human Development and Learning Essay Example | Topics and Well Written Essays - 750 words

Human Development and Learning - Essay Example According to Piaget's theory, cognitive development takes place in four separate stages and each stage progresses onto being more refined and conceptual levels of thought. Sensorimotor, the first stage (birth to 24 months) is characterized by knowledge being achieved mainly through sensory impressions and motor action. At the end of this stage, the child will have a little understanding outside what can be sensed. The subsequent stage is the preoperational stage (2 to 7 years) describes how child shifts from sensory testing to the progression of language and using of symbols. The basic characteristics of the stage are reading and a quick increase in vocabulary. The third stage is concrete operational (7 to 11 years) shows significant developments in perception and in the last phase known as the formal operational (11 to adulthood) explains the child's developing the skill to think about hypothetical conditions and reflect abstractly. Lev'Vygotsky, another renowned theorist, proposed the Sociocultural Theory of Development which suggested that children learn through socially interacting with their surrounding culture and communicate with others to learn the cultural values of the society through dialogue. Children progress in the direction of more individualized thought process during these social interactions. The co-constructed development incorporates individuals interacting through shared activities. Once the child is assisted in this process, he or she may be able to use enhanced strategies in the future if a familiar situation arises. This leads to internalization, which further results in the child's independent thought process. There are essential similarities between the natures of development of intelligence in children. This is particularly obvious in their views on the stage-related development process of cognitive abilities. Vygotsky is well known on his position on the importance of social factors in development. Piaget stressed the vital role of social factors in the building of knowledge. According to Piaget, social interaction is necessary in order to develop logic. Furthermore, both Vygotsky and Piaget agreed that it is the development of the individual which ultimately takes place. They also stated that internalization is not a process of copying material from the environment but is a transformative process. Piaget investigated the fundamental mechanisms in the individual constructing its thoughts, while Vygotsky dealt with socially developed mechanisms for constructing language meaning and learning. But both of them relate mental processes to the generative constructions of systems that maintain development, that is, in culture or in the individual interacting with its environment. In Vygotsky's opinion language is makes human species humanized and makes human thought a part of culture. On the other hand, language for Paiget is one of the five behavior patterns that manifest representational intelligence in children. Paiget's theory of intelligence is based on biological factors, but it also implies social dimensions as well. The