This was the UNDERSTANDING that I stated I had in this thread at the time shown;
RE: In the Beginning
by KBCid » Thu May 03, 2012 12:50 pm
KBCid wrote:God the father who is a unique being is eternal existing always.
God the father begot his Son Jesus (the Christ)
Christ (the word) who is the express image of his father came out of his father prior to any creative acts depicted in the bible.
Christ is composed of the same form that his father is since he came out of his Father.
therefore, Christ is also eternally existant.. He is simply another unique being which is why he can converse with his father. this is why in the scriptures we can see Christ speaking with his Father;
Gen 1:26 And God said, Let us make man in our image, after our likeness...
Gen 3:22 And the LORD God said, Behold, the man is become as one of us...
There cannot be an 'us' or an 'our' unless there are minimally two unique beings making and exchange. God the eternal father and Jesus (the word) his only begotten son. I did not write the bible, I simply read it and see what is meant by the words. If there was never any writing depicting a conversation between two unique entities then I would have no grounds for understanding it that way.
I stated correctly even then "I simply read it and see what is meant by the words." This is called comprehension / understanding of written words not belief.
KBCid wrote:I believed I clarified my original error of asserting a creation several posts ago. We were created. we were a design put together by The Father and his son. Christ was begotten. He was not designed nor created. He came directly out of his father as the word so there was no creative design involved. Christ emerged from the Father and has all the same unique qualities of his Father.
Christ emerged from his Father and became flesh and since he has all the same qualities as his father then when we know him we also know the Father who begot him. Both the father and the Son are eternal since this is a quality of the Father from which Christ emerged. Unlike Jesus who is directly begotten from the father we can only be adopted sons. We can never know the joy of being the directly begotten of the father. We are simply a creation and Christ is a direct emergence from the Father.
If you guys wish to assert that this is my belief in contrast to my specifically stating that this is my understanding or comprehension of what I read then that is your perogative. But to do such is a misrepresentation of my position which I have voiced and yet you continue to misrepresent. What I believe and understand are two very different things. If I already had a belief set then there would be no purpose in investigating and testing an understanding.
Scientists and I use the scientific method to test our understandings about the physical world. We typically don't hold a belief about something until enough empirical testing has been done to back the understanding and validate it as a rationale belief. I am applying a similar method for deriving believable conclusions about my current understandings about the word of God.
Of course I have no illusion now that you will not continue to focus on my stated understanding and represent it as my belief as this has been consistently how you have dealt with me which is why I will take the understanding and test them in a different place where I hopefully won't have to deal with being misrepresented.
Clark A. Chinn
Ala Samarapungavan
Distinguishing Between Understanding and Belief
A key distinction that underpins this article is the distinction between understanding an idea and believing that idea.
Understanding and Belief
It is easy to think of instances in which students understand or at least partly understand an idea learned in school while believing a completely
different idea. Creationists studying evolution may arrive at a good understanding of evolutionary theory but still believe creationism. Psychology students may develop a good understanding of B.F. Skinner’s behaviorist principles while believing a more cognitive theory themselves. Teachers generally recognize that their students may understand ideas without believing them when they are covering controversial issues (e.g., creationism; the causes of global warming; religious doctrines) or historically important ideas that are no longer widely believed (e.g., Greek mythology; the ancient scientific theory that matter is made of earth, water, fire, and air).
To illustrate the importance of making the distinction between understanding and belief, we present a hypothetical example (but one based on our research programs) of a middle-school teacher who has just given her students a formative assessment of their basic understanding of molecules....
...She first asks the students to draw a picture of what water molecules look like and asks several questions about their pictures. She then asks other questions to find out whether students can apply their knowledge to explain a variety of physical phenomena, such as why water can be poured and why water expands when it freezes...
...Two students (Juanita and Aaron) give correct answers to all of the teacher’s questions. Asked to draw water molecules, they both draw appropriate pictures. Both write that water molecules can be divided, that the parts make up gases rather than water, and that there are empty spaces between the molecules. Both students give excellent answers to the wide range of transfer questions...
...When we take belief as well as understanding into account, however, we find that the picture is more complex. It is true that both students understand the molecular model of water, but when we examine their beliefs, we find that neither believes it...
...• Juanita thinks to herself, “If molecules are too small to see, how do scientists know they really exist? Maybe they just made all of this up.” Although Juanita does not have a model of her own, she does not believe it is reasonable to think that molecules really exist.
• Aaron understands the model he was taught well enough but does not believe it. “It’s crazy to think that something wet could be made of hard particles,” he thinks. He knows that on the exam he is supposed to write what the teacher has taught, so that is what he does. But if the teacher were to ask Aaron what he really believes, she would find that he has his own separate model: he thinks that water is simply water through and through and is not made up of particles of any kind.
Implications for Teachers: Teaching as Rational Persuasion
The research showing that belief and understanding often diverge has important implications for teachers. This research suggests the value of adopting the metaphor of teaching as persuasion, with persuasion viewed as a rational process based on reasoned argumentation. This rational persuasive process should be founded on respect for students’ conceptions rather than on any pressure to adopt new conceptions.
Conclusion
Our central recommendation is that both researchers and teachers should begin to gather information about students’ beliefs as well as their understandings in order to develop more accurate theories about the real learning process, which can involve changes in belief as well as changes inunderstanding of new ideas. By finding out about both, researchers and teachers will develop a much better understanding of the learning process and how to facilitate learning through a process of rational, evidence-based persuasion that respects students’ rights to make up their own minds.
http://www.cs.uml.edu/ecg/projects/cric ... anding.pdf