Henry Roncancio's Posts (369)

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God and Evil

The question of God and Evil is a difficult one. It has been a stumbling block in the lengthy efforts to present a convincing theodicy. Ireneus of Lyons in the second century suggested that God “did not create humanity in a state of perfection, but with the capacity to achieve this perfection through a process of growth” (McGrath, Reader, 156). Origen insisted that God did not create evil, but that he can even use evil to produce good (Ibid, 160). In the V century, Augustine of Hippo proposed that evil was the result of “a free turning away from God rather than a positive entity in its own right” (Ibid., 172). Building on Augustine’s thought, Bonaventure of Bagnoregio argues that evil “is to be seen as an absence of goodness,” and not as a positive reality (Ibid., 181). Aquinas tried to explain suffering in terms of secondary natural and historical causes. God can only work with the laws and circumstances available in the present time (Ibid., 218). For David Bentley Hart, suffering and evil reflect the presence of God’s enemy (Ibid.). “Hart’s response mingles a principled refusal to make simplistic judgments about a complex world and a firm conviction of the hope of ultimate transformation” (Ibid., 219).

McGrath, in his Introduction, explains that “The history of dogma” movement declared that Christian thinking had taken a wrong turn in the patristic period” (McGrath, Introduction, 183). The patristic writers were influenced by philosophical ideas about the impassibility of God and elaborated their theologies and their arguments around logical deductions and assumptions based on that basic idea. Karl Barth, in turn, suggested that the Reformed doctrine of omnipotence [also] rested largely upon logical deduction from a set of premises about God’s power and goodness” (Ibid., 204).

In contrast with these logical efforts to reconcile God’s power, impassibility, transcendence, and goodness with the problem of suffering and evil, the biblical texts present a God who is in a relationship with his creatures. He chooses to love them, and he chose to create them the way He wanted. He chose to create the universe the way it is. God decided to give certain autonomy to his creation and to the humans who live in it. God acts in the world within the parameters that He chose. God’s choices potentiate loving responses and relationships, but at the same time, they allow indifference and hatred. There cannot be a loving response, without the freedom not to love. Likewise, there cannot be growth in a relationship that is perfect from the beginning. 

When God chose love, he committed to get involved in his creation. He took the risk that his creatures could decide not to love him. He opened the possibility that his creatures could build a world based on selfishness instead of one constructed in love. He also opened the possibility that a world based on selfishness could render a Creation subjected to futility where suffering and evil can also happen. 

At the same time, when His creatures opted to invent a world opposed to God's will, He committed to be part of the struggle and suffering needed to restore his creation and to take it to its complete telos. God was willing to set limits to his all-powerful ability. He pursued his purpose through love and not by imposing his power. 

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Statistics

Church Involvement

  • Many churches across the United States consider a regular attendee someone who goes to church once a month. Michael Anthony; Michelle Anthony; Ken Canfield A Theology for Family Ministry, Logos.

Children

  • Approximately three out of every ten children in the United States are being raised in single-parent homes. Timothy Paul Jones, Perspectives On Family Ministry, 85, Kindle Edition
  • In 2006, around 35 percent of all births were to women who were separated, widowed, divorced, or never married. Timothy Paul Jones, Perspectives On Family Ministry, 85, Kindle Edition
  • Presently, 28 percent of elementary and high school students live in single-parent circumstances. Timothy Paul Jones, Perspectives On Family Ministry, 116, Kindle Edition

Divorce

  • One out of five homes crashes on the rocks of divorce. Garland, Comprehensive Guide, 1526

Faith

  • Researchers are finding that many children raised in Christian homes are walking away from their faith as early as middle school and in even larger numbers after they finish high school. Michael Anthony; Michelle Anthony; Ken Canfield A Theology for Family Ministry, Logos.

Families

  • Furthermore, more than ninety million American adults are unmarried. Timothy Paul Jones, Perspectives On Family Ministry, 85, Kindle Edition

History

  • Herman Horne reported in 1909, “Family worship is almost an extinct custom (1)
  • In a 1915 survey of congregational churches, 54.9 percent of church leaders reported “worship and religious training in the home” as “Poor” or “Hopeless” among their congregants (2)

Parenting

  • Studies have shown that moral and faith development are shaped in the early years of childhood (3)
  • Studies have shown that moral and faith development are shaped in the early years of childhood. Some research shows that the moral compass of a child’s life is determined as early as age seven3 and that what one believes about God and eternity at the age of 13, he or she will most likely die believing (4)

Stress

Stressors Reported by Families

  • "parent-child conflict" (33%),
  • "a number of unsolved problems" (32%),
  • "conflict in another family relationship" (30%),
  • "disagreement about friends or activities" (27%)
  • "lots of marital conflict" (21%).


Teenagers in the family

  • More than 40% of families with teenagers have dinner together less than five times a week. Garland, Loc 3357
  • Teens in families where dinners are infrequent and who report people using electronic equipment while they eat (cell phones, game technology) are far more likely to use tobacco, marijuana and alcohol as teens in families who eat together five or more times a week without electronics at the table (National Center on Addiction and Substance Abuse at Columbia University, 2009).
  • 9 out of 10 youth drop out of church after High School. (Spurious statistics that show the dissatisfaction with youth ministry in the 80´s and 90´s https://www.sbts.edu/family/2014/09/11/what-are-the-3-models-of-family-ministry/

 

___________

(1) Michael Anthony; Michelle Anthony; Ken Canfield A Theology for Family Ministry, Logos.

(2) Ibid.

(3) Ibid

(4) ibid

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God’s Love and the Family

When both Old and New Testament writers wanted to describe the love of God for people, they often used family images....

•God as nursing, nurturing mother (Is 49:15; 66:12-13; Hos 11:1-4)

•God as father (Ex 4:22-23; Jer 31:9)

•King as God's son/adoptive son (2 Sam 7:14; Ps 2:7)

•Believers as children/adopted children of God (Mt 5:9; Rom 8:14-16; Gal 4:1-7)

•God as faithful husband (Hos 1-4)

•Christ as "firstborn among many brethren" (Rom 8:29 KJv)

Diana Garland, Family Ministry: A Comprehensive Guide, Loc, 1170, Kindle

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Roles que alivian el estrés en la familia

Cuando en nuestras familias atravesamos problemas difíciles y permanentes tales como adicciones, infidelidades, abuso y otras cosas parecidas, nuestros niveles de estrés suben extremadamente. Para lidiar con la situación y el estrés que genera, los miembros de la familia frecuentemente asumimos uno de los siguientes roles. 

El facilitador. Este es el miembro de la familia que constantemente interviene y protege a la víctima o causante del problema, más allá de lo que es racionalmente prudente. Lo que motiva al facilitador no es únicamente el deseo de ayudar al otro. Otros factores de motivación son: La vergüenza, el miedo al conflicto, el deseo de reducir la ansiedad que produce la situación del otro, o la necesidad (con frecuencia irracional) de tener algo de control sobre la situación. El facilitador puede intentar resolver los problemas que causa el otro, ofrecer excusas por él o ella o minimizar las consecuencias de la situación. El problema, sin embargo, continua agravándose sin que el miembro en cuestión asuma efectiva y verdaderamente la responsabilidad que le corresponde.

El héroe. Este es el mimbro de la familia que procura distraer la atención de los demás del miembro que está causando el problema en la familia. Lo hace destacándose exageradamente en alguna área. Logra aliviar el dolor y la desilusión que causa el problema en la familia, pero no contribuye realmente a la solución. Por otra parte la necesidad de destacarse que siente es irracional y puede volverse en contra suya.

El chivo Expiatorio. Este es el miembro de la familia que crea otros problemas para desviar la atención del primer problema. Puede portarse mal, volverse adicto a otras sustancias o procesos, desmejorar en su carrera o trabajo y cosas similares. Con frecuencia el chivo expiatorio logra atraer la atención de la familia sobre sí.

El niño perdido. Este es el miembro de la familia que pretende no darse por enterado del problema. Se mantiene al margen de todo. Procura aislarse en sus propias actividades personales y no participa mucho en asuntos de interés familiar. Obviamente no se involucra en la solución del problema, pero se mantiene personalmente libre del estrés.

La mascota. Es el miembro de la familia que procura distraer la atención de los demás del problema que los preocupa haciendo chistes o tomando las cosas muy a la ligera. La motivación es aliviar la tensión, mantener la paz y servir de distracción.

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Lista de pasos para establecer límites

La siguiente es una lista de pasos necesarios para establecer efectivamente límites en el comportamiento de los niños:

  1. Reconozca su estilo de crianza habitual y defina qué cambios necesita hacer.
  2. Reconozca las necesidades y habilidades del niño según su etapa de desarrollo.
  3. Defina sus metas y expectativas de acuerdo con valores claros.
  4. Definir oportunidades de aprendizaje en ambientes sanos y positivos.
  5. Determinar qué habilidades necesita el niño reconocer y respetar el límite.
  6. Enseñarle al niños las habilidades que necesita.
  7. Establecer el límite y las consecuencias con claridad y firmeza.
  8. Dejar que las consecuencias se cumplan con firmeza, cada vez que el niño no respete el límite.
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