Lucky Numbers

"Can I Have It? Can I Have Your Number?"

   Continuing with the Lucky Numbers theme from last post, here is a system of Arithmancy (a.k.a. Numerology), an ancient type of divination, which has been used for thousands of years by people seeking to know how to overcome obstacles and other personal insights. Arithmancy is based on the idea that a person's name can give them clues on their destiny and character. Pythagoras developed the idea that the numbers 1 to 9 have powerful meanings behind them, which can help to understand all living things.
   One system of Arithmancy popular in the Middle Ages- and still used today- uses this chart:
1   2   3   4   5   6   7   8   9
A  B  C  D  E   F   G  H   I
J   K  L  M  N  O   P  Q   R
S  T  U  V  W  X  Y  Z

   To find a person's Character Number - a number that designates your personality - you add up the numbers that correspond to each letter in their name. To find a person's Heart Number - the number that designates a person's inner desires and fears - you add up all the numbers that correspond with the vowels in the person's name. Lastly, you can find a person's Social Number - the number that refers to the person's outer personality - by adding up all of the numbers that correspond with the consonants in the person's name. Each of the 9 numbers has a different meaning for each type (Character, Heart, or Social) number.

*   *   *

   I also created a small poll where I asked people about superstition and Lucky Numbers. I was curious how many people would say that they are superstitious and how many of those people are athletes. I was also curious how many non-athletes would say that they were superstitious and had lucky numbers.
Findings:
100% athletes / former athletes said that they were superstitious.
65% of athletes said that they were superstitious and have (a) Lucky Number(s).
Only about 7% of people said they were not superstitious and did not have Lucky Numbers.
63% of all of the people who participated said they were superstitious and had Lucky Numbers.

The most popular numbers were: 7, 8, and 16.
 Most people had numbers less than 25.

Muhammad / Article / Discussion in Class

The Mystical: Of Numbers and Peoples

I had questions about some "mystical" things mentioned about Islam both in the book and in discussion today. So I looked it up. The following are my findings.

From Islam Article, "The Moderate Martyr" . . .

- "the Sohel - where mystical movements often begin" (62)
   Q: Why do "mystical" movements begin there? What type of people live[d] there? What type of culture do they have?
   A:

"The Sahel or Sahel Belt (from Arabic ساحل, sāḥil, shore, border or coast of the Sahara) is a semi-arid tropical savanna ecoregion in Africa, which forms the transitional zone between the Sahara Desert to the north and the more humid savanna belt to the south known as the Sudan (not to be confused with the country of the same name).

. . .

The Sahel stretches from the Atlantic Ocean on the west, eastward through northern Senegal, southern Mauritania, the great bend of the Niger River in Mali, Burkina Faso, southern Niger, northeastern Nigeria, south-central Chad, and through the nation of Sudan to the Red Sea coast. 

The Sahelian kingdoms were a series of empires, based in the Sahel, which had many similarities. The wealth of the states came from controlling the Trans-Saharan trade routes across the desert. Their power came from having large pack animals like camels and horses that were fast enough to keep a large empire under central control and were also useful in battle. All of these empires were also quite decentralized with member cities having a great deal of autonomy. The first large Sahelian kingdoms emerged after 750, and supported several large trading cities in the Niger Bend region, including Timbuktu, Gao, and Djenné." (http://www.newworldencyclopedia.org/entry/Sahel)

 "Beginning in the seventh century, traders from the north brought Islam and literacy, which had great impact on traditional beliefs and paved the way for jihads (holy wars) across much of the Savanna. By the nineteenth century, these wars reached deep into western Africa. . . . The Niger River flows from west to east through much of the area, turning south through Nigeria to empty by way of a large delta into the Gulf of Guinea. In Mali, the river separates into a number of streams that later reunite in an area called the inland delta. Here, an early civilization flourished, named Djenne after a nearby city renowned as a center of commerce and learning. . . .

The inland delta is also the homeland of various cultures that resisted Islamic proselytizing, such as the Bamana and Dogon (of Mali), the Mossi and Gurunsi (in what is today Burkina Faso), and the Lobi and Moba (in areas bordering on western Africa)." (http://www.artnetweb.com/guggenheim/africa/sahelsav.html)

From Class Discussion . . .

- I really enjoyed our discussion about magical (or "mystical") numbers! I find things like that very interesting.
   Q: What are some lucky / magical numbers in Islam? Why are they lucky?

   A: 5 appears often in Islam. Here is a list (from online) of where it occurs:

1) Allah made man with five elements mud, water, fire, air and soul
2) Five colour Fair, black, brown, red, yellow
3) Allah made man his viceroy Kalifa on earth and gave him five of his power sight , hearing , speech, intelligence , feeling
4) Allah gave human being five system Respiratory system , Circulatory system, Digestive system , Excretory system , Nervous system.
5) Allah gave human being five fingers One Shadad , Roza , zakat , haj and namaj (Thumb)
6) Allah gave five pillar of Islam**
7) Five essential basic need of human being food, drink ,cloth, house, excretion
8) Five Dua Faith , Health , Rizak , Personal haszat , Success
9) Five essential nutrient Carbohydrate, Protein, Vitamin, Mineral & fats
10) Five type of taste , sweet, salty , bitter , sour , spicy
11) Panjetan pak Huzur , Ali, Fatima Hasan , Hussein
12) Five big Prophet Noah , Abraham, Moses , Jesus and Mohammad
** 1. Shahadah: Acknowledge monotheism and accepting Muhammad as God’s messenger. They proclaim: “There is no God but Allah, and Muhammad is the messenger of Allah.”     2. Salah: the requirement to pray 5 times a day
     3. Sawm: Ritual Fasting during Ramadan. Healthy Muslims do not eat or drink during daylight hours.
     4. Zakat: Alms-giving
     5. Hajj: Pilgrimage to the holy city of Mecca. This is expected of every healthy Muslim who can afford to make the trip once in their lifetime.

Read More at http://mysticalnumbers.com/number-5-in-islam

There was also a lot of interesting information on #7 on the same site, but it was more lengthy to include in a Blog post.

Muhammad Chapters 2 & 3 / Discussion in Class

Girls Got Game

  We discussed in class today the double-standard that exists in this world for women. Although I agree that this standard exists, I have always been a stronger girl, playing baseball, basketball, and then softball as a kid. I got to play with the guys at recess. I wasn't 'one of them,' but I wasn't like most other girls.
  I thought of it during class: one of my favorite movie quotes is discriminating towards women. It is:

"You play ball like a GIRL!!" -"Ham" from The Sandlot

  When Ham says this to a player on the rival team, the rest of the boys gasp as if it is the worst-possible insult. I always laugh when I think of this line. I think it is because I have always been proof against this stereotype. I have always been proud of my toughness - as I find most softball girls are, and we carry this pride that we are equals with guys- even that we could take them in fights sometimes. I think that more girls should have this pride and not just in athletic ability. When girls have a similar sort of pride, they can sometimes believe that girls are better than guys. However, I don't always find this is necessary. I find the equality to be a more accurate representation.

   I found it interesting to discuss the berka in Islam culture. I found it informative to know how it originated and how women are more likely to wear them in areas where patriarchal family structure is dominant. I also liked the discussion on how some women use the berka as a symbol of empowerment, modesty, or in pride if their culture. I wonder what other items in Islam can be used as symbols for a number of perspectives, sort of like a baseball.

Muhammad: Chapters 2 & 3

 Of Quraysh and Change

 Why Are Customs that Aren't Etched in Stone So Hard to Alter?

   In Samuel Beckett's famous play Waiting for Godot, the protagonists, Vladimir, "Didi," and Estragon, "Gogo," embody the in flexibility of human nature to change. In the final conversation between Didi and Gogo in Waiting for Godot, the two characters discuss their plans for the next day: hanging themselves. They tried to do it that day, but they were unsuccessful at even that action. In the scenes leading up to this one, they have not succeeded in making any progress in helping their tragic yet comedic situation. Their last lines read:

 

DIDI: Well? Shall we go?

GOGO: Yes, let’s go.

[They do not move.] (Beckett 83)

 

 Didi and Gogo stay next to the same “low mound” (3) the entire play. The play ends, and they stand where they started, where Gogo takes off his boots, symbolizing the lack of development the characters have in the play.

 

   I think that this is one of the best metaphors for the deep-seeded habit that humans have of resisting change. In the Quraysh tribe, Muhammad challenged the most important values to the Islam culture at his time: tribal loyalty. The leaders of the tribe wanted him to change his message to align more with their traditional beliefs. His recounts of his visions were splitting up the tribe into those that believed him to be the Arab prophet and those that did not. Those that believed him to be tended to be his younger audience. It makes me think of the musical, Fiddler on the Roof, where "tradition" lives on merely because that is what the people have always known so they do not challenge it. And, when the schoolteacher shares his beliefs with Tevye's daughters, Tevye does not approve because they go against their "tradition."  
   In both incidences, the youth in the society is more accepting of change than the elder crowd. The elders are used to one thing and then the youth wish to separate themselves from the older generations. This makes sense. Both in media and in religious and/or historical texts, there is evidence to support that humans do not receive change well. My question is: why? What makes human nature so opposed to change?

Muhammad: Intro. & Ch. 1

Of Creatures & Karim(s)

   Armstrong discusses the Islam belief of a creature known as a djinn (9), who misleads people on their journeys. I know of another supernatural creature called the will-o-the-wisp (a.k.a. the hinkypunk in English folklore). Popularly believed to dwell in bogs, this beast was known for leading lost travelers astray, especially at night. If you saw a light amidst the fog and followed it away from the worn path, you were believed to have been misled by a will-o-the-wisp, which were mischievous creatures that could kill those who followed its light into the bog's depths or off cliffs. I find it interesting that many cultures create similar creatures, some without ever knowing the other's folklore. I wonder: what other mythological creatures the Islamic people believed in?

   I noticed another archetype that is similar between Islam and another culture: the Greeks. Armstrong explains that the word karim translates to "generous hero" (13) and what qualities were considered virtues in a hero to the Bedouins. She describes ideal heroes as having certain qualities, such as pride (14) and generosity (13). Armstrong details that the Bedouins valued loyalty to "blood relatives" and "the tribe" (13). She also states, "Tribal solidarity ('asibiyyah)encouraged bravery and selflessness" (13). I noticed that the heroes she describes are similar to the heroes created in Greek mythology, such as Heracles, who "pit [himself] against overwhelming odds" (15). A "karim was supposed to be proud" (14), but his arrogance could become "reckless and excessive" (15). This reminded me of tragic heroes in Greek myth, who often suffered from the tragic flaw of hubris, such as King Creon in Antigone. Like the ancient myths show us, we can learn what qualities the society valued by what they expected of their heroes.

   My question is this: how did Muhammad grow to have so many followers? Jesus and Confucius were political leaders, searching for support while trying to accomplish a goal. What was Muhammad trying to accomplish (if anything)? Why did he have so many followers? What qualities did Muhammad possess?

Muhammad: Intro & Ch. 1

Prince Ali

   After reading about Allah in Armstrong's book, I wondered if Ali was a title used in Islam to distinguish social or religious class. I thought it might designate that a person was closer to "Allah" and that the title may come from the word Allah. I remembered hearing the name in such instances as "Muhammad Ali" and in Disney's song "Prince Ali." I thought it would make more sense if the name had meaning that raised the person above other men.
   I looked it up and Ali is actually a popular name that can mean "Exhaulted One." However, it is also a word in Arabic and one of Muhammad's closest followers. The link to the definition is posted below.

http://www.islamic-dictionary.com/index.php?word=ali


Side Note:
   It didn't occur to me until now: We were talking in class today about how there is not a hierarchy in Islam. I understand that there is no equivalent to the Pope in the Roman Catholic Church, but what is the Islam equivalent of a priest or rabbi? Or is there none?

Confucius Chapter 4 & 5

"Li[-d]" The Way

   In moving on to Chapters 4 & 5, I wanted to note a connection I made between Confucius' "Way" and another "Way" that I know of. The Way is also a film directed by and starring Emilio Estevez. The Way depicts the Camino de Santiago (the Way of St. James), an ancient, religious path leading through France and Spain to Galicia, Spain. Estevez's film portrays a father who decides to walk the trail in memory of his son who died trying to travel it. The father takes his son's ashes with him as he journeys.*

  This story, along with having the same name as the translation of "Li" (the Way), illustrates some of Confucius' teachings. Following the Way (Li) includes standing by your family, as Confucius reveals in the telling of the story of "Upright Kung." This same lesson is exposed in the film, The Way, in how the father completes the task that his son wanted to complete but could not. The father shows the respect toward his son that Confucius would appreciate.

   In discussion today, we talked about how Confucius adamantly told that along the Way, it was the journey that mattered and not the final destination. On the Camino de Santiago in the film and in reality, I believe this to be true as well. Estevez's Way and Li share that they are personal journeys that cause their travelers to develop and learn on their paths. I want to go on a (somewhat) spiritual journey like the Way to see what it is like to go on a journey for the sake of the road, not the place you end.



*The movie is based on a number of true stories from Estevez's life, his son's life, and "Off the Road: A Modern-Day Walk Down The Pilgrim's Route Into Spain" by Jack Hitt.

Confucius: Chapters 2 & 3

Are We Made of Clay?

   I knew the argument of Nature vs. Nurture was decades old in the field of psychology. What I didn't know was that it was being argued THOUSANDS of years ago by philosophers and/ or political leaders like Confucius.

   Nature: in psychology, the Nature side argues that people are born with characteristics and genetic traits that make them who they are. Plato was a believer in certain human things being inborn. Another unsolved argument arises from this whether humans are innately good / evil.

   Nurture: in psychology, the Nurture side argues that humans are shaped by the way that their parents raise them, in other words "how they are nurtured." Confucius' beliefs support this side of the argument in that people's life experiences shape who they become. For him, he would be likely to say that it is our journey on the Way (Li) that makes us who we are shaped into.

   I find that I am somewhat in between both sides of the argument. Where do you stand?  Are we born a pre-determined sculpture? Or, are we clay, ready to be molded?

Confucius: Prologue & Chapter 1

Was Confucius Extra-Ordinary??

"Patching the roof
And pitching the hay
Is not my idea
Of a perfect day.
When you're extra-ordinary,
You gotta do extra-ordinary things.
 . . .
I've got to be
Someone who lives
All of his life
In superlatives.
I'm extra-ordinary.
I gotta do extra-ordinary things!"

-Pippin, "Extraordinary" from the musical Pippin

  The above passage consists of lyrics from one of the songs in the Broadway musical, Pippin. The medieval, circus-styled musical tells the coming-of-age story of Prince Pippin, who must find himself and determine what he wants to do with his life. He sings this song, "Extraordinary," after traveling to the country and witnessing their way of life. The lesson that Pippin must learn is one of the Confucian teachings that we talked about Tuesday in class.

  Confucius believed that all people need to know that they are respected and appreciated. Even an honest worker at a good job deserves to know that he is doing well and benefitting others. He may simply have to support a family, so he is working to help them. But everyone deserves respect.

  Pippin must learn to appreciate all people and the noble work that even the laborers of the kingdom do. And, especially as Stage Manager for a Production Crew over 60, I have seen that showing appreciation is a successful way for a leader to get the group to work hard and get the job done. And, done well. Pippin learns that a person can be extraordinary by being ordinary.

Jesus: Chapter 7

Miracles & Metaphors

   I found the Nature Miracles as symbolic narratives very interesting. It was discussed that the Miracles that Jesus was capable of according to the Gospels were metaphors of his power over authority. An example of one of these Miracles is Jesus walking on water. Even if the miracle did not literally occur, it is understandable how it could be perceived that a figure as powerful as Jesus could walk on water's surface. His followers obviously saw him as being above the average man. And, on a scientific note, water's hydrogen bonds cause water to have high surface tension, causing certain creatures, such as water striders, to be able to walk across its surface.

   Water is also symbolic of rebirth and cleanliness, which is fitting for Jesus and the work that he did. It is known to be used in baptisms and symbolic of them in literature. The act of Jesus walking on water's surface shows the power he had over people because he has power over a substance used to convert people to a certain religion. Therefore, he has power over their beliefs, illustrating the influence he had on people's thoughts and actions. Water as a cleansing substance depicts Jesus' ability to cleanse others of their sins and furthermore their past beliefs. He is so revolutionary to them that he wipes out their old beliefs and starts fresh with them.

   It is like they are being reborn. . . .

   Side Note:
Is it relevant that water is not prevalent in Israel because of the desert climate?

Chanting with Christ

   On Tuesday, we discussed how different religions have rituals that require those who practice it to go into a "trance" or other state of consciousness (Chapter 4). In the discussion, we compared the methods for "curing" (like we talked about for an "illness" defined by Crossan) a person who was believed to be possessed by a demon. If you are a person that does not believe in practices, such as an exorcism, it is still advised to be understanding of the practices of a religion that would require a ritual for casting out demons. So, a doctor who is called on to cure a patient of a possession by an evil spirit may conduct a traditional exorcism (if that is what the culture calls for) in addition to using medical or scientific practices that they find appropriate.

  The play that my high school performed in the 2012 Massachusetts Drama Festival, Alchemy of Desire: Dead Man's Blues, included an exorcism scene. The play takes place in the Bayou, where Simone, a newlywed bride, has lost her husband.  After the burial services, Simone has still not "cleaned" her house of the spirits lingering there. Her four superstitious neighbors eventually take it upon themselves to "sweep" out the evil spirits to prevent her house from becoming a "spook house." The exorcism uses the following chant :

"Chili pepper, Cornbread, Ice Water, Alligator, Spirit fly away!

Oh, Lord!

Father, can you hear me?

Oh, Lord! Hey ya!

Oh, Lord! Save this house from falling!

 Spirit, don't you come 'round this house no more!" 

   Because of this play and the research that I did as Dramaturge, I better understand the psychological and social repercussions that can occur if traditional exorcism rituals are not followed by someone immersed in a culture that strongly believes in them.

Jesus Ch. 3 & 4

Communion & Commensality

                        That Awkward Moment . . .

   I really enjoyed the sub-section of Chapter 4 titled "Open Commensality." I believe I have heard the story of the 'Open Dinner Party' before, so what Crossan explains and references made a lot of sense. I like how he explores the social parameters of different social classes, genders, ethical backgrounds, etc. coming together for a meal. I think about it now and how "Tradition," as Tevye says, is deeply rooted in every culture. It is a crime today for someone to sit at a different table in the high school cafeteria. In a microcosmic way, that is what Jesus was suggesting, only bigger! Imagine representatives from every clique table in the cafeteria having to sit . . . together! I can hear Regina George saying it now: "For-get about sitting with beggars, prostitutes, and (ugh) tax collectors! It would be social suicide."
   I find it interesting that part of the reason for this being such a big deal to people is the same reason that actually brings people to the dinner or lunch table together. I have heard it best said by Thomas C. Foster in his book, How to Read Literature Like a Professor.

". . . whenever people eat or drink together, it's communion. . . . Christianity [does not] have a lock on the practice. Nearly every religion has some liturgical or social ritual involving the coming together . . . to share sustenance. . . . not all communions are holy. . . . Generally, eating with another is a way of saying, 'I'm with you, I like you, we form a community together.' And that is a form of communion." (Foster 8)

   This concept of communion at the table is for one thing, ironic because Jesus is the narrator of this story, but, it also makes a good point. Eating at the dinner table and the norms associated with that practice are so engrained in our cultures that when changes are made to them, people do not know how to react. It is not just the social aspect of eating; it is the practice itself and the fact that we normally eat with people we are comfortable with. Eating "together is an act of sharing and peace" (Foster 8). And, this with the social expectations are what make a dinner of noblemen, tax collectors, peasants, prostitutes, beggars, and carpenters so, well, awkward.

Jesus: Prologue, Ch 1 & 2

Miriam, Isaiah, and Pagans?

Who is Miriam? (15)

When Crossan references Isaiah, what is he referencing? And what is it in relation to the New or Old Testaments? ("A Virgin Shall Conceive,"18)

I don't really know what pagans' religious beliefs are, and -probably because of that - I wonder why pagans are always mentioned. I know that paganism is an old religion, so was it more popular than it is today? (Ch. 1)

Jesus : Prologue, Chapters 1& 2

Questions Unanswered from Jesus: A Revolutionary Biography by John Dominic Crossan

I Forgot to Ask in Class . . .

   In the Prologue, Crossan discusses "Gospel or Good News" (XVII). I am not sure what he means by this, but it is a recurring term. What does "Good News" mean? And why is it capitalized?

After Discussion in Class on Tuesday . . .

   . . . I thought I understood this, or at least I thought the re-reading would help. But I'm still confused.

   In "Chapter 1: A Tale of Two Gods," Crossan has a section where he details the similarities between Moses & Jesus.  I did not understand how he connects Jesus' story to Moses. I understand that the stories mirrored each other at times, but I am confused with why those exact parallels were significant.
   It is strange: I understand the ending of this section when Crossan says that Moses and Jesus "save[d]" (17) their people and that Jesus is the 'Moses 2.0', but I don't understand his references when he switches between texts.

Today & Tomorrow

Today & Tomorrow

Today's Class Discussion

   In the discussion today, I made the connection between Sri Krishna giving Arjuna advice and a scene in the play, Our Town by Thorton Wilder. We had discussed that young people tend to get a lot of advice thrown their way- mostly because they are young and are believed to not know as much as those who have had more life experience. And in some ways, this is true. However, I stand by the passage below that I recalled in class. Hope you like it as much as I do!

"Mr. Webb: George, I was remembering the other night the advice my father gave me when I got married. Yes, he said: “Charles,” he said: “start right off showin’ who’s boss. Best thing to do is to give an order about something, even if it don’t make sense, just so she’ll learn to obey,” he said. Then he said: “It anything about her irritates you, her conversation or anything, get right up and leave the house; that’ll make it clear to her.” And, oh, yes, he said: “Never let your wife know about how much money you have, never.”
 

George: Well, I couldn’t exactly-

Mr. Webb: So I took the opposite of his advice and I’ve been happy ever since. So let that be a lesson to you never to ask advice of anybody on personal matters."

-Act II

"Keep Moving Forward"

   If any of you have seen the movie Meet the Robinsons, then you know that Walt Disney said this. Like Walt Disney, we are moving on to another religion's "story."
   Although I identify as Catholic (and Christian), I am not very religious. My sister and I stopped going to Sunday School after we received Communion. However, I do have some strong Christian beliefs, which became especially important to me after my grandmother, who was religious, passed away in 2012. For example, my sister and I had been very close to her, and when she passed, my mother told us that she had joined our grandfather, who we had never gotten the chance to meet in person, in Heaven.
   I know at least some of the class does not identify as Christian, so I have two hopes: 1.) that I am able to put my beliefs aside and analyze the text for the theology and culture that is expressed in it and 2.) that we can all agree to keep in mind that this text may go against some of the beliefs of other students in the class. (I speak not for myself but to remind myself that there are most likely much more religious people in the class than me. I would hate for anyone in the class to feel uncomfortable from anything discussed in class.)

Reflection: The Hindu View of Life,

"Chapter II: Conflict of Religions: The Hindu Attitude"

   This chapter was helpful to understand how Hindus do not have one, certain set of beliefs and how they are generally more accepting of other religions. However, concepts in it were sometimes lost because I still do not understand who some of the gods are that Hindus worship or the rituals they practice. Furthermore, I felt there were too many Sanskrit words or Hindu references at times to muddle through in order to grasp the main concepts of the paragraph.

 

   The aspect of tolerance in Hinduism was something I can relate to and greatly appreciated. A few of the quotes that the author used, such as the ending quote from Swift, reminded me of one of my favorite quotes:

 

"Differences of habit and language are nothing at all

if our aims are identical and our hearts are open."

Chapters 7-9 (con't from last post)

Chapter 7: Wisdom from Realization

-Krishna: “I know everything about the past, the present, and the future, Arjuna; but there is no one who knows me completely” (v.26).

               Contradiction: said people who attain Wisdom will know him…?

-What is the Hindu version of Heaven?

-What is Brahman?

-Krishna: “Depend on me completely” (v.1).

            How so? How is one expected to do this?

-Krishna: “One person and many thousands may seek perfection, yet of these only a few reach the goal and come to realize me” (v. 3).

               Are there religions that contrast & state that you always continue learning?

Chapter 8: : The Eternal Godhead

-Krishna: “My highest nature, the imperishable Brahman, gives every creature its existence and lives in every creature as the adhyatma. My action is creation and the bringing forth of creatures. The adhibhuta is a perishable body; the adhidaiva is Purusha, the eternal spirit. The adhiyajna, the supreme sacrifice, is made to me as the Lord within you” (v.3).

               What is the sacrifice in the form of? (giving up the senses, etc? or different?)

-Krisha: “your concentration fixed in the center of spiritual awareness between the eyebrows” (166, 10).

               Like a 3^rd eye? Why that particular spot?

Krishna: “the day of Brahma dawns…” (passage of verses 17-19)

               What does this passage mean?

Chapter 9: The Royal Path

-Krishna: “I am he; I give and withhold the rain. I am immortality and I am death; I am what is and what is not” (v.19).

               Sounds like something from the Bible. Did the Bible come after this scripture?

Chapters 4-6

The Bhagavad Gita translated by Eknath Easwaran

  I am only posting one of the questions I had for each chapter, but I am bringing the other questions to class for discussion.

Chapter 4: Wisdom in Action

-Krishna: “The wise see that there is action in the midst of in action and in action in the midst of action. Their consciousness is unified, and every act is done with complete awareness. / The awakened sages call a person wise when all his undertakings are free from anxiety about results; all his selfish desires have been consumed in the fire of knowledge. . . . Their security is unaffected by the results of their action; even while acting, they really do nothing at all. Free from expectations and from all sense of possession, with mind and body firmly controlled by the Self, they do not incur sin by the performance of physical action.” (v. 18-21)

                              -18: How does one pursue / apply this?                                  -19: Why is this “wise”?

                             -20: How does one do both action and inaction?                 -21: What sin? What type?

Chapter 5: Renounce & Rejoice

-Krishna: “Self-realization is (the wise’s) only goal” (v. 28).

               What else do they do? And, do they do anything else?

               Are they allowed to get married or have a job once they have accomplished this? Or, does this become their lifestyle, such as with a Catholic priest or nun?

 

Chapter 6: The Practice of Meditation

-Krishna: “The infinite joy of touching Brahman is easily attained by those who are free from the burden of evil and established within themselves” (v. 28).

               What form does “evil” take in their religion?

(con't next post Ch. 7-9 for whole assignment of reading)

The Bhagavad Gita: Chapters 1-3

The Bhagavad Gita translated by Eknath Easwaran

  I am only posting one of the questions I had for each chapter, but I am bringing the other questions to class for discussion.

Questions / Comments for Ch. 1: The War Within

-Who is fighting who? And, what is the difference between the Pandavas and the Kurus?

 

 

Questions / Comments for Ch. 2: Self-Realization

-By Krishna telling Arjuna that a good reason to kill his family is that people will ridicule him for eternity if he does nothing, isn’t he telling Arjuna to act selfishly? Arjuna would be worrying about himself instead of others. (This reveals some of the values of the religion.)

 

 

Questions / Comments for Ch. 3: Selfless Service

-I like the quote: “Selfish action imprisons the world. Act selflessly, without any thought of personal profit” (p. 105, l. 9).

**I did the citations to include the page numbers and then realized I have a different edition of the book, so I went back to include line numbers as well.

 

Hello!

Hello!

A Little About Me

   I am an English major and an undeclared Spanish minor. I plan to become an author and/ or teacher. I have written poetry, fiction and realistic nonfiction short stories, a play, and most recently, personal essays. I have begun drafts of longer works as well.
   I play softball for my college and am the Treasurer for the up-and-coming Quidditch club.

Why World Religions?

   In the seventh grade, I discovered my love of Greek and Roman mythology and more generally, ancient civilizations. I have done research on mythology and different theologies in the role as dramaturge in my high school's theater program. I have also read the book, Have a Little Faith, by Mitch Albom, which had a large influence on my view of religion. In the book, Albom's rabbi has a respect for all religions and all people. Some of the different religious topics discussed in the book sparked a curiosity in me to know about various belief systems.