Elaine Pagels - Biblical Scholar, Expert in Gnosticism

Known for: books on Gnosticism and early Christianity Occupation: writer, professor, Biblical scholar, feminist.   Harrington Spear Paine Professor of Religion at Princeton University. Received a MacArthur Fellowship (1981).Dates: February 13, 1943 -Also known as: Elaine Hiesey Pagels Elaine Pagels Biography: Born in California on February 13, 1943, as Elaine Hiesey, married to Heinz Pagels, theoretical physicist, 1969. Elaine Pagels graduated from Stanford University (B.A. 1964, M.A. 1965) and, after briefly studying dance at Martha Grahams studio, began studying for her Ph.D. at Harvard University, where she was part of a team studying the Nag Hammadi scrolls, documents found in 1945 that shed light on early Christian debates on theology and practice. Elaine Pagels received her Ph.D. from Harvard in 1970, then began to teach at Barnard College in that same year.   At Barnard, she became the head of the religion department in 1974. In  1979 her book based on her work with the Nag Hammadi scrolls, The Gnostic Gospels, sold 400,000 copies and won numerous awards and acclaim. In this book, Elaine Pagels asserted that the differences between the gnostics and the orthodox Christians was more about politics and organization than theology.   She was awarded a MacArthur Fellowship in 1981.   In 1982, Pagels joined Princeton University as a professor of early Christian history.  Aided by the MacArthur grant, she researched and wrote  Adam, Eve, and the Serpent, which documented the shift in Christian history when Christians began to focus on a meaning of the Genesis story which stressed the sinfulness of human nature and sexuality. In 1987, Pagels son Mark died, after years of illness. The following year her husband, Heinz, died in a hiking accident. In part out of those experiences, she began working on the research leading to The Origin of Satan. Elaine Pagels has continued to research and write about the theological shifts and battles within earlier Christianity. Her book, The Origin of Satan, published in 1995, is dedicated to her two children, David and Sarah, and in 1995 Pagels married Kent Greenawalt, a law professor at Columbia University. Her Biblical work is both well-received as accessible and insightful, and criticized as making too much of marginal issues and too unorthodox. In both The Gnostic Gospels and Adam, Eve, and the Serpent, Elaine Pagels examines the way that women have been viewed in Christian history, and thus these texts have been important in the feminist study of religion. The Origins of Satan is not so explicitly feminist. In that work, Elaine Pagels shows the way that the figure Satan became a way for Christians to demonize their religious opponents, the Jews and the unorthodox Christians. Her 2003 book,  Beyond Belief: The Secret Gospel of Thomas , contrasts the Gospel of John with the Gospel of Thomas. She makes the argument that the Gospel of John was written to counter the gnostic ideas, especially about Jesus, and was adopted as canonical instead of the Gospel of Thomas because it fit better with the viewpoint of the other three gospels.   Her 2012 book, Revelations: Visions, Prophecy and Politics in the Book of Revelation, takes on the often controversial New Testament book.   She notes that there were many books of revelation circulating, both Jewish and  Christian, and that only this one was included in the Biblical canon.   She sees it as directed to the general public, to warn them about the war between the Jews and Rome that was then in progress, and assuring that it would turn out with the creation of a New Jerusalem. Cultural Impact Some have posited that the publication of The Gnostic Gospels inspired a more popular culture interest in gnosticism and hidden threads in Christianity, including the famous The Da Vinci Code novel by Dan Brown. Places: Palo Alto, California; New York; Princeton, New Jersey; United States Religion: Episcopalian. Awards: Among her prizes and awards: National Book Award, 1980; MacArthur Prize Fellowship, 1980-85. Major Works: The Gnostic Gospels. 1979. (compare prices) Adam, Eve and the Serpent. 1987. (compare prices) The Johannine Gospel in Gnostic Exegesis. 1989. The Gnostic Pau: Gnostic Exegesis of the Pauline Letters. 1992. The Origin of Satan. 1995. (compare prices) Beyond Belief: The Secret Gospel of Thomas. 2003. (compare prices) Reading Judas: The Gospel of Judas and the Shaping of Christianity.  Co-author Karen L. King. 2003. Revelations: Visions, Prophecy, and Politics in the Book of Revelation. 2012.

U.s. Mint Should Discontinue The Penny - 1604 Words

In recent times the U.S. penny has become a heated topic for debate. The issue people debate is whether the U.S. mint should discontinue the penny. Most Americans seem to have a definite opinion about this topic. Both sides of the argument have increasing support and a numerous amount of legitimate reasons to support their argument. In my opinion pennies are a nuisance and do not really offer enough value, therefore the U.S. Mint should discontinue the production of the penny. The U.S. Mint was established when congress passed The Coinage Act in 1792 (The New Yorker). A year later in 1793 the Mint produced its first circulating coins. The U.S. Mint is responsible for producing circulating coins that people use for monetary transactions. They also produce commemorative coins for people to collect. The one cent coin was first produced in 1787 by private mints. 5 years later the first U.S. pennies were created. According to the Americans for Common Cents organization, over 300 billion o ne cent coins have been produced since 1787. Over time, more and more people have thought the penny has outlived its worth. Though, there are still a large amount of people who believe the penny is necessary to the U.S. economy. When it comes to this debate there are many aspects people disagree about. Most of the aspects discussed have to do with the future of the U.S. economy if the penny was discontinued. The price of making a penny and the effect of not having a penny for normal

The Contribution of Isaac Newton to the Scientific Revolution free essay sample

The Contribution of Isaac Newton to the Scientific Revolution The beginning of the 17th century was a period of drastic change in Europe as many started to approach science. This dawning of modern science introduced new concepts in the understanding of the physical world, and brought along a new stream of â€Å"natural philosophers† () including Sir Isaac Newton. The scientific revolution was not marked by any single change, but rather various new ideas from different philosophers, including Newton, helped revolutionize an important epoch in human history. The impacts due to Newton’s suggestion to abandon medieval philosophies, his contribution to mathematics, astronomy, and physics, and his role in the â€Å"Royal Society† will provide an idea of how important Isaac Newton was during the 17th century and the impact he’s had on the revolutionary breakthroughs at the time, as well as on modern society. During the scientific revolution, Newton and many other natural philosophers proposed to abandon medieval scientific philosophies in favor of newer scientific methods (Ames, et al). There were four reasons for why the medieval idea of science was discarded (). The first reason was because many scientists and philosophers during the 17th century were able to collaborate and work alongside mathematicians and astronomers to advance the knowledge in all fields (Rose). This rendered the medieval method of conducting scientific research useless. Another reason was because the natural philosophers at the time realized the ineffectiveness and inadequacy medieval experimental methods provided for their work, and felt that a new method was needed. Also the world was slowly becoming more globalized, and research papers from the Europeans, Greeks, and Middle Eastern scientific philosophies were all readily available at the time (Ames, et al). Newton, along with other natural philosophers, were able to use a diverse range of starting points to either build on existing theories, or disprove them. The last reason is because of the impact groups such as the â€Å"Royal Society† had on science. These organizations helped validate science as a field of work, and helped publicize scientific findings (Ames, et al). This meant the medieval scientific philosophies were no longer required as a foundation for scientific research. Newton’s proposition to abandon medieval scientific philosophies led to one of the most important changes during the 17th century; how natural philosophers conducted scientific research. This was because the modern hypothesis was born. During the 17th century, natural philosophers started to ask questions emphasizing on answering â€Å"what. † These questions included, â€Å"what is the relationship between these two things? or â€Å"what are the facts to suggest this? † (Ames, et al). It was a major breakthrough because it required finding facts before a hypothesis can be formulated. A hypothesis in the 17th century must be accompanied by various observations, and only after these requirements have been met can a scientist conduct tests with a controlled experiment (Ames, et al). This revolutionary change eventually led to the â€Å"experimental met hod,† which in turn has impacted the way chemists, biologists and physicists conduct experiments today (Rose). Newton, along with the other natural philosophers’ decision to abandon the medieval scientific philosophy helped reaffirm the importance of conducting experiments to science. The pursuit of science (rather than philosophy) gained validity, and the importance of God to science was tremendously, but not fully, invalidated. This meant that there was a transition from focusing on supernatural viewpoints to a humanistic viewpoint. Religion and superstition were replaced by reason and knowledge. This change in attitude was an essential step during the 17th century. Prior to the scientific revolution, natural philosophers lacked the instruments and methods required to verify their observational and experimental ideas (Rose). This handicap forced these philosophers to rely on the church and the ancient world. Figures such as Aristotle, St. Augustine, and God were considered to be the sources of truth (Ames, et al). This caused the scientific ideas at the time to be lost; the natural philosophers were forced to accept the teachings of the church. This notion all changed during the 17th century, when skepticism about religion and authoritative figures of the past became wide-spread due to the continued growth of a literate middle class (Hatch). Many started to read the Bible and interpret it in their own understandings rather than blindly following the teachings of the church. Religion was being challenged as the authority and foundation for knowledge. Due to Newton’s suggestion to desert medieval scientific philosophies, the scientific hypothesis was born, which in turn created doubt and skepticism about religion. Many sought answers elsewhere, and started turning to science for truths. The transition from medieval scientific philosophies created a new mindset and approach to nature. Many scientists in the fields of biology, chemistry, physics, math and astronomy created enormous contributions to the field of science, including Sir Isaac Newton himself. Isaac Newton’s first discovery was the concept that white light is composed of different colors (Steinbock 28). By using the new hypothesis which Newton was partially responsible for creating, he demonstrated through a series of experiments that prisms separate white light, rather than modify it. Newton also contradicted the theories of Aristotle by stating that white light is heterogeneous, while the separate colors are homogeneous (Hatch). When his work was published, Newton stated that the purpose of his work was to, â€Å"propose and prove [the properties of light] by Reason and Experiments† (Hatch). This further validated the use of the new hypothesis, where everything must be proved through facts and observations. Newton’s work extended beyond just light, into the realm of numbers. Isaac Newton and Gottfried Leibniz are both responsible for the invention of calculus, though the two men developed calculus independently. Their work is still extremely significant to the understanding of the physical world, because calculus enables Man to explain the rate of change of anything that is not uniform. Before this momentous development, there have always been contradictions with dividing by zero, as well as adding infinitely large numbers. The ancient Greek philosopher Zeno of Elea even gave examples of such inconsistencies (â€Å"Zeno of Elea†). Calculus provided the tools, through â€Å"limits†, to solve these problems. Even today calculus is used in all branches of science, business, and even medicine. Yet perhaps the most famous of Newton’s work is his contribution to the field physics. He is the man responsible for creating the theory of Gravity because of the famous apple incident. Another major contribution Newton had on physics were his three laws of motion, which are considered a foundation for anyone studying physics. What is so significant about Newton is that almost 400 years after his death, his findings in optics, mathematics, and physics are still commonly taught and used to this day. Along with the progress made in science as an independent discipline from philosophy during the 17th century, many scholars began to form organizations as centers of â€Å"thought and intellectual exchange† (Ames, et al). Newton was part of the committee who established one of the most influential scientific organizations, the â€Å"Royal Society of London for the Improvement of Natural Knowledge ()† (Ames, et al). This society’s fundamental purpose is to â€Å"recognize, promote and support excellence in science and to encourage the development and use of science for the benefit of humanity† (The Royal Society). This association was a major contributor to the scientific developments from the 17th century and onwards. The Royal Society was an important part of the history of science, because it both fostered discussions between scientists, and was an academy for scientific studies in Europe. Accomplished scientists, such as Newton, would exchange ideas through discussions with equally intelligent individuals, as well as publicize their articles and findings. Newton was funded money by this society to continue his research, and it was with the help of the Royal Society that enabled Newton to both conduct his research and publish his findings (O’Connor, and Robertson). Due to his influence, Newton would become the president of the Royal Society in the later years of his life. Many highly respected scientists joined the Royal Society, including Robert Boyle, William Petty, and Francis Bacon (Ames, et al). All of these members benefited from the collaborations within the organization, and the publicity generated due to their published works. This meant that not only did Sir Isaac Newton contribute a lot to the knowledge of Man, but he also helped create a foundation and stepping stone for prospective bright minds. Even today, the Royal Society plays a key role in the discussion, design, and development of modern sciences and experimental methods (The Royal Society). Sir Isaac Newton was a man who greatly influenced the world, both during his time on Earth, as well as the legacy he leaves behind. He was partially responsible for introducing the new scientific method into this world, forever changing the way scientists conduct experiments. He was a man who managed to shed a scientific light during an era where people were religiously oppressed. His intelligence allowed him to discover new ideas in three fields of scientific studies; optics, mathematics, and physics. Even after Newton’s death, his legacy remains in the form of the Royal Society, as well as in all the scientific contributions he has instilled upon this world. Isaac Newton must have been an extraordinary gift to his parents when was born on Christmas day, 1642. But he was more than that; he was an extraordinary gift to mankind. Works Cited Ames, Lauren, Jo Kent, Amneet Gulati, and Adam Purtee. The Impact of the Scientific Revolution. Connexions. Connexions, 6 Jan. 2006. Web. 06 Mar. 2013. lt;http://cnx. org/content/m13245/latest/gt;. Cherubin, Rose. The Scientific Revolution of the 17th Century. The Scientific Revolution of the 17th Century. N. p. , n. d. Web. 06 Mar. 2013. lt;http://classweb. gmu. edu/rcherubi/ancient/srfr. htmgt;. Hatch, Robert A. , Dr. Isaac Newton Biography Newtons Life, Career, Work. Isaac Newton Biography Newtons Life, Career, Work Dr Robert A. Hatch. N. p. , 30 Nov. 1999. Web. 07 Mar. 2013. lt;http://web. clas. ufl. du/users/ufhatch/pages/01-courses/current-courses/08sr-newton. htmgt;. OConnor, J. , and E. Robertson. Sir Isaac Newton. Newton Biography. MacTutor History of Mathematics Archive, Jan. 2000. Web. 07 Mar. 2013. lt;http://www-history. mcs. st-and. ac. uk/Biographies/Newton. htmlgt;. The Royal Society. About Us. About the Royal Society. N. p. , n. d. Web. 07 Mar. 2013. lt;http://royalsociety. org/about-us/gt;. Ted Steinbock, MD, comp. Isaac Newton and the Scientific Revolution. N. p. : Mountain Goat, 2006. Print. Zeno of Elea. (Stanford Encyclopedia of Philosophy). Stanford Encyclopedia of Philosophy, 9 Jan.

School Uniforms Essays (517 words) - Formal Wear, Dress Codes

School Uniforms Free Swiss Anti-Wrinkle Cream. You Won't Believe Your Eyes! School Uniforms John Doe walks into a skyscraper, confident and well groomed wearing a tie, suit, and dress shoes. His confidence moves him forward, as he enters an elevator going up to the 23rd floor. He approaches his first job interview since leaving Jesuit Prep: McAllen McAllen Law. This well groomed man graduated from Jesuit prep, which had a dress code and hair restrictions. This dress code and hair restrictions evolved young men into mature adults over a 4 year period at Jesuit. The dress code and hair restrictions play a vital role for our future as they build class integration, increase our image in the community, and dress the students for business, not play. Jesuit Prep needs to continue this vital dress code and hair restrictions for the future. Having a school full of students wearing the same clothes and hairstyles helps build an integration within the class. Students that wear many different styles of clothes all come together wearing similar pants, shirts, ties, and shoes. Through a dress code and hair restrictions, everyone is helped to be made more comfortable by wearing similar clothes, otherwise, people may feel alienated with less trendy or "cool" clothes. Hairstyles help ease this integration as well by giving each person similar styles making everyone feel more at ease. The overall integration helps the students realize that although people may look similar, the idea that everyone exhibits will be greatly different. These different ideas are present in everyone, and the dress code and hair restrictions help illustrate that just because someone looks the same, they do not think the same. When the students get jobs or find careers in their future, it will be helpful to know that even though all their co-wor s seem similar, they are in actuality very different. This approach to future jobs and careers will give the students an advantage in being open minded with people. The dress code and hair restrictions will help Jesuit students by improving their image they present to the outside community. An image is a very important part of any student's life. How others perceive us will impact many future decisions others make. By abiding to a dress code and hair restrictions, our image will come across to others as very clean, organized, and responsible. Future business partners and bosses will always be more trusting with people who fit that image. Within everyone's life, there is a time for fun and a time for business. While some people wait until they are well passed high school before they prepare for business, Jesuit is in the forefront preparing students now. This preparation stems from the dress code and hair restrictions which are enforced by Jesuit Prep. When a coat and tie are worn and hair is neatly brushed, a student does not want to get dirty, so they turn businesslike in their manner by learning and acting in a very mature manner. As you can see, the dress code and hair restriction of Jesuit are vital parts of student development. Integration, image, and dressing for success are important benefits of the dress code and hair restrictions. These benefits will be used into each students' future to help them move forward within their own career and life.