Explain Biblical Ideas About the Goodness of God Essay Example for Free

Explain Biblical Ideas About the Goodness of God Essay Throughout the bible the goodness of God is shown in many ways, the bible presents God as being morally perfect, and everything that he is or will ever be is also presented as morally perfect; The Bible presents God as benevolent, an all loving figure. It displays this in a number of ways throughout the Bible, the first and possible the most important way is in the first book of the Bible, Genesis. Genesis states that everything that God creates is â€Å"Very good†; When God created the world in the Genesis creation story he commanded various things. â€Å"And God said, Let there be light: and there was light, and God saw the light, that it was good: and God divided the light from the darkness â€Å". (Genesis 1:3-4). The authors of the bible when praising God do so because he provides reason for it. The creation of animals, plants and waters are all necessary for the sustainment of life, and religion, Be fruitful and multiply; fill the earth and subdue it; have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves on the earth and God said, See, I have given you every herb that yields seed which is on the face of all the earth, and every tree whose fruit yields seed; to you it shall be for food. (Genesis 1:28-29). Some Christians believe that there is still goodness like God’s around us today in the form of stewardship. We look after our world to improve it so we can pass it on to the next generation. Another way in which the bible shows Gods goodness is; Christians believe that God’s goodness is shown in his son Jesus, and his sacrifice in the name of God. Jesus came to earth as God in human form, he done this to experience the lives of his people. God thought it was all well and good requesting people to follow rules but because he cares he wanted to experience the lives of his believers and the difficulties they incur so he sent Jesus. Jesus was the ideal of moral goodness for humanity; he displayed the right way in which people should treat each other and how to worship God, and this was recorded and passed onto future generations by it being retold in the bible, even today people can still read it and gain knowledge of Gods sacrifice. The form of good described in the bible is very different from Platos form of good; Platos form of good was perfect and it didnt exist on Earth it existed in the realm, making it a concept and not personal to anyone, Platos form of good doesnt take an interest in situations or in life, it just simply exists, where as the idea of Gods good in the bible focuses almost entirely on moral behaviour. It is concerned that humanity should be making the right choices to life by and always aims to be good. Plato’s form of the good is perfect, but because it doesn’t physically exist what ever goodness is on earth is only of copy of the ideal thus making it imperfect when it is practiced. So whatever you think you are doing is good, it is not. However God believes that everyone can be morally good thus living their lives accordingly. As soon as God creates humans he gives them rules of follow, they are to take responsibility for the earth he has created and not take from the tree of knowledge. This shows that he cares not for worship being their main duty, but he takes an interest in their lives. Gods goodness is also shown through his love in the bible, God gives humans free will, to make their own moral decisions but he clearly sets out what is right and what is wrong. However he doesn’t force them into obeying those rules, he is loving and lets them choose for themselves, this is an act of love. He knows that because he has made man in his image (Genesis 1:27) they are like God and they know what is expected of them. Even thought they haven’t been socialised they still know what is morally right. Plato would agree with this statement because he believes we all have knowledge of ideal forms from birth. God commands things to be good because he is omniscient and knows all. So everything that he commands will be perfect, good and loving.

The Structure-Agency Debate

The Structure-Agency Debate I have been involved in football for as long as I can remember, with the application of Structural Functionalism I am going to attempt to understand my involvement in football. The Structure theory, Structural Functionalism can be applied to my position as a footballer and explain how football has affected my position in contemporary society. The main assumption of Structural Functionalism is that society is an organized system of interrelated parts that attempts to maintain a state of equilibrium (Williams Kolkka 1998 p.358). Williams Kolkka (1998) applied this assumption of Structural Functionalism within their research of Wheelchair Basketball, they conceptualised the activity as its own social system which comprised of its members (including players, coaches physiotherapists, supporters etc.) and the relationship between them. This can be applied to my position within football particularly at club level. I was a player at Wakefield Ladies F.C. therefore through interaction with other players and other forms of members including the coaches, physiotherapists and supporters, this lead to the maintaining the clubs state of equilibrium and the system working as a whole (Malcolm 2008). This highlights my contribution in maintaining a successful working system however Structural Functionalism only offers a positive view of sporting systems and experiences therefore offers no insight into how specific barriers and constraints challenged my position in football. Bourdieus theory deals with constraints through defining how different forms of Capital can affect a persons identity. Another aspect of Structural Functionalism is that, sport is seen as a vital tool in successfully maintaining the state of equilibrium, it is said to instil desired values and attitudes (Williams and Kolkka 1998; Malcolm 2008). Therefore a Structural Functionalist would argue that by playing football I learned the desired values and attitudes such as conformity to rules, respect and self-control which would contribute to maintaining a state of equilibrium. However, Structural Functionalism only takes into account the structure of society and not individual agency therefore provides no explanation in understanding how human beings make important decisions, such those which lead to me choosing to play football or how my current social world was created unlike Bourdieus Habitus and Capital which explains how class habitus confined me to the choice of football (Malcolm 2008; Williams 1994; Best 2003). In 2008 the FA rolled out the RESPECT campaign across all levels of football, in respon se to a range of behavioural problems surrounding the game. The campaign was designed to protect players and referees and create an environment in which sport can be enjoyed but also have wider benefits to society. I played under the RESPECT campaign when it was first introduced and on reflection, I found it reinforced the desired values and attitudes which are required not only on the football pitch but also in wider society (RESPECT: Four Years On. 2012; Malcolm 2008). A Structural Functionalist would view the RESPECT campaign as a positive step to creating a state of equilibrium (Williams Kolkka 1998). It is evident that Structural Functionalism highlights how I have been a part of maintaining a successful societal system and also the positive effect in which sport has had on my life however it offers no reasoning as to why I became involved in football. . The Agency theory, Symbolic Interactionism can be applied in attempt to gain an understanding of my involvement within football. George Herbert Mead is said to be the founding Father of Symbolic Interactionism. Hewitt (2000 in Armstrong 2007) defines Symbolic Interactionism as a theory which helps human beings define and give meaning to experiences, allowing them to create an individual and unique identity. The main assumption of Symbolic Interactionism is that society is created and maintained by social interaction: we are all actors on a stage who generate meaning through what we do and who we do it with (Craig Beedie 2010 p.61). This draws upon my decision to join a football club; it allowed social interaction to occur which consequently constructed my own social world. Malcolm (2008) furthers Craig and Beedies (2010) assumption by highlighting the focus upon the individual and the way in which they interpret and make sense of the world in which they live in. There are two widely researched areas within Symbolic Interactionism, Socialisation and Subcultures. Firstly, Socialisation focusses upon who becomes involved in sport and is developed through learning to read, understand and interpret symbols to aid individuals in becoming members of society (Best 2003). Cottingham (2012) states how interpreting symbols in the correct manner is a fundamental process, as it increases focus and wider understanding of an object, Gilbert (1994) furthers Cottinghams (2012) statement by adding, that the constructs are grounded within the minds of those who experience the perceived symbolic actions (p. 142). On reflection, throughout the years I have understood and interpreted symbols whilst playing football to aid my socialisation. For example when I first began to attend training sessions at Wakefield Ladies F.C, by interpreting and understanding the coaches I was able to demonstrate competence which led to being selected on a match day and also accepted by the rest of the team on a social level due to my ability to prescribe to the groups norm. It could be argued that my behaviour at Wakefield F.C. Ladies was due to previous experiences; specific symbols became grounded in my mind throughout my development from junior level to the open age therefore this would have led to improving my process of socialisation throughout the years (Best 2003; Gilbert 1994). This example can also be related to the second research area within the Agency debate, Subcultures. By prescribing to the groups norms in terms of beliefs and practices I was accepted and became part of a socially defined group, further creating myself a specific identity (Craig Beedie 2010). I confirmed this identity through not only Symbolic Interactionism but also symbolic consumption as I have specific Wakefield F.C. Ladies clothing which I am required to wear for training, matches and other events, these items of clothing have a specific meaning of being a part of the team therefore is an effective tool in creating my identity (Armstrong 2007). It is clear that by applying Symbolic Interactionism to my own position within contemporary society I can begin to understand why events occurred and why I was accepted into the team. However Symbolic Interactionism is often criticised for over emphasising individual agency and failing to take into account structural inequalities and constraints such as race, gender, class and ethnicity (Craig Beedie 2010). On reflection, this weakness can be applied to my example as, playing for Wakefield F.C; the mens section of club was deemed superior and was seen in a much more favourable perspective to the Womens section. This was a constraint which we had to regularly deal with and included reduced funding compared to the mens section and poor training facilities. Therefore we had a barrier to overcome whilst attempting to build a successful team. This weakness highlights how Agency theories do not take into account power systems as a Post-Dualist theory would. Bourdieu would argue that this barrier would not create a working system and would affect my interpretation of experiences, as any experiences related to this constraint are likely to be deemed negative (Best 2003). It could be argued that the Agency theory, Symbolic Interactionism helps explain my interpretation of my own social construct but still with some constraints. A third theory which can be drawn upon is the post-dualist theory, Bourdieus Habitus and Capital, which takes into account both structures in society and individual agency (Craig Beedie 2010). Bourdieus work was based upon empirical and theoretical investigations; his work was also in relation to sport, unlike Structural Functionalism and Symbolic Interactionism. They are theories that were not originally based around sport but were later applied and adapted to help offer a sociological explanation of sport. Bourdieu developed a social framework from his empirical and theoretical investigations which involved Habitus, Capital and Field; I will use Habitus and Capital in attempt to explain my involvement with football. Firstly, Capital can be defined as power and Habitus is defined by Elliott (2009) as a structuring feature with an infinite capacity for moulding individuals. Habitus is internalised as a second nature, as individuals we acquire habits, either knowingly or unknowingly, from a structural context and we use these practices to live out our everyday lives (Best 2003 p.204). Bourdieus work links class habitus and taste extremely closely; this can be applied to my position within society as it could be argued that both class habitus and taste led to my choice of football. It is clear that the subconscious decision to develop an interest in football is due to my class habitus and the confinement of my families working class background (Best 2003). The sport of football reflects class distinctions and represents the class I belong to; if I was born into an upper class family I may have developed an interest in other sports such as Rugby Union or Polo (Best 2003; Tomlinson 2004). Furthermore, my Fathers taste and class habitus will have affected my subconscious decision, as he had already developed specific practices; including supporting and playing football therefore this would have influenced the practices I developed whilst growing up (Best 2003). Bes t (2003) argues that despite us developing different practices to make a distinction between ourselves and others, people who live within the same social field are likely to share the same habitus, therefore people who I were brought up around all had a specific interest in football which is another reason why I may have been inclined towards football. Finally, it can be argued that Bourdieus class habitus can be applied best to explain my interest in football as it focusses upon where my interest originates from unlike the other Structural Functionalism and Symbolic Interaction. Another aspect of Bourdieus work which can be applied to my position within football is his work involving the body and the creation and reproduction of social differences that can be displayed by the body, one way it can be displayed is through accent (Craig Beedie 2010). A strong Yorkshire accent is often related to the working class therefore this is a form of cultural capital in the embodied state (Laberge 1995). Social differences in terms of cultural capital can be identified when I play football for University because part of my cultural capital is a Yorkshire accent therefore this is not the norm within the University team, as the majority of players are from the Middlesbrough area (Craig and Beedie 2010; Laberge 1995). This differs from when I played football for Wakefield F.C. Ladies, as the majority of players were from the same area therefore shared the same accent. This highlights a difference in individual agency and also the importance of cultural capital. Bourdieus w ork has been criticised over the years, Elliott (2009) argues that Bourdieus work takes the economy for granted and does not take into account the role of economic issues upon social life, Elliott (2009) furthers his argument by accusing Bourdieu of elevating cultural capital over economic capital. This can clearly be seen as despite Bourdieus work leading me to define how I came to develop an interest in football, however it has not taken into account the economic constraints which I faced such as cost of travel, kit and also subs after each match. It is evident that this is an economic force which was a barrier to me. In terms of my example economic capital is much more significant than Cultural Capital, economic capital was a barrier where as cultural capital just highlights a difference between team members. In conclusion, it is evident that all three theories can be applied to my position within contemporary society however after taking into consideration their strengths and weaknesses along with application, I believe Bourdieus post-dualist theory applies best as it takes into consideration the structures within society but also the agency of the individual (Craig Beedie 2010). Bourdieus Habitus and Capital allows an explanation of the origins of my interest in sport, Symbolic Interactionism and Structural Functionalism cannot do this. They only offer significant explanations of what sport has offered me and how it has contributed to the identity in which I hold today. Therefore it is clear that Bourdieus work is the most complex and offers a better understanding of my interest in sport and my position within contemporary society.

Why Is Recycling So Important Environmental Sciences Essay

Why Is Recycling So Important Environmental Sciences Essay Recycling  is a process of using waste materials into new products to prevent wastage of useful materials, reduces the consumption of fresh raw materials, reduce  usage of energy, reduces mainly land pollution and water pollution by reducing the need for conventional waste disposal. Recycling is a key component of reducing modern waste and is the third component of the 3R concepts that are Reduce, Reuse, Recycle  . The recycling symbol  is recognized  symbol  used to designate  recyclable  materials internationally. It is composed of three chasing arrows that form an unending loop. Importance of recycling Recycling is essential to both to human beings and its surrounding environment. Some facts about how rubbish that we produce is constantly increasing : i. Population is being increased and that means there are more people to create waste. ii. The wealth is being increased and that means people are buying more and more products and creating more waste ultimately. iii. Lifestyle is being changed, such as consuming more fast food nowadays, and that means we create additional waste that is non-biodegradable. iv. Developing of new technological products and new packaging are being created, most of the materials in these products that are non-biodegradable. Importance to people Around the world, recycling is important to cities and to the people living here and there in these cities. i. Generally preserving natural resources is essential for the future generations. The need for more raw materials is reduced by recycling; it also minimizes the use of energy, hence its better preserving natural resources for the future. ii. Financial expenditure is being reduced in the economy. The products made from the raw materials costs much more than if they were made from recycling products. Environmental importance Waste is important to be recycle as it has a huge negative impact on natural environment . i.Recycling helps to minimize the pollution caused by waste as these waste can release hazardous chemicals and greenhouse gases to the environment. ii. Deforestation can cause habitat destruction and global warming. the need for raw materials can be reduced by recycling (e.g : paper recycling). iii. When products are being made from raw materials, large amount of energy are being used. Recycling requires less energy and hence it helps to preserve natural resources. Recycling in Mauritius It has been noted that up until very lately in Mauritius the recycling of waste from household has been referred to a small quantity and which are being likely to be neglected . Certainly sorting of waste and recycling is unavoidable for our glasses, tins, plastics and papers. It is true that, some of the larger hypermarkets are interested with plastic bin for collection and recycling, but what about the other waste we produced? But this situation is being changed with the act of introducing of in 2007 the NGO of Mission Verte. There is now a proliferation of about 20 recycling centers  in Mauritius. The primordial aim of the NGO is to raise consciousness of the public about the 3R that is to reduce, re-use and recycle the waste of household. Their efforts aimed greatly at encouraging the sorting and deposit of papers, cardboards, tin, plastics and glasses by the individuals for gathering and collected by local companies for the process recycling, but they are also keen to promote the  compost methods  of the green waste by the public. Mare Chicose, created in the 1990s, is home to the islands only household waste landfill site. However, this landfill is under pressure due to the ever increasing amount of waste material created. An estimated 375,000 tonnes of solid waste were created in 2003 (1,200 tonnes per day), which is estimated to grow to 418,000 tonnes in 2014 and 510,000 tonnes in 2034. To enlighten the situation the government has suggested the establishment of an incineration plant which would handle around three-quarters of waste created and would generate electricity. The obstacle is that the waste in Mauritius, which is largely green (garden waste, vegetables, etc.), is not suitable for incineration, and also that the chimney would have major negative public health, environmental and economic impacts. Environmental agencies in Mauritius recommend that minimizing the creation of waste by enabling the recycling and by composting green waste; will expand the lifespan sufficiently landfill site, removing t he importance for an incinerator or for further landfill sites. Sorting of waste Bins have been provided in many places in Mauritius to correct sorting of waste. The Mission Verte organization provides information leaflets about the signs on these bins. Materials that can be recycle in Mauritius Thin cardboards and paper Thin cardboard: bristol paper, for example: biscuits boxes, , cigarette packets, medicine boxes etc. Paper:Magazine, circulars,newspaper, envelope and drawing papers , exercise books and telephone books. Note that milk, soap cartons, juice, carbon paper or soiled paper, wallpapers and wax papers, metalized and plasticized paper (chocolate or some candies wrappers) cannot be recycle. plastic- jar, bottle, container and pots of all plastic types All types of plastic can now be deposited at: Grand-Bay , Tamarin and Forest-sides.   Only plastic bottles can be deposited at Floreal, Curepipe, Flacq, Mahebourg, Phoenix and Trianon. aluminium cans and metal- Aluminium cans are discarded in the plastic section Note that Preserves cans, jam cans, aerosols, metallic tray, aluminium pans or crockery cannot be recycle in Mauritius. cardboards- All packaging and boxes made of corrugated cardboard can only be recycle in Mauritius. Note: Dirty containers of pizza, paperboard, or other food containers cannot be recycle in our island. glass All glass bottle, jars and pot can be recycle except mirror, porcelains, light bulb and ceramic which cannot be recycle in Mauritius. (glass can only be recovered at Curepipe depot)

Platos Views on the Technology of Writing Essay -- Expository History

Plato's Views on the Technology of Writing In the book Phaedrus Plato offers a lot of criticism for a writing technology that not many of us would ever think as writing technology, let alone criticize it. This writing technology is none other than writing itself. When people think of writing technology they mostly think of the printing press, the computer, the typewriter and such. Yet no one stops to think of writing. Writing has had such a major impact on society that who would ever think that the one of the greatest minds of all time opposed it. Plato was not just a crazy old man afraid of change; his criticism can still be applied today. For many people, writing has always been around. It’s hard to picture life without writing, books, reading, but at one point all there was was rhetoric. People would entertain themselves not by picking up a book by Jane Austen or Shakespeare. They would go to listen to people give speeches. This is what Plato was used to, and when writing came along he resisted the idea that this new invention, writing, could be good for people. First, Plato thought that writing would be bad for peoples’ memories. He thought writing would encourage forgetfulness and that people would rely too much on writing as a means of recollection. In Phaedrus Socrates points this out to Phaedrus by telling him a story about the Egyptian king Thamus and Theuth an inventor of many arts. â€Å" For this invention of yours will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves† (Plato 87-88). Plato used the character of Thamus to express his own concerns a... ...ted to, Phaedrus could change his speech. Authors don’t really have that luxury. Once a book is in print, they can’t change their mind. For example, say a critic says that an author’s introduction was horrible and should be rewritten. The author doesn’t get the chance to rewrite the introduction. Chances are there are already multiple copies of the book in the bookstores or libraries. As it can be seen, even though Plato brought up these critiques along time ago they can still be applied to life today. As it turns out Plato was not crazy after all, but was able to see the flaws in writing that still plague it today. In addition, these critiques he brought up can also be applied to other forms of writing technology. Works Cited: LaRocque, Paula. â€Å"Language and Lost Credibility†. The Quill. Nov. 1999: 38 Plato. Phaedrus. New York: Dover, 1993.

Importance of Early Invention Essay -- Children Education Learning Ess

Importance of Early Invention Early childhood researchers have repeatedly found and established that the rate of human learning and development is most rapid in the preschool years. Therefore, if the child’s most teachable years are not taken advantage of, it could result in the child difficulty of learning a particular skill at a later time (Kidsource, 1996). Karnes and Lee (1978) have noted that, â€Å"only through early identification and appropriate programming can children develop to their full potential† (Smith, 1988). One of the most important skills young children must learn during their early childhood years is how to expressively communicate. "At least 70% of preschool children with disabilities have communication impairments and 12% of all services provided to infants and toddlers in 1995 were for speech and language (Luze, Linebarger, & Greenwood, 2001). Communication skills are important for young children to further gather knowledge, to grow cognitively, and to interact appropriately with others in their environment. If a child is delayed of communication skills, it may further delay other developmental areas and create problems. This may include problems in early literacy, school achievement, behavioral development, and establishing relationships with friends and family. Benefits of early intervention Three primary reasons for intervening in a young child that I have found are: to enhance the child’s development, to provide support and assistance to the family, and to maximize the child’s and family’s benefit to society. The child will need fewer special education and facilitative services later in life. It has been proven that children involved in early intervention are less likely to be held back in a... ...ton, VA: ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Service NO. ED295399). Retrieved February 26, 2002 from ERIC database. KidSource. What is early intervention? (1996, August 10). Retrieved February 19, 2002, from http://www.kidsource.com/kidsource/content/early.intervention.html The Editors. (2002, January 10). In early-childhood education and care: quality counts. Building Blocks for Success, 21(17), 8-9. Retrieved February 27, 2002 from http://www.edweek.org/sreports/qc02/templates/article.cmf?=17exec.h21 Newspapers & Magazines: Smith, P. (2002, February 22). You can never be too early. The Times Educational Early Intervention 14 Supplement, 1841, 23. Retrieved May 7, 2002 from Lexis-Nexis. White, T. (2001, November 16). Getting back to basics. The Baltimore Sun, 1B. Retrieved May 7, 2002 from Lexis- Nexis.

Apartheid Sources Question Essay

Part 2: Explain whether any one of the factors in the list was more important than the others. The ending of white minority rule in South Africa was down to a mixture of all of these points. Without all of these points, the ending of the majority rule might not have happened. All of the points form the international isolation all of the way up to the actions of De Klerk contributed to the end of the majority rule. However, if I had to put them into order of importance, I would say that Mandela’s actions were the most important, closely followed by the actions of De Klerk. Nelson Mandela was the one most involved with the ending of the majority rule, as he has the most links with the different points. Firstly, Mandela was responsible for the organization of the MK, and for many of the other ANC movements and many other black protests. He was an inspiration for many of the protests and riots even when he was in prison. If he hadn’t have done any of these things in the first place, then the government would not have imprisoned him, and then he would not have gained the international and political attention that he did while he was in prison. This international and political awareness of the problems in South Africa that Nelson Mandela caused also brought around the economic sanctions. The sanctions and the vast disinvestments had put South Africa’s economy into considerable trouble, and this is what drove De Klerk to realise that the Apartheid had to be stopped. If he had not realised this, then he would not have come to power in South Africa, and he would not have released Mandela from prison, starting the negotiations that led to the CODESA talks. De Klerk was also pressured into these actions by the increased violence caused by black protests and riots after Mandela’s release. Again, if Mandela had not have been around, the inspiration would not have been there, the MK would not have been set up, and who knows what would have happened. Another link with Mandela is the fact that De Klerk decided to talk to him instead of one of the other black rights leaders around at the time. This is down to the fact that De Klerk saw Mandela as someone he could compromise with him, a reasonable man who would see things fairly, and would not solely be out for revenge. If Mandela had not of been perceived like this by De Klerk, then it is possible that De Klerk would have followed the same route as his predecessors had, and he could have just continued with the idea of apartheid, and white minority rule. Therefore, without all of Mandela’s actions, De Klerk would not have been as effective in the ending of white minority rule in South Africa, the economic sanctions might not have been used as early as they were, or to such a great extent, and the pressure from the black protests would not have been as strong as it was. However, along with Mandela’s actions, the other factors had to take place themselves, and without these, the end of the white minority rule would not have been reached when it was.

Dramatization Approach and New Testament Essay

The dramatization and object lesson witnessing approach was extremely dominant in the Old Testament. This witnessing approach that was present in the ministry of Hosea, Jeremiah, Elisha and especially Ezekiel the priest-prophet did not vanish with the passing of the Old Testament era. According to Braudis (2012) Object lessons use something familiar and known to introduce something less familiar or unknown or to further reinforce something that is already familiar. Using simple illustrations and object lessons will increase people understanding of Bible truths better than a factual word explanation would. In the New Testament dispensation, the dramatization and Object lesson witnessing approach is demonstrated through the use of parables and allegories. It has been said that a parable is an earthly story with a heavenly meaning. Blank, ( 2001) states, parable is derived from the Greek word pronounced parabole, meaning a likeness or comparison. A parable is a method of teaching using a comparison between two things. Parables were a heavily utilized form of teaching and instruction in the Jewish economy. In His ministry, Jesus commonly employed the use of parables to illustrate and illuminate profound truths. SDA Commentary 1980, points out, the parables of our Lord were usually based on common experiences of everyday life familiar to His hearers, and often on specific incidents that had recently occurred. On parable on a recently occurred incident was that of the Good Samaritan. (White, n.d.) says, this was no imaginary scene, but an actual occurrence, which was known to be exactly as represented. SDA Commentary, (1980) indicates that in using parables Jesus; (1) aroused interest, attention, and inquiry, (2) imparted unwanted truth without arousing prejudice, (3) evaded the spies who pursued Him relentlessly, (4) created in the minds of His hearers lasting impressions that would be renewed and intensified when the scene presented in the parables again came to mind or to view, (5) restored nature as an avenue for knowing God. On the other hand, the dictionary describes an allegory as the representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form (The American Heritage Dictionary of the English Language, Fourth Edition). The apostle Paul using an allegory states, Be ye not unequally yoked together with unbelievers†¦ (II Cor. 6:14) Walters, (1957) says, in this case the yoke represents unhappy unions of those who are saved with those who are unsaved in any service or work. Additionally, the Church is called the â€Å"body† of Christ in (I Cor. 12:27) and the New Jerusalem is compared to a bride. (Rev. 21:2). (Stedman , 2009) advances the following interpretive principles can we draw from this biblical example of allegory; (1) Allegory is a bona-fide figure of speech used in the Bible. (2) It employs comparison and correspondence of words and ideas. (3) It is illustrative and explanatory of a specific line of truth. (4) It cannot be divorced from its local context or the historical narrative from which it is drawn. (5) It is comprised of a number of metaphorical expressions in which the meaning of one word is invested in another. (6) None of the figurative expressions are so obscure as to leave us guessing as to their import. (7) We can expect to learn something from their use that will be of profit applicable to life. Amidst the myriad of witnessing approaches, it is our settled conviction that dramatization and object lessons as presented in the New Testament can be a very effective model of witnessing in a contemporary setting. References Blank, W. (2001). Why Did Jesus Use Parables? Retrieved August 15, 2012 from http://www.keyway.ca/htm2001/20010728.htm Braudis, B. (2010). Teaching Truth With Simplicity. Retrieved July 29, 2012 from http://www.busministry.com/teaching-simplicity-with-truth.html Nichol, F. et al (1980). The Seventh-Day Adventist Bible Commentary. Washington: Review and Herald Publishing Association Stedman, R. (2009). Allegories and Types: Basics of Bible Interpretation. Retrieved August 14, 2012 from http://www.raystedman.org/leadership/smith/ch9.html Walters, W. (1957). Dictionary of Bible Types. Retrieved August 15, 2012 from http://www.raystedman.org/leadership/smith/ch9.html White, E. G. (n.d.). The Desire of Ages: The Good Samaritan. Retrieved August 15, 2012 from http://www.whiteestate.org/books/da/da54.html Why did Jesus teach in parables? Retrieved August 15, 2012 from http://www.gotquestions.org/Jesus-parables.html