I was teaching on the very touchy subject of Christian Universal Salvation the other day when one of my students confronted me with what he called the ‘faulty nature’ of the penal system against Christ. He asked, “why should I believe in an angry God who is shocked with the actions of humankind and kills his own son because he needs ‘justice’!?”
It is for the Biblical “STORY”, “THE NARRATIVE”, “THE PLAY”, and REALITY, etc…that “ATONEMENT” created the ***SENSE***.by which atonement was necessary— and actually agreed with neighboring Middle Eastern cultures concerning “sacrifice”.
Up until now, we have triangulated our way up to a consistent Theology. The 3 main components that provide a coherent and consistent Theology are: (U) Universal Sanctification-reconciliation (Apocatastasis), (P) Pre-determinism (Pro-horidzo), and the (T) Teleology (teleos) which, in congress of forward motion (‘gestalt’), stands upon the first two. That is: the “END” or “teleos” is a *result* of ALL prior ENERGIES “that were”. This is what I call the “U.P.T.” formula.
The Greek word for “time segment”, or, Aionios was contrasted with Adios – meaning “infinity”. These two terms were used throughout Homeric times down to the 1st century A.D. Christian Church. As we introduce the term “Adion” for infinity in this lecture piece we will see what Aeon is not.
In parts 1 and 2 we did a brief glimpse into the socio-linguistic aspect of the New Testament *vocabulary*. A more complex study pertaining to parts 1 and 2 can be obtained by studying the Paideia of the Christian youth in the first and second centuries.
“Paideia” (cf. Dr. Werner Yeager’s treatment on “Christian Paideia” and “Classical Greek Paideia”) was the classical education for the first century Christian Children which means, “to walk; walk; the walk”—-i.e., “the little *footers*”. One could use the Star Wars term, “Padua (same term as Paideia) ”, for “young ones learning “The Force”. We see this term in “Pediatrics” for medical care for the youth.
The Classical Greek Paideia was originally the classical education for the early Greek youth. The central Philosophers such as Plato and Aristotle comprised a large component of this Paideia. Language, Logic, and Rhetoric were the primers by which all further study into the sciences could ‘rationally’ be obtained. The language by which these primers functioned was a result of Platonic and Aristotelian reasoning and cultural bearing.
One could safely say that until the past century, especially at the point of understanding Einstein’s equation E=mc2 , “time” was relatively not understood. Moreover, the Universe was not understood as to how it worked. Spatiality was beheld by objects *relatable* such as “to the top of the mountain from here”, “where the land meets the ocean”, “the darkness created by the depth of an abyss”, “the unseen in the darkness of the waters”, etc.
Everywhere the ensign of Yahweh went so did the secret art of the cauldron and its smithy go. Kennites (the Canaanite smelters) are the Cainites are the Khanites. Cain never stopped believing in Yahweh.
One of the key lessons to be learned from the newly founded and transcribed petroglyphs of Ararat was the concept of “The Door”.
“Paideia” (cf. Dr. Werner Jaeger’s treatment on “Christian Paideia” and “Classical Greek Paideia”) was the classical education for the first century Christian Children which means, “to walk; walk; the walk”—-i.e., “the little *footers*”.