What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413

Sample Answer for What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413 Included After Question
What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413

Topic 3 DQ 2

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.

The Christian narrative gives Christians a guide for understanding the world and many of the things they encounter through life. Christians base all of their beliefs on the Bible, which tells the story of creation, fall, redemption, and restoration of humans as God’s most beloved creations.

Christians believe that “creation” is the concept that God is the creator of everything. (Hoehner, 2020) God created everything, but he created humans alone in his image, therefore giving us all value and worth above all other creations. God loves every human uniquely and equally, and we should treat each other as such, loving and helping each other. No human should harm another in any capacity, and human life begins at conception. Humans must honor God by following his word and doing what he tells us to do, which includes the command to “love thy neighbor as thyself” Lev 19:18 (King James Version, 1769/2017)

“The fall” in the Christian narrative refers to when Adam and Eve, the first humans, disobeyed God and caused the seperation between God and humans known as sin. Because of this first sin, disease, sickness, suffering, and death befell all humans. These concepts are spiritual as well as physical, as sin causes the spirit to wither and die, and spiritual death is perhaps the more severe and feared consequence of sin. (Hoehner, 2020)

Christians refer to “redemption” as the salvation from our sins that God provided for us through His son, Jesus. Jesus was born as a human, he faced many of the temptations we do, but he remained pure and sinless. He was crucified even though he did nothing wrong, as a permanent sacrifice to pay for the sins of all humans, and he rose from the dead after three days in a tomb. Christians believe, at a basic level, that all you have to do to be saved and guaranteed eternal life in heaven is repent for your sins and accept Jesus into your heart as your lord and savior. This sacrifice fixed the severed ties between God and humans, repairing the damage sin does to our spirits. God loves us and wants to be with us for eternity, so he gave his son to save us.

“Restoration” in the Christian narrative is the renewal of heaven, earth, and humans to a state of being free from sin, suffering, and death. Christians believe that Jesus will come to Earth again and God will create a new heaven and new earth and call all those who are saved to be with Him for eternity.

Any healthcare worker, but especially a Christian one, should strive to relieve pain and suffering while treating every patient as a valuable, loved human who deserves the best care. We should also empathize with our patients, because even though we may not know exactly what they’re going through, we can listen to, advocate for, and care for them. Christians find hope and comfort in God’s love, and that gives them strength to face many difficult situations.

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration)
  What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413 References:

Hoehner, P. J. (2020). Biomedical ethics in the Christian narrative. In Grand Canyon University [GCU]. Practicing Dignity: An introduction to Christian values and decision making in healthcare. (ch.3). https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/3

King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/ (Original work published 1769)

A Sample Answer For the Assignment: What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413
Title: What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413
Replies

Creation: God is the creator of everything that exists, and there is a clear distinction between God and His creation. God is involved in every aspect of His creation, directing and guiding all things for his purpose and design. God is not dependent on his creation, nor is creation necessary to God. His creation was intentional; everything exists for a purpose. God gave all human beings dignity and value that must be protected in every stage of life, in health or sickness from the womb to old age.

Fall –Adam and Eve went against God’s command and ate the forbidden fruit creating the original sin. This is the separation from God and his creation, bringing disease, sickness, suffering, and death. This was not part of God’s original design. Gods’ good creation always exists, and humans use science and technology to distort the good gifts that have become false hopes of the ideal human condition.

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Redemption: Jesus sent his son to die on the cross for our sins to be forgiven and made right with God again. The brokenness and separation that resulted from the fall are restored. God has power over suffering, illness, and death and provides miraculous healing and recovery.

Restoration: With the death of Jesus on the cross for our sins came the promise of restoration, eternal life, there will no longer be pain, suffering or illness. “The goal of the biblical narrative is a new creation” (Hoehner, 2020). After death, believers await the resurrection of their bodies and eternal life with God.

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413 Reference:

Hoehner, Paul J. (2020). Biomedical Ethics in the Christian Narrative. In Practicing dignity: An introduction to Christian values & decision making in health care (1st ed.), https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/3

Valery Ndonku

replied toStacy Morris

Jan 16, 2022, 2:18 PM

Replies to Stacy Morris

Hi Stacy,

I read your post on the nature of God and the existence of illness and it was fascinating. I enjoyed how you detailed them in categories which made them distinct and easier to follow. I agree when you say God is independent of His creations and that everything exists for a purpose. I also concur with you where you state that disease came to exist when Adam and Eve sinned and this was not part of God’s original design. Redemption indeed came to exist when Jesus Christ died on the cross for our sins and was a sign that death, illness, and suffering were overcome. Restoration is the final process where man is granted eternal life free from suffering, illness, and death. Your post is really enlightening.

Dennise De Pascale

replied toStacy Morris

Jan 17, 2022, 12:12 AM

Replies to Stacy Morris

Hi Stacy, great and informational post. As Hoehner (2020) explains, God is the creator of everything that exist, creating every human being in the image of God, gives each one of us a value and a purpose; however, when there is time of sickness and suffering, as a Christian, we should not forget about our faith in God and remember that he has a purpose for everyone. Things happen for a reason, and some Christians believe that when there is a disease, it might be a challenge to prove their faith. God is love and we are his creation, therefore, he would not allow a burden that we cannot carry. After the fall, there is redemption, and restoration or healing.

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413  References:

Hoehner, P. J. (2020). Biomedical ethics in the Christian narrative. In Grand Canyon University [GCU]. Practicing Dignity: An introduction to Christian values and decision making in healthcare. (ch.3). https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/3

Dennise De Pascale

Posted Date

Jan 15, 2022, 12:16 AM

Replies to Austyn Holden

The Christian biblical narrative provides a framework and a guide for Christians to understand the concepts of health, disease, life, and death (Hoehner, 2020). The biblical narrative based on the Christian worldview, summarizes the story of creation, fall, redemption, and restoration of human beings.

As Hoehner (2020) explains, creation is the concept that God is the creator of everything. He created every human being in the image of God giving everyone intrinsic value and a purpose; thus, this means that every person is worth the same and for that reason every human being deserves the same love and respect from the moment of conception to their physical death, and beyond. Therefore, no human being has the right to end another human being’s life. Hence, as God’s creation, humankind must honor God by doing his will and reflecting God’s character.

In the fall, Adam and Eve’s disobeying God’s rules was the separation from God bringing upon disease, sickness, suffering, and death. And as Haener (2020) explains, the death caused by sin, is not necessarily physical, but spiritual death.

Redemption is the restoration of the fall through Jesu’s life, death, and resurrection. After a fall, God is always there to heal people’s heart and mind to be more loving, humble, and faithful. Christians learn to view life differently including how to deal with disease, healing, and death (Hoehner, 2020).

Restoration in the biblical narrative, refers to a renewed world, free of sin and suffering. For a Christian health care worker, the goal is to provide relief from pain and suffering as well as love, and empathy.

In the light of illness, or when someone we love is sick or dying, one will find comfort and hope in God’s love. Having faith in God is what gives us the strength to face any difficult situation. As Hoehner (2020) states, Christians need a firm foundation and framework as a guide in life.

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413 References:

Hoehner, P. J. (2020). Biomedical ethics in the Christian narrative. In Grand Canyon University [GCU]. Practicing Dignity: An introduction to Christian values and decision making in healthcare. (ch.3). https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/3

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:
It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:
My office hours vary so feel free to shoot me an email at Kelly.Dellorusso1@my.gcu.edu or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy
Discussion questions:
I do not mark off for late DQ’s.
 I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? PHI 413  Grading Rubric
Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information

 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

Applies principles, knowledge and information and scholarly resources to the required topic.
Applies facts, principles or concepts learned scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.

   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 3 of the following:

Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 2 of the following:

Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.

  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

0-3 errors in APA format

AND

Responses have 0-3 grammatical, spelling or punctuation errors

AND

Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

4-6 errors in APA format.

AND/OR

Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

Writing style is somewhat focused on topic.
The following was present:

7-9 errors in APA format.

AND/OR

Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

10- 12 errors in APA format

AND/OR

Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

13 – 15 errors in APA format

AND/OR

Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

16 to greater errors in APA format.

AND/OR

Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

Writing style does not facilitate communication

  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

Initial, peer, and faculty postings were made on 3 separate days

  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.