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RELIGIOUS LANGUAGE C, D, E, F - Coggle Diagram

- - - - analogy of being between the cosmos and its creator
      - provides theoretical justification to the practice of drawing conclusions concerning God from the known objects of the natural order
        
        perfect car --> perfect God example
    - - ATTRIBUTION - causal link
        
        God is good because God is the cause of goodness
        
        urine example - cause and effect are inextricably tied
      - PROPORTION - humans share aspects of God's nature (made imago dei) - only in proportion to God's nature
        
        must 'extend upwards' when speaking of God
        
        Hick uses the example of faithfulness in dogs, humans, God...
  - - - 'something more' quality becomes conscious and personally meaningful --> Judge example (reflects the discernment of a believer)
    - - models provide a reference point to human experience e.g. 'loving'
      - qualifiers avoid limiting God - anchor ideas about God in our own experience and convey the difference proportionally - e.g. 'infinitely' or 'perfect'
- - - - e.g. national flag - patriotism and national identity / the cross salvation, sacrifice and hope via the death and resurrection of JC
    - - "I am the light of the world," "The Lord is my shepherd"
    - - RL deals with the non-cognitive dimension of human experience
      - Randall was a non-realist and saw symbols as functioning to express human emotion and action
      - Hick summarised Randall's four functions of religious symbols:
        
        1. they arouse emotions and stir people to action --> strengthen people's commitment to what they believe to be right
        
        2 they bind communities together by stimulating cooperative action
        
        3 they communicate qualities of experience that are difficult to articulate
        
        4 they clarify our human experience of an aspect of the world that is divine
  - - - 1 there must be an understanding of the difference between signs and symbols
      - 2 symbols participate in the reality to which they point e.g. national flag
      - 3 symbols open up levels of reality and evoke a response like art
      - 4 symbols open up aspects of ourselves that would otherwise remain hidden (open up dimensions of the soul)
      - 5 symbols develop naturally from the individual or collective unconscious
      - 6 symbols grow and die
- - - - Randall suggests that myths open up new levels of understanding and serve the function of uniting people through their shared beliefs
    - - seek to explain the origin of the universe and everything it contains
      - themes: a chaotic formless state (hence creation ex nihilo), a god who performs an action and the world as we know it + humans and order
      - convey God's relationship with humanity and the stewardship responsibility
    - - Momen - useful to study the 'common themes in different mythologies in the world' to find the 'basic rhythms by which all human beings live'
        
        SOLAR HERO
        
        archetypal myth (Jung)
        
        reflected in religious stories of Rama, Siddhartha and Jesus' resurrection - teach that good will triumph over evil
  - - - myths are seen as ways to explore what it means to be human (Jung)
- - - - Wittgenstein took a non-critical view of the limitations of religious and ethical discussion. He was critical of LP
    - - he was primarily concerned with the function of language rather than meaning or truth/falsity
      - identified language's multiplicity through the analogy of tools in a toolbox
      - meaning comes out of context
        
        we must observe convention - just like in a game
      - coherence theory of truth - statements are true if they fit with other statements and beliefs which are internally consistent (anti-realist position)
        
        religious faith is an affirmative decision to 'enter the game' - truth is relative and not absolute