Universalising and Spiritualising Christ\u27s Gospel: How Early Quakers Interpreted the Epistle to the Colossians

This article examines seventeenth- and eighteenth-century Quaker methods of biblical interpretation, comparing them to Puritan and Spiritualist methods. The focus is on verses from the Pauline epistle to the Colossians frequently cited by early Quakers. In contrast to John Calvin and four seventeenth-century Puritan Biblical commentators, but similar to seventeenth-century Spiritualists such as William Erbery, Quakers argued strongly for a form of mystical universalism closely akin to Arminianism in their interpretation of this epistle. Quakers (especially John Woolman) resembled medieval Catholics in their willingness to interpret Col. 1.24 to assert that Christ\u27s \u27mystical\u27 body, which could include contempora1y Christians, was somehow involved in the redemption of humanity. Early Quakers tended to reserve the eschatological promise of the \u27hope of glory\u27 in Col. 1.27 for those who had fully experienced redemption, or \u27convincement\u27. Quakers and Puritans resembled each other in their arguments for a spiritualist interpretation of Col. 2.14-17, and both, somewhat inconsistently, tempered spiritualist principles with pragmatic acceptance of certain outward ecclesiastical practices in their attempts to preserve church order

Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education

Following pushes from the disability movement(s) and increased interest in children and young people becoming involved in research concerning them, inclusive research is growing within and beyond education establishments. Yet this arena is alive with interesting and largely unanswered questions. This paper discusses some of them: What do inclusive research and inclusive education have in common? Where have the moves towards inclusive (participatory and emancipatory) research happened and why? How viable are the claims to the moral superiority of inclusive research? What kinds and quality of knowledge does inclusive research produce? Finally the question is addressed of what all this means for inclusive education, arguing that inclusive research has under-explored potential to reinvigorate inclusive education and provide new connections to democracy and social justice in education

A rhetorical analysis of Christ's sayings

Thesis (M.A.)--Boston Universit

The grammatical puzzles of Socrates' last words

Socrates says "we owe" in the last words as head of his οἶκος, a collectivity owing a debt for the recovery from disease of one of Socrates' young sons. Socrates addresses Crito in the plural as head of his οἶκος, whose servants will perform the sacrifice as their master directs. Socrates had instructed that the youngest son be brought to the prison. The baby's presence is not adventitious, for had Socrates primarily summoned Xanthippe, the baby would have been left at home in the care of the οἰκεῖαι γυναῖκες. The dying Socrates instructs that the debt be paid for the baby who recovered from a bout of illness and did not die. The rhetorical arrangement of the facts that inform the instruction (dying/speaking versus not yet talking/living) is Plato's invention

The misunderstanding

Thesis (M.F.A)--Boston University N.B.:Page "C" missing. No copy 2

Same Race and Cross Race Matching

Cross-race matching is an issue with which many mentoring programs struggle. This technical assistance packet provides practical tips on how to tailor matching, training, and support processes to increase the chances that cross-race matches survive

The Crescent Student Newspaper, April 8, 2009

Student newspaper of George Fox University.https://digitalcommons.georgefox.edu/the_crescent/2324/thumbnail.jp