Wensley reyes biography of abraham

Soon after this event God tells Abraham Genesis - 2who is now 75 years old, to leave Haran and take his family to the land of Canaan the land of promise. He then makes a startling promise to Abram. God says that he will bless those who bless him and curse those who curse him Genesis ! The Eternal's plan for man, through a single person, was so important that God personally promised to treat anyone the same way they treated Abram and his descendants!

In Genesis 15 God promises Abram that his wife Sarai will no longer be barren, but will bare him a child to be his heir. Several years later, when he is 99, God again appears to him promising that he will soon have a son Isaac and that he will be the father of countless descendants. It is at this time that God renames Abram to Abraham which means "father of a great multitude" and Sarai to Sarah which means "princess of the multitude".

Isaac is born when he is and Sarah is Years later, when Isaac is 15 years old or a little olderGod tests the faith of Abraham by commanding him to sacrifice his only son Genesis Isaac is spared when the Angel of the Lord stops his father from sacrificing him. Abraham, the "father of the faithful," lives to see his son turn 75 and his grandson Jacob later renamed Israel to the age of He dies at the age of His wife Sarah, who preceded him in death at the age ofhas the distinction of being the only woman in the Bible where we know her age at death.

Important events and people in the life of Abraham include his calling by God and receiving the command to migrate to Canaan. His wife Sarai, nephew Lot and his wife, and the remaining family join him in the journey. The Eternal promises, several times, to bless him and his descendants. After God miraculously heals Sarah's womb she gives birth to Isaac.

We deal with the past when we discuss history. The past, according to R. Wensley M. Reyes, Wensley M. Thus, the past is equated with history. It is a foreign land, but knowledge of which is of prime importance to our being and becoming — individually and collectively. Likewise, the past is associated with old people, places, and events.

The past is not development. While the present is characterized with anytime — this is existing or occurring at the current moment. It is that moment which is not yet history and the only time when events are happening in actuality. The present time is the only time, when history could be discussed. The future is a condition of possibilities.

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It is something that will exist or will happen in the time to come. Because the future is yet to come, some treat it with apprehension — a time of uncertainty, while others see the future in a positive light — that is often associated with development. The past is link to the future only with the existence of the present time. The present is projected to the future.

The present, the current state, is the locus of action. While the future is free for all to take. Generally, most people will not link history with development. We live in an era where boundaries are broken and new trends are made. It is imperative to provide suitable ways to cushion the impact of drastic change. We must employ strategies that would best lead the way for a smooth transition.

But, before we could provide alternatives and solutions, our communities must identify them to be able to address these challenges properly. Our educational system is also in the verge of changing priorities, one concern that I wish to discuss and what might be pressing would be the relevance of history and history teaching. The American sociologist, C.

He also implied that teaching is a powerful tool. When a teacher performs his duty, he has additional responsibilities than sharing knowledge. It occurs in various places and opportunities — in the classrooms, museums, and historic sites; and in different forms print, media, websites, and documentaries. Likewise, history is a very important component of our educational system; and teaching itself is fundamental to the practice of history.

In our practical world and with the current trends in education, the product of historical research which is historical knowledge has been contested. What do we expect to reap if we teach history?

Wensley reyes biography of abraham: Abraham Went Out: A

Teaching history within and without the classroom has been challenged due to the question of practicality of historical knowledge. One current trend in global education pushes for understanding diversity. This unfounded understanding is dangerous for it blurs the past. The tendency is to forget and move on. But for understanding to be meaningful, one should be historicalrooted as to fully comprehend what man has done.

History teaching supposes a shift from a knowledgebased curriculum to a more pragmatic use of history. The move is from the former style of feeding information — memorization of facts i. But, memorization is not history. History serves as a guide of what man has achieved. All that we have discovered in the pursuit of historical knowledge are just fragments of a larger purpose in history.

Constantino, the Filipino historians, posit that: History, then, should serve the purpose of integrating seemingly isolated facts an events into a coherent historical process, so that a view of the totality of social reality may be achieved. Only then can history have a goal […]. And when history has a goal, the past ceases to dominate the present and to hold back the future.

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The answer lies with the skills developed from generating that knowledge and what to do with the knowledge. This Confucian precept encapsulates the real value of knowledge which is application. Use determines existence. Nonetheless, history as human self-knowledge will also be useful. Historical thinking skills include the following: Chronological thinking, Historical comprehension, Historical analysis and interpretation, Historical research capabilities, and Historical issuesanalysis and decision-making.

Collectively, these skills offer a perfect opportunity, a way of thinking that if passed on and harnessed properly could help in achieving development.

Wensley reyes biography of abraham: A BSTRACT: History teaching is

The task of linking history teaching and thinking about development seems like off the mark, but the connection would always be the application of the knowledge and skills generated from the discipline. This part of the paper is not intended to argue for or against development. Jan Nederveen Pieterse provided also the different major development perspectives: modernization theory, dependency theory, neo-classical economics, alternative development, human 1 See, for example, www.

Unfortunately, historical knowledge and skills are treated as detached knowledge. The way we think about history which is memorizing something of the past, limits our understanding of the discipline. The past should not be the object of mere contemplation if the present is to be meaningful. This involves the act or the process itself. To think is to produce ideas and thoughts.

Perspectives in thinking would alter the way we see knowledge. Thus, mindful teaching and learning of history may provide us not only with existing choices, but with original possibilities. Development planners should be historically rooted taking into consideration the vast experience of human communities. Knowledge about the past could provide new perspectives to envision the future.

On the History in Thinking Development. Historical scholarship, which includes historiography, context, and processes, would be useful in thinking about development. The method and the result of that scholarship could provide a deeper understanding of our actions for the future. These engagements with history provide concrete manifestation how historical knowledge and skills could be integrated in thinking about development of history matters in development policy.

Yet, within our educational system, incorporating history into thinking about development might take some time before it becomes a habit. Understanding development as improvement almost inevitably invites a one-dimensional perspective, privileging one or other dimension, and a managerial approach, whereas what actually constitutes improvement never is and never can really be settled Pieterse, The past provides a concrete foundation to envision the future.

Remembering events in the past using our memory allow us to plan and better prepare ourselves for whatever lies ahead. History will not control our actions and determine the future rather it will help us understand the correlation of the past, present, and future. Learning our past and understanding it are needed to create a better future.

Aptly stated that: t he past does not determine the future, but it is the raw material from which the future will be made. Things unfold in countless possibilities. All led to a new epoch which all of us are part. Get help. Privacy Policy. Password recovery. RMN Networks. Facebook Comments.