RS 20 Introduction to Christian Doctrine Telford Work ...



rs20 – Introduction to Christian Doctrine – Telford Work – Spring 2004 – Exam Review Sheet

Details. This is a closed-book test that will take no longer than an hour, and probably less. Its questions may include multiple choice, fill-in-the blank, and matching formats. You supply the pen; I will supply the paper.

Preparing. I recommend the following strategy as you study:

First, prioritize the reading. Put lectures at the top; they are the most straightforwardly theological material. Put Stormfront, Newbigin, Camp, Barron, my own writings, Rutledge, and Kallenberg in the second tier, probably in that order. You only need to worry about lecture outlines that I have actually used in class. You may perhaps find other lecture outlines helpful in clarifying my comments or other materials, but don’t feel obligated to draw on them.

Next, review the readings to gain the following:

- A sense of what each chapter is for: not just what information it conveys, but the author’s purpose and goals for readers.

- Familiarity with the main lines of argument of each chapter. You will typically see these represented in the in-class presentations you all have been delivering. Reviewing the reading with the presentation in hand may give you a better sense of both “the big picture” and how the details serve it.

- Understanding of basic terms and concepts and their significance. Identify the key terms (e.g., docetism, Pelagius, creatio ex nihilo, Apollinarianism, imago dei) involved in the major points in each chapter. Be able to define each term and briefly state its significance, and you will likely do well on the questions that involve them.

- An appreciation of what matters – what is at stake – in the major points that the author is making. I craft test questions according to the importance I attach to major points. For a guide to what I consider important, look at where I have focused assignments and class sections. While many of the details in our course might qualify as “trivia,” many do not. Part of preparing is gaining skill at sorting the wheat from the chaff.

- A sense of the connections among the materials. Much of education involves the discovery of connections. You can deepen your appreciation of the material by asking why readings are clustered together. Why have I put a particular sermon from Rutledge, a particular lecture, a chapter from Newbigin, and a particular Bible passage together? What’s the connection? How is one week’s topic connected with the previous week’s topic? What connections have I emphasized in class?

I encourage you to study in groups (especially your small groups) and distribute these tasks, so long as you pool your knowledge rather than your ignorance!

What am I looking for?

1. Evidence that you’ve studied the material closely and understand its important points.

2. Evidence that you are becoming equipped to think theologically and put Christian doctrine to fruitful use now, and in your life as a Westmont graduate.

3. Evidence that you appreciate how the details fit into “the big picture.”

Since it is early in the semester and this is the first test, consider item (1) your the most important task, then (2), then (3). As the semester progresses, the weight should shift towards the later items as you learn to locate all those details within the overall practice of Christian theology. Then as time passes and the details evaporate, the sturdy superstructure with which and around which they are built will remain.

Example: In his article, whom does Work blame for missing the significance of Israel and Old Testament?

A. Arius

B. Marcion

C. Origen

D. Pelagius

Multiple points (1.5 points each):

Migliore’s project of developing “a faithful, coherent, timely, and responsible articulation of Christian faith” is an example of:

A. biblical theology

B. historical theology

C. philosophical theology

D. practical theology

E. systematic theology

Karl Barth’s theological method has usually been called

A. apologetic theology

B. Christocentric theology

C. ecumenical theology

D. natural theology

E. theology of praxis

The eternal distinctions of persons within God’s being are the

A. Augustinian Trinity

B. Cappadocian Trinity

C. economic Trinity

D. immanent Trinity

E. social Trinity

The differentiated agency of Father, Son, and Spirit in their works is the

A. Augustinian Trinity

B. Cappadocian Trinity

C. economic Trinity

D. immanent Trinity

E. social Trinity

Migliore insists that responsible trinitarian thinking must begin with the

A. Augustinian Trinity

B. Cappadocian Trinity

C. economic Trinity

D. immanent Trinity

E. social Trinity

An analogy between Father, Son, and Holy Spirit and ice, water and steam is an example of

A. modalism

B. monarchianism

C. orthodox Trinitarianism

D. subordinationism

E. tritheism

The closest equivalent to Latin Trinitarianism’s “substantia” is:

A. hypostasis

B. ousia

C. persona

D. prosopon

E. subsistentia

God the Father is different from God the Son in that

A. the Father is eternally existent

B. the Father is omnipotent

C. the Father is superior

D. the Father is unbegotten

E. the Son proceeds from the Father

The idea that the Son and Spirit are inferior to the Father is called

A. modalism

B. monarchianism

C. orthodox Trinitarianism

D. subordinationism

E. tritheism

The Cappadocian/Eastern/Greek model of the Trinity is sometimes accused of

A. Arianism

B. monarchianism

C. subordinationism

D. tritheism

E. unitarianism

The Muslim doctrine of God is closest to

A. Arianism

B. monarchianism

C. subordinationism

D. tritheism

E. unitarianism

Augustine’s model of the Trinity is never accused of

A. modalism

B. monarchianism

C. orthodox Trinitarianism

D. subordinationism

E. tritheism

The Filioque explicitly claims that

A. the Father proceeds from the Spirit

B. the Son is begotten of the Father

C. the Son proceeds from the Spirit

D. the Spirit proceeds from the Father

E. the Spirit proceeds from the Son

Affirming the Filioque is important to

A. adoptionism

B. Arianism

C. Augustinian Trinitarianism

D. Cappadocian Trinitarianism

E. unitarianism

According to Migliore, the Christian doctrine of election aims centrally

A. to affirm God is righteous even in damning the reprobate

B. to affirm that all God’s works begin in God’s grace

C. to affirm that God’s eternal decrees unalterably fix human destiny in advance

D. to explain why some hearers accept while others reject the gospel message

E. to follow the logical implications of God’s omnipotence and providential governance

Augustine is famous for treating sin as

A. a “subject” with its own consciousness

B. corruption

C. just as powerful as grace

D. privation of good

E. relational alienation

Migliore endorses the model of creation as God’s

A. artistic expression

B. body

C. emanation

D. fabrication

E. generation

The imago dei has not been understood as

A. creation of adam from adamah

B. God’s humanity

C. human hierarchy

D. human self-transcendence

E. human sexuality

Allison complains that Sabellianism or modalism is harmful because:

A. It claims that Father, Son, and Holy Spirit share a common essence

B. It gives Jesus a role in the creation of the universe

C. It makes Jesus less than God, and therefore not worthy of worship

D. It questions whether Jesus truly reveals God’s character

E. It separates the Father, Son, and Holy Spirit so they are no longer one God

A recent theological movement seeks to understand evil in terms of

A. divine incomprehensibility

B. divine pedagogy

C. divine punishment

D. evil’s ultimate unreality

E. human character formation

A form of dualism influential in Augustine’s day was

A. Arianism

B. Gnosticism

C. Henotheism

D. Manichaeism

E. Modalism

Those who affirm the doctrine of creation but deny the doctrine of providence are:

A. Atheists

B. Christians

C. Deists

D. Pantheists

E. Tritheists

Roman Catholic theologian Karl Rahner is associated in Migliore with:

A. anonymous Christians

B. correlation method

C. five proofs of God’s existence

D. parables of the Kingdom

E. religions as ways of salvation

Terms (3 of 4, 5 points each). Define/state the significance of:

imago dei

Augustinian Trinitarianism

henotheism

natural theology

Pelagius

God’s creation of the universe in its entirety (creatio ex nihilo)

God’s continuing care for creation (providence)

highest Canaanite god, endorsed by Abram (El [Elyon])

henotheism (shema)

authoritative outline of Christian theology (Nicene Creed)

denial of providence (Deism)

confusion of creator with creation (pantheism)

imago dei (Jesus Christ)

divine attribute (immutability)

Scriptures (2 of 3, 5 points each): Describe the significance of the following verses, with regard to the doctrines of God, Trinity, creation, humanity, and/or sin:

“Hear, O Israel, YHWH is our God, YHWH is One.”

“Through him all things were made; without him nothing was made that has been made.”

“For dust you are, and to dust you will return.”

“God made two great lights Χ the greater light to rule the day and the lesser light to rule the night.”

“By the word of Yahweh the heavens were made, their starry host by the breath of his mouth.”

Essay (1 of 2, 52 points):

Matthew’s version of the Lord’s Prayer, or the “Our Father,” reads:

9 “Pray then in this way: >Our Father in heaven, let your name be made holy. 10 Let your kingdom come. Let your will be done, on earth as it is in heaven. 11 Give us today our daily bread. 12 And forgive us our debts, as we have forgiven our debtors. 13 And do not lead us into temptation, but deliver us from the evil one.’” (Matt. 6:9-13)

1. Describe any three major doctrines addressed in lectures and in the readings (for instance, God, Trinity, creation, providence, humanity, sin, natural theology), and show how the Lord’s Prayer embodies each one.

2. Describe two distortions of any of the major doctrines addressed in lectures and in the readings (for instance, God, Trinity, creation, providence, humanity, sin, natural theology). Show how these two distortions also distort the Lord’s Prayer.

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