RLS 126_0001 -- Study Questions

RLS 126/0001--The Development of Christian Thought--Study Questions (Spring 2012)

This page contains the study questions on the material covered up to the date of the most recent posting (see RLS 126/0001 Main Page for that date). The "Next Quiz" bookmark brings you to the beginning of the questions on the material for which you will be responsible at the next quiz; the "Most Recent Posting" bookmark brings you to the questions posted with the most recent update. The "Final Exam Questions" link, to be activated after the midterm exam, brings you to the beginning of the questions on the material for which you will be responsible at the final exam. The dates on the right indicate when the material following them was covered.

VERY IMPORTANT: Prior to attempting the questions, you must study the material thoroughly as if you had no questions. "Hunting" for answers to the questions and then memorizing these answers is a wrong-headed way of doing things. (The only people benefiting from that approach are the index card producers.)

Equally important: Many questions consist of more than one part. In those cases, your answer must not only contain an equal number of parts, but also comply with the following requirements: (1) The sequence of the order of the parts in your answer must follow the sequence of the parts in the question. (Non-compliance: An automatic 20% deduction from the score for the answer.) (2) Parts which are separated in the question must also be separated in your answer. (Non-compliance: A minimum 20% deduction from the score for the answer.)

Also important: In case you haven't read the study rules page, do so now. Here is the link: "Study Rules."

Beginning of questions you are responsible for at the midterm exam:

Part one: a shake-up, How and why RLS 126 differs from Sunday school, and the fox principle

(1) Do you remember the story about the PowerBall win and the news from your physician (I hope you do)? Summarize the story and explain the point it is to make.

(2) Explain the chief difference between most people and "you" in the PowerBall/physician story (besides "you" having the winning ticket in your pocket). Also, state some (at least four) of the "unnerving" questions your humble instructor formulated after he had explained that difference, and mention two fields claiming to have answers to some of these questions.

(3) Did you read the study rules? If not, you might be "putting the cart before the horse" at this very moment. Here is a link: "Study Rules." Read them prior to continuing.

(4) Describe an "unsettling" experience for some people with a religious upbringing. Also, explain an important difference between philosophy and religion with regard to how each of these fields supports views.

(5) State how faith has been defined (huge hint: "Accepting a view on the basis of . . . " [fill in the blank]), give examples showing the indispensability of faith, summarize the stories about Mr. Prendergast and Mr. Smith, and identify what the two different types of faith are these stories are to illustrate.

(6) Summarize the "Piece of Land" story, and explain the "extravagant claim" of Christianity the story is to illustrate.

(7) Explain a favorite method for supporting views that Sunday School teachers use, but that is out of bounds in RLS 126. Further, state the "short answer" to the question as to why this method is out of bounds in this course.

(8) State the name of the document which serves as the fundamental law of the United States, and when it was ratified (= became effective). Further, state what the Bill of Rights is, and when it became effective. Further, state how many amendments to the fundamental law of the United States currently exist.

(9) Explain what your humble instructor has called the "politically correct but factually incorrect" answer to the question, "Where does the prohibition to defend purely religious views in courses offered at places like URI (= public universities) come from?"

(10) State (or at least paraphrase) what the First Amendment to the U.S. Constitution says about religion. Also, state how the two provisions you are to paraphrase are called individually, and how they are called jointly. Further, state what the word "respecting" means as it is used in the First Amendment, and what the Amendment means by "establishment of religion."

(11) Summarize three important but often neglected points concerning the Religion Clauses of the First Amendment to the U.S. Constitution.

(12) Explain what the Fourteenth Amendment to the U.S. Constitution meant for the Bill of Rights. Further, assuming that the U.S. Supreme Court had not taken upon itself to change the Constitution and the Bill of Rights, how would the situation of religion and government on the state level mirror what the First Amendment prescribes for the federal level? What would that mean for the situation of religion in public schools? (Remember "A logic teacher's dream.")

(13) On the web text page, under "a logic teacher's dream," a state law has been explained that your humble instructor identified as "desirable." State what it is and explain why it would conform to the First Amendment's Religion Clauses.

(14) Identify the U.S. government body which does have the final authority with regard to determining the meaning of the U.S. Constitution when there is disagreement about its meaning. Further, name two decisions this body has handed down with respect to the teaching of religion in public schools, and state the years in which they were handed down. (Your answer must refer to the decisions that were explained in class.)

(15) State when McCollum v. Board of Education was handed down, and explain what the decision declared to be unconstitutional.

(16) State when School District of Abington Township v. Schempp was handed down, what activities it declared to be unconstitutional, and explain what it said about the teaching of religion at public U.S. schools.

(17) Formulate the Fox Principle, state the part of the neutrality requirement it imposes that comes from the government, and the part of the neutrality requirement your humble instructor imposes on himself. Further, explain what the Fox Principle is limited to, and what it does not apply to.

Part Two: A preview

(18) In the "Preview" part, your humble instructor told you that the rest of the course is to consist in two segments. State and briefly explain what they are.

(19) The statement that the "agreement part" of this course deals with beliefs accepted by "all forms of Christianity" must be "toned down" or "qualified" in two different respects. State what it is to be toned down to, and explain the reasons for each of the two qualifications of the "toned down version."

(20) I have mentioned five items which are excluded from traditional Christianity. One of them is a movement, and four of them are denominations. State what they are.

(21) State the reason for which your humble instructor is reluctant to exclude the Seventh-day Adventists from traditional Christianity, and explain two respects in which that denomination differs from traditional Christianity.

Part Three: A Messed-up Humanity? A "not purely religious" consideration of the human condition

(22) Summarize the "car with the malfunctioning transmission" example, and explain the features of the human condition which it is to illustrate.

(23) Your humble instructor has pointed out that we tend to become immune to the seriousness of the flaws of human nature. Explain the "alien example" that can be used as an antidote.

(24) Did you do more poorly on the first quiz than you expected? Did you mess it up completely? This may be because you did not follow the study rules. Did you even read them? If not, read them now!! Here is the link: "Study Rules."

(25) Summarize the Irving story as well as the story about a person's special talent, and explain the point both stories are to make about human reason and the human heart.

(26) Briefly explain the disconnect between human reason and the human will, as well as that between human reason and the human heart as they were outlined in class.

(27) Explain the flaws of human reason that your humble instructor has highlighted in class.

(28) Explain how a "properly functioning" human being would have to be with regard to the way in which his or her reason, will, and heart relate to each other.

Part Four: original sin--A Purely Religious Explanation of a Not Purely Religious Finding

(29) Explain why original sin is called a "purely religious explanation of a not purely religious finding."

(30) Explain how humans actually are, and how they are meant to be according to Christianity. Further, state when--if at all--humans ever were as they were meant to be according to Christianity.

(31) State what the feature of human persons is which makes it possible for them to do wrong even in a situation in which doing the right thing is easy. Further, summarize the story illustrating that doing wrong when doing right is easy is worse than doing the same wrong when doing right is hard. (Hint: Remember Trav Tryhard and his colleagues.)

(32) Explain what false pride is (including the tour guide illustration), and indicate what in the Genesis account about Adam and Eve suggests that false pride may have been a motive of their wrongdoing.

(33) [The purpose of this question is to make sure that you actually read the source to which there is a link in the text.] The text segment entitled "False Pride" contains a link to Genesis 2.4-3.24. Reading that Bible passage should make you able to answer the following: When Adam was hiding from God, what was the reason he gave for hiding? What are some of the things God told the serpent?

(34) State what the two chief consequences of Adam and Eve's wrongdoing were according to Christianity.

(35) Briefly explain the considerations showing that guilt and feelings of guilt are different from each other. Be sure to use examples illustrating your explanation.

(36) Explain the reason why guilt is called "strictly personal," and state what the examples are that your humble instructor has used to illustrate the strictly personal nature of guilt.

(37) Briefly explain the example that your humble instructor has used as an illustration that misusing a device for a purpose for which it is not intended may damage that device, and how he has applied that example to Adam and Eve.

(38) Explain how individual humans existing today supposedly "wound up" with original sin. Also, give a pity (= very brief and concise) definition of "original sin."

(39) Calling the damage to human nature "original sin" might give rise to a misunderstanding. State what it consists in, and correct it.

(40) Your humble instructor has pointed out that in the expression, "original sin," the word "sin" is used in an analogical rather than in a literal sense. Using the "healthy" example, explain what an analogical sense is. Also, explain why the word "sin" is used in the expression, "original sin."

(41) True, someone doing wrong virtually unavoidably is to be judged less harshly than someone doing wrong although being good would be easy for him or her. Christianity states, however, that we do not get "off the hook" just because original sin makes wrongdoing virtually inevitable for us. Explain the reason supporting this statement, including (but not limited to) the child molester example I have used as an illustration.

Part Five: How does God relate to us? How do we relate to God? Our chief task during this life

(42) Explain why analogical knowledge of God is possible according to Christianity, and what analogical knowledge of God is.

(43) Summarize the example of the admired person who loves you, and explain the point it is supposed to make.

(44) Explain the general statement about love that has been presented in class, state which type of human love has been designated as the most intimate one, and explain how it has been characterized.

(45) According to Christianity, the way God relates to humans can best be understood by "rolling" two different human relationships "into one." State and briefly explain what these relationships are.

(46) Explain what the two elements are which are supposed to be included in a human's relationship to God according to Christianity, and what the two respects are in which an actual human's relationship to God usually falls short.

(47) State and briefly explain how Christianity understands the purpose of our existence, and what our task is during this life.

(48) You humble instructor has mentioned two practical "hints" which Christianity considers useful for learning to carry out the task humans have during this life. State what they are. Further, the first of these hints has been divided into two steps. State what they are.

(49) Explain the role gratitude might have in a Christian's attempt to relate to God in a more appropriate way.

(50) Remember the New Testament story about the ten lepers? State what happened in that story, and explain the shortcoming in human life it is to illustrate.

(51) A Christian is supposed to "condition" him- or herself such hat an awareness of God is never far from his or her mind. Explain the two examples your humble instructor has used to illustrate what that means

(52) Christianity recommends "doing God's will" as one of two practical hints for learning to requite God's love. Your humble instructor has distinguished "two sides" of doing God's will. State and briefly explain what they are.

(53) Explain the example of the "task bothersome for a man and the woman whom he loves," and how it has been applied to "doing God's will."

[Note: Question 54 as posted last time has been replaced by the new question 54, below.]

(54) State and explain what the two types of Torah laws are that Christians distinguish from each other.

(55) "Do not think I have come to abolish the law . . . I have not come to abolish, but to fulfill." Explain three reasons why Christians do not take this as an order that everyone must live up to all the Torah laws in every detail. Also, state to what types of Torah laws Christians apply this passage.

(56) Explain the promise example that has been given in class to show that something that is fulfilled is no longer binding without having been "abolished" or "done away with," and explain how the example has been used to illustrate the Christian position on the non-moral Torah laws.

(57) Explain what Christianity's position is on the moral law in the Torah, and which word of Jesus they use to justify that position.

(58) "The law is written" in people's "hearts." State what type of laws this saying is applied to by Christians, and what about these laws it is to highlight.

Part Six: "God in the dock"

(59) Explain the meaning of the word "dock" as it is used in the "God in the dock" title and state the question which expresses the chief charge against the "defendant" (= God) which the course part with this title deals with.

(60) The prosecution's case as presented in Part Six of the course begins with a reminder of the current human situation, the original condition of humans, and what accounted for the change from the original to the current situation. Briefly explain these three items.

(61) The prosecution's case as presented in Part Six of the course charges the defendant with having made two mistakes. Briefly explain what they are. The prosecution also proposes two different ways in which the second mistake supposedly could have been avoided. State and briefly explain what they are.

(62) "God could have prevented the damage to human nature, had he designed the first humans such that wrongdoing would not have been possible for them." Explain Christianity's response to this assertion. Be sure to include reference to an important characteristic of love which has been explained in this context.

(63) State what an oxymoron is and give at least two "non-love" examples of oxymora ("oxymora" is the plural form of "oxymoron"). Further, state the oxymoron containing the word "love" that has been used in the defendant's response to the first mistake charge the prosecution made against him and explain why it is an oxymoron.

(64) In the "God in the dock" part, the prosecution suggests two possibilities for keeping us free from the damage which Adam and Eve supposedly inflicted on their nature. One of them has been called the "different first parents proposal." Briefly explain what it is, and how Christianity responds to it.

(65) In the "God in the dock" part, the prosecution suggests two possibilities for keeping us free from the damage which Adam and Eve supposedly inflicted on their nature. One of them has been called the "filter between the first human parents and their descendants" proposal. Briefly explain what it is, and how Christianity responds to it.

(66) "It certainly is not very loving to allow someone with a damaged nature to come into existence." Explain how the defendant replies to this assertion.

Part Seven: "See how the cross of the Lord stands revealed as the tree of life"

(67) Explain what makes the Christian form of monotheism unique and what Jesus' role is within that unique understanding of God. Also, state who the figure is whom the Old Testament is said to predict and with whom Christians identify Jesus. (Actually, two figures were referred to; it is sufficient for you to mention one of them.)

(68) Your humble instructor has mentioned a solution to the mess-up of the human condition that Christianity would consider as just, but that God did not choose. State what it is, and why it would have been just. Further, briefly explain the solution that God actually chose according to Christianity.

(69) According to Christianity, the Trinity's Second Person's joining the human race in Jesus had two beneficial effects on humanity. State what they are. (No general explanation is necessary; all you need to do is clearly identify in your answer what these effects are.)

(70) Your humble instructor has used the "organism--cell" analogy. Explain it and how it has been applied to illustrate one of the positive effects that Jesus' becoming one of us had on the human community.

(71) Identify an important factor co-determining the seriousness of human wrongdoing as well as the magnitude of the debt incurred through wrongdoing, explain what your humble instructor has said about primary and secondary targets of wrongdoing, and give an account of the reason why (according to Christianity at least) in consequence, an infinite component "creeps" into the debt humanity owes for its wrongdoing.

(72) State how and by whom the debt humans incurred through their wrongdoing has been taken care of, and what makes that person capable to take care of that debt in spite of the infinite component that has "crept" into it.

(73) Summarize (1) how Christians interpret Psalm 22, and (2) how Christians interpret Isaiah 52.13-53.12.

(74) At the end of Part Seven, your humble instructor has mentioned three disagreements between representatives of traditional Christianity are briefly discussed. State the topics they concern, and what the two sides maintain with regard to each of these disagreements.

End of midterm exam material.

Midterm exam: March 7, 2012

Midterm Exam

Beginning of questions you are responsible for at the final exam:

Part eight: The Christian way of life

(75) Did your midterm exam grade disappoint you? Maybe you ignored what is printed at the bottom of each page of the course packet. Maybe you still did not pay attention to the study rules. Here is another link: "Study Rules."

(76) State what prayer is according to Christianity (= how it is defined). Next, explain what is meant by "prefabricated prayers," give two of the most important examples of such prayers, and explain what has been said about the "auto-pilot" in connection with such prayers.

(77) Christianity distinguishes four types of prayer from one another. State what they are, what the order of priority is they assume in the minds of most people, and which one is to have the highest priority according to Christianity.

(78) Some object to prayers of petition, saying that they are unnecessary. State the reason they give in support of this view. Further, explain two responses Christians would give to this objection against prayers of petition.

(79) According to Matthew's Gospel, Jesus said, "Whatever you ask for in prayer with faith, you will receive." Often, it is argued that the many unfulfilled prayers of petition prove this statement wrong. In response, Christians formulate three reasons for the non-fulfillment of such prayers. Explain what they are.

(80) "At times, a sincere prayer of petition remains unfulfilled although what is asked for appears to be in the petitioner's best interest." Explain how Christianity responds to this assertion.

(81) When discussing prayers of thanksgiving, your humble instructor used two examples illustrating how humans often relate to benefits received from God. Summarize these examples, and explain for each of them the point it is to make.

(82) Christianity gives two reasons for which prayers of thanksgiving are important. State what they are.

(83) Explain what penitential prayers are, and state what other type of prayers they are closely related to.

(84) Jesus objects to praying on street corners and in synagogues in order to be seen. Some interpret this as an objection against public or community prayer. Christianity has three responses. Explain what they are.

(85) Briefly explain the illustration of the walking companion, and how it has been applied to private prayer.

(86) "If prayer is talking to God, why does God not talk back?" Explain the response Christianity gives to this question.

(87) Explain what contemplative prayer is.

(88) State how the Book of Acts calls the celebration that Christians claim to have been instituted by Jesus, and mention at least three other names Christians use for this central act of worship. Further, briefly explain the two chief sides of the disagreement existing among contemporary Christians with regard to what occurs during that act of worship.

(89) The course section entitled "Some moral teachings of Jesus" makes you recall the distinction between two types of laws in the Torah. State what they are, and give at least two examples of each.

(90) State the reason for which Christians do no longer observe the non-moral laws the Torah contains, and why they continue to consider themselves bound by the moral law.

(91) State what the two "commandments in the law" are which Jesus identifies as the greatest.

(92) Explain the reason for which Christianity states that the lives of most people need a complete rearrangement of priorities, and what is suggested for achieving such a rearrangement.

(93) State the two ways in which the meaning of "Love your neighbor as yourself" has been explained in class (and in the text). The second of these two explanations involves a famous saying of Jesus. In addition to paraphrasing that saying, state also how it is referred to.

(94) Explain what is meant by "an especially difficult expansion" of the "Love your neighbor as yourself" prescription.

(95) State and briefly explain what is according to Christianity the chief consideration according to which our lives will be judged in the end.

(96) The course segment entitled, "What our lives will be judged by at the end" contains a link to an account of the last judgment. State at least four of the six things one group of people mentioned there did do, and the other failed to do. Also, state what the two groups of animals are the two groups of people are likened to.

(97) Summarize the story about the man hustling for money and explain the point the story is to make.

(98) The text segment entitled, "Christianity teaches that it is 'never too late' as long as a person is still breathing," contains a link to the story about the workers in the vineyard. State what the chief factor is which makes the various groups of workers different from one another.

(99) State what the three things are which have been mentioned in class as necessary according to Christianity if one is to achieve forgiveness of a wrong one has become guilty of.

(100) The text segment, "The 'religion of the second chance'" contains a link to the parable of the unforgiving servant. Explain in what way the king treats the servant mercifully, and why the servant causes the king to be angry with him.

(101) Explain the chief reasons for which Christians think that it is risky to postpone a decision to change one's life for the better.

Part Nine: Divisions existing within Christianity and a discussion of the first three splits

(102) Explain the reason why Jesus considers unity among Christians as important, and what answer he might give to the question of why contemporary Christianity lacks credibility in many quarters.

(103) The text segment entitled, "The existence of splits within Christianity contrary to the will of Jesus of Nazareth" contains a link to the beginning of a prayer Jesus of Nazareth spoke for all Christians. State how Christians are referred to in that prayer, and what Jesus says about the relation between himself and the father.

(104) The text segment entitled, "Originally, there was unity among Christians" contains a link to a Scripture passage describing the situation in the first Christian community. State what that passage says about private possessions.

(105) In class, five splits within Christianity have been mentioned. State what they are, and in which century or centuries they occurred.

(106) Name the Christian communities that divided from mainstream Christianity at the occasion of the first two splits that were mentioned in class.

(107) Name at least six of the seven Protestant groups that were mentioned when the splits within Christianity were briefly summarized.

(108) State who Nestorius was, formulate the view about Mary through which he caused controversy, and what the implications might be which this view has with regard to one's understanding of Jesus.

(109) State the meaning the word "ecumenical" has in the expression "ecumenical council," explain what an ecumenical council is, and state how Roman Catholics, Eastern Orthodox Christians, and Protestants differ with regard to their recognition of ecumenical councils.

(110) Name the ecumenical council which responded to Nestorianism, state the year in which that council met, and briefly explain what the views are which it formulated about Jesus and Mary. Further, state the name of the Christian community that rejected that council, and what the countries are in which most of the adherents of that community live.

(111) Explain what a person is, and formulate the question one is to answer when one inquires about one's nature.

(112) State who Eutyches was, how the controversial view he formulated is named, and briefly explain that view.

(113) Name the ecumenical council at which Monophysitism was condemned, state the year in which that council met, and briefly explain the view about Jesus which it formulated.

(114) Name the four Christian communities that split from mainstream Christianity in the wake of the Council of Chalcedon, and state the names of the countries in which most of their members live.

(115) State what the immediate cause was that finalized the split between Eastern and Western Christianity. Further, indicate what the present-day religious communities are which are the successor churches of Eastern Christianity, and which one of the present-day churches is the successor church of Western Christianity.

(116) State what the three doctrinal issues are about which Eastern Orthodoxy and Roman Catholicism disagree. [All you need to do is identify the three issues; no details need to be given in your answer to this question.]

(117) State the Aramaic as well as the Greek version of he "nickname" which Jesus gave to Simon, the brother of the apostle Andrew, what the name means in English, and what it is to signify according to Roman Catholics.

(118) Catholics hold that in the Gospel of Matthew, Jesus tells Peter three distinct things implying that Peter was given a position of authority in the Church. State what these things are. (Be sure to avoid confusing the Matthew passage with the other Scripture passages Catholics refer to in this context. [This note will not be reproduced when the question is asked at a quiz or exam.])

(119) Luke and John contain passages Catholics cite as showing that Jesus gave a leadership position to Peter. State what Peter is to do according to Luke, and what he is to do according to John. Further, explain the reasons Catholics would give in support of their view that Peter's leadership position was transmitted to his successors.

(120) Summarize the chief considerations which Eastern Orthodox Christians use against the Roman Catholic stand on Peter and the authority of the Bishop of Rome.

(121) State what Roman Catholics hold with regard to the extent of the authority of the Bishop of Rome, and what Eastern Orthodox hold with regard to the extent of his authority

(122) State the disagreement between Eastern and Western Christians with regard to the procession of the Holy Spirit. Further, explain how Eastern Christianity argues in support of its position, and what the responses are which Roman Catholics give to these arguments.

(123) Formulate and briefly explain the view which your humble instructor calls the "strict interpretation" of what Jesus says about remarriage following a divorce, and the view he calls the "less strict interpretation" of what Jesus says about remarriage following a divorce. Further, identify the faith community adopting the strict interpretation, as well as the faith communities adopting the less strict interpretation.

(124) Explain what an annulment is, and how it differs from a divorce.

(125) Your humble instructor has mentioned three differences in church discipline between the Roman Catholic Church and the Eastern Orthodox faith communities. State what these differences are and briefly explain them. [Be sure not to confuse the church discipline matters with the disagreements on doctrinal matters.]

Part Ten: the fourth split: The Protestant Reformation

(126) Define "indulgence" as understood by the Roman Catholic Church. (Be sure not to confuse this understanding with the everyday meaning of "to indulge.")

(127) Roman Catholicism distinguishes between two different types of punishments due to sin. State and briefly explain what they are. Also, explain what Catholics believe purgatory to be.

(128) Explain your humble instructor's "teenager illustration" used to explain the difference between forgiveness of sins and the remission of temporal punishments due to sins. Also, explain the addition to the teenager example intended to illustrate the nature of indulgences.

(129) Briefly explain what, according to Roman Catholicism, the pope's power is with regard to indulgences.

(130) Briefly state three misunderstandings about indulgences existing in Germany at the time of Luther.

(131) State what was said in class about the immediate cause of the Reformation, and in which respect the Catholic authorities "got their priorities messed up" (at least in the opinion of your humble instructor) in their reaction to Martin Luther's theses.

(132) State the year in which Martin Luther was born, the year in which he died, and identify the events that happened in his life in the years 1505, 1507, 1508, and 1517. Also, state the year of his death.

(133) State the titles of the three works Martin Luther published in 1520.

(134) Briefly explain the disagreement between Martin Luther and the Roman Catholic teaching on the priesthood as Luther formulates it in his Appeal to the German Nobility.

(135) Briefly explain the disagreement between Martin Luther and the Roman Catholic teaching on the sacraments as Luther formulates it in his The Babylonian Captivity of the Church. (No details on the Eucharist are necessary--they are the theme of the following question.)

(136) Briefly summarize Martin Luther's three chief disagreements with the Roman Catholic teaching and/or practice concerning the Eucharist.

(137) Explain what Martin Luther says about faith and works, how his view differs from that of the so-called antinomians, and how it differs from what Roman Catholicism teaches.

(138) Explain the disagreement between traditional Lutheranism and Roman Catholicism with regard to the question as to how revelation has been transmitted to us.

(139) Explain the disagreement between traditional Lutheranism and Roman Catholicism with regard to the teaching on the sacraments.

(140) Enumerate the seven sacraments Roman Catholics believe in.

(141) Briefly explain Luther's view on predestination, and how what traditional Lutheranism holds on this matter differs from Luther's own view.

(142) Your humble instructor has explained seven points of disagreement between Roman Catholicism and traditional Lutheranism. Identify the topics these disagreements deal with (no details on the positions taken by either side need to be given as part of your answer to this question).

(143) Your humble instructor has explained two chief points with regard to which traditional Lutherans disagree with traditional Calvinists. State what these points are, and explain for each of them the Lutheran position as well as the Calvinist position.

(144) State where and when Anglicanism originated (for the "when" part, the century suffices), the name of the king under whom it originated, how the church governance structure of that church is called, and what the titles of the three types of officials are which this structure includes.

(145) Following the Protestant Reformation, central and northern Europe (including England) came to be divided into four chief religious groups. State what they are, and where they came to exist.

(146) State the name of the largest individual Christian denomination in the United States, who brought it first to North America, and what areas today belonging to the United States it was first brought to.

(147) State where, when, and by whom the first Lutheran congregation was founded in North America. Further, state the name of the largest contemporary U.S. Lutheran group.

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(148) State when and where Anglicanism and Calvinism arrived in North America. Further, state the name of the U.S. denomination which is the successor church of North American Anglicanism. Also, name three groups that were, in their original form at least, strongly influenced by Calvinism.

Final Part: End-of-the-Semester reflections

(149) In class (and in the textbook draft), five questions have been formulated to which affirmative answers may be defended in secular university classrooms although these answers are controversial. State at least three of these questions. Further, state the question to which an affirmative answer may not be defended in secular university classrooms.

(150) Briefly summarize the "being doggedly pursued by a lover" analogy and explain how it has been applied to what Christianity holds about human life.

(151) State (a) what Christianity considers as the goal of human existence, (b) what this means for the events making up the course of one's life, (c) what the "meet me in the stairwell message" is all about, and (d) how this message figures into the Christian understanding of a human being's earthly life.

Next Quiz Start -- No more quizzes.

Office hours after last day of classes:

Tuesday, May 1: 11:00-12:00, office hour.

Wednesday, May 2: 2:00-3:00, office hour.

Thursday, May 3: 11:00-12:00, office hour.

Tuesday, May 8: 11:00-12:00, office hour.

Thursday, May 10: 11:00-12:00, office hour.

Final Exam:

RLS 126/0001 Final: Thursday, May 10, 3:00-5:00.

Important: Information accessible on/through this web page will be removed following the regularly scheduled final exam for your course. If you wish to have a permanent record, you must download the material to your computer and/or make a printout. It is not your instructor's responsibility to provide you with copies ("hard" or electronic) after the time of the regularly scheduled final exam. This includes cases of students for whom exams are scheduled later than the regular final, instances in which Incompletes are to be removed, grade appeals after the grades have been posted on e-Campus, and submission of course materials to other institutions to determine course equivalencies.

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