 | Junior Theology FaithSummary of what we did in the courseSt. Louis U. High Fall 2004This is a work in progress and will change! Grading Plan | Extra Credit Test & Exam Prievew for Fall of 2004 Test & Exam Preview of Summer Faith Course 2003 |
| | Junior Theology FaithSummary of what we did in the courseSt. Louis U. High Fall 2004This is a work in progress and will change! Grading Plan | Extra Credit Test & Exam Prievew for Fall of 2004 Test & Exam Preview of Summer Faith Course 2003 |
First two weeks:We began the course with some introductory material on a pretest:
Third week/four days:All the prior homework and essays will be returned and we will discuss what was learned about faith in the first few weeks.A worksheet will remind us of some key ideas, offer questions for our faith discussion and lead into the Five Foundational Existential Truths. We'll begin to see why this course is so important as we consider Five Foundational Existential Truths. A 40 point test on the introductory material will be Friday. A take home essay on Faith will be part of the test due on Friday (20 points). Students were given a handout about the essay and had the weekend to edit or change their faith essay. This essay should be on their internet site. Homework for the week is to work on this essay and prepare for the test. Fourth and fifth week:Students will read and mark the chapter in the Readings Book (RB) on Reason. We will see and hear some short stories about New York Assistant Fire Chief Gerard Barbara, Eric Clapton, Deion Sanders and Socrates. We will do a jury experience during Block Week. There will be a test on this on Friday, September 24Sixth and seventh week:We read and discussed "The Human Condition."The first week of the second quarterwe took some content we did not get to in the first quarter: M. Scott Peck�s �Choosing a Map for Life,� Thomas Jefferson's "Develop an Honest Heart,� John Kavanaugh, S.J. "Natural Law Applies Regardless of Religion, Race or Gender,� John Paul II �Fides et Ratio� and Harry Chapin's "Cat's in the Cradle."The next three weeks we took section on Challenges to Faith. Students read and marked the Reading Book and did two worksheets (1) Challenges to Faith worksheet. (5 points) (2) Faith and Science worksheet. (5 points) Then they read the last part of this section i the Reading Book, Kavanaugh's �The Power of Dehumanization� watched
The two weeks before Thanksgivingwe took the seciton in the Readings Book "What is Faith?"
The weeks before the Christmas we centered on Jesus as model of humanity and model of faith.Students read a gospel all the way through. Most read mark, some read matthew or Luke. Each did a special Jesus project to be shared in class after the Christmas break.. Above is a summary of what we have done. Below is the tentative outline for the rest of the course. The second week of the quarter we had a guest speaker on addiction then viewed a video: Harold Kushner's "When Bad Things Happen to Good People." ReasonA. Philosophy and theology
|  Jacques-Louis David's Death of Socrates Accused by the Athenian government of denying the gods and corrupting the young through his teachings, Socrates (469�399 B.C.E.) was offered the choice of renouncing his beliefs or being sentenced to death by drinking hemlock. David shows him calmly discoursing on the immortality of the soul with his grief-stricken disciples. Painted in 1787 the picture, with its stoic theme, is perhaps David's most perfect Neoclassical statement. The printmaker and publisher John Boydell wrote to Sir Joshua Reynolds that it was "the greatest effort of art since the Sistine Chapel and the stanze of Raphael. . . . This work would have done honour to Athens at the time of Pericles." The subject is loosely based on Plato's "Phaedo," but in painting it David consulted a variety of sources, including Diderot's treatise on dramatic poetry of 1758 and works by the poet Andr� Chenier. The pose of the figure at the foot of the bed was reportedly inspired by a passage in a novel by the English writer Richardson. |