scholarly journals Zachęta do ucieczki podczas prześladowań (Mt 10, 23a) w interpretacji patrystycznej

Vox Patrum ◽  
2016 ◽  
Vol 65 ◽  
pp. 461-490
Author(s):  
Leon Nieścior

The recommendation of escape during the persecution, given by Jesus in Matth 10:23, impelled the ancient commentators to deeper reflection. Apart from the realities of the Christian life threatened by persecution, the views of the mon­tanists rejecting the possibility of escape provoked discussion on this issue. The author of the paper has presented the thought of the Greek and Latin Fathers on this mentioned words of Jesus. The patristic reflection on Matth 10:23 points out, first of all, the reasons for fair act of fleeing. The sources allow us to enumerate the following reasons for fleeing a persecution: 1) a formal obedience to the rec­ommendation of Jesus; 2) the decree of Divine Providence dictating and allowing escape; 3) the attitude of Christ who himself has taken similar opportunity; 4) a respect for human weaknesses that can make someone for various reasons indis­posed to martyrdom; 5) a prudence ordering flee in expectation of higher losses than profits incurred by the remaining at home; 6) the trust in God providing a nat­ural way of rescue, without „forcing” Him to the extraordinary help; 7) an urgent missionary and pastoral ministry to perform; 8) to avoid provoking persecutor to evil by own presence; 9) a specific witness of renunciation and sacrifice by leav­ing own home and possession; 10) the escape understood in the spiritual sense is a secession from the evil and sin. Several authors stand out in the extent and the depth of reflexion about it: Origen, Tertullian, Jerome and Augustine. The authors of 4th Century and the later could be influenced by Cyprian of Carthage. Accused by his opponents, especially novatians, he justifies theologically the escape and validates it by the later attitude: as a carefull shepherd and fearless martyr.

Author(s):  
Michael L. Peterson

The nature and role of prayer in Christian life have long been items of discussion, and (like the problem of pain and suffering) they admit no easy, formulaic answers. This chapter engages Lewis’s extensive writings on prayer in general as well as the different aspects of prayer, such as praise and confession. With characteristic frankness, Lewis also tackles the difficult problem of petitionary prayer—including the perplexity created by two New Testament models of prayer—petitions on the condition that they are God’s will and petitions in faith that they will be granted. Acknowledging that he does not have the faith that assures an answer (and observing that almost no Christians really seem to have that kind of faith either), Lewis says that the Christian must engage in the first type of prayer. Lewis also discusses the role of prayer in a relational universe in which a relational God seeks relationship with us—partly to make the point that prayer is not just petition and partly to make the point that relationship with God in prayer helps transform us. Another topic regarding Lewis and prayer is the nature of divine providence if God is timeless and knows timelessly what needs to occur—why pray?


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2006 ◽  
Vol 5 (1) ◽  
pp. 158-159
Author(s):  
J GUILLAMONT ◽  
A SOLE ◽  
S GONZALEZ ◽  
A PEREZITURRIAGA ◽  
C DAVILA ◽  
...  

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