Explain how both worldviews specifically address the list of “Ten Ways of Looking at the World” in Understanding the Times: theology, philosophy, ethics, biology, psychology, sociology, law, politics, economics, and history. In that given order, compare-and-contrast both worldviews in each of the ten categories.

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Live worldview options in today’s world.

Focusing on the concept of worldview and analyzed Christian theism, secular materialism, Marxism, Postmodernism, and pantheism/New Spiritualism as live worldview options in today’s world.

In this final paper, you will compare and contrast one of these worldviews with Christian theism, using the “Ten Ways of Looking at the World” you’ve read about in Myers and Noebel’s (2015) in the Understanding the Times text. This comparison will allow you to present your understanding of the two worldviews, as well as examine the beliefs of the non-Christian worldview (as well as your own) in light of a biblical perspective. In each of the “Ten Ways to Look at the World,” note where your personal worldview is similar or dissimilar from the two that you are comparing.

Include the following in your paper:

Section 1: Introduction (only 1 paragraph).

Section 2: The Central Ideas. In at least 1 page: Define the central concerns, major themes, core ideas, and ultimate goals of both worldviews.

Section 3: Compare-and-Contrast. In at least 2 pages: This section is more specific. Explain how both worldviews specifically address the list of “Ten Ways of Looking at the World” in Understanding the Times: theology, philosophy, ethics, biology, psychology, sociology, law, politics, economics, and history. In that given order, compare-and-contrast both worldviews in each of the ten categories. For instance, if you selected New Spirituality: “Christianity says [fill in] about theology, but New Spirituality says [fill in] about theology.” The comparison should highlight the essence of similarity-and/or-difference but it does not need to be in great detail. Meet the two-page requirement for this section but save space overall for the other requirements below.

Section 4: A Logical Defense. In at least 2 pages: State which of these worldviews you find more compelling, and then explain why using logic (aka natural reason). In your explanation, give a logical presentation — without citing Scripture as supernatural revelation, nor personal experience — and a logical defense of your conclusions. Per a philosophy course, the demonstration of critical thinking and the use of natural reason are essential. If you support the Christian worldview, why do you believe, for example, in the existence of God and Jesus as the Christ? What logic supports those essential and fundamental beliefs?

Section 5: Common Ground. In at least 1 page: Include suggestions as to how the ideas from these two worldviews might be able to find common ground and help people live together in greater harmony. Give at least two practical examples of finding such common ground and how this alliance might shape a society.

Section 6: Conclusion (only 1 or 2 paragraphs).

What is missing from both of the worldviews presented in “Cruel Logic”? How do you think the film would be different if a Christian, a Marxist, or a pantheist were included in the dialogue?

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Godawa’s short film “Cruel Logic”

Godawa’s short film “Cruel Logic,” is a brilliant example of a narrative that portrays worldview engagement. In the film, a postmodernist professor has a dialogue with a secular materialist in order to highlight the failure of both worldviews.

The value in this video is severalfold. First, it communicates dramatically that there are indeed costs incurred by the thoughts we think. Our thoughts lead to actions, so what we think will result in how we live. Specifically, a person’s wholesale adoption of a post-modern perspective on reality can result in that person diminishing the value of Scripture, diminishing the value of objective truth, even diminishing the value of truth claims made by friends and family. Second, understanding the close connection between what we think and how we act heightens the need to depend on God for our own right thinking. Scripture addresses this reality in numerous places. A couple of great examples are Romans 12:2 (Renew your mind!) and 2 Corinthians 10:5 (Take every thought captive!). Third, this video shows clearly and, again, dramatically that both post-modernism and secular materialism are deficient as worldviews.

A big goal of this class is not only to show you the right ways to think (e.g., a Christian worldview) but to illuminate the dangers of thinking wrongly and recklessly (e.g., post-modernism, secular materialism). We are willing to present uncomfortable and even difficult demonstrations of “the wrong” as long as we do not compromise biblical truth; this video does not constitute such a compromise. You’re an adult, you can handle this, and God will be glorified through your consequent and strengthened desire to think in godly ways.

In light of this film, please answer the questions after you have watched the video:

What is missing from both of the worldviews presented in “Cruel Logic”?

How do you think the film would be different if a Christian, a Marxist, or a pantheist were included in the dialogue?

 

Why do you think this type of story/approach to the world is appealing to audiences today? Do you think this approach to the world is positive? A negative? Or a mixture? Explain and defend your answer.

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Hollywood Worldviews, Godawa (2009)

From our textbook reading this week in Hollywood Worldviews, Godawa (2009) indicates that movements such as romanticism and existentialism place an emphasis upon following one’s emotions (romanticism) and personal experience (existentialism), respectively, rather than one’s reason (logic). Given that contrast, answer the following questions in your initial post:

Why do you think this type of story/approach to the world is appealing to audiences today?

Do you think this approach to the world is positive? A negative? Or a mixture? Explain and defend your answer.

What TV shows do you remember shaping your expectations about the world? What shows taught you what “the good life” looked like for an adult? What did they teach you to expect?

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In this paper, you will consider how your ideas about the world were formed. Think back to your formative years: your childhood, middle school, high school, or early adulthood. What TV shows do you remember shaping your expectations about the world? What shows taught you what “the good life” looked like for an adult? What did they teach you to expect?

In an essay of two to three-pages, give a brief explanation of your views on the “Ten Ways of Looking at the World”

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Ten Ways of Looking at the World

In your assigned reading from our textbook Understanding the Times, the concept of worldview was presented as a lens or a filter through which one understands the world. As we begin our study on this topic, it is important for you to understand your starting place and to think through the parameters of your current worldview. In an essay of two to three-pages (not counting the title page nor the reference page), give a brief explanation of your views on the “Ten Ways of Looking at the World” (located on pages 15-17 of Myers and Nobel’s text).

Here are the topics and corresponding questions to answer within your essay with at least four sentences per question (at least one paragraph). Answer them in the order presented below:

1 Theology: Who is God?

2 Philosophy: What is the love of wisdom?

3 Ethics: What is the good life?

4 Biology: What does the natural world tell us about creation?

5 Psychology: What makes a human being a person?

6 Sociology: How should we live in a community?

7 Law: What constitutes a just law?

8 Politics: In whom should power rest?

9 Economics: How should a society be productive?

10 History: How can the past help future human flourishing?

When providing the four examples mentioned above, indicate the specific map you used and how they support your examples.

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40 Maps that explain the Middle East

40 maps via the Resources section below, reading the short information provided. Pay attention to the diversity of the Middle East region—historically, politically, culturally, linguistically, religiously, and geographically.
Provide examples of diversity for each of the following categories—cultural, ethnic, religious, and political.

That means four total, one for each category.
For example, refer to any map that emphasizes ethnic differences (for example, Arabs, Persians (Iranians), Jews, or small splinter ethnic groups within states). Or another that emphasizes cultural differences like language usage, including dialects within languages. Yet another that distinguishes religious differences, and finally, another that distinguishes political differences (i.e. sectarianism, or political boundaries that seem to persist over time, or maps indicating strategic location for purposes of military importance, trade, or oil reserves?).

Notice that some of these differences overlap and can serve as examples across the four categories indicated.

When providing the four examples mentioned above, indicate the specific map  you used and how they support your examples.

https://www.vox.com/a/maps-explain-the-middle-east

When providing the four examples mentioned above, indicate the specific map you used and how they support your examples.

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40 Maps that explain the Middle East

40 maps via the Resources section below, reading the short information provided. Pay attention to the diversity of the Middle East region—historically, politically, culturally, linguistically, religiously, and geographically.
Provide examples of diversity for each of the following categories—cultural, ethnic, religious, and political.

That means four total, one for each category.
For example, refer to any map that emphasizes ethnic differences (for example, Arabs, Persians (Iranians), Jews, or small splinter ethnic groups within states). Or another that emphasizes cultural differences like language usage, including dialects within languages. Yet another that distinguishes religious differences, and finally, another that distinguishes political differences (i.e. sectarianism, or political boundaries that seem to persist over time, or maps indicating strategic location for purposes of military importance, trade, or oil reserves?).

Notice that some of these differences overlap and can serve as examples across the four categories indicated.

When providing the four examples mentioned above, indicate the specific map  you used and how they support your examples.

https://www.vox.com/a/maps-explain-the-middle-east

What did the US government learn about Power at this time? Did Faith play any role in its lessons, either Christian faith or Muslim faith as learned from their meeting with leaders like Abd-a-Rahman?

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Impact of Barbary Wars

Turabian format – chpaters 1-4 Oren, Michael B. Power, Faith, and Fantasy: America in the Middle East: 1776 to the Present. New York: W. W. Norton ” Company, 2007. ISBN: 9780393330304. uploaded

Ambassador Michael Oren writes: “Few events in the post-independence period of American History had a more transformational impact on America than the Barbary Wars.”

Using Oren’s own title template of Power, Faith, and Fantasy, how would you use these terms to describe some aspect of what the US government learned from its Barbary experience?

What did the US government learn about Power at this time?

Did Faith play any role in its lessons, either Christian faith or Muslim faith as learned from their meeting with leaders like Abd-a-Rahman? [How religious were Adams and Jefferson?]

In terms of Fantasy broadly understood, did Americans come away with any wrong ideas about their experience?

Finally, students often conclude that after Barbary, Americans no longer compromised their core principles by paying tribute to foreign governments in the Middle East (if not to governments anywhere). Are there other ways in the future that we would learn to compromise American principles or pay tribute to leaders in the Middle East? What might a contemporary version of US tribute look like today?

When providing the four examples mentioned above, indicate the specific map you used and how they support your examples.

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40 Maps that explain the Middle East

40 maps via the Resources section below, reading the short information provided. Pay attention to the diversity of the Middle East region—historically, politically, culturally, linguistically, religiously, and geographically.
Provide examples of diversity for each of the following categories—cultural, ethnic, religious, and political.

That means four total, one for each category.
For example, refer to any map that emphasizes ethnic differences (for example, Arabs, Persians (Iranians), Jews, or small splinter ethnic groups within states). Or another that emphasizes cultural differences like language usage, including dialects within languages. Yet another that distinguishes religious differences, and finally, another that distinguishes political differences (i.e. sectarianism, or political boundaries that seem to persist over time, or maps indicating strategic location for purposes of military importance, trade, or oil reserves?).

Notice that some of these differences overlap and can serve as examples across the four categories indicated.

When providing the four examples mentioned above, indicate the specific map  you used and how they support your examples.

https://www.vox.com/a/maps-explain-the-middle-east

Where does the National Incident Management System, Incident Command System, unified command, and the National Response Framework come into play here?

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Bio Defense

Write answers in a discussion forum form using paragraphs. Review the following scenario and answer the questions that follow:

Imagine that over a 24-hour period 17 patients report to the Emergency Department of a small hospital in a rural community. Clinically, the patients present with fever, malaise, flushing, conjunctivitis, myalgia, abdominal pain, nausea, diarrhea, and a petechial rash. One of the patients is coughing up blood (hemoptysis) and another has seizures in the Emergency Department and falls into a coma.

An infectious diseases specialist is called in to determine the cause of this outbreak. The specialist collects blood and urine from most of the patients and orders a battery of tests. Samples are sent on to the hospital laboratory for routine blood and urine tests. A subset of the patient samples is forwarded to a commercial laboratory where more elaborate testing is available. Based on initial findings from the hospital laboratory, the specialist comes up with a differential diagnosis of viral hemorrhagic fever, bacterial sepsis, Rocky Mountain spotted fever or other rickettsial disease, leptospirosis, borreliosis, dengue hemorrhagic fever, septicemic plague, or hemorrhagic smallpox.

The specialist begins to piece together information gathered from the patients and family members. There appears to be one common event shared by all the case patients: All attended a major sporting event, a championship college football game that occurred nearly two weeks previously. The physician has a reasonable suspicion that the cases are all related to an intentional act or at least to some bizarre coincidence.

At this point, isolates from case patients would be forwarded to a regional laboratory in the state’s capital city for further testing. If the isolate is found to test positive for one of the CDC bioterrorism agents (Category A, B, or C), an isolate would be sent to the national laboratory in Atlanta for definitive testing.

The state Bureau of Investigation, the Federal Bureau of Investigation, and a local joint terrorism task force would send agents to the community to work with epidemiologists to determine the source of the outbreak. The FBI’s Hazardous Materials Response Unit, along with the state’s Army National Guard’s WMD civil support team might be requested to respond to collect and process evidence within the community. The evidence that these teams collect would be delivered to the laboratory via local, state, or federal law enforcement. Environmental and clinical samples would be gathered from numerous sites. The field collection effort would be enormous and likely to include thousands of samples.

Discuss the implications for local emergency managers and response organizations from the jurisdictions that will be included in the response and investigation.
Where does the National Incident Management System, Incident Command System, unified command, and the National Response Framework come into play here?
What agency will be in charge of the response? What agency will be in charge of the investigation? Consider something like this occurring in your town.