BIOLOGICAL PERSPECTIVES ON FALL AND ORIGINAL SIN

Abstract. The paper consists of an argument that goes as follows. Symbols and their elaboration into myths constitute Homo sapiens 's most primitive reading of the world and the relation of humans to that world. They are, in other words, primordial units of cultural information, emerging very early in human history, representing a significant achievement in the evolution of human self-consciousness and reflection. The classic myths of Fall and Original Sin, as well as the doctrines to which they gave rise, are further interpretations of this primordial information. The doctrinal traditions of the first four centuries of Christianity are surveyed. Three sets of data as interpreted by the biological sciences are offered as resources for understanding the biogenetic grounds of the experience that the symbols, myths, and doctrines of Fall and Original Sin seek to interpret. The conclusions to be drawn are that (1) the symbolic material is indeed commensurate with the scientific understandings, and (2) the scientific interpretations deepen our understanding of the symbols, while (3) the conversation between the symbols and the science once again raises certain perennial questions about human existence.     

Biblical mothers as images of the Church

Among the many images and symbols of the Church which the church Fathers used, biblical mothers had an important role. Some of these images, such as Mary as an image of the Church, became widespread and have influenced later Christian theology and iconography. In this article, both the development and different applications of these images will be explored. How and to what purpose these images were used in the Early Church will also be studied. Among the topics dealt with by using these images were the origin, age, character and purpose of the Church, as well as its relation to several ‘others’ (the Jews, the schismatics and the heretics). In modern ecclesiological discussions, especially of Eve and Mary as images of the Church, the role of the Church in salvation, as well as the communal interpretation of biblical mothers, are relevant.     

‘Sin is Rightly Called the Punishment of Sin’: Francis Turretin’s Reformed Doctrine of Sin

ABSTRACT

This article contextualizes Francis Turretin’s (1623–87) doctrine of sin, and in particular his understanding of sin as a punishment for sin. Specifically, it elaborates on the theological context into which Turretin speaks. Through analyzing Turretin’s historical situation, it progresses to the content of Turretin’s theology in light of his theological and political opponents. Utilizing Turretin’s Institutes of Elenctic Theology (1679–1685), St Augustine’s Contra Julianum, and John Calvin’s Institutes of the Christian Religion, amongst others, this article evaluates Turretin’s view of the doctrine of sin and its relation to medieval and early-modern European theology. Ultimately, it argues that Turretin’s view of sin as a punishment of sin is born from his understanding of God’s holiness being demonstrated through his ‘vindicatory justice’ and Turretin’s self-understanding as an ‘orthodox’ theologian in the grand tradition of Western theology extending back to the Church Fathers.     

Toward a ‘Catholic’ Reading of Kierkegaard

Historically, some Catholic readers have been suspicious of Kierkegaard's writings; viewing him as an irrational Protestant irreconcilably at odds with Catholic thought. Nevertheless, the unexpected yet favorable mention of Kierkegaard in John Paul II's Fides et Ratio is an indication that Kierkegaard's writings are not so easily dismissed. One may be justified in asking: what account can be given to explain such a shift in how the Catholic reception of Kierkegaard changes from a polemical rejection to a papal endorsement during the 20th century? In this review essay, I will explore some recent Kierkegaard research that provides – or at least, provides some of the groundwork for – a positive ‘Catholic’ reading of Kierkegaard. Space does not permit an exhaustive exposition of each book, so I will highlight the salient features of each to underscore a new trend that is emerging in Kierkegaard studies.     

创造与伸展:奥古斯丁时间观的两个向度

奥古斯丁《忏悔录》中的“时间之间”受到后世哲学家们的广泛关注和高度评价,但往往只重视其中“心灵的伸展”这一向度．而忽视上帝的创造这一向度,忽视了永恒之维。事实上,上帝的创造和心灵的伸展这两个向度不可分割．前者规定后者,阐明时间的起源;后者反映前者,说明时间的存在和本质。后者受前者的制约。也就是说,心灵的伸展有一个界限,是不可超越的。当文德尔班强调奥古斯丁的形而上学是“内在经验的形而上学”时,他确认了奥古斯丁时间观的心灵向度;当吉尔松称之为“皈依的形而上学”时,则是强调“心灵伸展的界限”,即永恒上帝的创造。     

Can a Pacifist Have a Conversation with Augustine? A Response to Alain Epp Weaver

Christians have historically differed as to whether the wrongness of an act is to be located in the objective character of the act or in the intention of the agent. By blurring this distinction, Alain Epp Weaver fails to see the real principle of consistency that unites Augustine's analyses of warfare and lying. Likewise, by not appreciating the fact that Augustine analyzes the wrongness of the act in terms of intention whereas Yoder analyzes its wrongness in terms of its objective character, Weaver proposes a conversation between two figures who lack the framework of shared assumptions that makes engagement in conversation possible.     

The Concept of Miracle

The concept of miracle has often been regarded as irreconcilable with the concept of natural law. But this contradiction applies only to an understanding of a miracle as a break of natural law. Such a violation would destroy the assertion of natural law, because its universal claim does not permit exceptions. However, the idea of miracle need not be conceived in this way, though it has often been done since medieval times. Augustine thought of miracles simply as unusual events that contradict our accustomed views of the course of nature but not nature itself. According to that definition of miracle, no contradiction of natural laws need be assumed. It is sufficient to regard unusual occurrences as "signs" of God's special activity in creation.     

Sweet Necessities: Food, Sex, and Saint Augustine

Central to Augustine's understanding of rightly ordered sexuality is his belief that the pleasure of the act should not be separated from its good (procreation). It is useful to observe that he reasons in a similar way about eating: that the pleasure of eating should not be separated from its good (nourishment). Inadequacies in his understanding of the purpose of food and eating may be instructive when we think about inadequacies in his understanding of sex. If there is more to food than he imagines, the same may be true of sex. Correcting for such inadequacies may also help correct for the (inadvertent) way in which his understanding of the purpose of sex may seem to legitimize technologies of assisted reproduction.     

Augustine’s <Emphasis Type="Italic">Confessions</Emphasis>: The Story of a Divided Self and the Process of Its Unification

This article takes up William James’ observation that Saint Augustine is “a classic example” of the discordant personality or divided self, and employs E. R. Dodd’s equally classic (1927–28) article on Augustine’s “spiritual maladjustment” to explore the psychological bases, especially parental, for Augustine’s discordant personality, and to evaluate the effectiveness of Augustine’s efforts to overcome the discordancy through a personal religious conversion.     

Spontaneous versus instructed use of multiple standards for evaluating comprehension: Effects of age,reading proficiency,and type of standard

Nine- and eleven-year-old children differing in reading proficiency read and commented on brief expository passages containing three different types of embedded problems (nonsense words, prior knowledge violations, and internal inconsistencies). Half of the children were specifically instructed as to the types of standards they should apply in order to detect the problems (lexical, external consistency, and internal consistency); the remaining children were simply instructed to look for problems. Both quantitative and qualitative differences in standard use were revealed by the children's comments about all parts of the passages. Older and better readers used more different standards and they used them more frequently than younger and poorer readers. The lexical standard was more likely to be adopted spontaneously than the other two standards and it was the only standard used by a substantial proportion of both younger and poorer readers. Finally, the consistent effects of instruction type indicate that children's evaluation activities were strongly influenced by the amount of guidance received.