Then and Now Worksheet

Fall of Humanity: Then and Now Worksheet

PART ONE: THE FALL – THEN

Read the assigned readings in Topic 3 (textbook Chapter 4, Lecture 3, “The Mystery of Original Sin” article, and Bible passages) and address the following questions with a total word count (including the questions and your answers) of 500-750 words.

Cite all of the resources used with in-text citations, using at least two sources from the Topic 3 readings. Include these in the reference list at the end of the assignment.

Write your paragraph response directly below each question:

What is revealed about human nature (from Gen 1-2)?

Humans were created in Gods image. In Genesis 1-2, human beings are created to live and take care of what God has formed. God placed Adam, and then Eve, on earth. He created them from the dust of the earth. God spoke to Adam and gave him all the animals to name. Adam was also given the task of tending to and growing the Garden of Eden. Human nature is confirmed to be obedient to God and his word. (Bible – ESV, Genesis 1-2) God wanted human nature to be kind, just, obedient, good, faithful, etc. Gods ultimate creation was human life.

What are the consequences of the Fall for human nature (from Gen 3)?

Genesis 3 exposes the serpent, also known as the devil. The serpent asks Eve to question what God had orderedto not eat the fruit of the tree in the middle of the garden. He phrased his questions in such a way that it left her confused and tempted her to take the fruit from the tree, eat it and to give it to Adam, her husband. Because Adam and Eve did not obey God’s word, they had to leave the garden. Eve was condemned to pain and hard childbirth. Because Adam did what his wife had asked he was sent out of the garden and the ground was cursed. Adam was then cursed with having to work tirelessly and be in pain because he also ate the fruit from the forbidden tree. The final consequence is that all man shall return to the earth from where he came, all human beings will die. (Bible – ESV, Genesis 3)

What is revealed about human purpose from the readings? What does it mean for humans to flourish, in other words to achieve spiritual, emotional, and mental well-being?

Humans were formed to have life, but the fall presented sin into the world, which led to the onset of death in the world.God created humans to be like him and because the serpent caused Eve to rebel against God, this created consequences for all humanity. Humans are emotional beings and as such, we tend to let our emotions lead us in that direction, even if it does not follow God’s word. I think it means to flourish and to put God first before all and have God and his word be the focus of your life. How you live your daily life is based on your values and morals.

How might these questions about human nature, purpose, and flourishing, be answered by those holding a Pantheistic or Atheistic (choose one) worldview?

Every different worldview looks at human nature in a different way. An Atheist has no God to please or to look to for a purpose. They do not have faith in a higher power and therefor look to themself and each other for rules. In the end, I believe that each worldview has their own viewpoint on what their resolve is. An Atheist might never completely flourish because they do not have a spiritual nature that they live by.

PART TWO: THE FALL – NOW

Consider how the Fall and humanity’s exposure to good and evil are seen in the way some people treat themselves and others in dehumanizing ways today (examples: abuse, addiction, bullying, domestic violence, eating disorders, human trafficking, pornography, poverty, racism, vandalism, etc.).

Choose one act of dehumanization and write a short TV public service announcement in 350-500 words. Use at least two different sources from the GCU eLibrary cited in the text and listed below in the list of references. Include the following:

Highlight how the act of dehumanization is evident in the world today.

Provide solid ideas for prevention.

Include statistics, causes, and impact on people (victim, perpetrator, others as appropriate).

Discuss how a God-centered worldview (as discussed in the “The Mystery of Original Sin” article) might provide a solution.

Include notes within the script about the images and video that would be included when shooting the commercial.

Two examples of a public service announcement:

http://www.youtube.com/watch?v=9waE2A-uIxQ

http://www.youtube.com/watch?v=uFKAFo_etkE

Write your paper below:

(A kid sitting in a chair with game consoles and TVs behind him.)

“It’s just a game.”
“I just play it to blow time.”
“It’s not a big deal. It’s fun.”

(A kid sitting alone in his room with a headset on, staring closely at a TV screen, playing a video game super intense.)
These are all things kids have said about playing on their video games. These kids are spending up to 10 hours a day playing video games and they do not see this asproblematic. They donot think that it impacts any other areas of their life.

(A different kid facing a video game talking, not looking at the camera.)
“I can walk away whenever I want to. I’m just trying to get to the next level.”

Addiction is defined by Merriam-Webster Dictionary as a compulsive need for and use of a habit-forming substance. Most children do not comprehend why they feel the need to play games, but they know that they want that controller in their hand and eventually feel better when they are playing games.

(Same setting as original, kid in chair with the game consoles behind him.)
“School is just getting harder. I donot get some of the homework, but that is everyone in my class. It is just not me.”

It has been established by studies that video games can affect academics in a harmful way. Being addicted to video games can cause children to have lesser grades than the children who do not play video games. Video game addiction can also influence a child’s connection with his or her parents and lowers children’s social self-efficiency and participation in social events and activities. (Zorbas.)

There should be a time limit for children with screen time, including video games. Video games should also be used as a reward and only after homework and chores are finished. Video games are not essentially the problem, but more so how often they are played. By restricting the amount of time allowed on video games and by using it as a reward, children are given a basis of requirements for when they are able to play video games.

REFERENCES

List at least two references below for each part of the assignment above, for a minimum of four references. Prepare these references according to the guidelines found in the GCU Style Guide located in the Student Success Center (found under RESOURCES > Student Success Center > The Writing Center > Style Guides). Include the Permalink for the GCU Library sources used.

Example reference:

Shuster , M. (2013). The mystery of original sin: We don’t know why God permitted the Fall, but we know all too well the evil and sin that still plague us. Christianity Today, 57(3), 38-41. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001935909&site=eds-live&scope=site

List references below:

Bible – English Standard Version

CWV-101 Lecture 3. (2017). CVW-101: Christian Worldview. Phoenix, AZ: Grand Canyon University.

Perman, Matt (206). What is the biblical evidence for original sin? http://www.desiringgod.org/articles/what-is-the-biblical-evidence-for-original-sin

Shuster, M. (2013). The mystery of original sin: we don’t know why God permitted the Fall, but we know all too well the evil and sin that still plague us. Christianity Today, 57(3), 38-41. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001935909&site=eds-live&scope=site

Paper:

“addiction.” Merriam-Webster.com. Merriam-Webster, 2017. Web. 13August 2017.

Zorbaz, S. D., Ulas, O., &Kizildag, S. (2015). Relation between Video Game Addiction and Interfamily Relationships on Primary School Students. Educational Sciences: Theory & Practice, 15(2), 489-497. Accessed from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=102423314&site=eds-live&scope=site