Jesus Dual Nature Are Divine And Human At Once Religion Essay

Jesus Dual Nature Are Divine And Human At Once Religion Essay Being one of the enigmatic figures in history and in the Bible, the person of Jesus Christ is the Second Person of the Most Holy Trinity, the Son or the Word of the Father. More importantly, he is characterised by his dual nature which are divine and human at same time. Despite the trend of a new quest for the historical Jesus by Kasemann in 1950-1980s, this paper will mainly focus on the biblical interpretation of Jesus as Christ of Faith. Hence, this paper will concentrate on how Jesus was portrayed in the Bible and in Christology (from Greek christos) and who Jesus Christ is from a theological perspective. At the end of this essay, I will deal with the implications of the Christian doctrine on the person of Jesus. Jesus himself suggests his pre-existence in a number of texts in the New Testament. He said he had glory with the father before the world was (John 17:5), which implied his existence prior to all things.  [1]  The prophecies on Christ in the Old Testament encompass his birth place, the fact that he would be born of a Virgin Mother, death and resurrection. It must be noted at the first place that Jesus is not half God and half man; instead, he is fully divine and fully man at the same time, i.e. he has a dual nature. He is not merely a human being who neither had God within him nor is he God who manifested his principle through a physical person, rather, the two distinct natures co-exist and unit in the person of Jesus, which is also called the hypostatic union.  [2]   Jesus is represented as the seed of the woman, the son of David and the prince of pastors. The following features demonstrate Jesus inherent humanity: he was called man (Mark 15:39; John 19:5), has a body of flesh and bones (Luke 24:39) and was tempted (Matt. 4:1). He had human emotions such as distress and sorrow; he was equally subject to hunger. More significantly, he had a human soul (Luke 23:46) and died. I shall leave the issue of the son of man and resurrection of Jesus later in this paper. For the present, it seems self-evident that Jesus identified himself with men and was truly man. He was explicitly named the servant who offered himself for the sins of the entire world, suffered and sacrificed himself as the One representing all human beings. This fully human aspect of Jesus received support from arianism and ebionitism, which viewed Christ as a man born naturally, but was rejected by docetism arguing that the human features of Christ were mere appearances.  [3]  The G nostics also denied to Jesus a true human nature. Nonetheless, the above views were both rejected at Church Councils and the idea of the union of the two separate natures in one person was upheld. Besides this emphasis on Jesus true humanity, there has always been stressed that he was sinless. In this sense, he was distinguished from other human beings and he could not be simply said to be the wisest or greatest man at his time, as he was fundamentally different from his fellows (1 John 1:9). The deity of Christ: the divine and transcendent aspect of Jesus Despite the emphasis on Jesus true humanity, there is little doubt about the divinity of Christ. It was clearly taught in the Bible that Jesus was regarded as more than human: he was called God (John 20:28) and Son of God (Mark 1:1), was worshiped (Matt. 2:2) and honored the same as the Father (John 5:23), was omniscient (John 21:17) and resurrects (John 5:39). Son of God, Son of Man Being called the Son of God and Son of Man in the New Testament, Jesus seemed to receive these titles so as to fulfil a messianic purpose. Jesus does not refer to himself as the Son of God, rather, he was named so by the heavenly voice at his baptism.  [4]  The term was also frequently used in the Pauline gospels. This title is clearly connected to a messianic purpose: whilst accepting it, Jesus assumed to be the Son of the Father become One with the Father both in activity and will (i.e. the rightful Son in nature, whereas men can only become sons of God by adoption). Hence, he assumed his roles of saving and judging. More interestingly, in the gospels of John, he equally referred to himself as the Son of Man. It seems that this enigmatic title was mainly used in three different contexts: 1) to address the prophet Ezekiel (e.g. Ezekiel 2)1 to refer to humanity in general and his humility (Psalm 8:14) to refer to a figure representing the end of history.  [5]  Hence, it seems that he used this title when he emphasised his authority and power of judging. Lord The statement Jesus Christ is Lord (Greek kyrios, Hebrew adonai) is frequently used in the New Testament: Thomas called the resurrected Jesus My Lord and my God! (John 20:28), so does the Father: Your throne, O God, will last for ever and ever. (Hebrews 1:8).  [6]  Interestingly, McGarth noted in her Christian Theology that in Torah readings, Lord had become synonymous with God in Jewish thinking by the time of Jesus, which might justify Jews refusal to address the Roman emperor as Lord.  [7]  Thereby, Jesus is more than a charismatic figure but the saviour of the world (Luke 2:1); people could pray to him as they would pray to God and worship God. More importantly, Jesus received honor and glory from the Father and reveals the Father: Anyone who has seen me has seen the Father. (John 14:9) (329-330) Word In the expectations of classical wisdom, Jesus is not only considered as fulfilment of the Law, but also as the logos (word), i.e. the mediator between the seen and unseen worlds.  [8]  In the gospels of John, Jesus is described as the Word who was God and was with God and was made flesh, (The Word became flesh (John 1:14), which confirms again the intrinsic dual nature in the person of Jesus. The incarnation and three offices of Christ The threefold office of Christ was first formulated by John Calvin as (1) Prophet; (2) Priest, and (3) King.  [9]  Different from the prophet in the traditional sense, Jesus is both gave revelation from God and was himself revelation from God  [10]  , and this may explain why the title of prophet is absent in the epistles. As an unconventional priest, Jesus fulfilled his office by offering himself as sacrifice for peoples sin. In his role of King, he reveals God to men (John 1:18); saves sinners (Gal 1:4) and judges men (Acts 17:31), accomplishes Gods work including saving (Matt 1:23), raising the dead (John 5:25) and building his church (Matt 16:18). He rules over the entire universe with wisdom and justice, and shall return as the King of Kings (Rev 19:16). Resurrection The resurrection which was recorded in all four gospels remains as a debatable topic in Christology: how to understand that Jesus rose from the dead, physically in the same body in which he had died? Should we interpret the word resurrection in a physical sense or a spiritual one? Despite the earlier doctrine of soteriology which consists in regeneration of individuals, it now seems appropriate to say that the testimony of Jesus resurrection by the disciples (Look at my hands and my feet; see that it is I myself. Touch me and see; for a ghost does not have flesh and bones as you see that I have. Cf: Luke: 24:36-43) only confirms a faith in Jesus resurrection that had its origins in independent acts of divine revelation.  [11]  Scholars such as R. Bultmann argue that the disciples experience is too supernatural to be ascertainable, whereas K. Barth and S. Kierkegaard argued that the resurrection was merely literal in the Bible and could not be experienced by ordinary human beings and can only be accepted by faith alone.  [12]   Although it is difficult to reconcile the interpretation of Christs resurrection as a bodily one in the early Christian doctrine, it must be recognised that this interpretation is core to Christian ethical life and reflects the hope that Jesus as the Son of God and the King of Kings will return with great glory to rule over the cosmos, judge the dead and establish his kingdom (Rev 19:11).  [13]   Implications of the doctrine It appears that the interpretation and understanding of Jesus in the Bible and Christology have various ethical ramifications. As what you believe affects what you do, the life of Jesus and his self-sacrificial love provides the reader with ethical teaching and affects his whole life. As H. R. Mackintosh rightly pointed out: When we come to know God in the face of Jesus Christ, we know that we have not seen that Face elsewhere, and could not see it elsehow. Christ is the Way, the Truth and the Life, and there is no door, nor way, leading to the Father but by him.  [14]   (Word count: 1655 words)

Commitment based performance: a case of primary education Essay

An emergency meeting was called by the CEO Mr. Khan. ZK, MK and HK immediately reported to the call by their father. Entering the board room all three children saw a tensed expression on their fathers face. On settling down in the board room all three children were presented a paper showing an increase in dropout rate of students, and two more resignation letters in the last one month of their well trained permanent staff. Mr.Khan had just come out from an informal post resignation interview, which was his usual practice, and told his children that despite being the pioneers in school systems in their region they are losing their student body and trained staff that they had invested in for training upon inception. Excellence teachers had no major reason to leave the job except for a Rs. 500-800 offered more at one of the major competitors, and that the workload was to much to handle for one teacher in a class. Mr. Khan transformed his vision onto a living reality on the ground- a living breathing functioning system- Excellence School System. He had put two of his children in the education field so that they could help him out in his dream project of converting his school system into a university. But with decreasing student enrollments and increasing teacher turnover he couldn’t see his child drown away and he does nothing. Background Mr and Mrs majeed, founder members of The Excellence School Systems started the school on self owned premises in 1952 with 23 students at initial enrolling and since then it has grown in size of its building, student and teacher population. In 1960 the school was up graded from primary level to middle level. The school was exempted from the nationalization reforms of 1972. And within a short time the administration was passed on into the hands of their daughter and son in law. Under their management the school expanded itself to incorporate the B. Ed and the M. Ed programs. At present the school has three branches in Bahawalpur, has three buildings in each compound. It also has grounds where children can play cricket, volley ball, football and basketball. There are three computer laboratories which have fifty computers in all. There are four libraries with about 10,000 books in all, and two science laboratories. Besides the scholastic work, the school appears to take pride in a variety of co-curricular activities such as, early morning assembly, sports, arts and crafts, wood work, debates, speech competitions and poetry competitions, magazine work, quiz competitions, educational trips, a yearly school fair, science and art exhibitions, and project days. Excellence School System. At the time of this research the school had a student population of 1000 boys and girls, with a total staff of 150 of which majority are female teachers. The students all belonged to a particular community and came from the locality in which the school was situated. The students entered school at age four to class Montessori and left at age 15 after completing class X. Recently with the increased competition being given to the school by the more schools added to the province catering to the increased population. The school faced a decrease in student enrollments, increase in dropout rate and a high turnover rate prevailing in the region itself. Bahawalpur has in total 2234 registered schools of which majority are 70 % government schools and 30% private school systems that offer o-level facility and the number has increased from 2000-2013. The school enrollments during the last 6 years have deteriorated and a lot of drop outs during 2000-2012, from 1500-1000 students currently enrolled. With increased competition the school was to change its matriculation system to O-levels. And for this it needed the infrastructure and funding (already available but left idle), curricula and above all trained teachers. What was lacking was the availability of permanent trained teacher, teachers’ workload, individual attention to each child and their teaching methodology. Teachers, relying on the textbook, normally gave lecture notes to students who are expected to memorize them with little or no attention given to understanding the content. Thus teachers have become textbook dependent and are overwhelmingly concerned to complete the syllabus so their students have at the least ‘covered’ the course content. In a rural area like Bahawalpur where the gross income of family is on average 15000 and any additional contribution is valued. Majority of the females in Bahawalpur prefer to teach after completion of their basic education. Women participation is regarded as a family decision, in which entry to and exit from the job market is not related directly to her. The importance of women participation in economic activities is evident from the fact that, there is a positive relationship between women productive work and the level of development achieved, the more they earn the more they are valued in the family, resulting in whenever they are offered a higher income from another school based in the same locality they shift immediately. The school earlier started Montessori to grade VI training facility to its existing teachers. The strategy used to train teachers was to involve them in workshops conducted during the annual vacation. Various local teacher training agencies and individual experts were invited to conducted workshops. Not surprisingly, it emerged that there was very little uptake of the training provided and no effect was evident in teachers’ classroom practices. Alongside the teacher development workshop program, school heads were required by the school management to guide teachers in the implementation of a number of changes in the teaching methodology, syllabus planning, conducting examinations, admission policy and communication strategies with management, colleagues, students, parents and community. The School itself was continuing to pay the teacher’s salary during the vacation training therefore not only investing in the development of the teacher but to take cognizance of the pressures on teachers to financially support their families Also to improve education in the school was the development of an English language improvement program. The school had begun a drive to work in the medium of english soon after denationalization. Nationalized schools had been required to use the national language, Urdu, as the medium of instruction along with the provincial language. Mathematics and science were the first to be taught in English. The English language improvement program was not sustained as teachers did not perceive its relevance to their teaching and the language workshops were considered an extra burden on teachers who were already overloaded with various tasks at school and had social and family responsibilities outside of the school. However, many challenges confront the school where most children come from poor and difficult family backgrounds. For example, in each class there are widely different ability groups. Teachers continue to face the challenge of providing individual attention and equal learning opportunities for all students. There are several reasons that have been identified by the school that yields this high turnover rate: change of residence due to marriage; a heavy workload; use of holidays for teachers’ professional development activities; and better remuneration elsewhere. No doubt this has been disruptive to students, parents, and especially to the school who have had to keep training and inducting new teachers into the school’s improvement model. The consequence has been that less attention is then given to teaching and learning improvements in the classroom and from ongoing development work, discontinuation of the training programs but with the inculcation of the O-level stream they had to train their teachers to a level equal to the competing schools in the same area. Many of the key structures necessary for sound, sustainable, and effective teacher training are in place. However, they are not working as planned, and are risking being too great in quantity. The children were asked to leave their positions they were currently hired at and to join the school as head trainers and senior teachers. What was put forward to the CEO were a couple of options in order to start the O-level stream into the school system. A full in service training program to the existing teachers during the summer vacations conducted by their sons and daughter who are presently working in well reputed universities in Punjab. Pre-service training: The methodology of most of the trainings would be a lecture-based format, where teachers would observe a trainer teaching a class or showing techniques. This would also include student-teachers teaching in large, crowded single-classroom. These teachers would therefore gain the exposure to the practical realities that they would have to deal with once they begin teaching on their own. Would work towards how to design lessons, conduct classroom lectures, conducting class assignments, working towards individual assistance on child buildup and knowledge of child cognitive development and how children learn is important In-service training: Teachers would actually spent 2 of 3 days working in groups designing lessons, conducting model lessons to the group, and then receive constructive criticism. Content knowledge is important in order to teach subject matter to children well. Teachers need to have the opportunity for analysis and reflection on their teaching also peer networking would be are integral in addressing teacher motivation and improvement in teaching. Teachers would be sent to training institutions. They would be required to learn how to design class rooms. Alongside the training program offered pre-service and in-service, there has to be a way to retain the teachers to serve them after required training. A revision of remuneration has to be considered which has been a major factor in high turnover rate in the region. The approval letter had been received from the british council to incorporate O-level into their educational system, but with the level of employee turnover it was difficult to decide whether to start it or not or just continue with matriculation, for which the demand was deteriorating fast. Mr. Khan had already worked on the funding of the school for increased facilities and incorporation of the O-level system with increased investment in curricula. Competition raising on one end it was difficult to retain students and teachers in Excellence. He had to take a decision. |Alpina School | | |Government Girls High School | | |Dominican Convent High Secondary School | | |Government High School | | |Govt Girls High School | | |Govt Higher Seconday School | | |Islamic Model School | | |Jinnah Public School | | |New Pioneer High School | | |Noman Model School | | |Tameer-E-Nou Public School | | |SADIQ PUBLIC SCHOOL | | |Govt. Primary School 5-Marla Scheme | | |Govt. Masque School Aalam Rab Nawaz | | |Govt. Masque School Aali Wahan |2 branches | |Govt. High School Abbas Nagar | | |Govt. Masque School Aaqil Pur | | |Govt. Primary School Abbas Arbi |2 branches | |Govt. Primary School Abbas Pur | | |Govt. Masque School Abdul Ghaffar | | |Govt. Primary School Abdul Ghanni | | |Govt. Primary School Abdul Khaliq Farash | | |Govt. Primary School Abdul Shakoor | | | | | View as multi-pages TOPICS IN THIS DOCUMENT High school, School, Public school, Primary education, Education, Secondary school, Teacher, School types RELATED DOCUMENTS Primary Education †¦ Primary Education in India The Government of India in 2001 launched the Sarva Shiksha Abhiyan (SSA), a nationwide programme to provide universal primary education, thereby encouraging secondary education also. The Center passed The Right to Education Act in 1 April 2010, which guarantees free and compulsory education to every child in the 6-14 age groups. But, the lack of awareness on the†¦ 1819 Words | 4 Pages READ FULL DOCUMENT The roles of PARENTS TEACHERS ASSOCIATION on teaching and learning performance in primary schools. †¦ ANDLEARNING IN PRIMARY SCHOOLS. [A Case Study of Ojo Local Government Area of Lagos State. ] BY SOLIU, ABUBAKAR OLAIYA MATRICNO: PT/11/27100 PRIMARY EDUCATION STUDIES A RESEARCH PROJECT SUBMITTED TO THE EDUCATION DEPARTMENT, ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, LAGOS. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N. C. E) AUGUST,2014†¦ 1819 Words | 84 Pages READ FULL DOCUMENT Primary Education †¦ key developments affecting the delivery of the primary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1 Teaching material†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1. 1 Books†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1. 2 Equipments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 2. 1. 3 Websites†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2. 2 Teachers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 2. 3 Regional differences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 3 The environmental and market forces of primary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 3. 1 Environmental of†¦ 1819 Words | 14 Pages READ FULL DOCUMENT Primary Education †¦ Role Of Teachers In Child’s Development At The Primary School Level â€Å"If you have knowledge, let others light their candles at it. â€Å" ~Margaret Fuller Every paradox of life is the product of its heredity and environment. where each is necessary to the result as the other. Neither of them can be eliminated or isolated. Education is an environmental force which influences a child’s life dominantly. Education by all norms is an endeavor, to mould†¦ 1819 Words | 5 Pages READ FULL DOCUMENT Outcome Based Education †¦ OOUTCOMES-BASED EDUCATION: PRINCIPLES AND POSSIBILITIES Dr Roy Killen Faculty of Education, University of Newcastle, Australia This paper explores some of the basic principles of outcomes-based education and relates them to the Australian school and vocational education context. It is intended to help teachers 2 understand how they can translate the theory and philosophy of OBE into practical action†¦ 1819 Words | 42 Pages READ FULL DOCUMENT Education †¦? 1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society? I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need. 2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic,†¦ 1819 Words | 2 Pages READ FULL DOCUMENT Education †¦ review of competencies, skills, theories and approaches 3) Bureaucratic Views 4) Theory X and Theory Y 5) The Systems Theory 6) The Contingency Theory 7) Role Theory 8) Paradigm 1: Christian scientific education management 9) Paradigm 2: Education management 10) Paradigm 3: Education governance and management 11) Collegiality Theory 12) What should Effective Educational Management look like in schools? 13) Conclusion 14) Reference†¦ 1819 Words | 12 Pages READ FULL DOCUMENT education †¦ young learners Introduction The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of†¦ 1819 Words | 4 Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2013, 09). Commitment based performance: a case of primary education.

A List of Famous African-Americans Who Spent Time in Africa

Lewis And Clark s Journal Of Exploration - 956 Words

1. The document â€Å"Lewis and Clark’s Journal of Exploration Excerpt† was written by Lewis and Clark s in the form of a journal. Meriwether Lewis was a captain of the regular army who had extensive frontier experience. (Lewis, 1) With him would be William Clark, Clark was a former lieutenant in the army who was recommissioned as a commander for the â€Å"corps discovery† (Lewis, 1). Along with forty or fifty men. The one thing that made Lewis and Clark different was they were both nature fanatics. Two men with military backgrounds with a love for nature along with forty or fifty other men were set out to go study and strengthen relationships with tribes along the Mississippi river. 2. The intended audience for this journal is President Thomas Jefferson. Thomas Jefferson our third president of the United States of America asked Lewis and Clark to gain information about the Indian tribes along the Mississippi river. He wanted Lewis and Clark to; â€Å"inform the natives government’s acquisition, establish friendly relations with them, and record their languages and ways† and lastly he asked them to see if they could find a viable trade route along the Mississippi. (Lewis, 1) 3. The author is illustrating what’s happening in their journey in the new world. One could say that it is a documentary about the new world. Lewis and Clark are very specific in the things that they say in the document. For example, some mornings they would say which way the wind is blowing by saying â€Å"INSERT QUOTEShow MoreRelatedAnalysis Of The Journey Of Meriwether Lewis And William Clark1011 Words   |  5 PagesMeriwether Lewis and William Clark as they explore the American West. 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