Principles of Discipleship and Church Growth from Acts 2:46-47

The purpose of this article is to make a comprehensive exegesis of the text of Acts 2:46-47 and to extract basic biblical principles for the work of discipleship. Along with this topic, this article also analyzes the aspect of the growth of the church, since the study text indicates that the Lord added new converts to the church, although the church itself had an internal task to fulfil. Even though church growth has generally been distanced from doctrinal catechesis in the church in the same way that theology is divorced from ecclesiastical practice, this work attempts to show that a responsible and simple exegesis of the text can integrate the “theory” of doctrine with missionary practice and the responsibility to make disciples, so that the church increases in membership.     

When God Smites: Talking with Students about the Violence of God in Scripture

This article emphasizes the need for religious educators to address the issue of divine violence in Scripture with students, and it offers various pedagogical strategies for doing so. The focus is on violent Old Testament texts, with special attention given to the issue of Canaanite genocide. A general framework for structuring class time around divine violence in Scripture is proposed which includes (1) encouraging students to encounter violent biblical texts firsthand, (2) helping them understand why people find these passages problematic, and (3) offering various options for dealing with the potential problems these passages raise. In the second half of the article, significant attention is devoted to a number of practical considerations that should be taken into account when talking about this sensitive issue in class. A brief word about assessment is offered at the end.     

Kingship and the ‘Apostolic Church,’ 1620-1650

Abstract

During the 1640s, English divines came to place new weight on the role of the Apostles in founding the Christian Church. Earlier in the century, Archbishop Laud and his allies had tended to appeal to the Old Testament, and especially to the Jerusalem of King David, as a model for the English church. In Jerusalem, they argued, king and church had cooperated in perfect harmony, and they sought to emulate this situation. With the outbreak of civil war, however, Jerusalem no longer seemed such an appropriate model. Clerics and laymen alike had to think afresh about the relationship between church and state, and several episcopalian clergymen began to appeal instead to the church of the Apostles, seeing this as a template for a church which was independent of the state. This essay examines the concept of apostolicity as understood between 1620 and 1650, showing that it proved both fruitful and problematic for English theologians.     

The Architectural Expression of Primitive Christianity: William Beveridge and the Temple of Solomon

Abstract

On the restoration of the monarchy in 1660, a resurgent religious identity in church and state was informed by identifying the English nation with the biblical Israel, and the worship and buildings of the Church of England with those of the Temple in Jerusalem. The dedication of the Church of St Peter, Cornhill (rebuilt after the Great Fire of 1666 and designed by Christopher Wren) in 1681 by the Revd William Beveridge was an expression of the Church of England's confidence in its identity with the ‘primitive Church,’ and as the Church of a chosen and favoured people.     

A Teacher Requiring a Discriminating Approach: The Jews in Martin Luther’s Theology

This article considers how Martin Luther’s attitude to the Jews is related to his theology. Focusing on justification, Christology, Old Testament hermeneutics, ecclesiology, and the two-kingdom notion, the article aims at understanding more precisely the theological motives behind Luther’s attitude to Jews, at finding out whether questionable features of his theology surfaced in this, and at assessing what the price would be of possible changes in the theological view of Judaism for the whole of Lutheran theology.     

Directed forgetting in direct and indirect tests of memory: Seeking evidence of retrieval inhibition using electrophysiological measures

We investigated whether directed forgetting as elicited by the item-cueing method results solely from differential rehearsal of to-be-remembered vs. to-be-forgotten words or, additionally, from inhibitory processes that actively impair retrieval of to-be-forgotten words. During study, participants (N = 24) were instructed to remember half of a series of presented words (TBR) and to forget the other half (TBF), as indicated by an instruction cue shown shortly after each word. During test, accuracy and reaction time measures from lexical decisions (indirect memory test) followed by recognition-memory judgements (direct memory test) were supplemented with event-related potential (ERP) recordings. Results from the behavioural measures revealed directed forgetting in the recognition-memory test but not the lexical-decision test. ERPs obtained during recognition indicated that TBR words elicited a larger parietal old/new effect than TBF words overall, suggesting that remember/forget instructions impaired conscious recollection processes more severely than familiarity processes. Moreover, TBF words that were successfully forgotten elicited less parietal activity than correctly rejected new words (the reversed old/new effect; Nowicka, A., Jednorórog, K., Wypych, M., & Marchewka, A. (2009). Reversed old/new effect for intentionally forgotten words: An ERP study of directed forgetting. International Journal of Psychophysiology, 71, 97–102). This was taken to implicate that inhibitory processes likely affected these items. Enhanced negativities for successfully forgotten TBF words relative to new words were observed in the lexical-decision task at early (150–250 ms) and late (800–1000 ms) time windows, suggesting that inhibitory influences disrupt more than just conscious recollection when memory retrieval is tested indirectly.     

Sequential variables and the Kamin effect

The results of two experiments demonstrated that retention deficits occurred in a within-subjects design only when the intermediate interval test was either the first or second test of the retention of prior aversive conditioning experience; when two relearning tests preceded a 1-hr test, no performance deficits were observed. It was suggested that internal cues may serve as memory attributes of avoidance behavior during early stages of avoidance learning, while other stimuli may facilitate the retrieval of the memory of prior avoidance training with repeated testing.