ELTB 2.cut: Difference between revisions

Revision as of 12:49, 12 May 2023

^{[n 1]} ^{[n 2]}	Notes ↑ A format something like The Magic School Bus books might be helpful for this information. Then you can filter it into several levels of teaching/knowledge. This makes it appeal to a broader age range, as the younger ones can go for the more streamlined “story”of the basic dinner theater idea and the older ones can read the explanatory information balloons or the introductory material and gain more of the training in theological thinking. This would enable you to put the alphabet and word information in there without bogging down a read-through. One reads the main text, and then all the interesting side tidbits and Bible verses that give it theological depth and context. If you do this sort of format, I recommend condensing the main text somewhat so that it reads more like a cohesive narrative with a few main points per page. Then the foundational material can go in info bubbles surrounding it or expository windows around the page or on their own excursus kind of page. I’ve done some of that below; it needs some more finessing if you like the idea. ↑ For this to be a book that introduces children to the topic who have no prior knowledge of the subject, I think you need a bridge between Adam and the dietary laws. Perhaps Aaron’s job, which ties together the roles of teaching and distinguishing between clean and unclean in Lev 10:10. That would provide a bit more of a repetition rhythm. Symbols Vocabulary	Art Questions Answers
^{[n 1]}	Notes ↑ From the beginning Before God created anything, there was just God. [1] He looked for a place to put a universe. There was nothing larger than God. [2] There was no place outside of him to create. He could only put the new things inside of himself. He opened a pocket within himself and spoke into it. [3] When the heavens and earth were finished; he created his friend. [4] [5] [6] "Hi Adam, I am God; let me teach holiness and love. [7] I will give you a tree as a symbol of holiness. It is separate and different from other trees. You should not eat from it, just because I am God. [8] I am Holy. I am Love." Adam not understanding God, would 'declare' his own rules as God had done. [9] He ate the fruit from the tree. [10] There should be a more explicit connection here between eating and learning (probably about the otherness/holiness of God and the tree) in the context of Adam. God's name tells us that Adam did not understand God. God's name is Elohim. 'El' means 'God', 'im' means 'his people'. The 'H' sound means they don't understand. God is separated from his people because they don't understand. Each of the letters are symbols with meaning. Everything... absolutely everything after this is to teach who God is. Through the dietary law, he reveals his nature by showing how to select good teachers. Symbols Vocabulary	Art Questions Answers

[1] A format something like The Magic School Bus books might be helpful for this information. Then you can filter it into several levels of teaching/knowledge. This makes it appeal to a broader age range, as the younger ones can go for the more streamlined “story”of the basic dinner theater idea and the older ones can read the explanatory information balloons or the introductory material and gain more of the training in theological thinking. This would enable you to put the alphabet and word information in there without bogging down a read-through. One reads the main text, and then all the interesting side tidbits and Bible verses that give it theological depth and context. If you do this sort of format, I recommend condensing the main text somewhat so that it reads more like a cohesive narrative with a few main points per page. Then the foundational material can go in info bubbles surrounding it or expository windows around the page or on their own excursus kind of page. I’ve done some of that below; it needs some more finessing if you like the idea.

[2] For this to be a book that introduces children to the topic who have no prior knowledge of the subject, I think you need a bridge between Adam and the dietary laws. Perhaps Aaron’s job, which ties together the roles of teaching and distinguishing between clean and unclean in Lev 10:10. That would provide a bit more of a repetition rhythm.

[3] From the beginning Before God created anything, there was just God. [1] He looked for a place to put a universe. There was nothing larger than God. [2] There was no place outside of him to create. He could only put the new things inside of himself. He opened a pocket within himself and spoke into it. [3] When the heavens and earth were finished; he created his friend. [4] [5] [6] "Hi Adam, I am God; let me teach holiness and love. [7] I will give you a tree as a symbol of holiness. It is separate and different from other trees. You should not eat from it, just because I am God. [8] I am Holy. I am Love." Adam not understanding God, would 'declare' his own rules as God had done. [9] He ate the fruit from the tree. [10] There should be a more explicit connection here between eating and learning (probably about the otherness/holiness of God and the tree) in the context of Adam. God's name tells us that Adam did not understand God. God's name is Elohim. 'El' means 'God', 'im' means 'his people'. The 'H' sound means they don't understand. God is separated from his people because they don't understand. Each of the letters are symbols with meaning. Everything... absolutely everything after this is to teach who God is. Through the dietary law, he reveals his nature by showing how to select good teachers.

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[n 2]

[n 1]

ELTB 2.cut: Difference between revisions

Revision as of 12:49, 12 May 2023

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