Life of Moses and Effectiveness in the Ministry Assignment

Life of Moses and Effectiveness in the Ministry - Assignment Example This paper is divided into three parts, according to the key components of the life and work of any minister of God who must be constantly guided throughout life by faith, love, and hope. The first part covers the life of faith and prayer, the central point and the soul of my life, ministry, and apostolate. As a minister, my role is to know God’s will, carry it out, and share it with others. This is why a life of faith and prayer is crucial for my ministry to be performed with rectitude of intention and a spirit of service and humility. The second part considers the active life, best described as the life of love or charity, which highlights my calling to occupy a special place as the mediator between God and his people. A life of love for all needs to be, balanced with the life of prayer, because every minister is called by God to perform a special mission in wor, d, among men and women, amidst good and evil, with the special task to help in the transformation of the world an d to confirm everything and everyone to God’s image and likeness. The third part is on my life of hope, a reflection on the challenges I will face in the world as God’s minister, and how Gregory’s reflections on Moses struck me as inspirational and appropriate. Learning from Moses, the man but at the same time called by God, with weaknesses and defects, is made by Gregory into a deep, human and supernatural experience. The trials of Moses parallel the ordinary trials facing me, and from which I could learn key lessons for life. The conclusion ties up the practical lessons from the Life of Moses into a summary that would guide me in the performance of my ministry. This also functions as a memory aid that could help ensure a fruitful life of prayer, faith, love, and hope not only for me but for anyone who wishes to serve God in any way. Called to a Life of Prayer and Faith Like a light that attracts, such as the call to the ministry; as God in the burning bush dre w Moses in the first of a series of intimate encounters, after which unfolds the panorama of Moses’ divine calling (II, 1-116). Gregory reveals in detail the meaning behind key events in the life of Moses, linking each experience to the significance of that encounter with God in the burning bush (II, 10-12; II, 13-18; II, 39-40).

Religious Education Learning Package Essay Example | Topics and Well Written Essays - 1000 words

Religious Education Learning Package - Essay Example With such deliberations of the beliefs and practices advocated for during the Rosh Hashanah festival, it is apparent that, this marks a period of purifying oneself for the rest of the year. In addition, since the season is marked with several prayers, fasting and repenting, it reminds every Jew to abide by the Jewish beliefs and practices (Jacobs, 1987). In light of this, it is critical to focus on the beliefs and practices of Jews that make them repent so that they can have a good and sweet year ahead. In this regard, the concern is the relevance of beliefs and practices exhibited in the Rosh Hashanah festival, which culminates the evaluation of oneself in regard to their adherence to the beliefs and practices of Jews for the previous year. Therefore, the Rosh Hashanah festival could be argued to detail the overall beliefs and practices of Jews. This is in line with what Segal (2009) pointed out that, formal prayers guide Jews and their beliefs and practices. The following learning package aims at enlightening year 8 students with lessons designed to give insights to Jewish beliefs and practices. ... The first reading material is Essential Judaism: A Complete Guide to Beliefs, Customs & Rituals, a book by George Robinson (Robinson, 2003). Robinson highlights the importance of Jewish beliefs and practices, which are put into practice through various festivals. The festivals are symbolic interaction between Jews and God. In Rosh Hashana, Jews recite prayers. Robinson argues that prayer is at the heart of Jewish prayer, God listens to them. In order to elicit a clear understanding of such an assertion from the text, students would be requested to review the assertion, which is further elaborated by Robinson to mean that prayer is part of dialogue between man and God. In this regard, the students would be required to explain what they take of the assertion in relation to the understanding of Rosh Hashana prayers. A set of questions would be used to develop a discussion of whether the students believed that a prayer acted a means of communication between Jews and God, and whether what Jews believe in their Rosh Hashanah prayer is actually fulfilled by God. Some of the verbs used in driving points home from the book involve requesting students to read specific chapters and sentences of the book that emphasizes on the Jewish beliefs and practices in regard to the Rosh Hashanah festival. This would ensure that the students clearly understand the content of the book. In addition, students would be required to quote some sentences and phrases from the book that supports their arguments during discussions. A validation of their Jewish beliefs and practices would also be enhanced through reading the following sentence from Woodhead, (2002, p. 128): â€Å"the