Chapter 4 (Culture and Religion) and "Serving is Different from Helping and Fixing"
Chapter 4: (Culture and Religion)
In Chapter 4: Culture and Religion in Eurasia/North Africa, we discover the emergence of "cultural traditions" from the second-wave civilizations (148) across Eurasia. Though they happened around the same time "surrounding 500 B.C.E." (148), the "cultural traditions differed greatly" (148), as the "thinkers" of Greece and China concentrated on the reality of the world, whereas thinkers from India and Persia were concerned with the "unseen" supernatural, "the Divine," and the universe (148). However, all these traditions were united by their purpose to "define a single source of order and meaning in the universe" (148). This particular chapter was interesting to me because it enabled me to appreciate other religions as well as to understand the historical context of my very own religion.
I thought it was ironic to read that though the principles of Confucianism and Daoism were contrasts of one another, Chinese elites still believed Daoism "complemented" Confucian values. Daoism favored a balance between the sexes" (156), whereas Confucianism established a culture where a woman had to be "prepared to serve her husband" (153). Further, the Confucian qualities of "wen and wu" were designed for men (153). I am not in personal support of some of Confucius principles, mostly the one that the woman is inferior to the man. However, I still see a lot of value in the other Confucian principles, such as the ones valuing humility that we reviewed in class, and the emphasis of actions versus words. The "ancient Chinese concept of yin and yang" constituted balance and a "unity in opposites" (156). For there to be order and stability, balance must be involved. This relates with how Chinese elites believed the Daoist perspective complemented Confucian values.
In reading I took a particular interest in the Hindu tradition of moksha, defined as the "ultimate goal of liberation (159). I am curious to know how practicers of Buddha arrive at the realization they have reached moksha. It would also be particularly interesting to know how one knows they have reached it. The text explains it, yet is vague about the meaning, leaving a mysterious emotion similar to the ones evoked by reading about the supernatural. The same happened for me when reading about Buddhism and enlightenment, or nirvana. "Nirvana" is the name of a song by American singer Adam Lambert, and it also the name of the rock band, so that is what I thought of. I think these questions are so interesting because there is no precise answer: it is intangible, leaving it mysterious and open-ended. I think it is important to postpone any initial judgments or biases towards unfamiliar cultures when learning about them across all studies in order truly understand them.
I was raised Catholic, as I have received all the sacraments except Holy Orders, Anointing of the Sick, and of course Matrimony. I found it very interesting to learn about the roots of my faith. We are brought up a certain religion, which is passed down through generation and tradition, but rarely do we stop to think about where it came from. I have learned about the Old Testament throughout my 12 years of Catholic education, but not on a deep enough level to understand that "The set of ideas sustained a separate Jewish identity in both ancient and modern times, and it was this understanding of God that provided the foundation on which those later Abrahamic faiths of Christianity and Islam were built" (168). I also think it is important to understand why Christian values are so concerned with justice, especially for all people to be "stewards" of earth and creation. The Hallmarks of a Notre Dame Learning Community as well as the Critical Concerns of the Sisters of Mercy emphasize the importance of caring for the earth and the environment. The textbook displays the origin of such a concern with nature, as "Jewish tradition made human beings the stewards of creation" (168). I now understand why love for the environment is so deeply routed in Gospel values and teachings. I also found it interesting how Judaism and Zoroastrianism paved the way for future belief systems and set their foundations to which many people, including myself, strive to live by today.
We also learned about the history of Jesus of Nazareth in this chapter. The text helps illustrate his life and his ways. In high school religion, however, I learned that some of the stories in the Bible were metaphorical and symbolic of the ways Jesus would want us to live, and Chapter 4 helped me understand more about the context of the era and the overall message of Christianity. For example, Strayer explains "the Jewish tradition of social criticism, and the reality of Roman rule over his people" (173). Understanding the historical context of one's faith enhances their understanding of it.
"Serving is Different from Helping and Fixing"
Remen's article clearly illustrates that helping distances the helper and the receiver, whereas serving equates both parties without the feeling of debt. Upon reading this I immediately thought of Jesus' teaching in Christian Gospel values of the importance of servant leadership, and the fact that he considered himself one with the poor. I also was reminded of the difference between charity and justice when reading Remen's article. Charity provides a temporary solution to an issue, such as through food, shelter, and clothing. Justice seeks to prevent issues in the first place and to break the barriers of the underlying structures or root causes fostering the cycles of oppression. It also reminded me the difference between community service and service learning. I think one of the messages is the importance of thinking about both parties.
In Chapter 4: Culture and Religion in Eurasia/North Africa, we discover the emergence of "cultural traditions" from the second-wave civilizations (148) across Eurasia. Though they happened around the same time "surrounding 500 B.C.E." (148), the "cultural traditions differed greatly" (148), as the "thinkers" of Greece and China concentrated on the reality of the world, whereas thinkers from India and Persia were concerned with the "unseen" supernatural, "the Divine," and the universe (148). However, all these traditions were united by their purpose to "define a single source of order and meaning in the universe" (148). This particular chapter was interesting to me because it enabled me to appreciate other religions as well as to understand the historical context of my very own religion.
I thought it was ironic to read that though the principles of Confucianism and Daoism were contrasts of one another, Chinese elites still believed Daoism "complemented" Confucian values. Daoism favored a balance between the sexes" (156), whereas Confucianism established a culture where a woman had to be "prepared to serve her husband" (153). Further, the Confucian qualities of "wen and wu" were designed for men (153). I am not in personal support of some of Confucius principles, mostly the one that the woman is inferior to the man. However, I still see a lot of value in the other Confucian principles, such as the ones valuing humility that we reviewed in class, and the emphasis of actions versus words. The "ancient Chinese concept of yin and yang" constituted balance and a "unity in opposites" (156). For there to be order and stability, balance must be involved. This relates with how Chinese elites believed the Daoist perspective complemented Confucian values.
In reading I took a particular interest in the Hindu tradition of moksha, defined as the "ultimate goal of liberation (159). I am curious to know how practicers of Buddha arrive at the realization they have reached moksha. It would also be particularly interesting to know how one knows they have reached it. The text explains it, yet is vague about the meaning, leaving a mysterious emotion similar to the ones evoked by reading about the supernatural. The same happened for me when reading about Buddhism and enlightenment, or nirvana. "Nirvana" is the name of a song by American singer Adam Lambert, and it also the name of the rock band, so that is what I thought of. I think these questions are so interesting because there is no precise answer: it is intangible, leaving it mysterious and open-ended. I think it is important to postpone any initial judgments or biases towards unfamiliar cultures when learning about them across all studies in order truly understand them.
I was raised Catholic, as I have received all the sacraments except Holy Orders, Anointing of the Sick, and of course Matrimony. I found it very interesting to learn about the roots of my faith. We are brought up a certain religion, which is passed down through generation and tradition, but rarely do we stop to think about where it came from. I have learned about the Old Testament throughout my 12 years of Catholic education, but not on a deep enough level to understand that "The set of ideas sustained a separate Jewish identity in both ancient and modern times, and it was this understanding of God that provided the foundation on which those later Abrahamic faiths of Christianity and Islam were built" (168). I also think it is important to understand why Christian values are so concerned with justice, especially for all people to be "stewards" of earth and creation. The Hallmarks of a Notre Dame Learning Community as well as the Critical Concerns of the Sisters of Mercy emphasize the importance of caring for the earth and the environment. The textbook displays the origin of such a concern with nature, as "Jewish tradition made human beings the stewards of creation" (168). I now understand why love for the environment is so deeply routed in Gospel values and teachings. I also found it interesting how Judaism and Zoroastrianism paved the way for future belief systems and set their foundations to which many people, including myself, strive to live by today.
We also learned about the history of Jesus of Nazareth in this chapter. The text helps illustrate his life and his ways. In high school religion, however, I learned that some of the stories in the Bible were metaphorical and symbolic of the ways Jesus would want us to live, and Chapter 4 helped me understand more about the context of the era and the overall message of Christianity. For example, Strayer explains "the Jewish tradition of social criticism, and the reality of Roman rule over his people" (173). Understanding the historical context of one's faith enhances their understanding of it.
"Serving is Different from Helping and Fixing"
Remen's article clearly illustrates that helping distances the helper and the receiver, whereas serving equates both parties without the feeling of debt. Upon reading this I immediately thought of Jesus' teaching in Christian Gospel values of the importance of servant leadership, and the fact that he considered himself one with the poor. I also was reminded of the difference between charity and justice when reading Remen's article. Charity provides a temporary solution to an issue, such as through food, shelter, and clothing. Justice seeks to prevent issues in the first place and to break the barriers of the underlying structures or root causes fostering the cycles of oppression. It also reminded me the difference between community service and service learning. I think one of the messages is the importance of thinking about both parties.
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