review,part 4-eve of construction, ebook,

VORWORT:
Dies ist ein ebook. Es heisst „Eve of Construction“. Es entstand, nachdem ich das Werk „Weltgeheimnis-Geldgeheimnis“, Saba,2009; gelesen habe. Unter dem noch frischen Eindruck sammelte ich essays, Briefe, emails, Beiträge zu Foren, Präsentationen, Lehrpläne inclusive Multimedia- Curricula und wissenschaftliche Arbeiten, die ich z.T. in Englisch, z.t. in Deutsch geschrieben habe und die bisher noch nicht veröffentlicht wurden.
Die Auswahl aus meinen Arbeiten erfolgte weder chronologisch noch streng causal, sondern in einer Art Erzählstruktur, die den Leser mit hineinnehmen möchte in eine dynamische Schaffensphase.
In roter Schrift erlaube ich mir, eine verbindende Überleitungen und Erklärungen einfliessen zu lassen. Anstatt einer Inhaltsangabe könnten die einzelnen Beiträge auch in einer Graphik dargestellt und dann sinngemäß aufgerufen werden. Links zu weiteren Dateien sind als Hyperlink dargestellt und ergänzen bzw. erweitern das ebook, dass sonst den üblichen Rahmen sprengen würde.
Erwähnte Formeln und basic-Programme zur Berechnung biodynamischer Entwicklungen können auf Anfrage zum Download beim Author mit Verweis auf die Urheberschaft der Forscher bestellt werden.
Dem geneigten Leser/Auditorium wünsche ich wertvolle Anregungen. Für konstruktive Kritik bin ich selbstverständlich offen und in den ff. erwähnten Formen, Zeiten und auf benannten Kanälen gerne zur Diskussion bereit.
Insofern Patent- und Schutzrechte (eigene, sowie die anderer berührt werden, behalte ich mir Schadlosigkeit vor), ansonsten ist mir Nachahmung, Verfälschung oder Veränderungen nicht egal, jedoch manchmal wohl unvermeidlich. Falls einige Textstellen eine persönliche Entscheidung verlangen, die erlösenden oder bindenden Charakter hat, so ist das durchaus beabsichtigt. Die Verantwortung hierfür liegt jedoch ausschliesslich beim Entscheidungsträger, nicht beim Autor. Sollten Symbole, Zahlen, Formeln oder Kult-handlungen Anlass zum Ärger geben oder gar rechtliche oder executive Massnahmen gegen den Autor nach sich ziehen, distanziert dieser sich hiermit gleichzeitig von solchen Streitpunkten –aus der Sicht der gegnerischen Partei- und behauptet das Gegenteil (was immer das auch sein mag). Es gilt ausserdem die Salvatorische Klausel.









EINLEITUNG:
Zunächst wird ein Lehrplan vorgestellt. Hiermit soll der erwachsene Lernende eine Chance bekommen, sein Verhalten auf die Erfordernisse der sog. „Klimakrise“ (=“Global Warmin“) einzustellen, bzw. zu ändern. Als Referenzstellen aus der Bibel wird Bezug genommen.
(S. ~5-11)
In einem weiteren Suksessions-Schritt werden die Psychologischen Hintergrund-lehren beleuchtet, die sonst mehr oder weniger undurchsichtig bleiben bei solchen „Umerziehungs-massnahmen“. An einem Beispiel wird deutlich, wie der philosophische Weltbildansatz auch bei „Entouragen“, d.h. Gebets- und Lehr-Treffen, Zirkeln und Seelsorge Bedeutung gewinnt. (S.~ 13-16).
Als Reverend der Erzbruderschaft vom Allerheiligsten Rosenkranz („Confraternity of The Most Holy ROSARY“) stellt sich dennoch manchmal die Frage nach der Legitimation, der Authorität und der Rechtfertigung. Dazu wird noch einmal ein Auszug aus einer Bearbeitung aus dem Ersten Bund über „Könige Priester und Propheten, bzw. Lehrer „ gebracht. Wer bereits mein erstes ebook ROSENKRANZ-TEMPLEROFFENBARUNG“ gelesen hat, kann sich die Redundanz sparen und gleich weiterscrollen. Allerdings lohnt sich solch eine ROSARY-REVELATION-REVIEW dennoch, wenn durch einen neuen Blickwinkel bisheriger Kenntnisstand und Offenbarung durch „erleuchtete Augen des Herzens“ mit neuem Gewinn wahrgenommen wird. (S. ~17-20).
Hieran schliesst sich an ein bisher nur gegenüber zwei Stellen/Behörden gerichtetes email/Schreiben, dass hiermit als öffentlicher Brief bekannt gemacht wird. Es zeigt, wie heute von stattlichen Stellen mit dem Schutz und der Verbreitung von geistigem Eigentum umgegangen wird. Dies gilt auch als Entlastung für den Autor, damit nicht im Nachhinein jemand sagen kann: „Das haben wir ja nicht gewusst“
Im Prinzip wird damit der Auftrag des Propheten Jeremia, seine Brüder zu warnen, ausgeführt. Damit ist auch eine prophylaktische Befreiung von „Blutschuld“ verbunden. Gleichzeitig wird damit gegen das Prinzip des Teilens und Herrschens vorgegangen, dass gesamtgesellschaftlich relevante Entwicklungen, Ideen und Erfindungen instrumentalisiert , randomisiert und gerne zur Bedeutungslosigkeit verdammen und ächten will. (S. ~ 21-25)
Anschliessend wird der Entwurf eines Klimaschutzprojektes gezeigt (als Link), der die Bedeutung der ROSARY-Hügelbeetkultur (auch in seiner Metapher als „Heiliger Gral“) präsentiert.
Auf Wunsch könen auch 4 vom Autor gedrehte Filme auf DVD bestellt werden, auf denen die Verwendung und Implementierung dieser CER- Clean Developement Mechanisms näher erläutert werden. Darin wird wichtig, dass eine Neue Weltordnung mit dazugehöriger weltweiter Währung mit der ROSARY-Kultur praktisch möglich ist. (S. ~ 27-29)
Zur Auflockerung befassen wir uns mit der Biodiversität von organischen Landmanagement-Systemen. Hier insbesondere mit der Zucht und Pflege von Hauskatzen der Rasse Perser, Silver Shadow. (S. ~ 30-32)
Jetzt wird es krass: Eine Art Koproduktion (mein verstorbener Onkel Wilhelm Dehmlow, ein passionierter „Sternegucker“) gab mir wichtige Tips) und meine Frau Elke hörte sich verschiedene Versionen der „Fiktiven“ Geschichte an, wie ich sie declamierte. Dabei kamen auch feine Nuancen, wie bei einem klassischen Drama der Shakespear-ära zur künstlerischen Anwendung. Die erste schriftliche Version wurde von einem internationalen Autoren- und Dichter. Kreis gelesen und als „Diamant der Literatur“ bezeichnet. Ganz anders sahen das einige Kritiker, die diesen als essay eingereichten Storyteil in Bausch und Bogen als okkult einstuften und entsprechend mies bewerteten. Der Leser mag sich selber ein Urteil bilden und sich nicht“ hinters Licht führen lassen“. J
(S. ~ 33-39)
Desweiteren wird eine erzählerische Episode aufgeführt, die allerdings ausschliesslich realen Autobiographischen Hintergrund hat. (S.~40–42)
Für Insider sind vier Graphiken abgebildet, die die Bedeutung des Gebets veranschaulichen, und die Art und Weise, wie das Jerusalem-Zentriert geordnet geschieht. (S~ 42).
Da zur Zeit immer wieder auf weltweite Bedrohung hingewiesen wird und als Grund für eine Neue Weltordnung fast ohne nennenswerten Widerspruch oder gar wirklich demokratischen Willensbildungsprozess stattfindet, nämlich die globale „Klima- und Finanzkrise“ , wird untersucht, inwieweit Religiöse oder Ökonomische Belange und Strömungen in der Lage sind, wirkliche Lösungen und konstruktive Veränderungen herbeizuführen. (S. ~ 43-45).
Als offenen Dialog der emergenten Kirchen ist dann ein weiterer Forenbeitrag angefügt, der den konkreten aktuellen Bezug herstellt. S.~45-46).
In einer Art Schlusswort soll anschliessend auch auf bisher „verborgene“ Aspekte eingegangen werden, wie sie bspw. in dem eingangs zitierten Buch „Weltgeheimnis-Geldgeheimnis“ angesprochen werden. Im Gegensatz allerdings zu Esotheric und Okkultismus soll gerade als Kontrast der erlösende, sotheriologische Aspekt und der als anerkannte (und sogar geschützte) Kultur nachhaltig geschätzte eigene Beitrag als klärender Übergang vom „okkulten“ oder gar magischen (d.h. „linkshändigem“ Zauberkram) herausgearbeitet werden.
Hierbei kommen persönlich, auch ethisch-moralische Leit- und Führungswerte zur Anwendung, die sich evtl. nicht gleich jedem direkt erschliessen oder gar Zustimmung auslösen. Dennoch halte ich es für wichtig, sich damit auseinanderzusetzen und bitte daher um barmherzigen, gnädigen und friedlichem Umgang mit diesem Wissen.
Schlussendlich möchte ich mich noch bedanken für die Mühe, sich hier zweisprachig und multi-medial als Informationsempfänger aber auch gerne als aktiver Kommunikator zu erweisen. Es ist allemal besser, sich konstruktiv auszutauschen, als lieb- und wortlos gegeneinander zu sein. Wie sich ja im Folgenden zeigen wird, ist ein Ziel auch ein Höherer Grad an Harmonie, an Schönheit und an Lebensqualität. Vor diesem Hohen Anspruch sollte niemand verzweifelt „in die Knie gehen“ müssen, sondern einzig und allein sich vor dem Allmächtigen GOTT sich beugen und seinen Heiligen Namen preisen!
Friede und Segen mit Euch!
(25.Mai 2009, Bitz, Germany)
Rev. Uwe A.E.Rosenkranz
Date Course: General Plan for Lessons Date 18.11.2008 to
Lesson Number Scripture Topic Objectives Aids Learning Activities
28.11.2008 1 Marc 13,3-8 + Revelation How to change our ecological behaviour into Christ-centred Livelihoods to overcome the climate crisis. Explain the ROSARY RIDGEBED CULTURE according to the HOLY ROSARY PRAYER. Bible, online teaching roomppt-presentation, video,ROSARY PRAYER CHAIN Widget Provide novel activities and information about ROSARY- brotherhood of men.
29.11.2008 2 1.Mo. 2,15 + 3,23 Care for life, safe and heal-Our GOD- given task on planet earth Understand the importance of following JESUS example of loving and serving others in fulfilment of HIS GOD-given task. LOGOS BIBLE Gold Edition, ROSARY-revelation of templarsebook, Involve learners into several scenarios, where praying and serving in a Christ-centred Livelihood is in coherency with ecologic aims.
30.11.2008 3 1.Kor. 9,25 + 2.Tim. 4,8 Effective prayer Understand the role of Prayer and how to pray effectively . ROSARY PRAYER CHAIN multimedia projector, backside screen Provide with advanced levels of the Most HOLY ROSARY PRAYER as an Ordination Ceremony to live in a Christ-centred community.
ab 1.12. 2008 4 Phil. 4,8 + 1.Thess. 2,19 Life according to Biblical standards Define Biblical standards and how they apply to Christian living. workshop,projector,pinwall, flyerOnline-game “Safe the Earth” Invitation into ecological behaviour according to biblical standards, using multimedia responses,billings and challenges to test own skills and attitudes in a ranking list of teams. Check efforts in change of behaviour and discuss them.



Curriculum: hotconference teaching rooms: Uwe´s room, Edu 2, edu 3, edu 4, ….. www.rosary.sorgenlos.net




Principals of Teaching

1). Character traits of a Christian
A course plan for a four-lesson course to train abilities to develop behaviour to prepare for climate change.





2). Statement of adult group related course objectives.

a) This course will be taught to a class of High School students in adult age groups.
b) Objective 1: Students will be able to identify the key character traits of a Christian.
Objective 2: Students will understand the benefits/blessings of Christian living.
Objective 3: Students will demonstrate an understanding of the potential consequences of not living
according to Biblical standards.

c) The objectives are appropriate because this age group class members are both students and hard workers with their bodies in physical decline and some are unable to visit church. Teaching has to be brought to them according to their gear activities concerning their needs.


One of the methods is to deliver a home based internet learning platform. This helps to optimize their economic resources as well as to reduce their carbon output by ability to stay at home, not to drive to a central university campus and to give them more time to share with their families.

It is essential for their mental characteristics to motivate in a contemplative way.
The HOLY ROSARY PRAYER CHAIN and the ROSARY RIDGEBED CULTURE (as one possible climate solution they may build in their gardens by their own) are presenting a direct and effective way of a Christ-centred life according to the biblical standards of caring for others, protect and care for their environment, they are able to influence.

They like to share ideas and opinions influenced by their varied educational backgrounds.
Developing a green lifestyle, following JESUS example in fulfilment of GOD´s task can be understood by applying a moderate measurement for their change of behaviour. Creativity can be shared with others in their home church and congregation and in bible class.

They tend to become self- or family-related.
Therefore the pragmatical benefits of their change in behaviour for their family households and their “Carbondioxyd-footprint” ( billing of their homechurch´s reduce of carbon output, as a team) are shown. The challenges of other teams in the online – game scenario of “Safe the Earth” gives them a sudden feedback for their ability to manage the climate crisis in a Christ-centred manner.

Teaching suggestions are to lead them on a discovery of deep spiritual truths.
To maintain adults with spiritual insights means evenso to encourage them to share and value their own opinions.
The “Good Procedure” of ROSARY-Brotherhoods-of-Men as communities, where praying and working is in harmony with biblical standards and according to the natural resources, is supplying an obvious model of longlasting Christian livelihood with economical and ecological efforts. This leads to authoritative and trustful examples to reach for in good daily practice.

A second objective is to provide the adult group with a round table forum and create a friendly atmosphere in a kindly moderated hotconference room. This is not only necessary to connect with other Christians in a biblical curriculum, but eventhough delivers space and time of love and peace for a worldwide community of emerging church as one organisation of the virtual body of Christ.

Social characteristics of change in family environment, new interestes and needs and church responsibilities have to be suggested. This development of characteristic traits of Christians are presented in university workshops and seminaries, added to this course. “Transdisciplinary Competence of Communication” at University of Regensburg leads to new land, according to the well-known 2006 Speeches of Pope Benedict XVI.
In Order to train this in their home churches supplies practical help in a internet-based curriculum.
Special mentors may spread this new knowledge and know-how as coaches in several crisis scenarios.

Guiding in establishing and maintaining a christian home, causes the need to teach adult group related
Interests to the students.
This is best done by showing adults that they are needed and loved.
Spiritual training and experience has to supply a continuing growing spirituality connected to the universal body of christ.
Encouraging, training and providing opportunities for service in the home church according to biblical standards is one teaching suggestion.
This should lead and challenge the teaching.

Objectives to identify, how Christ-centred livelihoods lead to ecological responses in personal behaviour to overcome the climate crisis use the methodology of hotconference rooms and work out developing processes of adult study groups to discover their spiritual potential.
They deliver a “Hazard Analysis Critical Control Points” – Concept (HACCP) in order to discover how to manage creative scenarios, how to use their gifts and abilities to reduce their home churchs footprint (as measured in combination of ecological and economical parameters, like presented in the online-game “Safe-the Earth”).

Best –in –practice scenarios have been tested by Fraunhofer-Institute of Technology (Karlsruhe, Germany), together with TÜV Süd in 2004/5 with two reference groups (adult middle-class-companies manager and academic studens and doctors- group). This proofed the ecological “footprint” of companies and established the accredited UNFCCC-project baselines.
.
To involve adult study groups into a more familiar scenario according to biblical standards can be done by transforming the environmental knowledge to this education course, building up teams and evaluate the spiritual and ethical
issues by discussing the results of climate change competitions, that result as efforts and advantages of the ranking list of teams.














































2) One complete lesson plan in outline form for lesson 3 (Effective prayer) of the course plan.

Sample lesson plan 27.11.2008, Erlangen teacher: Uwe Rosenkranz ELIJAH-CHURCH
Subject: Principals of Teaching ROSARY-Praying and MORE…Effective prayer
Class: Bible School Teachers/students and members of emerging church Germany
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Make and use hotconference educational games
Related course goal: Plan, prepare and teach/moderate environmental scenario games, evaluate and discuss
Checklist of deeds
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSARY- revelation-of-templars
Projector Film slides Records/Tape/DVD Player Other forms to fill in

Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importanceof PRAYER CHAINS
10 min Part 1: Value of PRAYING 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a CDM-Project Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects
20 min Design for Teaching/Environmental Scenario games hotconference rooms for simultanious gaming Notebookbeamer Team Challenge How to Safe the Earth Play "Safe-theEarth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the results Designing cards on flipchart Flipchart,postermarker How can we take relevant results to the market place? Prayer forGOD´s help
Comments on results
3) Lesson plan –sheet schedule, part 2


4) An explanation of teaching methodology you would use based on the class age group, along with a statement of target cognitive levels of learning and a proposed method of testing or measuring goal achievement..

In order to teach adult groups it should be comfortable to involve the class members in activities in which he responds actively. To reach this it is appreciable to provide activities in which ther learner uses more than one of his senses at one time. Advanced organizers shall be used to fit the provided activities. As a challenge for evaluation the immediate knowledge of results will be available. To reach the same goal, the learners should be involved in numerous varied activities, and regarding to the information there is the need of novel activities.
To lead an adult group to the evaluation level, where they can judge values, based on creteria, it is necessary for
them to put parts together to create something new on the synthesis level. This conditionally needs skills of analysis,
where the adults are able to solve climate problems systematically, braking down into the parts. While provided with the
environmetal game scenario of “safe-the-Earth”, the learners are challenged to transfer learning to new situations.
The examining applications spread comprehension by interpreting and translating into new forms. As a basic step
knowledge is given to increase memorizing and recalling.
Adults tend to react slowly on new megatrends, if their personally needs are not tangered.
This leads to the conclusion, that inhomogen adult teahing groups should be evaluated first.
Then follow the former mentioned areas of Knowledge and Understanding.







A HACCP-Concept (Hazard Analysis Critical Control Points) of personal behaviour in the beginning of the teaching gives a good measure to the effectiveness of reached goals after the Teaching .For implementation of the change the best practice projects can be driven to a UNFCCC- Climate project (e.g. as small scale landmanagement system CDM-project) Setting these standarts according to Biblical Example and following the rules gives the rewarded effort, trained in the scenario.
Actual Ranking (measurement: “I saved xxx sqarefeet of rainforest” )of Team
ROSARY RIDGEBEDROUNDABOUTCan be seen at the website http://ROSARY.sorgenlos.net

CONTENT
1. A SUMMARY OF THE PSYCHOSOCIAL STAGE THEORY OF DEVELOPMENT.
a) biographical sketch of theorist

b) education process

c) basic assumptions

d) strengths

e) weaknesses
2. A SUMMARY OF THE COGNITIVE STAGE THEORY OF DEVELOPMENT.
a) biographical sketch of theorist

b) education process

c) basic assumptions

d) strengths

e) weaknesses


3. A SUMMARY OF THE MORAL STAGE THEORY OF DEVELOPMENT

a) biographical sketch of theorist

b) education process

c) basic assumptions

d) strengths

e) weaknesses

4. AN APPLICATION OF ONE OF THE THORIES. Here: the Application of Erikson´s stage theory of development on the background of our adult home cell group in our church.

a) Background information of the class
b) key principles of the theory
c) expected outcome of the application in the class







1. ERIKSON: PSYCHOSOCIAL DEVELOPMENT

a) Erik Erikson was born in Germany of Danish parents. He left high school without graduation and wandered several years through Europe, attending various art schools. Sigmund Freud took him at his school in Vienna for career as psychoanalyst. Erikson completed his training and departed to USA, when Adolf Hitler empowered in Europe. E. taught in Harvard, Yale, Berkeley, and did private counselling; then he became interested in studying Native American tribes. He also did research on mentally handicapped children and served as psychotherapist for World War II soldiers. He overcame his teacher Freud, while widening the focus on larger and more representative groups, involving social and cultural factors. He fully appreciated, e.g. values, attitudes, beliefs and customs, and how they influence behaviour, perception, and thinking. Erikson was the founder of the theory of development based on psychoanalytic principles, taking into account such influences.
b) In Erikson’s Theory the Epigenic Principle has been described, which states, that in fetal development certain organs of the body appear at certain specific times and eventually “emerge” to form the whole child. Erikson projected the hypothesis, that as the parts of the body develop in interrelated ways in the human foetus, so the personality of an individual forms as the ego progresses through a series of interrelated stages. All these stages exist in some form from the very beginning, but each has a critical period of development. This implements that the personality grows out of successful resolution of psychosocial crises. The educational process (Erikson, Childhood and Society,1963, chapter 7) starts from birth to one year with items of trust versus Mistrust; from 2 to 3 years: autonomy vs. Shame and Doubt; from 4-5 years: Initiative vs. Guilt; 6-11 years: industry vs. Inferiority; 12-18 years: Identity vs. Role Confusion; Young Adulthood: Intimacy vs. Isolation; Middle Age: Generativity vs. Stagnation; Integrity vs. Despair (Old Age).
c) Basic assumptions of gender roles, as defined by Erikson is the accepting of the own body, having goals, getting recognition from those who count. These gender roles establish pattern for many behaviours. Traditionally, male identity is linked to job, female identity is linked to her husband’s goals, but in newer times more focussed on her own jobs than in past. For American society he found out, that boys are encourages to be independent, active, exploratory, whereas girls are encouraged to be dependent and quit. Androgynous individuals are more flexible and better adjusted than gender-typed individuals. Another assumption is, that occupation choice is a mayor commitment. While formulating an identity, psychosocial moratorium delays commitment and may establish a negative Identity. Adolescents exhibit a particular process, called an identity status, for establishing an identity. Individuals in identity diffusion avoid thinking about jobs, roles and values. Individuals in moratorium suffer identity crises of various kinds. Individuals who have made identity achievement status have made their own commitments. Individuals in foreclosure unquestioningly endorse parent’s goals and values.
d) The strengths of Erikson’s observations are the description of male and female psychosocial developments based on a greater number and more random populations with different social and cultural and emotional/mental background. His founding Hypothesis have been influencing a whole generation of theorists.
e) Weaknesses, as often criticised by following theorists, are the generalisations and, e.g. his reflections of his own indecisions about occupational choice. Lack of accuracy, focussing more on male, than on female group developments, and disqualifications of certain aspects of basic qualities in age development through single theorist of other schools. 577 words.



2. COGNITIVE STAGE THEORY

a) The cognitive stage theory was created by Jean Piaget, who was born in Switzerland, in 1896. His father was a literature professor and his son Jean became a sophisticated biologist Ph.D. Later he was influenced by Freud, and wrote about psychoanalysis and child psychology, based on study of abnormal psychology. Correcting English reasoning tests and translating it into French directed him to study cognitive development of older children and adults.
b) Piaget postulated two basic educational tendencies in human intellectual developments: organization (the tendency to systematize and combine processes into coherent general systems) and adaption (tendency to adjust to the environment). He transformed the physiological nutrition of the body with the mental functioning and found out schemes ,that appear to be organized pattern of behaviour or thought.. According to this, he described assimilation as new experience that is fitted into existing schemes. Accommodation is then a scheme that is creating or revised to fit new experience. Equilibration is the tendency to organize schemes to allow better understanding of experiences. This leaded to the Piagetian Psychologist School and educators of constructivism. Meaningful learning thereafter was interpreted, when people create some new ideas of knowledge (rules and hypotheses that explain things) from existing informations, e.g. facts, concepts, and procedures.
c) Basic assumptions, that depend on the above mentioned educational processes, describe the stages of cognitive development as follows: Sensimotor Stage (Infants and “toddlers”- birth – 2 years), where schemes reflect sensory and motor experiences; Preoperational Stage (Preschoolers and Primary grades- 2 – 7 years): children form many new schemes but do not think logically; Concrete operational stage (Elementary to Early Middle School – 7-11 years): children are capable of mentally reversing actions but generalizes from concrete experiences; Formal Operational stage (Middle School, High School, Beyond- 11 years and older):child is able to deal with abstractions, form hypotheses, engage in mental manipulations. Piagetian theorist Elkind in 1968 (5 years after Erikson’s Social Theory) found another adolescent egocentrism, where one’s thoughts and actions are as central to others as to oneself.
d) One strength of Piaget are the often in respond published articles, dealing on his assumptions and findings. Until his retirement in 1975, he was engaged in research studies.
e) Weaknesses are, that some think, he underestimated children’s abilities, whereas others felt, he overestimated it. One reason is, that adolescents are mostly not operational thinkers, and the intercultural aspect appeared, that a kind of uniform occurs, but the development varies. Newer research proofs that even Bonobos are able to react as formal operational thinkers, and could sort objects taxonomically.


3. MORAL STAGE THEORY OF DEVELOPMENT

a) When Piaget studied all aspects of children’s thinking, he began with observation, how children are playing with marbles. First he had to learn the game himself (in his adult stage). He found out, that the children’s interpretation of rules followed by participants of marble games changed with age.
b) Piaget and his followers Kohlberg (1950ies) and Gilligan (1982;1988) described these interpretation of Rules (of children in the age of 4-7 years) as follows: Moral Realism versus Moral Relativism, where Realism shall be “sacred” rules, no exceptions, no allowance for intentions, and consequences determine guilt; Relativism thereby shall symbolize flexible rules, important intents that determine guilt. The education process is described in 6 stages, stage 1: punishment-obedience orientation; stage 2: instrumental relativist orientation; stage 3: good boy- nice girl- orientation; stage 4: law-and-order orientation; stage 5: social contract orientation; stage 6: universal ethical principle orientation.
c) Basic assumptions are interpreted as Preconventional morality that avoids punishment, and receives benefits in return; Conventional morality, that impresses others and respects authority; and Postconventional morality that shows mutual agreements and consistent principles.
d) Strengths are given through some moderately positive results of research of moral development (Hoffman, 1980), stating a generalized description of American society on direct instruction. Moral education programmes (Lockwood, 1978; Thoma, 1985) may produce modest acceleration in moral development.
e) Weaknesses are the tiny focus of Piagets and Kohlberg’s (“Just Community”, late 60ies in Israelian Kibbutz) research, that some title “dilemma discussion” and “mission impossible”. Snyder (1991), using films and software (Decision, Decision”) to show students, that they are not alone in trying to solve discussion problems like environmental behaviour.

4. AN APPLICATION OF Erikson’s THEORIES

a) Background information of the class: In our churches in town community, we had some bible teaching – and Prayer Groups that came together in houses and home cell groups. The unique background was that, apart from me, all other class members appeared to be middle-age, married females, with grown-up children. Many teachers, one officer and high-educated academic individuals with husbands, working as bankers, officers and even so teacher, occur. We found out, hat moral behaviour could not really be described and in advance be changed by using stage development theories by Kohlberg, Piaget and Gillan. So, we focussed- leaded by the HOLY SPIRIT moiré on Erikson’s theories.
b) Key principles like covering the live span, psychosocial development, responding on forces, emphasize on gender role and cultural norms and goals mattered. Especially the personality development, as described by Erikson, using the foetus-picture in epigenetic principle laid a spot on what happened in prayer meetings and counselling. It was proofed, that not only the stages of development, that was due to the certain individuals mattered, but also earlier stage developments where involved. Surprising, the male “praying and teaching objects”, which seemed to be strong individuals with clear occupation, with determined high estimated social status and recommended role establishment have been revealed, as making a moratorium.
c) The outer image of loving husbands with strong male gender role expectation should have been the outcome of teaching and praying. But confrontations have been “programmed”: Hidden sins of adultery came to the light under the influence of the HOLY SPIRIT. The moral aspect could not been taught openly, because of taboos and professional discretion. To shorten it: One adulterous husband died suddenly, after been warned not to stay in sin, (“The reward of trespasses is dead!”), another one repented. In conclusion of this, the expected outcome was a greater fear of the LORD in moral personal issues, but only for those, which stood under perpetual teaching and prayer chain. Especially the male gender role identity as “priest in his own house” has been reflected under the theory of Erikson’s stage development. It was important to keep in mind, that certain types of behaviours and relationships are significant at different age levels. It was necessary to be patient, while suspecting the middle-aged to old adult to have been worked out of a negative identity. This was specified by the awareness, that not only adolescents, but even so older adults sometimes under special social circumstances may exhibit characteristics of different identity status types.
Rev. Uwe A.E.Rosenkranz,
Bitz , GERMANY




Könige, Priester und Propheten/Lehrer


Einführung:
Im Alten Testament offenbart sich GOTT fortschreitend in der Auserwählung, Segnung und Einsetzung von Leitern.
Exemplarisch sollen 4 biblische Leiterschaftstypen aus den Personengruppen Patriarchen, Priester, Könige und Propheten vorgestellt werden und ihre Rolle und Funktion als Leiter erklärt werden.

1. Eine Erklärung der Leiterschaftsrolle und –Funktion des Erzvaters im Alten Testament bis zur Zeit des levitischen Priestertums:
Zu den Patriarchen zählen beispielsweise Hiob, Abraham, Mose, Isaak, Jakob und Josef.
Ihnen allen gemeinsam waren ein großer Hausstand und Reichtum an Land, Vieh, Knechten und Mägden, auch Gold und Silber.
Wurde Hiob anfangs, obwohl er als Reichster und gerechtester Mann seiner Zeit galt, hart geprüft, so wurde ihm der Segen Gottes am Ende doppelt zuteil.
Gott selber sprach zu diesen Erzvätern, wählte sie aus und segnete sie in besonderem Maße. Sie traten gemäß Gottes sich fortschreitend offenbarendem Plan auf, um als Leiter in der Rolle des Vorstandes im eigenen Hause, als auch in den Toren der Stadt und im Volke zu dienen. Dabei übten sie Haushalterschaft, Befehls- und Ratgebung in Kriegssituationen, bei Migrationsbewegungen (Völkerwanderung), Rechtsprechung, Organisation der Herrschaftsautorität aus und standen als Mittler und Beter vor Gott, bauten Altäre und opferten dem „GOTT Abrahams, Isaaks und Jakobs“. Sie gaben Weisheiten und Ratschläge , Gesetz und Führung Gottes an ihr Volk weiter, vollbrachten Wundertaten, legten ihren Geist auf Hauptleute (70 bei Mose), teilten Segen aus, vererbten das Land.
Ihre Rolle als Leiter wurde durch Gott erleichtert, der bei Ortsveränderung selber bei seinem Volk weilte und vor ihnen herzog. Auch Bauprojekte gehörten zu den Funktionen der Patriarchen. Die Arche, Städte, Denkmäler zur Ehre Gottes und die Stiftshütte entstanden so.
Mit Mose und Aaron wurde das Levitische Priestertum begründet.

2.Eine Erklärung der Leiterschaftsrolle und –Funktion des levitischen Priesters:
Einer der Söhne Jakobs, Levi, bildete den Stamm der Leviten, die nominell jedoch bereits zurückreichen, seitdem Abraham durch Melchisedek, den König von Salem gesegnet wurde und ihm den Zehnten gab, und somit als Priestertum nach der Ordnung Melchisedeks dem Herrn geheiligt war. Diese neutestamentliche Offenbarung deutete sich im Alten Testament erst allmählich an, als Gott durch Mose die Gesetzestafeln gab.
Die eigentliche Ordnung des levitischen Priestertums wurde dann begründet durch Mose und Aaron, der die Leviten zum Priesterdienst an der Stiftshütte einteilte.
Zum Amt der Leviten gehörten die Tempeldienste, das Tragen der Bundeslade und der Gerätschaften, das Anführen der Schlachtordnung im Heerlager, sowie die Signalgebung im Kriegs- und Alarmfall. Ihnen oblagen die Opfer-Darreichungen am Brandopferaltar, das Schlachten und Besprengen mit Blut, die Reinigung, und Verbringung der Reste.
Der Dienst im Heiligsten umfasste das Auslegen der Schaubrote, das tägliche Räuchern und die Beschickung des siebenarmigen Leuchters mit Öl. Diese Funktion übernahmen im Wechsel die Obersten der Leviten. In der Rolle des Hohenpriesters gelangte der meist für ein Jahr gesalbte Levit ins Allerheiligste, wo er, nachdem, er erst für sich selbst, dann für das Volk Sühneopfer gebracht hatte. Dort stand er vor der Bundeslade in der Gegenwart der Herrlichkeit des HERRn. Das Spielen der Instrumente und die Gesangsleitung gehörten ebenso zur Funktion des levitischen Priesterdienstes.
Hinzu kamen Segnungs- und Heilungsdienste, das unter „Quarantäne-Stellen“ und Salben von Häusern, Menschen, Tieren, und Landwirtschaft. Die Verkündigung und Auslegung des Gesetzes oblag ihnen.
Sie besaßen als Priester kein eigenes Land, sondern benutzen für Ihr Vieh den Gemeinde-Anger, außerdem gab es einige levitische Städte. Ihr Einkommen bezogen sie aus dem Anteil an Tieropfern, Früchten, und Getreide im Tempel.
Im Brustbeutel ihrer prachtvollen Gewänder bewahrten die Priester das Los „Licht und Recht“ auf und warfen damit das Los, um prophetische Gottesurteile, Auswahl von Land und Leuten und Kriegsentscheidungen zu treffen.


3. Eine Erklärung der Leiterschaftsrolle und –Funktion des Königs im Alten Testament:
Wurde das israelische Volk zunächst von Richtern geleitet, wollte es bald jedoch sein wie die sie umgebenden Völker. So setzte Gott auf ihren Wunsch dann Könige ein, wie Saul, David und Salomon.
Sie wurden durch Propheten (wie Nathan oder Samuel) für diese Leiterschaftsaufgabe gesalbt, nachdem sie von Gott auserwählt worden waren. Als König oblag dem inaugurierten Herrscher die Leitung über die Stämme Israel und Juda. Damit verbunden übte der König Befehlsgewalt aus im Reich, führte das Heer im Kampf an, sprach Recht, hielt Hof und setzte Hauptleute ein. Der Bau von Tempelanlagen, Städten, Befestigungsanlagen und eigenen Residenzen wurde vom König angeordnet und beaufsichtigt. Durch Erlasse nahm der König Einfluss auf die Landespolitik, Landwirtschaft, Bergbau, Hüttenwesen und Metallurgie, Waffenproduktion, Herstellung von Streitwagen, Pferdezucht, Herstellung von Geräten für den Tempel und Materialbeschaffung. Die späteren Könige waren bekannt für ihre Weisheit, ihre Sprüche und ihre Psalmen, wofür sie eigens Musikinstrumente in großer Zahl anfertigen ließen. Auch der Gewürzhandel und Bestandteile der Salböle und Spezereien wurde durch die Könige kontrolliert. Sie hatten das Recht, von besiegten Feinden Tribut einzufordern.
Abgaben, Zölle und Zehnter wurden auf ihre Anweisung hin im Kornhaus gesammelt.
Der König verfügte die Wiedereinsetzung göttlicher Feste, ließ das Gesetz verlesen, setzte den Tempeldienst der Priester wieder ein und veranlasste nach Exil und Wiedereinweihung des Tempels die erneute Einführung der Opferdienste.
Rechtsprechung und Exekutive wurde ebenfalls vom König in seiner Rolle und Funktion als Leiter des Volkes ausgeübt. Gute und Gott wohlgefällige Könige unterstützten das levitische Priestertum und die Propheten und demütigten sich sogar soweit, dass sie selber im Land umhergingen und die Menschen zum Laubhüttenfest nach Jerusalem einluden.
Ihre Gunst und Belohnung für treue Dienste bezeigten sie durch großzügige Landvergabe und Verleihung hoher Ämter, es wurden sogar charitative Dienste auf königliche Anweisung hin eingerichtet, wie Armenspeisungen, Versorgung von Waisen und Witwen, sowie Schutz von Fremdlingen.


4. Eine Erklärung der Leiterschaftsrolle und –Funktion des Propheten im Alten Testament:
Die Leiterschaftsrolle und –Funktion des Propheten im Alten Testament war gemäß der fortschreitenden Offenbarung Gottes sehr unterschiedlich und spezialisiert.
Gemeinsam war allen Propheten die Auserwählung und Einsetzung durch Gott. Teilweise beachteten sie besondere Keuschheitsgelübde und koschere Speisegebote.
Propheten traten in ihrer Rolle als Gesandte Gottes auf, um allgemeine Gesetze, Verordnungen, Anweisungen in speziellen Situationen und konkretes Überbringen göttlicher Botschaften in Bezug auf ihre historische Gegenwart, als auch wahre Voraussagen über zukünftige Ereignisse zu geben.
Durch Propheten wurden Könige eingesetzt und gesalbt, aber auch abgesetzt, bzw. das Ende der Thronfolge angekündigt.
Prophetische Botschaften wurden zuerst den Königen, dann auch dem Volk in schriftlicher Überlieferung oder mündlicher Verkündigung mitgeteilt.
Zur Funktion des prophetischen Dienstes gehörte die Auslegung von Träumen, die Darstellung von Visionen in direkter oder verschlüsselter Form, teilweise auch als Gleichnis oder pantomimische Geste und Körpersprache, um die Pläne Gottes zu übermitteln.
Für die Rolle des Propheten war es absolut notwendig, den Willen Gottes zu ergründen und das vermittelnde Gebet und Fürbitte fürs Volk vor Gott zu tragen. Die Schulung nachfolgender Prophetenschüler, sowie der Segnungsdienst, als auch der Gebetskampf gegen Götzenpriester waren Aufgaben der Gesandten Gottes. Sie hatten Gerichtsurteile Gottes zu verkünden, bekräftigten ihre Autorität durch Wundertaten (wie Dürre und Regen), verbreiteten sowohl Kriegs- als auch Gnadenbotschaften und motivierten durch Verlesen der Heiligen Schrift zu Busse, Umkehr und Nachfolge im gottesfürchtigen Dienst, Heilig dem HERRn.

Zusammenfassend kann gesagt werden, dass in Gottes fortschreitender Offenbarung im Alten Testament die Differenzierung der Leiterschaftsfunktion von den Patriarchen zu den Priestern, Königen und Propheten zunimmt. Waren beispielsweise den Erzvätern sowohl königliche wie Priesterliche Dienste erlaubt, war es später den Königen nicht erlaubt, im Tempel Opfer zu spenden. Als Saul sich „unter die Propheten rechnen wollte“, wurde er zum Spott und Sprichwort für die Unvereinbarkeit dieser Leiterschaftsrollen.
Erst mit dem letzten Propheten des Alten Testamentes, Johannes und der Taufe des verheißenen Messias wurde die Rolle der levitischen Priester ersetzt durch das Priestertum nach der Ordnung Melchisedeks und übernahm damit die Funktion von König, Priester und Prophet.
Mit Einführung des allgemeinen Priestertums im Neuen Testament durch den Heiligen Geist offenbarte sich damit die im Alten Testament angelegte Leiterschaftsfunktion für die Gemeinde Christi.




vorab als email an iol@uni-bonn.de Uwe Rosenkranz
Professor Dr. Ulrich Köpke Guckenbühlstr. 19
IOL -Uni Bonn
Katzenburgweg 3 72475 Bitz

53 115 Bonn Bitz, 03.09.2008


Patentverfahren zu „Hügelbeet mit Teich“, DPMA. AZ # 103 07 771.5-23,
mein Schreiben an IOL vom 18.Juni 08, (Anlage noch mal beigefügt)
Beschlussfassung DPMA München mit Schreiben vom 6.August, angeblich versandt laut Poststempel am 14.07.2008, (was mit dem Datum des Schreibens nicht vereinbar ist)- als Einschreiben angekommen irgendwann am Ende der vierten Augustwoche, vermutlich am Samstag, den 23.August,so von mir quittiert bei der Post.

Lieber Prof. Dr. Ulrich Köpke,

in o.g. Patentverfahren zum Landmanagenmentsystem "Hügelbeet mit Teich" ist nunmehr eine plötzliche Beschlußfassung ergangen, die nur noch den legalen Weg der Beschwerde und der persönlichen Erklärung zulassen. Erwartungsgemäß hat sich Frau Dr. Noller-Karst (tel. 089 2195 2833) vom DPMA in München entgegen besserer Erkenntnis darauf versteift, dass die Gegenstände der Patentansprüche zwar nicht der Neuheit entbehren, jedoch die erfinderische Tätigkeit gegenüber Haase,1988 sowie Beba und Knöll,1985 nicht nachgewiesen wäre. Deshalb wird die grundsätzliche Patentierbarkeit zurückgewiesen.
Nun, im Laufe des seit jetzt fast 7 (sieben!) Jahren verschleppten Verfahrens wurde diese behördliche Taktik verschiedentlich versucht und von mir jeweils durch persönlich mündlichen Beleg (mit Kopie meiner Diplomarbeit) oder mit schriftlicher Offenlegung von Forschungsergebnissen entkräftet.

Leider wurden solche statistisch abgesicherten, signifikanten, relevanten und gravierenden erfinderische Leistungen nicht zur Kenntnis genommen, sondern als "im Griff gärtnerischer Praxis" und "lediglich eine Summe bekannter Wechselwirkungen", oder "ohne überraschende Ergebnisse" pauschal abgewertet, ohne auf einzelne Ergebnisse einzugehen.

Meine Beschwerde kommt damit wieder nach Berlin wo ich (nach eingehender Prüfung mit der Patentanwaltskanzlei Grünecker, Kinkeldey, Stockmair & Schwanhäusser, vertreten durch Patentanwalt Dr. Patrick P. Erk, Dipl.Ing(univ.), M.S. (M.I.T.) ) Ende 2001/Anfang 2002 die Patentanmeldung eingereicht habe.

Deshalb möchte ich noch einmal dringend bitten, aus den zitierten Arbeiten (siehe Anlage des emails und Einschreibens vom 18.Juni d.J.) von Becker, Kledtke, Rosenkranz,Schulz, Köpke, (alle OLA) sowie Kraft, Lenz, Sommer et al, (Ökotrophologie, Bonn ) und assoziierten Forschenden die Verweisstellen, die den Bezug auf die Probenherkunft aus den Feldversuchen auf der ALANUS-Hochschule 1987 bis 1992 mit dem Referenzsytem Hügelbeetkultur belegen und beweisen.

Wichtig ist auch, den durch die criss-cross Blockanlage mit drei Faktoren sowie die zunächst als dreifaktorielle Blockanlage mit drei Wiederholungen randomisierten statistisch gesicherten Beweis für signifikante Haupt- und Wechselwirkungen der Prüffaktoren Kompostreife, Licht und Bio-Dyn.Präparate aufzuzeigen. Da ich mittlerweile erkenntnistheoretisch die Kniffe durchschaut und in persönlichen Disputen auch erfolgreich verfochten habe, dass ein Doppel-Blind-Versuch nicht mit einer erhöhten Anzahl an Freiheitsgraden durchgeführt werden kann als vorab also a priori angesetzte statistische Parameter der induktiven Beweisführung aufgrund der Urlisten der Feldversuche möglich machen, darf ich nur noch mal vor einem Pseudo-Mathematischen Procedere warnen, dass die Biometrie zum Spielball launischer olympischer Herrschaft eines würfelnden atheistischen Gottesbildes macht.

Der erste Versuch des DPMA, einige Ansprüche wegen Uneinheitlichkeit ausscheiden zu lassen mit der Begründung, lediglich ästethische Merkmale seien aufgeführt, sind mittlerweile durch Schriften und persönlichen Austausch mit dem renommierten chinesischen Physiker Prof. Chan-Lin Zhang widerlegt. In seinem Buch über "Die dissipative Struktur des elektromagnetischen Feldes in Lebewesen" (Kopien der S. 54, 113, 124, 134 und Abb. 2.2.12 zur harmonischen Klangverteilung an der Oberfläche einer Wassermelone sind diesem vorab als email versandten Einschreiben beigefügt) beschreibt er die Harmonie (=Kohärenz) als ein wesentliches Merkmal von lebenden Organismen oder Systemen.

Diese Harmonie, wie ich sie durch die Entwicklung einer "Sphärenharfe" als Klang-Instrument mit Verfahren zum Erstellen einer Komposition zur harmonischen Anordnung von Pflanzen auf der gewölbten Oberfläche der ringförmig um einen Teich angeordneten Hügelbeetkultur als ursprüngliche Ansprüche der Patentanmeldung in Berlin vorgelegt habe, ist jetzt mit einem in Serie hergestellten Instrument (www.coherency.de) einfach messbar. Dies wurde mir dieses Jahr vom deutschen Dipl.Ingenieur Max Reinhard, in Zusammenarbeit mit Dipl. Ing (FH) Dietrich Stöckl bestätigt.

Beim Informationszentrum des DPMA in Berlin habe ich vor Anmeldung meines Patentes eine ähnliche Verfahrenstechnik der Rubrik agr.auf dem Flachland als Vergleich der grundsätzlichen Patentierbarkeit herangeführt. Hier wurde die Übertragbarkeit von Klang, Volumen, Tonhöhe auf Pflanzenanordnung nach Farbe, Wuchshöhe und Standraumzumessung im Landschaftsbau patentiert.

Mein Instrument differenziert noch einmal in direkt-mechanischer (durch ein medizinisches Stethoskop), in analoger (durch einen Kristall-Tonabnehmer), sowie durch digitale Technik in mp3/4 -Qualität die Komposition fröhlicher Musik in ein harmonisch-kohärentes Arrangement der Pflanzen auf der ROSARY-Kultur. Dabei wird die Schwebungsfrequenz (f1-f2) der Fouriertransformation genutzt, um beim rosa Rauschen bei erhöhter Frequenz mit geringerer Amplitude eine präzisere und harmonischere (d.H. kohärente) Übertragung von Musik auf Farbe (der Pflanzen) zu erzielen.
Wir kennen diese natürliche Assimilation der Energie des Lichtes beim grünen Blatt an dem für Chlorophyll A und B charakteristischen Frequenz/Amplitide- Spektrum. Die Wahrscheinlichkeit einer harmonischen Energieverteilung bei fröhlicher Musik ist bei 0,7 Mikro-A um den Faktor 10 erhöht. (siehe S.124, Zhang,ebenda) Das heisst, dass Testpersonen (als auch Pflanzen,bzw. lebendige Systeme: siehe Versuche zur Wassermelone) eine ganz neue Dimension von Harmonie erleben. Das steigert die Kohärenz der ROSARY-Hügelbeetkultur mit Teich um mindestens das Zehnfache.

Bei den im IOL bekannten Feldversuchen auf der ALANUS wurden ja neben wissenschaftlichen Erkenntnissen auch künstlerische und philosophische Ergebnisse gesammelt.
Eine davon war, nach dem chinesischen Taichi die Interpretation des Faktores Licht in eine Nord- und eine Südseite so zu sehen, wie es beim chinesischen Hügelbeet gemacht wird.
Dabei ist YANG (=111) das männliche Prinzip mit der "nach Süden ausgerichteten Hügelseite, wo die Morgensonne aufgeht" =Südexposition, und YIN (=000) das weibliche Prinzip die nach Norden ausgerichtete Seite des Hügels, wo die Abendsonne untergeht" = Nordexposition.siehe S. 113, Abb. 4.3.5, like Seite in Zhang, ebenda).
Die Weiterentwicklung der die Richtlinien für die EG-Ökoverordnung zur Einführung des Biosiegels mitbegründenden Grundlagenforschung mit dem Referenzsystem Hügelbeetkultur von der Differenzierung in eine YANG und eine YIN-Seite (=Licht und Schatten, Süd und Nord) stellt somit erfinderisch eine Neuerung dar. Die Anordnung im kreisförmig um einen Teich aufgewölbten Hügelbeet mit dem Kreis als Grundstruktur entwickelt den Begriff der dynamischen Balance weiter und macht ihn für digitalisierte Daten (wie sie bei einer "Pflanzenkomposition" mit Tonhöhe, Takt, Volumen, abgebildet auf die Pflanzenparameter Farbe, wuchshöhe, Standraumzumessung in einer mehrfaktoriellen Matrix visualisiert werden) begreifbar.
Die Auffassung, dass der Anmeldungsgegenstand der ursprünglichen Patentansprüche (beim DPMA München schliesslich als eingegangen dokumentiert am 14.Februar 2003) keine erfinderische Leistung erkennen lässt, ist deshalb unbegründet.
Die offengelegten Entgegenhaltungen der Schriften von Beba und Haas aus 1985 und 1988 stehen dem nicht entgegen, da keineswegs nur gemeinsame Anwendung von Merkmalen als Summe bekannter Wirkungen erreicht wurden.
Das als gängiges handwerkliches Können als für den Fachmann selbstverständlich darzustellen, ist nicht nachvollziehbar , da das von mir als erfinderische Leistung als Projektleiter und Teilnehmer am Doktoranden-Colloquium dokumentiert und archiviert wurde, und zwar von 1987 bis 1991 an der Professur für organischen Landbau, im Kurriculum Universale der Uni Bonn, in der Ökologie-Ringvorlesung und eben auch an der Fakultät für Ökotrophologie,sowie an der Freien Akademie für Bildende Künste ALANUS in Alfter bei Bonn; zumal Experten in Netzwerken wie science4life (2002/3), Steinbeis-Institut für Technologie- und Wissenschaftstransfer (TOP)( 2004), sowie RKW (Institut der deutschen Wirtschaft für Rationalisierung, Kontrolle und Innovation (2004/5) einhellig aufgrund der evaluierten und auf nachhaltige Tragfähigkeit spezialisierten Expertisen berechnet zum Ergebnis kommen, dass meine erfinderische Leistung eben unangezweifelt von großem gesamtgesellschaftlichen Nutzen und cash-Flow bezogen einen hohen Mittelrückfluß erwarten läßt.
Meine seitdem originär verfassten essays zum Thema ROSARY-Hügelbeetkultur gelten vor der Global University, als auch beim www.Professorenforum.de als anerkannt ;und Prof. Peter Zöller-Greer, der den zweiten Band der Symposien zusammen mit Herrn Hahn verfasst, hat den durch seinen call-for-papers von mir angefragten Apologetischen Aufsatz, der das Phänomen der Metamorphosen an Pflanzen bei der Hügelbeetforschung als einen wichtigen Beitrag zum Sieg des "Intelligent Design" über die "Evolutionstheorie" erkannt und den Abdruck in Aussicht gestellt.

Mir ist es ausserdem allmählich zuwider, gegenüber ignoranten Stellen in muffigen Behörden, die sich sonst fast nur mit "den Aufprallwinkeln von Saatgut auf einem Prallteller beschäftigen", in kafkaesker Weise meine Brain-power und Führungsqualität rechtfertigen zu sollen. Ich habe genauso, wie ich synergetische Effekte aus Forschung, Wirtschaft, Politik und Exekutive bei Akzeptanz der H1-Hypothesen, dass es einen erfinderischen emergenten Fortschritt gibt, der sich auch als Patentlösung für den Klimawandel einsetzen läßt, prognostiziert habe, davor gewarnt, einen Fehler zweiter Art (H²-Hypothese); (Beibehaltung der H°-Hypothese=status quo, gärtnerisch, handwerklich,fachmännisches Können, keine erfinderische Leistung) bei tatsächlich statistisch nachgewiesenen höchst-signifikanten und global relevanten emergenten Erfindungs-und Entwicklungsvorsprüngen aufgrund der eingereichten und vorliegenden Patentansprüche zu begehen. Der angerichtete Schaden bei mutwilligem Randomisieren und Marginalisieren ist weitaus größer, als das den vordergründigen Anschein hat.

Die jetzt auffällige überstürzte negative behördliche Beschlussfassung, bei strafbarem Übergehen eines erneuten Bescheides unter unwahrhafter Vorspiegelung,es hätten keine weiteren Eingaben für eine neue Entscheidungsgrundlage vorgelegen, zeigt, dass die ursprünglich vom deutschen Kaiser erlassene Gesetzesverfassung, die den Schutz des geistigen Erbes und Gutes des Erfinders sichert, längst instrumentalisiert ist und zu einer Innovationsbremse und korrupter Beamten- und Globaler Neoliberaler Macht- und Pfründeverwaltung degradiert wurde.So sehen das jedenfalls einige Politikprofessoren als auch Kreise aus dem Vatikan,die mir in diesem Zusammenhang nicht nur eine persönliche General-Absolution 2003 erteilt haben, sondern auch allen dem Schutz des Lebens auf diesem Planeten entgegenwrikenden Destruktivismus geisseln und brandmarken.
Dennoch will und werde ich es nicht unversucht lassen, mittels einer Beschwerde, sei es "GOTT zur Ehr, dem Feinde zur Wehr" einen weiteren Stein des Anstosses zu setzen.

Es ist ja durchaus möglich, dass besonnenere Kreise in Jena, Bonn oder Berlin durchaus noch den sozialen Frieden (das war z.B. einer der Beweggründe für das Gentechnikrecht und die ff.Verordnungen) wollen und legitimen friedlich aufbauenden Ansprüchen sich nicht entgegenstellen.
Ich hoffe, Ihr im IOL leidet da nicht unter der scheinbaren "Gnade" des bei politischem Richtungswechsel spontan einsetzendem kollektiven Vergessen bei entweder "später Geburt" oder mit plötzlich einsetzendem Alzheimer-Syndrom in Wechselwirkung mit Freud´schen Fehlleistungen beim retrospektivem Quellenretuschieren und organisatorischem Rückbau gesamtgesellschaftlicher Errungenschaften, wie das beim Ende der Reagan-Aera salonfähig wurde und geistlich in kirchlichen Leiterschaftskreisen 2003 in Berlin wieder einmal seine Vorschatten warf. Damals wurde nach dem ersten deutschen ökumenischen Kirchentag eine Umstrukturierung der vom letzten deutschen Kaiser gestifteten (Bau-) Soldatenkirche am Südstern vorgenommen mit Demontage der Leiterschaftsebene, um einen längst überfälligen Durchbruch einer Bewegung der geistlichen Erneuerung zu verhindern. Davon waren etwa 1 Mio protestantischer Christen in Berlin und Brandenburg betroffen.
Hierbei geht es jedoch nicht um das Seelenheil eines kleinen Kirchenvolkes, dass einigen rückständigen mittelalterlichen Fronherren gemäß " Schäfchen in´s Trockene bringen" will, sondern um tatsächlich weltweit stattfindende Katastrophen (wie aktuell am Beispiel "New Or Leans"), die die Mächtigen und Weisen dieser Welt zu ohnmächtigen Narren werden lassen. Was soll also dies kleinliche Geplänkel?
Wenn ihr im IOL keine Zeit habt, mal ein paar Seiten online nach München zu schicken oder ein paar Kopien zu machen und ein klärendes Telefonat zu führen, wie wollt ihr massgeblich mitwirken im ehemaligen "Langen Eugen", um ein weltweites Klima-Regime mitzugestalten?
Also, wenn Ihr mich wirklich unterstützen wollt, erwarte ich Eueren offenbarenden Einsatz bis zur Deadline ^6.September 2008 beim:
Deutschen Patent- und Markenamt, Technisches Informationszentrum, 10958 Berlin.
Danach kann ich im internationalen Chor des "Longlasting,loud and legal" die Legalität- zumindest was das winzige Projekt Hügelbeetkultur anbelangt- nicht mehr nach ausssen gewährleisten - dann wird hart gespielt gegen "dirty tricks".
Ich hoffe, dass Ihr Euch da richtig positioniert.

Bis dahin,
in alter geschwisterlicher Liebe und Freundschaft,
Euer
Uwe Rosenkranz


The ROSARY RIDGEBED ROUNDABOUT >> siehe > Powerpoint-Präsentation- Klimaschutzprojekt ROSARY-CER
2.1: Rosary autark
2.2:Teich
2.3:Bepflanzung
2.4:Beregnungsanlage
2.5:Solarkollektor
2.6.:Batterie
2.7:Tröpfchenbewässerung
2.8.:Wasserpumpe
2.9.:Bodenfeuchtemesser
Rosary Well

2.10.: Durch einen Brunnen wird Grundwasser zugeführt.
2.11.: Die Beregnung kann wahlweise aus dem Teich, dem Brunnen oder über
2.12.: einen Füllstandsmesser aus einem
2.13.: erhöht (H) liegenden Tank mittels
2.14.: Nieder-Druckregler dosiert werden.

2.15. Leitung
2.16. Dachabwasser
2.17. Fallrohr
2.18. Hauswasseranschluß
2.19. Zentralstation
































































Is Cat Breeding a nice hobby for kids?


A) rgumentative Essay
Is Cat Breeding a nice hobby for kids?
Thesis: Cat breeding is not always funny.

I.) Introduction:
“Oh, Mom, look at this funny cat! – I want a cat, too!”
Words like that can be heard, when little children first see our Persian, silver shaded, streamed beauties. Is cat breeding a nice hobby for kids?
I think it is not always funny.

II.) Breeding as a hobby:
As a Christmas gift, we started 3 years ago with a small pretty little tiger; because he seems to have tears in his eyes, when departed from his mother, we decided to buy a female mate for him. Now, actually, seven fuzzy creatures jump around in our house.
We had to learn, that these animals have sharp teeth and nails.
Their long white hair needs daily care. The behaviour of the whole flock is very dynamic; each one has its own character. All of them want love, food, good health care and wellness support. That influences family life night and day. If you decide to share membership in a professional breeding-society, be aware to see the horrible monsters, you would ever dream of, cradled in boxes! Breeding needs knowledge of genetic code and laws. Please don’t let creatures be the victims of childish hobbyists!

III.) Resources:
It costs a lot to hold the herd of a dozen silver shadows in good condition. Our animal doctor makes a good deal on it. She is having a nice extravagant holiday, with the content of your deposits. We have to stay at home- for the next decades, or mark the cats with ear buttons for scanning, international passport, and risk long periods of clinical preventive-quarantine.
Space and room for playing versus serious work appears to be a long lasting conflict about resources. When your sweet beloved small lion stares at you with wide open eyes, tapping around on the keyboard and wants to help you with your computer task, please don’t embarrass. Better have a break and play with it. Otherwise you may come back after some other job and find your PC book- marked by a wet, smelling spot.
Animals use to smell, their output is not always well.
Living in a cat’s world causes changes in behaviour. Talking with animals seems to be strange even for little children. It is possible, you are not longer respected as a grown up with such spleeny affects.

IV.) Security:
A few days ago, local newspapers reported of a Persian cat, which survived in nature. When it was caught, it had a 15 cm filcy hair-fleece to be cut off.
After shaving the dread locks an ugly animal of only 2kg remained.
You feel pity about it, since that is not funny at all. Please keep your animals at home!
Incredible stress will come from your family members, who never wanted any of them, when you suddenly loose only one of the cats, which dedicated you as his most-beloved human being.
If you are forced to sell one of your favourite pelt-wearers, all the other sophistic-cats recognize you, like Judas Iscariot has been a good guy against you.
Humble cat breeder better start to reject any harm and injury from their little ones. To prevent accidents outside, you may plan a huge garden-fence - but cats use to jump above the edge or climb beyond a tree. House and garden after a while look like a castle- but when a lack is found- and there is some, anytime- you cannot prevent playing hide and seek with your small-ear- playmates.

V.) Environmental collateral damage:
One neighbour, who has taken a silver shaded pride from us, is breeding birds at the same time. He is taking care with a double fence around the boxes with his more than 200 exotic singers. On one hand, up to now there has been no reclamation; on the other hand, it’s not so easy to count the birdies every day! In our garden not even bigger birds like hawks have been seen and even the brown-coloured ferrets and chicken-blood-sucking pine-marten stay absent. The whole flock of hunting ermine-white Persian beasts is the dead of any humming bird.
Many cats are the mice’s dead, says a speech.

VI.) Argues:
Some may ask: ( J)”Have you ever read the stories of “The wind in the willows”? If so and you love it, be sure, you will have pleasure in cat breeding.” – Yes, one may be right in thinking this way, but reading nice tales about wildlife animals with human characters is a different thing than being a professional cat breeder.
Since one of the loveliest creatures under God’s sun has won your heart, your life is full of adventures and miracles. Who turned the ventilator out, which is hanging 4 meters high under the roof, or why does the fridge door is standing wide open in the morning? If you ask your Persians, they smile at you, licking their paws. You would miss your little friends. Yes, indeed, but what, if they lay bleeding at the sidewalk of the street, strived by a motorcar?
So, if you decide to be so weak to do what you feel, don’t hold back in holding cats. But, I have warned you! JJ Your resources could be less sustainable than the playing and hunting instinct of the animals needs.

VII.) Conclusion:
If your own children want to have a Persian cat, please convince them to choose an easier and cheaper hobby. J J J




B) Analysis and evaluation of written essay:

The main theme of the argumentation essay is cat breeding.
The thesis is stated, that breeding cats is not always funny; as a pre-conclusion it is declared not to be a good hobby for children.
The reader is lead through arguments that support the single point.
First it is chronologically confirmed, how the hobby started. Obviously the writer is familiar with the theme.
Unity is given by logical structure of the arguments.
Special needs for hobbies stand against professional breeding requirements.
Resources, Security, and environmental damage are headlined as strong pros supporting the thesis.
In order to convince the reader, some cons are stated at the end.
Coherence is shown through the inner strategy to convince the reader.
Critical control points are worked out exactly.
Using tactful, courteous language, demonstrates sentence skills.
With error free words and logical grammar, common grounds are shown, through hinting on newspaper reports and professional breeding rules.
Humouresc details are overemphasized, like the “book marking” of the PC to break the serious sharpness, which children sometimes have on this matter.
Different viewpoints are acknowledged and their valid merits are granted.
Loving animal stories and fairy tales take the argument of children’s enthusiasm. But the shocking reality of an accident is set as a stronger viewpoint.
Because the reader usually has strong feelings about this issue; the need to rebut the opposing arguments has been realized. Lack of resources and difficulties to control the critical points of hazard analysis are empowered.
After mentioning all points, the conclusion against the counterarguments is stated.
The forcing logic of true arguments with its intimate knowledge about the problems of cat breeding has been pointed out clearly. Through the lines the mood of childish eagerness to have a cat has been estimated. Loving helpless creatures is the motivation to write this essay. The reader is softly convinced by being token at his arm and leaded into a private zoo’s experience.
It has not been the goal just to overcome counterarguments, but to let the reader be partner of the writer’s own feelings about the matter. To see only one side of the medal- the funny animal and the nice hobby, would degrade the worth of the Persian cats, with their own specific needs. There for serious breeding skills and required professionalism is demanded.




ABSTRACT
Columban I. has been injured at Stonehenge in the Year of 400 AD. His later priest Columban II has been travelling along to LeCarnac, when he landed at Isle of St.Michéle in Northern France at 566 AD.
In the 11th Century, ERIC II, dedicated King of Denmark arrived at LeCarnac with 300 horsemen. The CRAB FOG, a supernova dated his landing.
The Old riddle, that he hired from his forefathers lead him to the grave of Columban. He discovered the secret and found a golden shield with a heraldic message, which leaded him to the Holy Land.
OUTLINE
I. Prolog – The Old Druide
II. The Crab Fog
III. Fire in the ring of stones
IV. The Riddle-Rhyme
V. Beta-Pi-Taw
VI. The Heritage
VII. The Discovery
VIII. Epilogue – The Promised Land

ABBREVIATIONS
The early Canaan “beta” (п), the Greek “Pi” (∏,) and the Celtic rune of double “TT” (Ħ, called “Taw” Л), are here figured as:
Beta, Pi, Tot (from Túath- Celtic prince or king),
Today used as “sum of all”; totally




GLOSSAR
Definition
Anamchara – friend of soul, cellmate of a peregrine.
Bangor- Monastery in Northern Ireland.
Cana – spoken law or rule.
Columban II. - Christian monk in the tradition of druids.
Crab Fog- supernova in the year 1054-56, described by Chinese astronomers, appeared to be a light, shiny fog- it came very suddenly, from one day to the other.
Druids- wise men of Celtic culture.
EMUNAH- “The Remarkable”-name of ERIC II.
EVERGOOD - name of ERIC I.
Horsemen- riding soldiers, following the King.
Iona- Island at the coast of Scotland.
Jacobin Way- Pilgrims were wandering this way to the Holy Land.
Kinsmen- sons, cousins and younger relatives.
Knights of St.John – Brotherhood of men in tradition of the Apostle John.
LeCarnac- “Karnack” - place in Northern France- today Bretagne.
Lindisfarne - monastery on the isle of Iona.
Peregrinus, peregrines – people, who were banned and separated from their families, here- Title for priests and monks, who separated their life’s for JESUS CHRIST
St. Michelle – isle at the Bretagne shore in northern France
Stonehenge - Celtic culture ceremonial place in Northern Ireland.
Stonewall- long alley of two walls of ceremonial stone columns.
Summer set – here: south direction, where the sun has its culmination point in summer.
Triangle - geometric figure, triangulation line.
Túath – member of reigning upper class


Chapter I
PROLOG – THE OLD DRUID

In the year of 554 Columban I., the Old Irish Druid took the white robe of the peregrines.
He gave a Cana to his Anamchara: whenever one of them shall be dying isolated from the continent, they shall bury him in sacred soil, where “heaven meets the earth”. He went from Lindisfarne to Iona, moved to Bangor and later on shipped to the isle of Mont St.Michéle in France. On his way over the Channel, his boat was conquered by some Walsh ships. He was wounded and his mates brought his injured body to the monolith stones of LeCarnac. His breaking eyes saw the circle of ring wall at the end of the long alley. “YES, it’s done! Let this astronomic clockwork come to the righteous heir oft the Kingdom of Christ!” With these words he laid his head down forever. A sudden shiny star appeared and marked a cross in the ring of fire at the end of the row, when his spirit vanished in the misty air.
The shivering golden shield of Stonehenge, showing the seven stars, telling from former times, and predicting the future, passed to his Anamchara.
A long time ago, when even the pyramids have not been built, this star shield has been manufactured by an unknown master, now it was buried as a gift together with Columban´s corpus.
Chapter II – ERIC
500 years later a few Viking ships anchored at the coast of Bretagne. Foreigners launched the boats for sea and landed between the rocks. Misty fogs covered the illuminated shore, myriads of little crabs colonised the black stones and swift basins. But this fog was not normal. Superstitious starlight sparkling through the set of sun like gigantic weather lightening showed the northern conquerors their way to the columns of Karnack.
The horses trampled hastily over the grassland. Eric kept a tight rein on his brave Friesian. His horse stood still, stamping nervously on the ground, while the young king was waiting for the whole army with their fair-haired Shetland-ponies. 300 Horsemen followed ERIC II, the uncrowned Prince of Denmark.
“Anon!” shouted Eric- “Brave hearts, let us have a rest under the bricks of the ring wall, before this shiny midsummer night will give message of our heartily welcomed army in this area of evil!” His elder horsemen went in front of the younger soldiers, finding a place to calm down and bind the steaming animals.
At the glowing horizon the purple haze fog arose with spots of fluffing white clouds, looking like a herd of sheep, comforted by a good Shepard.

Chapter III – Fire in the ring of stones
The warm flames of the fire in the midst of the circle of stones licked like tongues of snakes around the shades of the monoliths. Between the burning heaven and the deep blue see Eric’s kinsmen seemed to be caught by a crucial test. An atmosphere of anxious rumour lay around the dancing figures of trees and rocks. Each silhouette pretended to be a kind of dragon. A golden shiny mood lightened the faces of the tired men, who were carefully cradled among their Christian crosses and the Celtic columns.
When the cracking crossfire of the cooked crabs came to an end, chalices of beer and baked bread were given from one to another.
Eric washed his hands and held his arms into the rough midsummer wind. His Northland Heroes prepared the saddle and helmet beds. While they sat down and began to sleep, their young king took breeze and walked across the circle. The salt of the nearby see smelled spicy in his thirsty throat. He remembered the blessing, which his father gave to him, when he sent him offshore. Hornets of met, wine, and beer amused his companions. The whole flock was sent amongst the wolves. Eric wanted to sing and tell old stories with his friends, but something suspicious seemed to stimulate the senses of the severe sovereign. His solid valiant warrior’s shoulders stretching up towards the sparkling stars, he took his shield and spear. Exactly in the middle of the two huge stonewalls, which built a long spacey corridor, he found a watchtower. He climbed up the few steps and looked upon the warning rocky fingers, scraping the sky. When he figured out the shapes of Celtic culture, he immediately shivered. Quickly he jumped down and ran into the centre of the circle. He put down his shield with the leather surface onto the ground. From the inner side of the shield he turned out a round plate that was fixed in the centre and marked the evening star in the north. With the outer ring of the soucer he figured the Great Bear. Then he marked the point, where the circle of the rocks crossed the constellation of Taurus.
Although his chevaliers knew little about their leader’s Arcanum behaviour, they were astonished, when he suddenly drew his sword, holding it like a cross into the southern sky and stroke it with a majestic curve into a piece of soft soil surface among the surrounding stony ground.
The sword sang like a harp, when it hit the ground. The hauling of a greyhound answered. The Crab Fog and the full summer moon gave this pale scene a superstitious look.

Chapter IV – The Riddle-Rhyme
Eric commanded his leaders into the midst of the stonewall circle. Before they could argue, he explained the specific situation with his sonar voice:
“Dear Sirs, noblemen and honourable infants,” he started to speak loud.
“Please allow me, as your humble servant, to bring to your notice, what the ears of your elders and forefathers would eagerly want to hear for a thousand of years; generation after generation have been waiting for this moment to face, and you have the privilege to feel the fear of this fascinating culmination of time!”
He put his feet step by step from his shield in the centre to the spear in the north.
“Twelve steps to the Northern Land!” he proclaimed.
Without stumbling he stepped towards them to the blank steel of his sword, sticking at the South.
“Thirteen to the Summer Set” –
“Triangle to the root of that” –
“There lies the wise man’s head in bed!”

Chapter V – Beta, Pi, Taw

Just some little guys started laughing and giggling. They had a good pint of beer and liked the fairy tales of mystery and imagination. But, all at once, they stopped, when Eric seriously swore by the Name of the One and Only GOD and broke the seal of silence, which had held this suspicious space time after time under its spell. “JESUS!”- He shouted. Six hundred ears followed King Eric’s Proclamation and no fewer eyes stared at him, when he with the security of a dream dancer went to the altar-like plate of a plain rock, standing between the spear and the sword 5 steps outside of the circle. Lightened by the fire and the stars the figure of the stone built the letter of Beta-Pi-Taw.
Chapter VI – The Heritage
“My Dear Brethren”, whispered young Eric. “Since the days, when my beloved father Eric I. King of Denmark – blessed be his soul, for ever good he was!- lay the burden of kingdom upon my shoulders, this former age riddle was given to my heritage. `T is the word of an Old Druid – Columban was his name! The Irish Monks who first built monasteries in this Britannic Land gave his knowledge to the blood line of the Danish Kings, whose forefathers had been slaughtered by the same fiends, the Anglo-Saxon Walsh Dragon-Shield-Wearers! Never shall their cursed souls come into the circle of council! – A shiver ran down the necks of the brave soldiers, when they heard the fate of blame.
“Old Columban I. was ripped by the same bride of evil at the green fields of Stonehenge, ere he could give the good message to his brotherhood on the isle of Iona!” Eric raised his mighty voice. ”Lindisfarne Love-Song-Bards should bring his dying body to the blessed land. At this place, under the stones, his head has been buried!” 300 mouths stood wide open. “Hurry up, beloved kinsmen, let’s see, what heraldic message Columban´s grave will give to the brave!” – “RAVE, RAVE”- The echoes of Eric’s words came back from the ring of remedy between the Crab Fog from heaven and the herd fire on earth.

Chapter VII – The Discovery
Fifty men were enough to bear the weight of LeCarnac.
The stones cry, if the good news of the martyrs will not be heard.
Eric’s fulfilled the proof of divine word with the top of his sword.
He unbend the secret of the columns.
Under the solid rock of Columban´s last house, the Knights of St. John found the famous copper shield with golden necklace, showing the seven stars; this old Druid astronomic instrument was built from an unknown master in the fog of former times. Eric took the plate with the inner ring and placed it into the similar plate that stickled under the surface of his own shield. The peaces fit together! He held the navigation instrument against the Northern star and fixed the hole again to the Great Bear. This was the Cairos, the moment, when divine destination showed the whole congregation their direction to the Promised Land, along the Jacobin Way to Jerusalem.
Epilogue – EMUNAH
The Adventure began and some other story has to fit all the fabulous tales about Eric II, called EMUNAH by his horsemen, who are worthy to be remembered. But this shall be told another time.
1599 words.



2. Analysis and Evaluation of written essay:
This historical narration is settled in the early middle ages. LeCarnac, a sacred monolith stonewall is the stage of the novel-like scenes. First Columban appears and dies. His character represents the Christian missionary with Celtic-druid cultural background. In the next act Eric II, Prince of Denmark moves on stage.
In order to support the single point of Celtic Culture and its influence on European Christianity, the author shows specific evidence through the authentically historical persona of Eric Emunah.
The King’s character, his astronomical knowledge in the tradition of the druids and his strong belief in Jesus Christ organize the next chapters and connect the content with the main theme.
Coherence is given by the long time lasting heritage and familiar privileges, which combine elements of both cultures. The blessing of his forefathers and the continuity of the bloodline of his Kingdom is used as an issue to affect and transfigure the Priesthood of former ages with leadership in the Christianized European middle ages. The genetic code of the divine destination is described as the missing link between mystery and historical fact.
This essay is based on several sources with a clear message, according to the title. The main point is dealt on by some frame stories, which fit together like a historic puzzle. As a symbol of the defragmentation the two pieces of astronomic shields- as prototypes of modern sextants- are set together. By this means chronological and logical coherence is supported.
Depending on the archaic setting, the Glossary explains the words that are unusual today.
Sentence skills; have been demonstrated obviously, by means of figures, parallelism and symbols from historical drama (like Shakespear´s Macbeth or Hamlet). E.G. the riddle-rhyme uses the dramatic stile of poem and combines it with astronomical knowledge, in order to increase the tension. Strong figures are used, like the symbolism of п, ∏, TT, Ħ, Л, which represent the shape of the altar-stone.
This means can be transported into other cultures to cross communication barriers. (Referring to the ICI-Course “Cross cultural communication”). This can be proofed by using Gnostic knowledge (some say “esoteric”) from Feng Shu, the Asian spirituality. The sign for “Creation Power” appears to look similar to the altar-like desk of Columban´s grave and therefore is giving a link to Jesus-centred belief with an earnest signification of the cross as a symbol for resurrection and spiritual new life in the tradition of the messianic heritage of being a son of GOD.
Arcade wisdom uses such lectures as well as eastern gurus, when teaching with symbolic figures and anagrammed NLP. “KOANs” help to open doors of heart and head and feeling like keywords. “Brecht´s Theatre” (BERTHOLD BRECHT, e.g. ANTIGONE or his arrangement for “Die Neuen Leiden des jungen Werther”) uses this stylistic means by creating an effect of being a foreigner. From this outer look the identification persona (here: ERIC as the main character and identification figure) takes fortune in discovery of a secret. That brings the reader into the option to realize the secret for him from a higher level of recognition. The smart solution to do that in a single stand situation, is not giving force unto the reader, but is leading swiftly to the key point. “Get out of your selfish grave of egocentric isolation!” – This unheard shout sounds from the present state of the art from every line of the essay. This is bringing spiritual freedom.
In the context of Integral Spirituality (Ken Wilber and others, 2007/2008) this progress is actually made in literature. Post-modern writers and thinkers are not only randomly amused, when the contextualization of the Cartesian System with the four coordinates into literature provokes the reader to step out of his self-centred orientation (often just poorly covered as “Jesus-Centred Belief”) into a spiritual communication with individuals beyond himself and the acting characters of the narration.
To tell it easily in own words, the following example may give a mind opening brainstorm. Spelling words in funny English opens the door for playing scrabble games: The sentence “He unbanned the secret of the columns” hints to the name of the Old Druid COLUMBAN.
The historical fact of the appearance of the Crab Fog is transfigured to the natural phenomenon of the crab colonies along the shore of northern France. A kind of deeper irony is demonstrated, when the soldiers grilled the crabs. This is a parabolic image of the priority of rational Christendom over the anxious pagan mysticism. Drinking beer and laughing at fairy tales is interrupted by the proclamation of “Jesus!” We find examples of such scenes to create serious atmosphere in literature, like the “porter scene” in Macbeth.
The flux of chapters is brought to an order of logic, to go straight through the main theme. Attending to reach the aim of unity, support, coherence and sentence skills, the eight chapters fit the idea in the act of the characters. It could have been said with fewer words by arguing on the single point, but the dramaturgical scenario leads the reader into the strange atmosphere, realizing the danger of using archaic language and deadwood phrases. Shakespeare, e.g. would have said „fiends“, instead of „enemies“. A kind of mysterious clockwork would never been mentioned as a modern navigation instrument. (In fact: research discovered, that these instruments first have been mentioned in the 13. century. Raymond Lull, the well-known founder of universities like Sorbonne and Oxford, who used such plates not only as a sextant, but also as a computer, demonstrating his syllogistic framework of spirituality). On the one hand a fine temper between showing sentence skills, which is helpful to create an authenticable atmosphere and the rule of using clear words and correct spelling, is carefully estimated; on the other hand the reader is confronted with a hard stuff. The skills of reading between the lines and feel into the ensemble of scenario are hardly demanded. In a pre-test, the author was reading the story to an A-level-auditory and was surprised, that there was no break of tension. The hearer of the story, even if not all of the details have been understood, could follow the inner spirit of the act and listened carefully. The contents had been remembered and logical mistakes have been corrected. The contrast between former English and writing modern American stile, which is supposed to be normative to be “written in better English”, is chosen, to bring the reader back from bloomy past into cool presence. The tension between over-emphasizing supernatural signs and wonders and presenting error-free sentences with clear intention is used as means to build a bridge between Old-fashioned romanticism and post modernity. As a logical consequence of the historical attitudes, classical elements and stylistic formulas have been used. To my mind the freedom of arts in this novel-like poetry longs for the righteousness of the reader to judge, whether the essay is a true story or a fairy tale. This is because both elements like” tales of mystery and imagination” and words like “worthy to remember” (=EMUNAH) in the epilogue are closing circles, hinting again to the title and character of the narration. One needs to decide the value of information by separating the broken down rough message into a scale of graduation. Avoiding redundancy, which would have caused boring disinterest in a post-modern society, needs a high scale density of digital information.
The outlook “this shall be told another time” encloses this novel into a set of stories.
As a conclusion of the author’s intention to write this story the way he did, one may argue that the leading character Eric II. later on appeared to be the first Templar, known as “Rosenkranz” =ROSARY). This is, because in fact Eric Emunah has been the name-giver of the family, clan or dynasty of Rosenkranz, as a privilege from the Pope, Eric and his horsemen freed from the so called “Babylonian Captivity”. In this constellation the leading character occurs to be the most relevant cornerstone between Ire-Celtic Christianity in the early middle-ages and the reconciliation of the Roman-Catholic Empire in European and worldwide Christhood.
With the present narration I am going to my own historical roots. This short novel is one of the first fruits that efforts in “Writing Better English” bear. Creating a personal, passionate stile has been more important than just being “perfect” (or imperfect- not only from grammatical point of view, but even in space and time).
Please estimate the blood and sweat it may have cost to be so familiar (in the true sense of the word!) with the theme. Today’s English for Foreign Language writing seems to taste a little bitter-sweet, like new vine in old storage. To my humble opinion it’s not too sophisticated to be measured with masterpieces of classic drama, (like Shakespeare), because the overcome of hybris is a goal of downfall, caused by pride. In my case this is the overwhelming theme in a generation-review like condensed in the craft of this art. It has been a hard work, and a young and wise man is better than an old and foolish king.
What do others think about? After analysing and evaluating the essay, I discussed it on an internet platform with international authors. One of them actually sent the content to an English-writing friend, to use the theme for a roman.




LITERATURVERZEICHNIS

http://de.wikipedia.org/wiki/Supernova_1054
Shakespear, William. Macbeth, Reclam heft, 1977)
Skakespear, William, Hamlet, Reclam Heft, 1978
Peter Müller, Columbans Revolution. IGW international, 22.7.2007
Die Entstehung des Alphabets, Joseph Naveh. Palphot Ltd; Jerusalem 1996.



The happiest day of my life


Introduction:

In 1995, our congregation built a new church in Bonn.
We did this work almost by our own. When we completed the interior, which was really hard work, we were nearly worn up to the ground.

I. Accept no limit:
A. Men after work
For recreation we decided to organize a male outdoor excursion. Finding the motto “accept no limits”, printing t-shirts and imagine the place of destination was easily done.
Austria became our goal. We started our tour in the valley of the river Lech, well-known as an extreme torrent.
B. Cant get enough
Surrounded by the huge mountains, the pretty landscape covered by the early summer’s green sleeves invited us, to hear the call of the open air.
The singing morning birds were astonished flying into the yellow haze of the sky, when a company of 24 human beings arrived at the tremendous shores of the river.
C. Well prepared
We were fully dressed in survival waistcoats. Each of the 3 teams built with 8 of us were carrying a fully inflated rubber rafting boat.

II. Brotherhood
A. Fellow- members
Always singing gospels, we started to look forward to that funny new hobby, we where eager to expire. Rafting in wild water shall be big fun!
B. The agreement
Then, our youth pastor, asked us to build couples of team-mates. Two and two should give a promise to help each other, when getting in trouble.
C. The handicap
When Michael, my partner prayed with me, he explained, that he is handicapped. Whenever jumping into cold water, his body is going to be shocked and becoming stiff, letting him breeze very heavy with symptoms of asthma.




III. Prayer
A. Rough water
Although the torrent at normal level is a tough rafting region, we prayed for more water. The rafting skipper told us, we had actually about 30 cm above limit, because on the top of the mountains the water reserve basin was opened at that remarkable morning.
B. The danger
At once, we realized the most dangerous waterfall, we ever faced: a peace of granite stone, building a high wall of rough water, then immediately falling into a basin of rocks. No swimmer, even at normal level of the stream could come out of this trap, because from all sides, the water flows into the gap like into a bubbling whirlpool.
C. The instruction
“In case of danger, get out of the boat, behold your paddle and swim on your back, facing the captain!” –“First care for men, then for material!” These rules sounded good to us, but suddenly, the theory had to be proofed in practice.


IV. Rafting
A. The basin
All in a hurry, the river caught us like a blowing whale. The captain shouted his command: “Out of the boat!” Just a second later the ship was fixed keel over in that horrible throat. – Before I could recognize, I was smashed into the centre of the basin, underneath the boat. Diving deeply down under, I could get hold on the edge of the shipboard, jumping with the full power of my legs and – just a moment later the river spit me unto the save shore, comfortly lifted by my waistcoat.
B. The decision
But now, to my surprise, it was very easy to swim, feet in front, to the boat, the skipper in the meantime has turned again. Six of us had just arrived on board and climbed into the boat. “Six?”- “we have been eight on board!” , it came to my mind. The rule was taught: “First human, then material!” I looked down the whirling foams of the stream and saw the red helmed head of a boy jumping up and down in the middle of the wild river, like a buoy. There was no time to loose to argue, the decision was fixed before, just one wrestles short fervent prayer was heard by the ears of the Almighty.
C. The rescue
Suddenly I turned from the “Save heaven” into the overwhelming flood. Again, I faced that helpless fellow, some hundred meters downstream. Faster, than one could imagine, a supernatural force pushed me through the midst of the flood. In a moment, I suppose, Michael, my prayer-mate, was in my reach. He could not swim, just clinching the wooden paddle, his whole body stiff from the asthmatic shock. First I put his head out of the cold water. Then, I caught his paddle and shouted: “Let loose!” – At the same moment Michael screamed: “Let loose!” – So, I just pulled him out of the heaviest stream, and he could get breath again. Then, Jo, who planned the survival tour, came alongside with his scout canoe and helped Michael to be fished out of the water by the crew of the second boat, that had just fixed on the other shore. At last, but not least, I was rescued. Even my paddle came up again and was fished out of the brown water.


V. Last supper
A. The Chalice
Back again at our hotel, we spent the evening exhausted but nevertheless very happy, all together around the big table near the warming fire in the house yard. We drank vine out of one great chalice, remembering that the blood of JESUS is really worthy and mighty to rescue and save!

B. The Bread
We broke the fresh bread, baked on walking-sticks over the open fire of our smart camp. I was the happiest man this evening. Praise the LORD!” There is a place of commanded blessing, where brethren in unity dwell!”
C. The Job
The stars looked down on a scene of singing men, shouting and laughing.
A swift voice inside of me called me to go out for a last walk that happy day.
Just alone, only with the Holy Spirit leading me, I felt it was time to leave that company. My Job has been done.


Conclusion:
Trust in GOD and let HIM be your own Glory! In my mind, I saw an anchor, lifted up to the board of the ship, building the sign of the cross. This is the victory in Jesus Christ our LORD, thank GOD!




































Research Report

Title:

How can a new spirituality based on JESUS be successful in sustaining the climate crisis?



Introduction:



I. Emerging Church- :

A. Definition: description of Emerging Church:

B. Emerging communities

C. Advanced emerging church



II. Integrated Spirituality

A. Theory of Integrated Spirituality

B. Spiral Dynamics





III. Rainbow Network Communities

A. Rainbow networks

B. decentred networks.



IV. Charismatic Movements

A. House-Churches:

B. Celtic roots of Christhood



Conclusion:

--------------

Introduction:

The main denominations of Christian religion are not able to fulfil the god given task to rule on earth and care for life. This was one result of the discussion about climate crisis; I am seriously concerned with (comp. essay part 2). (Prof. Dr. rer. nat. Michael Succow, Seminary at “Right-Livelihood-Award”, Munich, 2005, personal advice).

We are now going to look for new emerging churches, which may give better and sustainable solutions for this need. We concentrate on the advantages and disadvantages of a JESUS-centred belief on secular workplaces.



I. Emerging Church- :

A. Definition: Fr. Richard Rohr-Franciscan monk from New Mexico- who is also engaged in ecologic spirituality-gives a brief description of Emerging Church (http://ncrcafe.org.node/1413): “1) A recognition of social justice, Christianity has to be concerned about this world and suffering,

2) Openness to contemplation, and 3) Honest scholarship about Jesus.”



This is suggested to strengthen the advantages of a JESUS-centred belief to make efforts in justice in a suffering world with Global Warming.



B. In Germany, Emerging networks are guided by some spokesmen like Brian McLaren (“Everything must change”, Erlangen, 2007; http://www.emergent-deutschland.de/category/pocast/feed). He describes the climate crisis to be the leading “frame story” of nowadays. He comes to the conclusion, that the “JESUS-Story”, which fits all the other frame stories, is to be interpreted in a new way.



C. Advanced Emerging Church

A. According to these pre-dispositions and definitions, Stefan Stangenberg leads to a “Theory of Integrated Spirituality, based on research of Clare Graves, “Spiral Dynamics”, developed by Don E. Beck.

In South Africa the theories are proofed in solving problems of racism. On Philippines these strategies have been transformed into executive rules to build a new, three-fold infrastructure. (Michael Habecker, Ken Wilber- die integrale (R) EVOLUTION, FF/M, 2007 ) Terrorism and religious conflicts, caused by Global Warming, could be handled more carefully this way, because the integration of aliens, minorities and religious or racial groups is managed.

B. Ed Stetzer writes on categories of Emerging Church (http://missionalthoughts.wordpress.com/2006/05/03/ed-stetzers-emerging-church-categories/#cooliris). He is focussing on 1. Relevants, 2) Reconctructionists and 3) Revisionists. He hints on strong growing structures with decentralized leadership in Pennsylvania. The fast numerous increase is not necessarily successful in solving environmental problems, but the history of Pennsylvania shows, that communities with organic farming and ecological outreach earn political respect. Environmental migration (as in the late 60ies, when San Francisco earthquakes have been feared) can be transformed into settlements. This example is given to another 80 planned UN-projects.


II. Integrated Spirituality

A. System Theories of Ken Wilber present a more anthroposophist point of view. Seminaries on integral spirituality, initiated in Erlangen, 2007, (http://www.emergent-deutschland.de ; referring to Stefan Stangenberg, 2008, http://www.zellgemeinde-bremen.de) list some schedules, which show identification-images of several colours, in which ethics of evangelical movements can be settled. (Stangenberg, cit.op. Beck, Don E., “Spiral Dynamics. ibid, cit. op. Ken Wilber, “Theory of integral Spirituality”, pages 289, 308, 327, 348, 371, and 397).

B. The Transformation Process implemented by integral spirituality is supposed to give sustainable answers to the problems of climate change. The so called “green MEM” (ibid. page 4) can be found at information platforms like (http://www.moveGreen.de/index.php). We have to recognize, that Jesus-based belief sometimes is suspected to be old-fashioned (“blue MEM”, identification leaders: Billy Graham, Bill Hybels), so disadvantages may occur on these secular workplaces. After 9/11 the post-modern Christian spirituality is going to reconcile neighbourhoods and inner cities, where traditional church has lost ground.





III. Rainbow Network Communities

A. Rainbow networks, listed up by Andy Wolf, (http://andisperspective.typepad.com), http://www.snap.com/sosearch?query=Church+Planting&source=andisperspective.typepad.com&campaign=spasense&spa_key=dd8023bd6cf81942c89aa84dec2c79d6&spa_rkl=default&ssvid=bc1f83fa12fc1c8d61db0b20a777050c&sscat=religion&geo=DE&dfs=10.10 ) with worldwide mission ( http://worldmap.org/world.php ) see underestimation of worldwide crisis as one of the top ten mistakes of evangelistic outreaches and strategic mission. This leads to the conclusion, that Global Warming highly oppresses a suffering world, which is expecting justice and revelation. A strong belief in JESUS has to give practical answers in the mission fields.





B. Ori Brafman, and Rod A Beckström,(The Starfish and The Spider, http://tiefebene.wordpress.com/bucher/the-starfish-and-the-spider-2/) and Scot McKnight (“A Community called atonement”; http://tiefebene.wordpress.com/bucher/scot-mcknight-a-acommunity-called-atonement/ ) give some argumentation for decentred networks. They describe fast-moving and sustainable churches, networks and communities, who are able to solve problems in critical situations. This is discussed to make efforts on Christ-centred belief. The integration of environmental aliens, caused through migration could be handled easier this way.



IV. Charismatic Movements

A. House-Churches: A modern form of monastery-like neighbourhood home cell groups have been described by Wolfgang Simson (Simson, Wolfgang, “Das 1X1 der Hauskirchen, ibid.”Häuser, die die Welt verändern”, Erzhausen, 1999). The same author in cooperation with Thomas Giudici (Thomas Guidici, “Der Preis des Geldes”, Brendow, 2005) hint on the importance to be free of materialistic bondages. This is important to solve the problems of over-population and inequity. House-Churches are strategically (DAWN international Network, Colorado Springs, since 1999. www.dawn.ch) doing this.

B. Praying movements

Others, organized in Christliches Centrum Ruhrgebiet (ChristianTeupe, 2007, http://teupy.blogspot.com/2007/07/alles-aus-liebe.html) lay domain on Praying and Fasting and contemplation to deal with the once realized dangers of climate change. TOS-Tübingen (www.TOS.info), with emphasis on human care, went back to the Celtic roots of Christhood in 2006. They visit old monasteries and transform it to new praying marches. On the other hand they build up tabernacles, according to Jewish messianic praise-centres (Arni Klein, “Emmaus way”, 2008; www.emmausway.org). They see a great potential in Israelian youth to solve ecological problems (which was proofed by Michael Succow, 2005 ref. on introduction; ibid, cit.op. essay 2) and have a vision for the advantages of messianic-based belief.

Based on reassurement in believing in Christ and the power of praying this can help to bind evil forces and prevent environmental diseases and accidents. This way, ecological crisis may come under the feet of JESUS.

Conclusion: If we are looking at the several trials to solve the problems, caused by Global Warming, we find some interesting links, the leading denominations may refer on.



In a private discussion with Alternative Nobel price- Winner Steve Gaskin,( Pennsylvania, on a 2006 congress in Munich, Germany) the United States of America are still demanding a Renaissance, like Europe had in the Middle Ages, when Karl the Great took Celtic Christian monks to strengthen the kingdom of God through a system of education based on the monasteries infrastructure.



To my mind, the catholic approach of monastery-like outreaches with modern mass media – like Fr. Richard Rohr’s internet cafe can show the right direction.

The UN-Climate Conference gave some rules for further actions on Global Warming. On my private secular, self-employed working place I am seriously concerned with the advantages and disadvantages of a belief based on JESUS. In fact, my belief inspires me to give practical solutions for the climate crisis.

Sustainable Land management Systems and ecological fundraisings ,like the ROSARY RIDGEBED ROUNDABOUT (http://www.perfspot.com/profil.asp?uid=C2EE2F51-16B6-4844-9DC1-E645008A9BFE ) , following the 2007`s Gleneagles advices (http://www.un.org/webcast/climatechange/highlevel/2007/pdfs/schwarzenegger.pdf
http://www.un.org/webcast/climatechange/highlevel/2007/pdfs/germany-orig.pdf) and recommended by Germanwatch (http://klimakompakt@germanwatch.de) , start up to be founded on Honest Scholarship about Jesus. These projects shall grow to the stage-up-phase in a manner to be estimated as “lasting, legal and loud”.

For the Celtic culture a modern philosophy should be created. This is my personal conclusion, leaded by words of GOD.
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Beitrag #2
Du hast auf deinen Beitrag geantwortetam 25. April 2008 um 09:04
Hoffentlich lässt Euch das nicht alle kalt!

Globale Klimaveränderung hat auch mit einer Veränderung der spirituellen Atmosphäre zu tun. Theologie und Ökologie lassen sich in der öffentlichen Diskussion nicht auf Randthemen reduzieren, dazu sind die Konsequenzen in nächster Zukunft auf unserem Planeten zu radikal. Deshalb zum ertsen Beitrag noch die (englische) Begründung:


Part 2 – An essay of exposition or argument

Title:
How will Global Warming change our lives?

Introduction:
In the beginning of the 3rd millennium global warming is going to be a worldwide crisis.
Even now, changes appear in several parts of the planet. Science is able to simulate the upcoming scenario.

I. Ecology- :The latest UN- report on climate takes further action on:
A. Desertification- The deserts, like in Sudan will grow, lakes are falling dry, as in Tschad. Fire storms, like in California destroy many houses and woods. Even southern parts of the United States, like Florida and Texas, actually are getting water only 3 hours a day, as reported by Pastor Rick Joyner, an intimate insider and certified training-camp-leader.
B. Floods- Tsunamis occurred in South-Asia, following after quakes under ground of the Pacific Sea; breaking of dams, like Mississippi Delta, in New Orleans are setting big, crowded areas under water.
C. Storms- Tornado seasons, coming from Bermuda triangle, getting stronger and more disastrous nearly every year in the last decades.
D. Earthquakes- The quantity and frequency of earthquake will waste more human settlements. Re-financing insurance-companies increase the charges and calculate more than one billion $ the next years for the regulation of such accidents.
E. Volcano- Eruptions spit out hot ashes and magma and will poison the air.
F. Pollution- Human waste of a growing mankind produces more and more waste. Italian cities, e.g., export their public waste and garbage by ship to islands, where it is burned.


II. Equity
A. Developed countries- although some are going to get richer (about 10% of society), the middle and under classes are getting poorer. Higher taxes on energy and fuel reduce income of private households.
B. Poor countries- cannot pay their debs any more; the poor are getting poorer in international relation. The burdens of environmental tasks become very heavy yokes for these people.
C. Contrast between rich and poor- work is paid less, money is getting paid higher and faster, so the contrast between rich and poor increases.
D. Communism/Capitalism- as a result of the economical dysfunctions, materialistic systems like capitalism and communism stand against each other. Both are not successful in solving the problems of Global Warming.



III. Migration
A. Cities on the shores-, who in further times grew fast, because of harbours and trade infrastructure, now are going to sink under the rising sea-level, as can be seen in simulation maps of actual climate reports. Billions of capital inhabitants will have to flee.
B. Regions with deserts- grow, so that animals, plants and human life hood are dying. Uncounted nomadic peoples are so called “climate pilgrims”.
C. Earthquakes – especially along the continent plate’s earthquakes increase in frequency and danger. Settlements are destroyed and great economical loss is remarkable.

D. Storms- reach the shores, hurricanes and tornados waste the landscape. People have to flee and loose their homes, infrastructure is breaking together.
E. Boat People- African or South-Asian people leave their continent on crowded boats, a lot of them die in the seas.
F. Biological invaders- changing climate zones animate biological invaders to increase their population extremely fast, so they become an environmental problem.


IV. Terrorism
A. Arms- rich countries want to defend their existence with increasing arms and numbers of soldiers. The quality of nuclear, biologic and chemical weapons is getting most dangerous. Mega death and Overkill is possible. Arms are coming in the hands of terrorist states, so that they are not longer controllable.
B. Decentred networks- Terrorist don’t operate like in classic wars between states. Small, self-organized groups in global networks are able to act with enormous destructive criminal energy. The axis-of-evil-strategy is reality today.
C. Pandemic diseases- Global Warming will exponential score the risk of pandemic diseases, when bird influenza and other up to now harmless infects overtake the lowered immune system of cultural societies between Plants, Animals and men.
If we fix only at the matters of nature-caused Global Warming, we neglect the fact that ecological crisis can crudely be caused by terrorists, who are able to attack with biological weapons and dirty bombs. On the other hand the logic of worldwide social instability would create an incredible scenario for international terrorism.


V. Religious conflicts
A. fundamental Islamic separatists try to get in control of the whole world. They are fighting against other religions, especially against ISRAEL. Religious motivated Terrorist attacks try to destroy ecology and economy.
Ethical standards of religions are too weak. There are to less practical answers given. The “Green Movement” often is bound in esoteric.
B. Imperialistic dictators- in the increasing scenario, Latin American and African religious motivated dictators are getting mighty. End-Time scenarios are used to influence people’s minds by indoctrination.
C. Anti-Semitic wars- history is showing a lot of wars against the people of GOD. Anti-Semitic struggles are becoming a teleologically enforced power, when environmental background is getting harder. Jews and Christians are judged for it.

Conclusion: If we are looking at the several points of problems, caused by Global Warming, one may say, they can be solved by the human race. But on the other hand we see that the goals and aims to solve the whole package are too weak.
“Surviving of the fittest” is as fatal as the “let it go”-routine, that is described by the “InSHALLAH” – Kismet-Philosophy.
The often proclaimed “self-healing-power” of the market appears to be a big mistake, as global industries have strong lobbies and are carrying too less social responsibility; this is proofed by the climate contract of the EU in January 2008.
New ideas and changes in paradigms are paralysed. This was stated very concrete at the meeting of “Right Livelihood-Award”- winners at Goethe-Institute, Munich, Germany in 2005. Behaviour of all people must be radically new organized and should grow to mass movements; this is the result of a background- paper (German-watch; 1/2008) to the 2007 Bali- Agreement of the UN.
The answer, how mankind can survive under this conditions is still not given. Politicians isolate themselves from the people’s issues and sorrows. Laws are too weak. There is still no effective international task force. NGO´s are not estimated correctly by governments, and global players, so they are suspected to be illegal.
Some set their hope on one unified international ecological regime, which is able and empowered to manage the crisis. But to my mind, this is going to be a bigger problem than Global Warming.






















Zusammenfassung:
Bezug zu Weltgeheimnis-Geldgeheimnis:
Fragen:
Ausblick:

review, APG,part3

Kursbegleitende Schriftliche Aufgabe
BIB 3073 Die Apostelgeschichte


Teil 1: Authentizität der Apostelgeschichte

1 Beschreiben Sie mit eigenen Worten die Bedeutung der Apostelgeschichte für den Kanon der Bibel. Schlagen Sie in den ersten zwei Lektionen des Studienführers nach und nennen Sie Informationen über die Apostelgeschichte als a) früheste Geschichte der frühen Gemeinde, b) Brücke zwischen den Evangelien und den Briefen, c) Einführung und Hintergrund für die Briefe und d) als starke Betonung der Taufe im Heiligen Geist (etwa 350 Wörter).

a) Nach Geburt, Passion und Auferstehung Jesu Christi, seiner Himmelfahrt und der Ausgießung des Heiligen Geistes an Pfingsten war eine Generation von Augenzeugen ins Land gegangen. Bis zur vorausgesagten Zerstörung des Tempels wurde es Zeit, der nächsten ausgesandten Evangelisten- und Missionars-Kohorte schriftliche Berichte der großen Taten der Apostel zu vermitteln und zu überliefern. Es handelt sich bei der Apostelgeschichte um früheste narrative Berichte der frühen Gemeinde.

b) Als Brückenglied zwischen den Evangelien der Jünger Jesu (nach Matthäus, Markus, Lukas und Johannes) stellt die Apostelgeschichte von Lukas die Verbindung zwischen der Lebzeit des Messias und der Erzählung der Ausbreitung der christlichen Gemeinde in den frühen Anfängen dar. Lukas als Augenzeuge des Evangeliums und Reisebegleiter des Heidenapostels Paulus leitet gemäß des Missionsbefehls Jesu (Matthäus 28, 18-20) diese neue Ära der Kirche ein ( Bekehrung des Paulus APG 9) und weist auf die Briefe (des Paulus, des Jakobus, Petrus, Johannes) hin.

c) Während der Evangelist Markus sich von Paulus trennte und eigene Gemeinden gründete, gibt Lukas in der Apostelgeschichte sehr persönliche und professionelle Einzelberichte über die Gemeinden in den Städten wieder, auf die in den Briefen Bezug genommen wird. Besonders die Schiffs- und Landreisen sind von dem ausgebildeten Arzt Lukas detaillegetreu überliefert. Mich als passioniertem Surfer begeistern vor allem die Beschreibungen, wie vor Malta die Treibanker (die in jüngster Vergangenheit wieder entdeckt und gehoben wurden) und Schiffsgerät abgeworfen wurde, damit der Bug auf eine Sandbank auflaufen konnte. Als Hintergrundinformationen für die Briefe an die Gemeinden vor Ort, die in der APG beschrieben sind, sowie als geographische Einführung sind diese Informationen unverzichtbar im biblischen Kanon.

d) Die starke Betonung der Taufe im Heiligen Geist, die sich bis heute in der sich ausbreitenden charismatischen Bewegung widerspiegelt zeigt, dass die Aussage Jesu aus Markus 16,17 ff sich erfüllt: „..denn ich werde bei Euch sein mit nachfolgenden Zeichen..“ Die Taufe im Geist des Messias, wie in Joel dem Volk Israel bereits angekündigt, gibt Kraft und Mut für den Verkündigungsdienst des Neuen Bundes. Die Sprachen- oder Zungenrede sowie der Engelsgesang als Zeichen der offensichtlichen geistlichen Gaben manifestiert sich in der Apostelgeschichte sehr deutlich an verschiedenen Stellen, im Obergemach (APG 2, 3-4) am Fest der Erstlingsfrüchte 50 Tage nach Pessach (Pentecost), (APG 2,6). (364 Wörter).



2 Lektion 1 unterstreicht hermeneutische und theologische Schwerpunkte in der Apostelgeschichte. Erörtern Sie a) die Kontinuität im Handeln des Heiligen Geistes, b) die heilsgeschichtliche Perspektive und c) die primäre Rolle des Heiligen Geistes. Nennen Sie zu jedem Schwerpunkt ein oder mehrere Beispiele aus der Apostelgeschichte (etwa 350 Wörter).

a) Der Heilige Geist als dritte Person Gottes ist ja auch derselbe gestern heute und auch morgen. Seine Charktermerkmale (siehe auch Pneumatologie) wie Allwissenheit, Allgegenwart, Allmacht und Ewigkeit trägt er als freundlicher Rechtsanwalt des Lichts in die Gemeinde hinein. Damit erfüllt er in der chronologischen und geographischen Folge den Heilsplan Gottes, des Vaters und seines von IHM gesandten Sohnes JESUS CHRISTUS ( JESHUAH HA MASCHIACH). Im Kontext der Apostelgeschichte wird damit erst die Gemeinde aus Juden-Christen und Heiden-Christen eigentlich gegründet, wie sie sich im Handeln in der Kirchengeschichte bis heute darstellt. Die Gabe der Zungen-Sprachen (APG 2) hebt damit den babylonischen Fluch auf, den Gott einer übermächtig und stolz werdenden Menschheit auferlegt hatte. Die Kontinuität im Handeln des Heiligen Geistes ist auch ersichtlich aus den ersten beiden Versen der APG, in der Lukas an Theophilus bestätigt, was Jesus tat und was in der direkten Folge dann der Heilige Geist den Aposteln an Weisung gab. Damit ist das Thema der Kontinuität des Handelns des H.G. vorgegeben.

b) Die Heilsgeschichtliche Perspektive als Erfüllung der Vorankündigung JESHUAHs: „Ich werde Euch den Heiligen Geist senden, der wird Euch in alle Wahrheit und Erkenntnis führen, ..und von Gericht,.. und dass der Fürst dieser Welt gerichtet ist..“ läutet auch den Beginn der Herrschaft des Königreiches Gottes auf Erden ein, das Jesus proklamiert hatte in der Bergpredigt. Bis zur Wiederkunft des Messias auf dem Ölberg (wie von den Engeln verkündet, APG 1,10-12) gilt damit sozusagen die Zeit der Gemeinde als Gnadenzeit des Geistes Christi entsprechend der Ära des 6. von 7 Schöpfungstagen (gemäß des jüdischen Kalenders das aktuell beginnende Jahr 5770). Die Perspektive für Gegenwart und Zukunft ergibt sich aus der Tatsache, dass die Heilsgeschichte GOTTES mit der Menschheit offensichtlich noch nicht zu Ende ist, sondern sich in der ausbreitenden Gemeinde bis in die Offenbarung hinein zeigt.

c) Die primäre Rolle des Heiligen Geistes ergibt sich schon aus dem biblischen Kontext, dass GOTT in seiner patriarchalischen Person als Gott Abrahams, Isaaks und Jakobs mit seinem ursprünglichen Bundesvolk wandelte, sich mit Jesus als Mensch im Fleisch inkarnierte und hermeneutisch wie theologisch in der Apostelgeschichte beschrieben, durch den Heiligen Geist seinem Neuen Bundesvolk, der universellen Gemeinde offenbarte. Die Heiligung, Bevollmächtigung und Vertiefung der intimen Beziehung Christi mit den Gläubigen legt bis heute den Schwerpunkt der Mission auf die durch Zeichen und Wunder (wie in APG 5,5 ; 5,16; 7,55) begleiteten Ausbreitung der ganzheitlichen Botschaft der Bibel. Der Heilige Geist spielt damit auch heute die primäre Rolle in der Heilsgeschichte. (406 Wörter)








3 Erörtern Sie, wie Theologie aus der narrativen Form des biblischen Materials hervorgeht, so wie es in Lektion 1 beschrieben ist und im Verlauf der Apostelgeschichte demonstriert wurde. Betonen Sie besonders die Methoden der Ableitung theologischer und praktischer Schlussfolgerungen, indem Sie ein oder mehrere Beispiele zitieren (etwa 350 Wörter).

Zunächst einmal stellt sich uns im biblischen Kanon die Apostelgeschichte eben als erzählter Bericht der Taten der Apostel dar. Aus dieser narrativen Form, wie er in den Reiseberichten zu Wasser und zu Lande (und im Falle von Philippus auch in der Luft, APG8,39) überliefert ist, ergibt sich für die pfingstliche Hermeneutik und die Theologie der katholischen Kirche die Bedeutung der Apostelgeschichte vor allem aus den detailliert beschriebenen Zeichen und Wundern, (Heilsgeschichte berichtet von Petrus in APG 10, 34-48 )die mit dem Wirken des Heiligen Geistes verbunden sind und zur friedlichen Auferbauung der Gemeinde Christi und ihrer Ausbreitung führte (APG 9, 31). Die Authentizität der Verfasserschaft Lukas´ sowie die tradierte Datierung (vor 64 nach Christus) ergänzt den historischen und literarischen Kontext.

Erzählerische Kontinuität im Heilsgeschichtlichen Handeln des Heiligen Geistes, die Weiterentwicklung der Begriffsinhalte „Im Geist“, die Unveränderlichkeit der Bewegung Gottes, sowie die primäre Rolle des Heiligen Geistes leiten untrennbar über zur Dienstbevollmächtigung inklusive der Bedeutung und dem Zeitpunkt der Taufe im Wasser und im Geist.
Die Tatsache, dass mit der Dienstausrüstung des H.G. auch die Begabung zum Reden gegeben ist (z.B. APG 5,27-33 Petrus und die anderen Apostel vor dem Hohen Rat), inpliziert nicht die Vermutung, der Bericht des Lukas wäre etwa Phantasie, Poesie oder bediene sich literarischer Quellen und Techniken wie bspw. der historische griechische Schmöker „der peleponnesische Krieg“, sondern der besondere Augenmerk liegt auf der auch vor Gericht als Zeugenaussage formal nicht anfechtbaren oder revidierfähigen gesellschaftlichen Relevanz der Apostelgeschichte.
Die Vertrautheit des APG-Autors Lukas mit dem jüdischen Kulturgut, den Schriften von Mose, den Propheten und den Weisungen, sein frei von Anachronismen mit lokalen Gläubigen dáccor gehenden Erzählung vermitteln eine kohärente Theologie. Die Praxis und Apologetik der Nachpfingstlichen Gemeindeausbreitung mit ihren Schlussfolgerungen für die heutige Kirche ist unauslöschlich im Kanon festgeschrieben.
Interne (Lukas 1,1 -3) Belege für die Tatsache, dass Lukas der Autor der APG ist, auch was die „wir“- Abschnitte der Reisen mit dem Missionar Paulus anbelangt stellen unabänderliche Schlüsselpunkte der Theologie und Hermeneutik dar, sowie der soteriologischen praktischen Schlussfolgerungen. Externe Belege , wie Tertullian aus dem 2. JH. nach Christus in seiner Streitschrift gegen Marcion (140 n. Chr.) entkräften bis heute die liberalen, kritischen Richtungen außerhalb der pfingstlichen und katholischen Dogmatik und Lehrbefugnis. (364 Wörter)











Teil 2: Verfasserschaft der Apostelgeschichte

4 Analysieren Sie die Rolle der kritischen Theologie in dieser Debatte und drei Positionen für die Datierung der Apostelgeschichte. Halten Sie Nunnallys Auffassung für völlig schlüssig? (etwa 350 Wörter).

Zunächst mal kann ich mich der schlüssigen Auffassung Nunnallys voll und ganz anschließen, dass Lukas der Verfasser ist und dass die Apostelgeschichte um etwa 49 nach Christi Geburt geschrieben wurde.

Nunnally beschreibt die Distinktiven Merkmale, Absichten und Theologischen Themen.
Lukas als Verfasser des Lukasevangeliums und der APG gehört dazu, sowie seine Absicht, die APG als 2.Buch zum Evangelium zu schreiben.

Anders als kritische Religionswissenschaftler, vertritt er die kanonische Doktrin der frühen Kirchenväter, die sich bis heute in der Lehre des Vatikans erhalten haben.

Die Rolle der kritischen Theologen, die versuchen, diese Doktrin zu widerlegen– wie bereits die als Häretiker gebrandmarkten Marcioniten- besteht darin, die Hölle und das Gericht zu verwerfen und sich eine sektenhafte Irrlehre zusammenzuphantasieren.

Hier geht es ja auch darum Einsichten in diese falsche Theologie aus eigener Erfahrung zu bezeugen, deshalb mag folgende Ausführung mehr bewirken als ein rein apologetischer Diskurs.

Exkurs (zur Rolle der kritischen Theologie und ihr Einfluss auf die Gesellschaft)
Mit der TOS (Tübinger Offensive Stadtmission, Jobst Bittner) ist es gelungen, der ebenfalls als Hochburg der liberalen, kritischen Theologie geltenden Richtung von Küng den Rang abzulaufen, was Ritus, steuerrechtlicher und ethischer Status anbelangt.

Einer meiner Pastoren und Lehrer in der Pfingstcharismatischen ELIM Gemeinde in BONN
war zusammen mit dem damaligen Herrn Ratzinger, jetzt Papst, in der Tübinger Theologenschule.
Da Gerhard Uphoff auch Jugendpastor des sehr erfolgreichen Evangelisten Reinhard Bonnke gewesen ist, kann ich die Debatte und die drei Positionen um die Datierung der APG gut auch mit Ross und Reiter nachvollziehen.

Die angeblich „Hohe Textkritik“ deutscher Prägung, die „der Hölle das Feuer“ und dem Himmel die Menschen entziehen will, kann ich nicht teilen, auch und gerade weil erhebliche Gelder bspw. der Bosch-Stiftung in solche “Ein-Welt-Religion“ fließen.

Der Versuch der schleichenden bis „strategisch galoppierenden“ Entmündigung der vollmächtigen Diener Gottes in ihrem Amt als Fortschreiber der Apostelgeschichte ist unübersehbar in die Gesellschaft eingesickert durch Allianzen dieser Bibelkritik mit den vom ehemaligen amerikanischen Außenminister Donald Rumsfield einmal politisch unkorrekt aber sehr kenntnisreich entlarvten „Axis- of –Evil“ titulierten Thronen und Gewalten des Alten Europa.

Das hat manche Grundlagen der Kirche (auch der katholischen) zerstört- wie ich anlässlich eines Besuches an meinem 49. Geburtstag im benediktinischen Erzkloster St.Ottilien (Jahrestagung der AAD) und anschließender Einkehr im biologisch-dynamisch in Bier- und -Haxn-Gelage verkommenen Andechser Kloster am eigenen Leibe erfahren durfte.

Ohne jetzt weiter auf die Rolle der neoliberalen bis häretischen Text- ,Personen- und Rechtsbeugung billigend in Kauf nehmenden Kritik der deutschen, insbesondere der Bayerischen und Baden-württembergischen Schule einzugehen, darf ich ein Wort Gottes für die Gemeinde in Sardes hinzufügen, die auch für die kritische „Theologen“ und „Machthaber“ gilt:
„Ich kenne Deine Werke: Du hast den Namen, dass Du lebst, und bist tot. Werde wach und stärke das andere, das sterben will, denn ich habe deine Werke nicht als vollkommen angesehen vor meinem GOTT. So denke nun daran, wie Du empfangen und gehört hast und halte es fest und tue BUßE! ….Wenn Du aber nicht wachen wirst, werde ich kommen wie ein Dieb, und Du wirst nicht wissen, wann ich kommen werde. Aber Du hast einige hier (…) die Ihre Kleider nicht besudelt haben; die werden mit mir einhergehen in weißen Kleidern, denn sie sind es wert.

Meine demonstrierte konfrontative Überlegenheit über Theologie, Exekutive, Legislative, Juridisprudenz, Hippokratische Mediziner und Psychologen legen mein eigenes Zeugnis in die Waagschale für eine in Autorität verfasste und fortgeschriebene Apostelgeschichte.
(552 Wörter)

5 Erklären Sie, welche inneren und äußeren Beweise und welche Belege aus den Paulusbriefen Lukas als den Verfasser bestätigen. Sind Sie von diesen Beweisen überzeugt? (etwa 350 Wörter).

Ja.
Die internen Bezüge der APG zeigen, dass Lukas selber Augenzeugenberichte wiedergab. Lukas erklärte, dass er selber in die Ereignisse involviert war. Ab APG 16,10 erzählt der Autor in der ersten Person Singular, später im Plural. Vor allem in den Reisen zu Wasser und zu Lande ist die Verwendung der Personalpronomen eineindeutig. Die Detailletreue und konsistent narrativer literarischer Stil deuten auf Lukas hin.

Externe Beweise:
Schlüssig ist neben den späteren Schriften der Kirchenväter, die nach Tertullian (2.Jh. n.Chr.;.
Die fünf Bücher gegen Marcion,IV2) das Lukasevangelium unversehrt und vollständig in den Kanon der orthodoxen Kirche übernommen haben auch die Schlussfolgerung, dass die gleichfalls vorliegende Apostelgeschichte des Lukas unzweifelhaft zu den vom Spiritus Gentilus anerkannten Text der Bibel gehörte.

In Fragmenten einer Handschrift in Griechisch und Latein aus dem späten 2. Jh. N.C., dem sog. Antimarcionischen Fragment geht hervor, dass Lukas eindeutig nach Beendigung der Evangelien die APG verfasste (R.G.Heard, 1955,S.7).

Im muratorischen Fragment (spätes 2.Jh. n.C.) wird ebenfalls belegt, dass Lukas die APG in nur einem Buch verfasste. (Bettenson,1967,S.28) .
Die frühen Kirchenväter, wie Origines, Irenäus, Clemens von Alexandria, Eusebius und der bereits zitierte Tertullian bezeugen ebenfalls den eindeutigen Sachverhalt.

Die Belege aus den Paulusbriefen (Kol. 4,10-15; Philemon 24~vergl. M. ~APG 21,17-27,1 , 28,16; 2.Tim. 4,10-11 ~ vergl.m. APG 1,8; 4,6-7; 4,11) benennen Lukas ganz genau.
Sowohl die Paulinische Terminologie als auch die Theologie finden sich durchweg in der APG.
Aufgrund der relevanten Beweislast wäre es, unabhängig vom eigenen Zeugendienst, für jeden Theologen, Richter, Schöffen, Staatsanwalt, Rechtsanwalt, Notar , medizinischen Gutachter und Gerichtsdiener unentschuldbar, sich nicht der Nunally´schen und vatikanisch-konzilianten kanonisch-orthodoxen Lehre anzuschließen, sondern, der Wahrheit zuwider an längst entlarvten Irrlehren festzuhalten.

De facto wird allerdings heute der offizielle Unglaube (Kritik der Bibel als Wort Gottes), als auch der offensichtliche Unverstand (durch Philosophien wie „Kritik der reinen Vernunft“) als Zeitgeist gelebt.

Wie bereits im Kurs Psychologie ausgeführt (und in meinem ebook: Rosenkranz-Templeroffenbarung zusammengefasst) ist die Saat des Zweifels ein Hauptanliegen Satans.
In Apologetik wurde gezeigt, wie mit Gewissheit und Gewiß-sein diese Zweifel besiegt werden und der Glaube und das mit an Sicherheit grenzender Wahrscheinlichkeit gefestigte Wissen demonstriert werden kann.

In evangelikalen Kreisen beschränkt man sich darauf, dem offensichtlich demonstrierten Unglauben: „GOTT ist (mit an Sicherheit grenzender W´keit tot“) auf einem Bus zu „Ehren“ des Darwin-Jahres“ – ein zaghaftes : „Und wenn es Ihn doch gibt?“ entgegenzusetzen und dann aus christlicher Nächstenliebe den Bus auf Hochglanz zu polieren und die Kampagne der Proklamation des Unglaubens zu begleiten und vorauszueilen.

Die eigene Überzeugung, die durch das Vatikanische Recht als auch durch die „Null-Welle“ der pfingstlichen Bewegung gestützt wird, widersetzt sich diesem Zeitgeist und ist sowohl Geistlich als auch Verstandesmäßig höher und weiter, tiefer und breiter, GOTT sei dank !
(445 Wörter)



6 Erörtern Sie das distinktive Merkmal der Apostelgeschichte, das als detaillierte physische Beschreibung bezeichnet und in Lektion 1 erörtert wird. Schreiben Sie über solche Beschreibungen anhand von Belegen entweder über a) medizinische Zustände, oder b) Heilungen oder c) Schiffsreisen (etwa 350 Wörter).

Das was Jesus tat und lehrte (APG1,1 ff) und das der Arzt Lukas als Fortsetzung des Evangeliums überliefert hat, wird heute von seiner Gemeinde, dem Corpus Christi weitergeführt, indem sie durch den Heiligen Geist dafür Kraft empfängt. Das gilt sowohl für die medizinischen Zustände, Heilungswunder als auch z.B. Schiffsreisen.

a) Zu den medizinischen Zuständen: der Fakt, dass das Wort „Eher geht ein Kamel durch ein Nadelöhr, als ein Reicher ins Reich Gottes“, das für „Nadel“ verwendet wird, nicht aus der Schneidersprache (Nähnadel= rafidos) stammt, sondern dem Chirurgischen Fachjargon für OP-Nadel (belones) entspricht, zeigt, mit welcher physischen Präsenz der Autor die weitere Verbreitung der Guten Botschaft vorantreibt. Dies gilt für historische Tatsachen, als auch für aktuelle Ereignisse und geographische Bewegungen. Die Verwendung ärztlicher und leiblicher Beschreibung von Einzelheiten geht einher mit Unterscheidungen wie der Beurteilung des Pfingstereignisses (APG2, 5-13) entweder als vom Heiligen Geist bevollmächtigtes Zungenreden und Sprachwunder oder, von den Ungläubigen als auf zu starken Alkoholgenuss („sie sind voll süßen Weines“) . Die Überwindung der Depression der ersten Gemeinde (verbargen sich im Obergemach, APG1,4+13-14;2,1) durch die Erfüllung mit Heiligem Geist (durch Zungen, zerteilt, wie von Feuer (APG 2,2-4) durch Verwandlung in Freimut (APG 4,31) beschreibt ebenfalls medizinische Zustände.


b) Aus der großen Anzahl von in der APG beschriebenen Heilungswundern (APG 3,2-9; 5,12-16; 9,32-35) zeigt sich das distinktive Merkmal des Arztes Lukas, mit der Absicht, die Kontinuität des traditionellen Judentums (Jesus und die ersten Apostel waren Juden) zu der sich geographisch ausbreitenden Jesusbewegung anhand von die Apostel begleitenden Heilungen zu beschreiben und als Universalismus theologisch zu fassen.
c) Detaillierte Beschreibungen finden wir besonders bei den Schiffsreisen. Die Wortwahl bereits für das griechische Wort Baptismo entstammt der maritimen Militärsprache und bedeutet genau: „ein Kriegsschiff versenken“. Die dem laienhaften Leser möglicherweise entgehende Fülle an Kunstgriffen, die der Kapitän der Schiffe, die dem Transport des gefangenen Paulus dienten, anwandte, um drohendes Unglück abzuwenden oder zu mildern, wird mit minutiöser Tiefenschärfe spannend nacherzählt. Wie ein Drehbuchautor lässt Lukas detaillierte physische Beschreibungen , wie die Heilung von maltesischer Rinder- und Schweinepest( Carsten Peter Tiede, PAULUS, 2004, S. 112; APG 28,7-10) flüssig in den Verlauf der Handlung der Taten der Apostel eintauchen. Daß Beweisstücke erst jetzt wieder auftauchen, wie eine Inschrift aus dem Haus des Vaters des Verwalters der Insel Malta, indem sich die von dem Schiffbruch geretteten über 2oo Personen versorgen und ehren ließen ( Carsten Peter Tiede, dito; APG 28,7-10), zeigt die Authentizität und Aktualität dieser distinktiven Merkmale. Die bereits in Punkt 1,1,c erwähnten Fundstücke der vier Treibanker mögen als Belege für die in der Jetztzeit erfüllte Absicht des Autors Lukas dienen, akkurate Puzzlestücke wertgebend einzustreuen.
(434 Wörter)


Teil 3: Pfingstliche Grundlagen in der Apostelgeschichte

7 Analysieren Sie die starke Betonung der Taufe im Heiligen Geist anhand von vier der folgenden Bibelabschnitte aus der Apostelgeschichte (etwa 350 Wörter) : 1,4-8; 2,1-47; 3,1-4;4 ; 8, 4-40; 10,1-48; 11,19-30; 19,1-7; 28,30-31

Zunächst einmal sollen die einzelnen Taten der Apostel gegliedert werden, die Funktion der Geistestaufe herausgestellt und in ihrer Ganzheit erläutert werden.

APG 28,30-31 spricht davon, dass Gottes Absicht, Paulus nach Rom zu führen, erfolgreich war und er zwei volle Jahre das Reich Gottes verkündete und von Jesus Christus mit Freimut lehrte. In anderen Zentren des damaligen Weltreiches, wie Ephesus taufte der Apostel der Heiden noch selber, legte Hände auf ,so dass der Heilige Geist auf sie kam und sie in Zungen weissagten (APG 19,5).

In Caesarea fiel der Heilige Geist auf alle Zuhörer des die Heilsgeschichte predigenden Petrus. Danach ließ er sie auch im Wasser taufen.

Dergleichen geschah in Jerusalem, nachdem in Samarien die Geistestaufe (APG 10,1-48; 8,14-17) durch Handauflegung der Apostel übertragen wurde.

In APG 2,38 wird der Schlüssel der Bedeutung der Geistestaufe von Petrus so zusammengefasst: „Tut Buße, und ein jeder von euch lasse sich taufen auf den Namen Jesus Christus zur Vergebung euerer Sünden, so werdet ihr empfangen die Gabe des Heiligen Geistes.“

Die Rolle der Taufe im Heiligen Geist, sowie die sie begleitenden sicht- und hörbaren Phänomene (wie Zungenrede, Prophetie) in diesem Heilsgeschehen wird daran deutlich, dass sowohl Ausgangspunkt des exponentiellen Wachstums der neuen Jesusbewegung, nämlich Jerusalem als auch vorläufiges beschriebenes Zwischenziel ROM (APG 28,30-31) auf dem Weg „bis an die Enden der Erde“ (gemäß APG 1,8) stattfand.

Im kirchengeschichtlichen Zusammenhang ist der Missionsauftrag Jesus (aus Math. 28,18-20) also nach dem Vorbild der Taten der Apostel weiterzuführen, indem die Taufe im Heiligen Geist die Mission bestätigt und ermöglicht.

Die Inklusivität dieser „zweiten Erfahrung“ als auch ihre Universalität sind damit biblisch.
Anders als Wave Nunnally möchte ich jedoch dem Einspruch, die Konzentration auf die Formel: Vergebung der Sünden durch Tod, Grablegung, und Auferstehung Jesu Christi sei allein für exponentielles Wachstum verantwortlich, (Studienordner S.33, Punkt 8) nicht stattgeben. Aus meiner Erfahrung ist es nicht allein die Rückbesinnung auf die erste Generation von Pfingst-Christen nach der Form von Lukas, die die heutige moderne Gemeinde übernatürlich wachsen lässt. Sonst wäre wieder einmal mit Salomon : „Es gibt nichts Neues unter der Sonne!“ und der formelhaften Rezitation : „GOTT ist derselbe heute, morgen und gestern!“ jede Welle der Wirksamkeit des Heiligen Geistes in der Geistestaufe lehrmäßig als gegen NULL strebend apostrophiert und in der Unendlichkeit mit absoluter Wahrscheinlichkeit mit der jeweils annullierten Erweckungswelle gleich Null tangierend, um es mal mathematisch auszudrücken. Das Gegenteil ist jedoch nachweislich der Fall, und offenbart einen emergent höheren Stand des harmonischen Wachstums des Reiches Gottes auf Erden das ist sehr gut so! (415 Wörter)




8 Differenzieren Sie zwischen Zeitpunkt und Bedeutung der Taufe im Heiligen Geist und Zeitpunkt und Bedeutung der Wassertaufe, indem Sie auf entsprechendes Material aus den Lektionen 3,8,9 und 14 Bezug nehmen (etwa 350 Wörter).

Bevor ich aus dem gerade beschrieben Grunde die Bezugnahme auf die Lektionen für die Differenzierung zwischen Zeitpunkt und Bedeutung der Taufe im Heiligen Geist und Bedeutung und Zeitpunkt der Wassertaufe eingehe, darf ich auch kurz (hoffentlich ebenfalls, wie das in früheren Kursevaluationen durchaus credit-point optimierend möglich war (siehe Pneumatologie)) mein persönliches Zeugnis einbringen:

Mein Vater sprach in Zungen. Er war kurze Zeit in einem katholischen Kloster, heiratete dann meine Mutter, die in der ev. Landeskirche gedient hatte.
Ich wurde , an Pfingstsonntag geboren, kurz darauf von einem Familienmitglied einer evangelische Gemeinde vorgestellt und symbolisch als Kind getauft mit drei Spritzern Wasser.
Mein Patenonkel, der mit meinem Vater als Klosterbruder bei den Alexandrinern war, wechselte in die Nähe meines Geburtsortes und übernahm die katholische Josefskirche, wo er zeitlebens minderbemittelte Jungen betreute, die auch oft bei uns im Hause zu Gast waren.

Bereits in meinem ersten Lebensjahr stellte sich mein kindliches lautstarkes Gebrabbel (in Anwesenheit des Heiligen Geistes und einer Schar von engelhaften Zeugen, die in der Gegenwart Gottes stehen) als prophetisch heraus.
Weil meine Eltern bei einem Besuch des Segelflugplatzes durch mein lautstarkes Sprachenreden veranlasst wurden, mit ihrer Absicht, mich nahe am Zaun in einen Kinderwagen zu setzen, um etwa 1 Minute zurückgehalten wurden.
Das rettete mir das Leben, denn ein schwerer eiserner Schlepphaken- damals noch ohne Fallschirm - zerschmetterte meinen Kinderwagen.
Meine Eltern nahmen sich das damals zu Herzen.
Ich heilte durch Handauflegen meinen Bruder (als er aus einem Einsatz aus Ghana zurückkam und mit Malaria und 41 Fieber im Krankenhaus lag, in dem meine Mutter arbeitete.
Ich heilte meinen Vater, als er mit Verdacht auf Krebs im Krankenhaus lag und nach einer Therapie mit Eigenbut (mit Schweinefrischzellen) auf etwa 55 kg abgemagert war, durch Handauflegen. Er kam in ein anderes KH (Maria Hilf) und es wurden keine schlechten Werte mehr in seinem Blut festgestellt. Ich riet ihm, der angesetzten OP an den Nieren fernzubleiben. Er ließ sich dennoch auf den chirurgischen Eingriff ein, was ihm –obwohl die Ärzte sagten, es wäre eigentlich keine OP nötig gewesen- bis heute Schwierigkeiten macht.
Ich heilte meine Mutter, als sie im KH lag wegen „okkulten Blutes“ im Darm. Nach der OP, bei der nichts entdeckt wurde, hing sie „am Tropf“. Anstatt, dass die Nährlösung in ihre Venen lief, zog ihr Blut entgegen der Schwerkraft und entgegen der Kapillarkraft aus ihren Adern heraus in die 1 m höher hängende Flasche. Ich stieg auf einen Stuhl, betete laut in Zungen. Meine Mutter rief: „Bist Du verrückt! Komm da sofort runter“! – Mein Vater sagte: „Lass IHN!“- Meine Mutter gehorchte, ich betete in Zungen und im Namen Jesu gebot ich Heilung. Das Blut lief sofort in die richtige Richtung und meine Mutter, die fast dehydriert war, bekam neue Nahrung. Sie erholte sich schnell, nahm zu und wurde ohne weitere Behandlung geheilt entlassen.

Dies sind nur einige Heilungswunder, die ich sowohl vor als auch nach der Geistes- und Wassertaufe als Erwachsener erlebte und zur Ehre Gottes auch lehrend zum Erkenntnisgewinn weitergebe.


Im Verlauf meines geistlichen Werdeganges ertrug ich auch Religionslehrer, die die Kritik Feuerbachs, Marxen´s, Darwins bis Hegels einpaukten und meine Übereinstimmung mit dem Verbot von religiösen Symbolen in der kirchlichen Liturgie als ausgezeichnetes Ergebnis meiner Abiturarbeit erwarteten. Da der Religionslehrer Dr. Peter Rumpel als Doktor der Theologie gleichzeitig an einem Staatstheater spielte, lehrte und Schüleraufführungen dirigierte, war ich von seinen nachzumachenden Darbietungen in künstlerischer Sprachtechnik, die wohl als Zungenrede hätte durchgehen können (da er das Meinungsmonopol auf die Beurteilung, was geistlich ist, hatte), für weniger Eingeweihte jedoch auch als das Brüllen eines Pfingstochsens kurz vor der Schlachtung bezeichnet hätte werden können. Eine meiner besten Freundinnen, die zusammen mit Peter Rumpel die Hauptrolle in Antigone spielte, hielt diese paradoxe ungeistliche und unvernünftige Selbstdarstellung der kritischen Theologie seelisch nicht aus und wurde in eine psychiatrische Anstalt eingewiesen.

Ich forderte meine Abiturarbeit damals an (mitsamt der Beurteilung), bekam sie jedoch nie zu Gesicht. Kurz vor Ablauf der einfach mit einem neuen Ministerialerlass eingeführten Sperrfrist von 10 Jahren brannte aus noch ungeklärter Ursache die Bibliothek ab.
Ich lernte an der Uni Bonn zahlreiche begabte Christen kennen und schätzen. Zusätzlich zu dem Fach Agrarwissenschaften (das ich auch wegen der mit „befriedigend“ für mich schlechten NC-Note in Religion wählte ) besuchte ich die Hochschule ALANUS und lernte dabei die sieben hohen Künste kennen (die im Mittelalter für den Erwerb des Titels „MAGISTER“ Voraussetzung waren), darunter eben auch Sprachgestaltung.

Als ich mit 32 während des privaten Bibelstudiums GOTTES Ruf vernahm, ging ich in eine Pfingstgemeinde. Ich wurde gefragt, wann und wie ich mich „bekehrt“ hätte, ob ich getauft wäre etc pp.. Ich sagte: Ich bin ja da! Mein Zungensprechen wurde als esoterisch eingestuft, weil ich es bei Anthroposophen gelernt hätte. Mein Zeugnis von der Erfahrung Gottes und der Geistestaufe wurde nur partiell anerkannt, und zwar immer dann, wenn es „ins Konzept“ passte. So war es auch mit meinen offensichtlich erlebten Wundern , Heilungen, Machttaten, prophetischen Weisungen, Worten der Erkenntnis. Die Antwort auf die Frage, was soll erst sein, Wassertaufe oder Geistestaufe ist deshalb für mich wie die Frage: was war zuerst da: Die Henne oder das Ei?

Ich empfehle, das autonome Wirken Gottes nicht festlegen zu wollen. Ich stimme allerdings mit Nunnally und anderen Pfingstlern darin überein, dass die Geistestaufe meist als zweite Erfahrung nach der Erwachsenentaufe erlebt wird, die ja hier nicht dogmatisch als Ausschlusskriterium eines exklusiven Christentums gelehrt wird, sonder als eher symbolisch.
Das geht auch aus den angeführten Kapiteln hervor.

Die Bedeutung der Geistestaufe und Wassertaufe hatte ich bereits richtig eingeschätzt, als ich als geweihter und eingesetzter Diakon eine Erwachsenentaufe durchführte, die einzige, an die ich mich erinnern kann. Das war nach vatikanischem Recht sogar meine Pflicht (entsprechend der Taufe des äthiopischen Finanzministers durch Philippus, APG 8,26-40).

Fazit: auch wenn das jetzt eher als „mittelmäßig“ denn als „außergewöhnlich“ gewertet wird, möchte ich mich in dieser Frage nicht festlegen. Ich denke, ein kräftiges „entweder-oder/und/sowohl-als-auch“, wie in der griechischen Logik ist angebracht. Auch wenn das als „opportun“ gilt, eröffnet es eben gerade dadurch universale Möglichkeiten für ein inkardiertes Offenbaren der „Heiligen im Licht“. (999 Wörter- )

9 Beschreiben Sie eine pfingstliche Praxis, die in der Apostelgeschichte dargestellt und in Lektion 1 hervorgehoben wird, und wenden Sie sie in der Praxis an (etwa 350 Wörter).

Wie Wave Nunnally in der 1.Lektion beschreibt, stellen Theologie und Praxis der Geistesgaben, wie in der APG aufgeführt, einen herausragenden Stellenwert dar.
Besonders die Geistesgabe der Zungenrede, als offensichtliches Wirken des Heiligen Geistes ist eine von mir täglich geübte Praxis.
Die hier angeführte Hermeneutik bezieht sich ja nicht explizit auf die Katholische Kirche, erst recht nicht auf die Confraternity of the Most Holy ROSARY, die mit den Benedictine Fathers den Gebetskanon der frühern Kichenväter pflegen. Dieser Tradition fühle ich mich als Träger des Familiennamens,der in historischer Verbindung besteht zum Rosenkranz-Gebet und der gleichnamigen Gebetskette, verpflichtet.
Mit dem Autor stimme ich darin überein, dass es einige zeitgenössische hermeneutische und theologische Fragen gibt, die in den Pfingstgemeinen Praxen nicht oder nicht vollständig mit dem biblischen Kanon vereinbar ist, wie er in der Apostelgeschichte von ihrem Verfasser Lukas als nachahmenswert bewahrt wurde.
Gerade die Kontinuität des Heiligen Geistes in Kohärenz mit der Unveränderlichkeit Gottes zeigt sich in der Verbindung des liturgischen Rosenkranz-Gebets mit der pfingstlerischen Praxis des Zungengesangs oder –Gebets .Die Vertiefung der innigen Beziehung zwischen Christus und den Gläubigen als primäres Werk des Heiligen Geistes in der Bevollmächtigung der Heiligen zum Dienst wurde richtig erkannt und umgesetzt.
Anders als der Autor des Studienkurses sehe ich die Theologie und Praxis in verschiedenen Pfingstbewegungen allerdings großzügiger.
Es gibt auch Hermeneutiker, die es für unzulässig halten einen sog. “Zirkelschluss“ zu vollziehen und den Gebrauch von Gebetsketten und anderer Hilfsmittel kichengeschichtlich mit den in Karthago lokalisierten ,sehr geistbegabten jedoch nicht nachhaltigen Bewegung identifizieren. Auch der Rückbezug auf „Säulenheilige“ mit Gebetsutensilien, wie sie auch in anderen Religionen benutzt werden, stellt für manche ein Hindernis dar in der Anwendung des Zungengebets in der Theologie und Praxis.
In der Neuzeit sind durch neue Formen der Anbetung und des Gottesdienstes einige früher als unabänderlich geglaubte Grenzsteine in Bewegung geraten, jedoch: genau so ist GOTT seit jeher gewesen!
Fände das Prinzip Anwendung, „erlaubtes“ Wirken des Heiligen Geistes erst bei mehrfacher Erwähnung in der Apostelgeschichte, wie hätte Moses mit seinem Stab auf den Felsen klopfen, später eigentlich nur darauf weisen sollen und dann ins Wasser haltend die Wogen zurückhalten können?
Dreimal den Stab gebraucht, ist heute davon etwas normativ übrig in der pfingstlichen Gemeindepraxis?

Ich sehe, dass Schweißtücher von gesalbten Wundertätern und Heilern in kleine Schnipsel zerschnitten und versandt und verteilt werden- und: der Heilige Geist fällt und viele werden gerettet, lassen sich taufen, sind erfüllt mit dem Heiligen Geist (David Hogan in der TOS,2008,2009).

Wenn ich mit einem gedrehten, krummen Stab (wie David ihn als Weidestock zur Abwehr wilder Tiere benutze), in Zungen betend mit einer Kamera vor einer wachsenden Internetgemeinde life verbunden stehe, oder meditativ ein ROSARIUM segne, wie das bereits im Mittelalter in Rosenkranz Bruderschaften mitsamt Altarstein praktiziert wurde, dann würde das sicherlich als eher ungewöhnlich gewertet, hat jedoch Tradition.

Das mehrfache Erwähnen des Zungengebets im Kontext der APG, wie auch von Nunnally beschrieben, halte ich für ein normatives Glaubens- und Verhaltensmuster, das sich in der Praxis bewährt hat. (481 Wörter)




Uwe Rosenkranz

review, edu,part 2a)

Date Course: General Plan for Lessons Date 18.11.2008 to
Lesson Number Scripture Topic Objectives Aids Learning Activities
28.11.2008 1 Marc 13,3-8 + Revelation How to change our ecological behaviour into Christ-centred Livelihoods to overcome the climate crisis. Explain the ROSARY RIDGEBED CULTURE according to the HOLY ROSARY PRAYER. Bible, online teaching roomppt-presentation, video,ROSARY PRAYER CHAIN Widget Provide novel activities and information about ROSARY- brotherhood of men.
29.11.2008 2 1.Mo. 2,15 + 3,23 Care for life, safe and heal-Our GOD- given task on planet earth Understand the importance of following JESUS example of loving and serving others in fulfilment of HIS GOD-given task. LOGOS BIBLE Gold Edition, ROSARY-revelation of templarsebook, Involve learners into several scenarios, where praying and serving in a Christ-centred Livelihood is in coherency with ecologic aims.
30.11.2008 3 1.Kor. 9,25 + 2.Tim. 4,8 Effective prayer Understand the role of Prayer and how to pray effectively . ROSARY PRAYER CHAIN multimedia projector, backside screen Provide with advanced levels of the Most HOLY ROSARY PRAYER as an Ordination Ceremony to live in a Christ-centred community.
ab 1.12. 2008 4 Phil. 4,8 + 1.Thess. 2,19 Life according to Biblical standards Define Biblical standards and how they apply to Christian living. workshop,projector,pinwall, flyerOnline-game “Safe the Earth” Invitation into ecological behaviour according to biblical standards, using multimedia responses,billings and challenges to test own skills and attitudes in a ranking list of teams. Check efforts in change of behaviour and discuss them.



Curriculum: hotconference teaching rooms: Bible roomhttp://ROSARY.sorgenlos.net Edu 2, edu 3 edu 4,






2). Statement of adult group related course objectives.

a) This course will be taught to a class of High School students in adult age groups.
b) Objective 1: Students will be able to identify the key character traits of a Christian concerning climate.
Objective 2: Students will understand the benefits/blessings of Christian living according to environment.
Objective 3: Students will demonstrate an understanding of the potential consequences of not living
according to Biblical standards, especcially occurring in the climate crisis.

c) The objectives are appropriate because this age group class members are both students and hard workers with their bodies in physical decline and some are unable to visit church. Teaching has to be brought to them according to their gear activities concerning their needs.


One of the methods is to deliver a home based internet learning platform. This helps to optimize their economic resources as well as to reduce their carbon output by ability to stay at home, not to drive to a central university campus and to give them more time to share with their families.

It is essential for their mental characteristics to motivate in a contemplative way.
The HOLY ROSARY PRAYER CHAIN and the ROSARY RIDGEBED CULTURE (as one possible climate solution they may build in their gardens by their own) are presenting a direct and effective way of a Christ-centred life according to the biblical standards of caring for others, protect and care for their environment, they are able to influence.

They like to share ideas and opinions influenced by their varied educational backgrounds.
Developing a green lifestyle, following JESUS example in fulfilment of GOD´s task can be understood by applying a moderate measurement for their change of behaviour. Creativity can be shared with others in their home church and congregation and in bible class.

They tend to become self- or family-related.
Therefore the pragmatical benefits of their change in behaviour for their family households and their “Carbondioxyd-footprint” ( billing of their homechurch´s reduce of carbon output, as a team) are shown. The challenges of other teams in the online – game scenario of “Safe the Earth” gives them a sudden feedback for their ability to manage the climate crisis in a Christ-centred manner.

Teaching suggestions are to lead them on a discovery of deep spiritual truths.
To maintain adults with spiritual insights means evenso to encourage them to share and value their own opinions.
The “Good Procedure” of ROSARY-Brotherhoods-of-Men as communities, where praying and working is in harmony with biblical standards and according to the natural resources, is supplying an obvious model of longlasting Christian livelihood with economical and ecological efforts. This leads to authoritative and trustful examples to reach for in good daily practice.
This objective should give them the ability to understand the key character traits of a Christian concerning their behaviour in times of climate change.

A second objective is to provide the adult group with a round table forum and create a friendly atmosphere in a kindly moderated hotconference room. This is not only necessary to connect with other Christians in a biblical curriculum, but eventhough delivers space and time of love and peace for a worldwide community of emerging church as one organisation of the virtual body of Christ. As a result they should be able to understand the blessings of Christian Living.

Social characteristics of change in family environment, new interestes and needs and church responsibilities have to be suggested. This development of characteristic traits of Christians are presented in university workshops and seminaries, added to this course. “Transdisciplinary Competence of Communication” at University of Regensburg leads to new land, according to the well-known 2006 Speeches of Pope Benedict XVI.
In Order to train this in their home churches supplies practical help in a internet-based curriculum.
Special mentors may spread this new knowledge and know-how as coaches in several crisis scenarios.

Guiding in establishing and maintaining a christian home, causes the need to teach adult group related
Interests to the students.
This is best done by showing adults that they are needed and loved.
Spiritual training and experience has to supply a continuing growing spirituality connected to the universal body of christ.
Encouraging, training and providing opportunities for service in the home church according to biblical standards is one teaching suggestion.
This should lead and challenge the teaching. As a third objective they should demonstrate an understanding of the potential consequences of not living according to Biblical standards and what this means to their environmental behaviour as a status in a ranking list of christ-centred ecological teams.

Objectives to identify, how Christ-centred livelihoods lead to ecological responses in personal behaviour to overcome the climate crisis use the methodology of hotconference teaching rooms and work out developing processes of adult study groups to discover their spiritual potential.
They deliver a “Hazard Analysis Critical Control Points” – Concept (HACCP) in order to discover how to manage creative scenarios, how to use their gifts and abilities to reduce their home churchs footprint (as measured in combination of ecological and economical parameters, like presented in the online-game “Safe-the Earth”).

Best –in –practice scenarios have been tested by Fraunhofer-Institute of Technology (Karlsruhe, Germany), together with TÜV Süd in 2004/5 with two reference groups (adult middle-class-companies manager and academic studens and doctors- group). This proofed the ecological “footprint” of companies and established the accredited UNFCCC-project baselines.
.
To involve adult study groups into a more familiar scenario according to biblical standards can be done by transforming the environmental knowledge to this education course, building up teams and evaluate the spiritual and ethical
issues by discussing the results of climate change competitions, that result as efforts and advantages of the ranking list of teams.

This should include round-table-discussions, open forum, moderated chatrooms and adviced teaching for included team members.Administrative coaches should provide advanced knowledge for those who care for life, and understand how GOD´s task to protect life give them a personal vision for praying and working to heal our planet.
This objective should be offered to adult students who dedicate their lifes to JESUS and show a right livelihood according to biblical standards as their natural christ-centred lifestile. As a result of this objective, the Order of the most HOLYROSARY PRAYER offers an ordination ceremony for the brotherhood-of-men Project for Principals of Teaching (ICI-Course 3102/3)

1). Character traits of a Christian
A course plan for a four-lesson course to train abilities to develop behaviour to prepare for climate change.


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2) 3.) One complete lesson plan in outline form for lesson 3 (Effective prayer) of the course plan.

Lesson plan –sheet schedule, part 1
Sample lesson plan 27.11.2008, Erlangen teacher: Uwe Rosenkranz ELIJAH-CHURCH
Subject: Principals of Teaching ROSARY-Praying and MORE…Effective prayer
Class: Bible School Teachers/students and members of emerging church Germany
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Invitation into the HOLY ROSARY PRAYER CHAIN as one form of effective prayer
Related course goal: Define and demonstrate how ROSARY PRAYER and ROSARY RIDGEBED CULTURE correspond to the ORDER RULES of the ROSARY Brotherhood: “Praying and Working” environmental scenario games, evaluate and discuss
Checklist of deeds
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Lesson plan –sheet schedule, part 2 Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSARY- revelation-of-templars
Projector Film slides Records/Tape/DVD Player Other forms to fill in

Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction-HOOK Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importanceof PRAYER CHAINS
10 min Part 1: Value of PRAYING – LOOKTwo teams 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a HACCP-Project – LOOKTwo teams Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects-put together the results of both groups
20 min Design for Teaching/LOGOS BIBLE SOFTWARE,describing and identifying special scripture texts - BOOK hotconference rooms for simultanious bible teaching and environmental gaming Notebook, beamer Team Challenge How to Safe the Earth Play "Safe-theEarth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the resultsTOOK Designing cards on flipchart Flipchart,postermarker How can we take relevant results to the market place? Prayer forGOD´s help
Comments on results

3) Lesson plan –sheet schedule, part 3

A HACCP-Concept (Hazard Analysis Critical Control Points) of personal behaviour in the beginning of the teaching gives a good measure to the effectiveness of reached goals after the Teaching .For implementation of the change the best practice projects can be driven to a UNFCCC- Climate project (e.g. as small scale landmanagement system CDM-project) Setting these standarts according to Biblical Example and following the rules gives the rewarded effort, trained in the scenario. Actual Ranking (measurement: “I saved xxx sqarefeet of rainforest” )of Team ROSARY RIDGEBEDROUNDABOUTCan be seen at the website http://ROSARY.sorgenlos.net
Place to show the adult age student class teams effort of change in behaviour in Christ-centred livelihoods according to biblical standards in a forthwritten HACCP-concept of their homechurch´s footprint in a ranking list of the online game “Safe –the Earth”




4) An explanation of teaching methodology you would use based on the students class adult age group, along with a statement of target cognitive levels of learning and a proposed method of testing or measuring goal achievement..

In order to teach adult groups it should be comfortable to involve the class members in activities in which they respond actively. To reach this it is appreciable to provide activities in which ther learner uses more than one of their senses at one time. Advanced organizers shall be used to fit the provided activities. As a challenge for evaluation the immediate knowledge of results will be available in a figure on ther teams website, showing, how much squarefeet of rainforrest they saved”. To reach the same goal, the learners should be involved in numerous varied activities, and regarding to the information there is the need of novel activities.
To lead an adult group to the evaluation level, where they can judge values, based on creteria, it is necessary for
them to put parts together to create something new on the synthesis level. This conditionally needs skills of analysis,
where the adults are able to solve climate problems systematically, braking down into the parts. While provided with the
environmetal game scenario of “safe-the-Earth”, the learners are challenged to transfer learning to new situations.
The examining applications spread comprehension by interpreting and translating into new forms. As a basic step
knowledge is given to increase memorizing and recalling.
Adults tend to react slowly on new megatrends, if their personally needs are not tangered.
This leads to the conclusion, that inhomogen adult teahing groups should be evaluated first.
Then follow the former mentioned areas of Knowledge and Understanding.

These general cognitive levels of learning are specialized and braught down to earth in certain steps:
1). On the Knowledge level the adult student group should memorize at least two changes in behaviour in a Christ-centred livelihood to overcome the climate crisis. They should explain the ROSARY-RIDGEBED-CULTURE and it´s impact to reduce their hoesehold´s carbondioxyd-output and describe how the ROSARY-PRAYER-CHAIN is related to it.
This is reached by supplying the methodology of an online-application in form of the ROSARY-PRAYER-CHAIN-widget and one video, explaining the ROSARY-RIDGEBED-CULTURE with a powerpoint-presentation in an online-Teaching-room.

2). On the Comprehension-level these learners should be able to define at least two causes of climate changes, like carbon output (CO²-“footprint”) and waste of energy and how a measurement for the results of their change in behaviour works to manage ecological solutions in a spiritual way.
To lead the adult class to this step, two adult age groups should be built.
One of them looks for their GOD-given task to care for life, protect and heal life on earth , like it is shown in the scriptures by usingflip charts for bible verses. The example of JESUS, fulfilling this task by loving and serving others is figured out.
The other adult age class group should explain in the example of the ROSARY-Brotherhood-of-men livelihood.
The contemplative way of Christ-centred lifestyle and the role of effective praying and working according to biblical rules should be scheduled by demonstrating the ability to use the ROSARY PRAYER widget as one tool to create a contemplative athmosphere.
Both groups then should bring their results together on a pinwall, creating a poster with coloured markers.

3). On the Application-level the students should be able to offer own activities that correspond to creative aims to reduce their carbon footprint and intensify their effectiveness in using of energy and resources. On this step of cognitive level they shall be leaded to evaluate their own change of behaviour and test their skills and attitudes by building up homechurch-teams in the scenario of the online game “Safe-the-Earth”.
The former recognized activities should be measured and discussed in open forums to establish HACCP-concepts in their familiar evironment in a moderate and friendly way. They should be able to teach others to accept these biblical standards of change in behaviour by building up teams, recruting members from their homechurch and reaching new members in the virtual body of Christ, using the online-based teaching rooms and the supplied tools.
On this level, the two groups of workshop teams, now called the “Convential group” and the “Contemplative group”
should demonstrate their ability to offer different solutions to undisired climate changes.

4). In an advanced step in the curriculum the adult age student class group should demonstrate a JESUS-centred lifestyle and give testimony through their own right livelihood by presenting peace and harmony with ethical standards according to the bible. This should lead the students to implement their change in behaviour to overcome the climate crisis in order to pray and work and to to love + serve others to manage the crisis.

edu-review - part 2

Sample lesson plan teacher:
Subject: Principals of Teaching ROSARY-Praying and MORE…
Class: Bible School Teachers
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Make and use hotconference educational games
Related course goal: Plan, prepare and teach/moderate environmental scenario games, evaluate and discuss
Checklist of deed 47
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSENKRANZ-Templeroffenbarung
Projector Film slides Records/Tape/DVD Player Other forms to fill in

Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importance of PRAYER CHAINS
10 min Part 1: Value of PRAYING 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:- 2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a CDM-Project Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects
20 min Design for Teaching/Environmental Scenario games hotconference rooms for simultanious gaming Notebook+beamer, A Team Challange How to Safe the Earth Play "Safe-the-Earth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the results Designing cards on flipchart Flipchart,poster,marker How can we take relevant results to the market place? Prayer for GOD´s help
Comments on results

review of essays, - part 1

Review:
Because of the partly occupied PC systems
by  "policy Kit user" ("Staatstrojaner"),
and the given up server, where my ebook
was published,
it is useful to export some spiritual messages
of the past few years  into a series of articles.
Please forgive me, if there is redundance, or
the chronical or systematical order is  not obvious.
There are just a few interested readers, anyhow,
so they will understand.
In better times, this may be a source of wisdom
and a base of prophetical knowledge, that
could be a testimony for the GLORY of GOD.
==================================
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.

4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.

5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.

6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.

7) Summarize four teaching principles of „great“ teachers.

8) Discuss the importance of motivation in teaching, and the factors that motivate learning.

9) Compare and contrast teaching the Bible to adults, youth and children.

10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.

11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.

12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.

13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
The textbook author mentions three views of Scripture, that influences the teachers ministry.
There is the conservative view which implicates that it is God’s own revealed and authoritative written word that communicates with the believers. It is God’s message, His truth and His word that has been taught. The liberal view gave a new understanding of the place of the Bible in our relationship with GOD. This had progressive approaches in teaching, Christain nurture and education. GOD acting in our modern world just as he acted in the biblical world, is the main difference, that affects training and ministry. Human values and relationships moved into teaching plans, the goal of Christian Ministry became the enrichment of human life, the process of guiding people to discover the “higher Christian meaning” of their experiences.
The neo-orthodox view looked at the liberal view as “non-Chistian” and developed Christian faith and nurture in Christian revelation. A sovereign GOD, standing outside of history, disclosed himself in a historical Christ. Neo-orthodox view regards Gods word to be contained in the Bible.
The personal experience of religion is estimated and suggested as to be stimulated by the Scriptures.
Knowing GOD, who is unseen (Rom. 1:18-25) appeared to HIS nature (acts 17) of making himself known. His natural revelation (John 1:1-5,14,15) can be seen in JESUS CHRIST who is reflector of GODs glory.(Hebr.1:1-5). This new knowing of GOD in HIS Image (Col. 1:15-20) brings a special revelation with signs and wonders (John 20:30-31).
In conclusion, teaching ministry is affected by the kind of revelation of GOD. It may give information that is otherwise unknown. It can be revealed by the Spirit, communicated biblical content as information and using the language as medium. 284 words.

2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
The inspiration of the Spirit of GOD is recorded in its own words, God’s special revelation concerning his dealings with human beings. The Bible has both divine quality and a human side to its design. Verbal revelation is given by the testimony of Jesus Christ, being the living Word of God ((John 1:14) The teaching of Scripture regard to be God’s words. In first place, God´s words are given to men, who spoke from God.(2.Peter 1:16-18, 21) God´s voice has been heard directly, reports the Bible , that is inspired by God (2.Tim. 3:16).
Verbal inspiration can vary in genre, like poetry, narrative and historical description. The form of genre does not change the fact of inspiration. The whole bible in inspired. Phrases and figures are used. This may lead the teacher to the point; he uses the same genres and reflects the creative nature of the living God. He then is going to interpret the written style. Historical general accounts e.g. need different interpretation than parables like the Prodigal Son. Even allegorical attitudes need special type teaching.
Nonverbal revelation is giving biblical statements, not limited to information in words. God spoke through events, like plagues, through things, like the tabernacle and furnishings and clothing, and through experiences, like the sacrifice ordained in the law.
The meaning of these nonverbal forms is interpretable only because of other revelations in words.
God is communicating by symbols and acts. This may influence the teacher to present nonverbal communication through verbally comments, using meaningful passages in the Bible. The words of Scripture are essential to comprehend the nonverbal message of the Bible. 269 words.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
The message of the Bible is rooted in history and can be shown as an act of salvation of GOD with his people. His dealing with human beings is structured as a step by step revealed plan, marked in time by significant events, important persons, great ideas and advantages in creation. Like a divine drama, phases of unifying motif to understand the message of the Bible can be provided. The story-line of a three-act play, where Act1 is settled around Rightious Reflection, Act 2 is concerned with Refracted Reflection and Act 3 may be departed into another three scenes. Scene one gives initial Reconciliation, Scene two Daily Reconciliation and Scene Three Ultimate Reconciliation. Using this message as a guideline for universal provision for sin and the possibility for reconciliation of all believers is delivering a primary tool for teachers. The purpose of ministry is that ministers of the word are tools in the hand of GOD (2.Cor.5:17-21). This is scheduled as the “magna charta” for all believers, authoritative, directive and liberation. (Habermass and Issler). So, the items of metamorphosis and ministry, the conception of the messengers and the means of reconciliation focuses on four points, how reconciliation was accomplished.
The role of the bible is to Enlighten, to Expose, and to equippe. This equippement through the sacrifice of Christ is described by Paul (2. Tim. 3:16-17): Teaching, Rebuking, Correcting, Training.
According to this four words, the message and role of the bible is highlighted. First, the Bible presents the message of reconciliation, covering the New Testament as a fulfilment of the Old covenant. Second, it provides the means it provides the means by which the believer can experience daily the reconciled relationship that belongs to the Christian positionality. This tool to experience firsthand the preshaped story of reconciliation both underlines the message and role of the Bible. 307 words.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.

The Basis of Authority in Teaching is given through Scripture (2.Tim.2:15). On this foundation we can go from specific details to a general principle, which is called inductive. The Bible Study Method, basing on the inductive principle, follows a fife-step program. First step in the inductive bible study process is observation. The question: ”What does it say?” is answered. Specific details of the “Then and There” are mentioned. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” And we may identify context questions like: “What literary form is being employed in this passage?” – “What is the overall message of this book, and how does this passage fit into that message?” – “What precedes this passage? What follows?”. This can be departed from structural questions like: Are there any repeated words? Repeated phrases? – Does the author make any comparisons? Draw any contrasts? – Does the author raise any questions? Provide any answers? – Does the author point out any cause and effect relationships? – Is there any progression in this passage? In time? Action? Geography? – Does the passage have a climax? – Does the author use any figures of speech? – Is there a pivotal statement or word? – What linking words are used? What ideas do they link? – What verbs are used to describe action in the passage?
Second step is the interpretation. “What does it mean?” should be answered by discovering details through inductive study. We find this basic interpretative question in the Bible (Acts 8:30). Three rules help to answer that question: The Continuity of the message, the Context of the material and the Customary meaning.
Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. The terms may differ: proposition, central theme, thesis statement, but the concept is the same. Expository Preaching (Haddon W. Robinson) fits the two main ideas, formulating the questions: What is the author talking about? – What is the author saying about what he is talking about?
Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”. Interpretation always precedes application. Teachers should answer the question by having a right measure on what is the relevant communication of Scripture. Application focuses on biblical answers on common issues. The bible uses concrete words rather than abstract. The Bible must be applied as God intended. The four-fold use of Scripture to teach, rebuke, correct and train in righteousness are points of application. Questions should be answered like: What was th communication setting? What traits to modern audience? – How can we identify with biblical people in their situation? – What further insights have we aquired about God`s dealings with His People through additional revelation? – When I understand an eternal truth or guiding principle, what specific, practical applications does this have for me and my congregation?
In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. The transformation of the word with its life-changing truth is recommended ( James 1:22-25). We have to ask ourselves, how we need to change. Do we need to change a viewpoint? Maybe its an attitude or a habit or behaviour that needs correction. Is there any new perspective we should embrace? Can we? The ultimate implication of Bible study for personal life is godliness. 583 words.










5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.

“The Levels of Learning Transfer”, mentioned by the authors, means the kind of learning the teacher is aiming for; each level represents a stage of greater transfer from sterile fact to live-changing experience.
In the textbook fife levels are characterized: The Rote Level, The Recognition Level, The Restatement Level, The Relation Level and The Realization Level.
The teacher’s role is changing step by step from Telling to Guiding.
The teaching emphasis follows the main principle of pure FACTS, which is Basic, but insufficient; next step is MEANING, in terms of worldview; and then MEANING in terms of life experience.
The creative Bible Teaching is teaching to constantly raise student’s levels of learning toward realization.
On the rote level the ability to repeat without thought of meaning is trained.
On the recognition level the ability to recognize biblical concepts is brought to consciousness.
On restatement level the ability to express or relate concepts to biblical system of thought is taught.
On relation level the ability to relate Bible truths to life and see appropriate response is guided.
On the realization level the actualizing response is motivated with the ability to apply biblical truths to daily life.
Creative Teaching can be more closely defined as consciously and effectively focusing on activities that raise student’s learning level. There are three main principles to reach this aim:
To change from focus on facts to focus on meaning, to raise from student passivity to student activity and to upgrade the role of a teacher from pure teller to more being a guide.
This can be reached through awaking the students respond, not even to memorize and listen, but merely to come to a stage of active thinking, integrating, discovering, relating and reasoning. These principles follow the steps of Learning Transfer Levels.
296 words.

6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.

Pragmatism looks at the results of teaching for life change. The focus is laid on the exegetical idea and the pedagogical idea. The exegetical idea is known as the question dealing with the truth that the author of the passage intended the original hearers or readers to understand. Its also known as The Bridge Principle, The Central Idea or The Big Idea.
The pedagogical Idea deals with the truth that the teacher of the class wants the students to understand from the passage.
Reflected on the kinds of learning, we can differ some certain types or categories of learning.
According to Acts 2:37 Prof. Dr. Bloom found, that there are three domains of learning:
1. on the cognitive level, where Thinking and Knowing , which indicates Cognition, takes places in the “head” (similar to acts 2:37: “When the people heard this”..);
2. on the Affective Level, where Values and Attitudes that influence conviction are belonged in the “Heart” (corresponding with acts 2:37 ..”they where cut to the heart..”);
3. on the Behavioural domain, where Actions and Skills show Competence in the “Hands” (according to Acts 2:37 “.. and said to Peter and the other apostles, “Brothers, what shall we do?” ..”). 201 words.


7) Summarize four teaching principles of „great“ teachers.

Great teachers use common practices to take good effort in their aims to teach.
They have credibility. That means, how is the teacher perceived, is he trustworthy?
Does he know what he is talking about, is the information he provides accurate? Theses are elements of reliability of information. His purity of motives is another hint on credibility. Why is he teaching, does it only fulfil his own need or is it in righteousness and honour to the LORD?
The warmth and friendliness of being human, showing humour and brake down ice-walls and taboos. The reputation of a great teacher is given through his testimony and the testimony of others about him. There has to be congruence between inner and outer testimony, he has to live, what he teaches. The teachers expertise, his qualification is strengthen his credibility. And, he must have a passion to teach, as if it is the most important truth, You may ever heard, when he is teaching.
They communicate clearly. Their messages are easy to understand or require no mental processing. The content, the purpose, the examples, the choice of words and the structure and presentation of their teaching are precisely developed. Clarity is a very important principle of great teachers.
They stimulate interest. They hook the learner, so that he pays attention and interest in the subject. He entertains the students to keep listening. Teachers involve the learner, so that he participates to the lecture. The equippement for daily living and practice is significant and relevant. Gods word must be applied.
They teach with style. The choice of vivid words paints pictures in the minds and hearts of students. Purposeful actions, movements and gestures contribute to the interest of students in the learning experience. Eye contact, body language, vocal variety and visual display and good structure of visual aids are even important as note-free delivery of the lecture.
They take the risk of creativity. New principles, methods or styles of teaching takes the risk, that the students maybe are not involved. A sound philosophy of teaching has to be performed, that is more focussed on the students engagement than on the teachers style or information transfer.
They value and respect students. They know that people are created in the image of GOD, and, like raw diamonds, who have to be shaped to fit, GOD is still working on them. A great teacher shows his respect and love for the students. 405 words


8) Discuss the importance of motivation in teaching, and the factors that motivate learning.

We decide between General and specific motivation. General motivation refers to the students overall attitude toward learning. It tends to remain stable over time and different situations. For the teacher its most difficult to alter.
Specific motivation is less stable and refers to a person’s motivation at a given time toward a specific topic or class.
Motivation can come from outside or inside the student. Extrinsic motivation is coming from positive or negative reinforcements to the learner. Intrinsic motivation is coming from inside the student. He may enjoy the subject, have a high level of general motivation, is seeking knowledge for a specific reason or desire to grow personally. Motivation takes place in all three domains of learning (Acts 2:37, resp. chapter 7), in head, heart and hands. But for learning to occur in any of these domains, the individual must exercise his will to learn. There are both personal and structural factors in education that motivate student participation I the learning process.
Personal factors that motivate learning are the Student-Teacher- relationship. The quality of outside-class contacts influences the inner-class-contacts and class-group-life is also important. (Phil. 1 and 1.Thess.2:9). A loving atmosphere and the depth and truth of the teachers real love expressed to his students are high motivation factors. This has to be cultivated, not only involving the outside-class activities, but merely the inner-class situation. Teachers overemphasize of authority, his empowering to settle issues, the right to control, command, and determine can be destructive of students motivation and have to be neglected. The ultimate control in the class must be in Christ and the HOL Spirit has to give direction.
Another motivation factor is the group dynamic, the relationships and atmosphere inside the class. The development according to the New Testament fellowship is important for motivation to learn. The opening up of students minds depends on that spiritual growth (Gal.6:2; Eph. 4:16). And the teachability of students as based on their own will to learn are relevant.
Structural factors of motivation can be overlooked by means of the Bible. The unique community, a unique oneness in Christ and a life that develops through the contribution of all, but is wider through elements built on the structure of lessons, the kind of methods and the way, how material is presented. People learn best when learning is patterned, e.g. by the Hook, Book, Look, Took – pattern. And people learn best, when learning is sequenced, a concept of a series of lessons.
People learn best when learning is encouraged, stimulated and relevant The application of learning is another structural motivation factor for learning.. 431 words.



9) Compare and contrast teaching the Bible to adults, youth and children.
a) Adults: To understand the adult learner its important to list the patterns of adult learning. Their desire for a safe environment, their emotional engagement, challenges and reflective opportunities have been accomplished. They desire to feel like they are being stretched. They want new situations and desire the unexpected, especially if they find it in a learning community.
The strength of adult learner are: they are self-motivated, self-disciplined, have variety of experiences and are relevance-focused. The like independent learning and aer able to bring in insightful contributions. Learning beyond the classroom and their well-functioning in the class are pros in adults education.
Patterns of the HBLT-Concept should lead the teacher to adult teaching strategies, that take care for the special needs of adults and are compared to their strengths. Following this structure, the “Hook” should focus the attention of adults, the “Book” should communicate Bible Content to them, the “Look” should guide insight with adult learners, and the “Took” should encourage their response. Providing adults with these structure, we are to recognize several principles for adult learners. They want to learn, are motivated, are oriented at practical problems. Theay are self-directed, fear failure and adult education must offer diversity.
b) Youth: Understanding how young people learn, must recognize the following strengths:
Youth learn best through experience and from caring role models. Best learning results can be stated, when youth are active in discovering truth and when a variety of methods are used. They learn best when lessons are relevant and needs focused. The HBLT-structure with Youth, must gain attention in relevant topics, humour and emotionally moving skits should be preferred. In the Book-step, Youth may be conducted in large or smaller groups. In the Look section adult team member should lead fife to ten students, the involvement of youth commitment should take the students to practical actions on the message and ideas they heard in the near future. Intended applications like little give-aways and add-ons like WWJD- shawls, buttons, T-shirts and rings with “Key –to-my-heart” are very popular and helpful. The identification factor of corporate identity gives a good feeling to youth students. Methods that work with youth , like art, drama, music, pencil & paper, verbal techniques, visual techniques and personal experience should vary.
A special task should be taken for youth who are in transition. That means, people who are in a period of instability preceded by and followed by a period of stability. Including the willingness to try, fail, learn, and grow, Youth teaching can be done.
c) Children:
In comparison to adults and youth, children need no closely reasoned teaching, they cannot understand. We have to be sure that what we teach is actually what GOD is saying and teaching and learning situations have to be creatively structured. There are several factors for children’s bible teacher to be recognized:
The teaching must be true to God’s word. The teaching should relate to a child’s present needs and experiences. Teaching must make scripture relevant on the child’s own level.
This is because children learn by experiencing and doing. Allow hands-on experiences rather than just talking with them. Children learn by example. Be aware of the behaviours and attitudes you model as a teacher. Children learn by repetition with variation. Provide familiar books and use stories and concepts repeatedly. Children learn through concrete language and experiences, and they think literally and concretely.
Methods for teaching children are storytelling, questions, discussions, projects and creative activities.
The use of the HBLT structure with children follows special strategies, for attention getting must be precise, vivid and directly fascinating. The narrative stories of the bible woven into word pictures will interest and impress children. Main needs like security, physical needs and love should be taught through bible characters. The Look, guiding insight with children has to follow the children’s need to participate actively to apply the scripture to life. The Took-step has to encourage response of children. The teacher should lead the pupils to the brink of own decision making. Learning activities have to help children to have response opportunities.
Teaching children must be seen in the larger context of life- outside the classroom and learning situation.. There for acquaint parents with their responsibility. Keep parents aware of what teachers are teaching. Program leaders and teachers should be made more sensitive to the need for working with the home. Pastors should oversee and harmonize the church-home- relationship. 735 words.


10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.


The 11th chapter in the book of Hebrew is selected. My own inductive Bible study is conducted., of this passage. The fife steps of bible study is labelled. The KING JAMES VERSION is used and the LIBRONIX Digital Bibliotheca, LOGOS Scholar’s Library Gold edition.




A) First step in the inductive bible study process is observation. The question: ”What does it say?”
The main theme and topic is faith. A definition is given. Examples of biblical characters, and what they did by faith, are listed. So the right answer is “what to do through faith” is said.
Which specific details are mentioned? “Then and There” are mentioned. The epistle Paul wrote to a persecuted community, which needed comforting, counselling, strenghening,. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” – The Hebrew letter is a form of epistle, a teaching lecture, addressed to specific people, who have been well-known to the writer. Dated 90 – 100 A.D. he was send to messianic Jews in Hebrew-talking churches. This time was over shaded by persecution. The author is giving trust by mentioning examples of faith heroes, who have been known to the recipients by the Holy Scriptures.
B) Second step is the interpretation. “What does it mean?” Strengthening of faith in times of persecution by good example means entrusting the believers. The given definition of faith is not only an allegory but daily help.
C) Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. Some call the 11th chapter the “Famous Hall of Faith” or “Heroes of faith”.
D) Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”.
In our days, heroes of faith sometimes are neglected or have an image of over-charismatic. You may not face any persecution, if You live a life of harmony to the world-like church. But if You experience the flames of supernatural faith, signs and wonders, people of the world and even inside the government-equipped churches call You crazy, chaotic or obscure. If You stand to Your visions, gifts and Theophanous experiences, you may face persecution, as well as the believers in messianic jewish congregations in the 1rst century. So, in this concern, the Hebrew letter gives us teaching, strengthening of faith and comforting for our daily life, as well. The author, Paul, speaks to us in our churches all over the world, today. So the epistles can be taught in all congregations.

E) In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. On the Rote Level, we just get the information, memorize it and repeat the raw material. On the Recognition Level, we try to understand the meaning of the message. On the Restatement Level, we are going to connect the message with present situations. On the Relation Level , we relate it to our daily life and relationships. The Realization Level. gives opportunities to find new solutions for application in our live changing experiences.
In this case the application of the “best in practice” procedure of the heroes of faith would cause an implementation of new belief in our Christian and non-Christian environment. 569 words.

11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.

See applied tables.

12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
See applied worksheets.

13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.

In order to use the evaluation model of Stake, that has been used in the author’s book for Educational Programs and teaching events, the ability to creatively teach the concepts found in the book, we look at the several points of control, which have been mentioned above in chapter 12 on the working sheet for evaluation. The Expected and Actual Learning Antecedents (ELA;ALA), the Expected and Actual Learning Transactions (ELT;ALT) and the Expected and Actual Learning Outcomes (ELO;ALO) have been measured. For teaching creatively following standards have been founded: Teachers of Excellence use a variety of methods with love and understanding for the learners. As far, as I was studying not in a study group, but alone from my home, the ELA was, to make the course in a short time with good effort and to applicate the new principles into direct teaching events. The ALA means to me that I regularly finished the course within 3 month, taught on a family sea-funeral, that all participants loved and liked very much. ALT, as taught in the book could be acquired, using the speech of symbolism in a ceremony, to underline the teaching. The variety of methods, as a application for excellent teaching could have been settled with a adult family group. The lectures, as structured by the textbook, took place in the ELT involving the Teacher(me) and the Learners (my Family) into clan group prayer and commitments. The Hook of ashes spreading ceremony, the Book-step of mini-lecture in Hebrews the Look into our present situations and the encouragement for this life-changing event could be followed according to the learning program and leaded to the expected Transactions. As a result of the ALO, the L/T seem to snap (grasp) the message. The group was able to discuss intelligently the priesthood and the role of the kingdom of GOD on a master degree level, answering the bridge-question of “Supervision- deceive and chance”. The ELO could be stated, that Christian priestly and administrating ministry have been understood. Times of persecution, overcoming of hindering laws and rules leaded to values of encouragement and freedom. The establishment of regular family meetings, the family prayer (The Most Holy ROSARY), the estimation of unwritten and unspoken clan rules could be taken for granted. An affirmation to invite following ceremonial family meetings, like a marriage have been looked forward to.
To evaluate the TLP=f (l,t,c,e) , it is necessary to choose one principle or help technique, that I may not have known before. The HBLT –principle, that appeared to be a main topic or help technique, have been integrated into my ministry of teaching events. The HOOK in a ceremony like a funeral is the dedicated fulfilment of the last will of the deceived person. In this case it has been performed at the seaside of the northern sea shore in the Netherlands. The HOOK involved four out of 5 invited family branch leaders. The BOOK concept started with a little beloved song that was well-known in our family, and that has got a new, special meaning and depth of understanding and spiritual development. The teaching by ceremony, christ-centred following the exegetical concept, leaded to the point, where the Teacher/Learner roles have been changed. The priesthood and the Kingdom of GOD has been shown obviously by all recipients. A discussion started on the topic: “Supervision- deceive and chance” following the line-thesis that death is the ultimate deceive and overcoming death in eternal life with JESUS can be interpreted as our realistic chance to survive. A Supervision, that involves systematically Family Therapy shows new ways of life-changing experiences, if resurrection and eternal life in the heavenly Jerusalem has been postulated. The LOOK-step included brainstorming, goal-getting, personal commitments, prayer and encouragements. Even sad events, like a funeral took the learners according to these principles of the textbook to a vivid experience of strengthening faith and active counselling and comforting, included in the teaching environment. The future Commitment of taking constituting and binding pastoral acts, together with the acceptance of the Most Holy Rosary Prayer as a family-related specific group prayer could be seen as a best-in-practice result of the author’s teaching principle of the HBLT. In so far all feedbacks stated the effort of using this teaching help.
Evaluating the variety of methods that have been given, makes me happy, because it’s an honour, to be part of the excellent teachers A-course. 732 words.




UWE A E ROSENKRANZ, BITZ, 9.3.2009