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4 pages/β‰ˆ1100 words
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APA
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Social Sciences
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English (U.S.)
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SF Paper The Administrative Arm Of The University

Essay Instructions:

Make sure that you support your responses with quotations from the texts. It is better if you not use too many outside sources. I also uploaded the texts which you can quote from. Citations should be placed in parentheses in the body of your exam, for instance: (Rumi, Love's Ripening, p. 47) (Ryan, 'Hobbes' Political Theory', p.251) ('Scholasticism', The Historical Context, Blackwell)
Please answer the following questions in complete sentences:
1.) In his discussion of Rumi, Omid Safi speaks of radical love and claims that itis channeled through humanity. It must be shared and refined not in the heavens but right here and now, in the messiness of earthly life' (Radical Love p.xxi). Explain this quote and find evidence for it both in Rumi's poetry and the Qur'an.
2.) The chapter we read entitled 'Scholasticism' from the Blackwell Companion to Philosophy in the Middle Ages describes the structure of a medieval university. Briefly summarize this, laying out its key features (languages used, subjects covered, style of teaching and benefits of having a degree.) Contemporary universities are not so uniform as their medieval 'ancestors': would our world be improved in any significant way were we to return this original model? Why or why not?
3. If, according to Luther, good works do not lead to salvation, why should we do good works at all? Is this reasoning persuasive? Why or why not?
4.) Pick 3 concrete events in the Epic of Sundiata which express Sundiata's choices and thus reveal his character.
5.) Compare the role of obedience in the Rule of St. Benedict to its role in Hobbes' Leviathan, Why is this a key virtue for each thinker? What role does it play in their larger systems of thought? When, if ever, do Hobbes and St. Benedict put limits on the obedience they endorse?
6.) Both Sor Juana Ines de la Cruz and Aquinas consider the limits of human knowledge. In his famous '5 Ways', Aquinas analyses these limits according to a systematic and logical method; Sor Juana explores them through dense poetic images. Would you say that their conclusions, despite the different ways of expressing them, are similar?

Essay Sample Content Preview:

SF Paper
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Institution
Question 1
Omid Safi observes that radical love is channeled through humanity and ought to be refined and shared here on earth right now and not in heaven. Safi insist on doing all the above here on earth as most have upheld the perception that good things will come on reaching heaving and meeting God. He observes love as a fire which burns ego, greed, selfishness, anger and leaves God behind. Thus knowing love is knowing God. Contrary to the popular opinion of individuals where they wait to get to heaven to know God Safi observes that to know God individuals need to know themselves and knowing themselves involves learning the existing mysteries and love is the key to these mysteries. Prophet Muhammad in the Koran is used to explain the mystery existence by divine love. The popular Hadith Qudsi observe God that we refer to as love as a Hidden treasure "I was a hidden treasure and I loved to be intimately known so I created the heavens and the earth that you may know me intimately" (Radical love xxiii). The statement confirms that love is not only an emotion or feeling but God who is presented to the individuals and thus humanity ought to embrace the same when they still on earth. If love is God then God is to be achieved here on earth since he yearns to be and desire to be known intimately. Since Mohamed rose to see the face of God humanity should seek to meet God on earth and now.
Question 2.
Medieval universities exercised control by teaching masters over the administrative arm of the university (Scholasticism, pg. 3) in this setting administrators such as provosts and deans had limits in their terms of office and on completion of their terms it was expected they return to the faculties they came from. To gain an MA degree and a higher degree there was a model, which observed the traditional education observed by the apprentice and craftsman. Once a graduate one continues with postgraduate teaching under the masters' faculty, where he studied, and this he was obliged to continue with for a period exceeding one year as a postgraduate learning activity. The degree gained was not viewed as an academic achievement but also as a license. It was a license to show the individual is licensed to do what he was learning at the university.
Medival universities had a stricter manner of hierarchized and sequences of courses than modern universities. Prior acceptance to take a course in higher faculties such as law, theology or medicine the university medieval universities required students to take the MA. They had a single curriculum. Certain books were required to be taught and disputed over and on completing the BA the individual would enroll in teaching until the completion o...
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