Construct
Security
建立安全
Jiànlì ānquán
セキュリティを構築する
Sekyuriti o kōchiku suru
ps2
Why do people clamor against authority?
Does the nation want to hammer the majority?
Why do rebels rise up in revolt?
Why do terrorists seek to control
government like it was some kind of remote?
They say, "Let us break off their yoke"
as though what they would do is not a joke.
Repentance from error was a start in the process of redemption.
Cleansing presented the perception of experience as the variable inception.
Purely verbal disputes have inhibited the growth of knowledge
when paradox was urged as a necessary start to conceptual blockage.
Agreement with the over extension of abstraction has also been an encumbrance
when abstraction is extended to the universal beyond the general detection of substance.
When I confine my mind to the consideration of objects I know
I discern disagreement between ideas to my understanding shown.
Sentinels lift up their voices with gladness
when the return of their Leader releases them from sadness.
The work of ministry is for building the body of Christ
with the unity of faith for knowledge in the full measure of maturity for his height.
Education stimulates the growth of knowledge for the body of mind.
Consciousness is developed as the thing for cognition to define.
Reality lies outside the inside as that which determines what we find.
The empyrean is the throne that lies above atmosphere in sky.
The height of objectivity is a majesty we hope to refine.
The truth of reality is that which sets the course for our climb.
The Lord is the king who already sits enthroned on high.
"I myself have set my leader on the hill in Zion."
Let me announce the word of the Lord as the science of the lion.
"You are my Son. I have begotten you.
I have given you to know that which is true.
I give you the earth as your possession.
Your inheritance will be to renounce obsession."
Be warned you rulers of the earth.
Incompleteness must be reworked for functional worth.
Happy are those who take refuge in national security.
This is not a claim to the attainment of purity.
Security is defined by border strength for defense
in league with alliance and cooperation for international sense.
----------------------------
2 Quare fremuerunt gentes?
Why do the nations roar?
1 Why are the nations in an uproar?
Why do the peoples mutter empty threats?
2 Why do the kings of the earth rise up in revolt,
and the princes plot together,
against the Lord and against his Anointed?
3 "Let us break their yoke," they say;
"let us cast off their bonds from us."
4 He whose throne is in heaven is laughing;
the Lord has them in derision.
5 Then he speaks to them in his wrath,
and his rage fills them with terror.
6 "I myself have set my king
upon my holy hill of Zion."
7 Let me announce the decree of the Lord:
he said to me, "You are my Son;
this day have I begotten you.
8 Ask of me, and I will give you the nations for
your inheritance
and the ends of the earth for your possession.
9 You shall crush them with an iron rod
and shatter them like a piece of pottery."
10 And now, you kings, be wise;
be warned, you rulers of the earth.
11 Submit to the Lord with fear,
and with trembling bow before him;
12 Lest he be angry and you perish;
for his wrath is quickly kindled.
13 Happy are they all
who take refuge in him!
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Isaiah 52:8-9
Your sentinels lift up their voices.
Together they sing for joy
for in plain sight they see
the return of the LORD to Zion.
---------------------------
Sentinels lift up their voices with gladness
when the return of their Leader releases them from sadness.
====================
Ephesians 4:11-13
The gifts he gave were that some would be apostles, some prophets, some evangelists, some pastors and teachers to equip the saints for the work of ministry for building up the body of Christ until all of us come to the unity of faith and knowledge of the Son of God to maturity in the full measure of the full stature of Christ.
---------------------------
The work of ministry is for building the body of Christ
for the unity of faith with knowledge for the full measure of maturity in his height.
====================
Mark 1:4
John the Baptizer appeared in the wilderness proclaiming a baptism of repentance for the forgiveness of sins.
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Repentance from error was a start in the process of redemption.
The cleansing of baptism presented the perception of experience as the variable inception.
====================
Berkeley defined the value of abstraction in learning the language earlier in the text. Then he argued against abstract ideas. I think that it was his way of opposing the over extension of abstraction into the world of forms or into universals. The former could be called the world of ideas as related to the absolute.
Education was not as widely spread as an organization in the 18th century as it is today. Much of the education that preceded the college or university level of instruction was obtained through the church.
Monastics often provided instruction in grammar, music and mathematics prior to the dissolution of monasteries. Local parishes offered some kind of elementary or secondary education after the dissolution. There were only a few public schools at the time.
The Puritans put the existing system under the authority of a local council so the Church of England would not be in a position of authority. The Anglicans had retained the classical model established by Patricians for their youths and re-constituted by monastics. The Puritans were largely limited to the bible by the Calvinist convention.
The empiricists didn't reject all of scholastic authority as had Descartes, but Berkeley established a position against the errors of Plato and Aristotle with his opposition to abstract ideas. Locke had opposed the absolute as a justification for the monarchy, but he insisted on a universal extension of his 'right to destroy.'
George Berkeley
Principles of Human Knowledge
1710
Text
"FIRST, I shall be sure to get clear of all controversies PURELY VERBAL--the springing up of which weeds in almost all the sciences has been a main hindrance to the growth of true and sound knowledge. SECONDLY, this seems to be a sure way to extricate myself out of that fine and subtle net of ABSTRACT IDEAS which has so miserably perplexed and entangled the minds of men; and that with this peculiar circumstance, that by how much the finer and more curious was the wit of any man, by so much the deeper was he likely to be ensnared and faster held therein. THIRDLY, so long as I confine my thoughts to my own ideas divested of words, I do not see how I can easily be mistaken. The objects I consider, I clearly and adequately know. I cannot be deceived in thinking I have an idea which I have not. It is not possible for me to imagine that any of my own ideas are alike or unlike that are not truly so. To discern the agreements or disagreements there are between my ideas, to see what ideas are included in any compound idea and what not, there is nothing more requisite than an attentive perception of what passes in my own understanding."
---------------------------
Purely verbal disputes have inhibited the growth of knowledge
when paradox was urged as a necessary start to conceptual blockage.
Agreement with the over extension of abstraction has also been an encumbrance
when abstraction is extended to the universal beyond the general detection of substance.
When I confine my mind to the consideration of objects I know
to discern disagreement between ideas to my understanding shown.
====================
Abstraction is commonly held to be a problem in cognitive development in the education of children. Jean Piaget is well known for his work on cognitive development.
He proposed a distinction between the development of knowledge and the problem of education.
Jean Piaget
Cognitive Development
1964
Text
"The development of knowledge is a spontaneous process, tied to...embryogenesis...It is a total developmental process which we must re-situate in its general biological and psychological context. [It] concerns the totality of the structures of knowledge.
"Learning presents the opposite case...[L]earning is provoked by situations provoked by a psychological experimenter; or by a teacher with respect to some didactic point...It is provoked in general as opposed to spontaneous....[I]t is limited to a single...structure.
"So I think that development explains learning and this...is contrary to the widely held opinion that development is a sum of discrete learning experiences."
---------------------------
Education stimulates the growth of knowledge for the body of mind.
Consciousness is developed as the thing for cognition to define.
====================
God's Family
Mark the Evangelist
Lectionary Life
Wiki
The book of Acts mentions a Mark, or John Mark, a kinsman of Barnabas (Col 4:10).
The Gospel of Mark speaks of a young man who followed the arresting party wearing only a linen cloth in describing the arrest of Jesus (14:51f). The arresting party tried to seize the young man. He left the cloth in their hands and fled naked. It is speculated that this young man was the writer himself since the detail is hardly worth mentioning if he were not.
The Apostle Peter had a co-worker whom he refers to as "my son Mark" (1 Peter 5:13). Papias, an early second century writer, described the origins of the Gospels. He said that Mark was the "interpreter" of Peter. He wrote down ("but not in order") the stories that he had heard Peter tell in his preaching about the life and teachings of Jesus.
Herod Agrippa I killed James, son of Zebedee, and arrested Peter in his first year of reign over the whole of Judea (41 CE). He planned to kill him after the Passover. Peter was saved miraculously by angels and escaped out of the realm (Acts 12:1–19).
Peter went to Antioch. He traveled through Asia Minor visiting the churches in Pontus, Galatia, Cappadocia, Asia and Bithynia (1 Peter 1:1). He arrived in Rome in the second year of Emperor Claudius (42 CE; Eusebius, Eccl, Hist. 2.14.6).
Peter encountered Mark somewhere on the way and took him as travel companion and interpreter. Mark the Evangelist wrote down the sermons of Peter before he left for Alexandria in the third year of Claudius (43). The record composed the Gospel according to Mark (Eccl. Hist. 15–16).
The house of Mark's mother Mary was a meeting place for Christians in Jerusalem (Acts 12:12). When Paul and Barnabas, who had been in Antioch, came to Jerusalem, they brought Mark back to Antioch with them (Acts 12:25). He accompanied them on their first missionary journey (13:5), but left them prematurely and returned to Jerusalem (13:13).
When Paul and Barnabas were about to set out on a second missionary journey, Barnabas proposed to take Mark, but Paul thought him unreliable. Mark went to Cyprus with Barnabas after the Council of Jerusalem (Acts 15:39). Paul went on another journey with Silas (15:36-40).
Mark is not mentioned again in Acts. It appears that he became more reliable for Paul mentions him as a trusted assistant in Colossians 4:10 and again in 2 Timothy 4:11.
Mark left Rome after the death of Peter. He travelled to Egypt and founded the Church of Alexandria according to tradition. It was about 19 years after the Ascension of Jesus in 49 CE. Mark was eventually martyred there.
Today, the Coptic Orthodox Church, the Greek Orthodox Church of Alexandria and the Coptic Catholic Church claim to be successors to this original community.
Aspects of the Coptic liturgy can be traced to the gospel of Mark. He became the first bishop of Alexandria. He is honored as the founder of Christianity in Africa
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