Alfarabi And Aristotle The Four Causes And The Four...

Alfarabi and Aristotle: The Four Causes and The Four Stages of The Doctrine of The Intelligence nbsp;nbsp;nbsp;nbsp;nbsp;Alfarabi was raised as a young boy in Baghdad. His early life was spent studying the art of linguistics, philosophy, and logic. His teachers were Syrian Christians experts in Greek philosophy. He studied Aristotle and Plato in detail, and it became evident in his later writings that they were a strong influence on him. He became quite a prolific writer, and he wrote more than 100 works, many of which have unfortunately been lost including his a lot of his commentaries on Aristotle. He was one of the earliest Islamic thinkers to transmit to the world of his time the doctrines of Plato and Aristotle. He is†¦show more content†¦Thus the Doctrine of the Intellects quot;material causequot; is latent thought, its quot;formal causequot; is the active thought, its quot;efficient causequot; is conscience thought of ones mind, and its quot;final causequot; is to rationalize everything and to be able to make the first transition to the last spiritual emanation from God. nbsp;nbsp;nbsp;nbsp;nbsp;The first cause of Aristotle was called quot;materialquot; or natural matter. Aristotle borrowed this from the early Greeks. The main question asked by this cause is: quot;By what is anything made of?quot; Alfarabi embraces this cause and relates it to the Doctrine of the Intellect as his first stage. The stage in which describes the capability for thinking. Alfarabi argues that this is latent thought, similar to a dry sponge, that is ready to absorb quiddities or whatness. This is the preconscience grabbing of forms, allowing for no differentiation of thought, reason, or abstract sensing. Therefore the essence of one, is the same thing as the essence of other objects. This requires mind and form. The mind sees the forms and collects them merely as forms. Here with Aristotle the first stage is a gatherer. The mind, though not defined what it is, is

Chapter 6 Philosophies Of Education - 1332 Words

Kaur Savdeep MCC 623 Journal# 3 Chapters 6,7, 8 Spring 2017 Chapter 6: Philosophies of education Philosophy means Love of Knowledge.† One of the important means of getting knowledge is Education. Philosophers state different theories on education. Behind every school and every teacher is a set of related beliefs-a philosophy of education- that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods. For instance, the mission statement of my school district is: â€Å"commitment to promoting the fullest development of [its] students in mind, body and heart. While deeply rooted in past traditions,†¦show more content†¦122). Moreover, American Society is a â€Å"Salad Bowl† with diverse values and culture, which makes it a lot harder to accommodate learning and curriculum development to one set of expectations, values and needs (Olivia et al, 2012, p. 123). The major teacher-centered and the student-centered philosophies of education are essentialism and perennialism; progressivism, social reconstructionism, and existentialism. Some of the concepts found throughout these philosophies include having students become active participants of their learning, allowing students to become active participants of society, and having students learned about math, reading, and grammar (Olivia et al, 2012, p. 128). As coming from a country where the culture, language and environment are so different from the ones practiced by the â€Å"American Culture,† it was challenging for me, and especially for my parents to adjust our beliefs, our morals, our traditions and education to a new way of life (such as the progressivism philosophy). The progressivism philosophy of education promotes that â€Å"the way of thinking a child learns best is when actively experiencing in his or her world, as opposed to passively absorbing preselected content† (Olivia et al, 2012, p. 133). Many of our bilingual/ESL students that come to our schools, come from the background such as mine whereShow MoreRelatedDescribe What Montessori Meant by â€Å"New Education†1594 Words   |  7 Pagescommitted her life into education of the children. She has witnessed through some years with wars and conflicts and she thought; through education this can be turned into peace to this world. Since the year 1907 Montessori name has been recognized in the education system. Even though it has been over a century to this date Montessori principles are as powerful as it was. Dr Maria Montessori has relied on her actual observations on children to develop her method of education. During these observationsRead MoreMy Teaching Philosophy1217 Words   |  5 PagesEver since I decided to pursue a career in the field of education, I always wondered what grade level best fitted me. Could it be Elementary, where children have been stereotyped as uncontrol lable little brats, Middle School, where the students are depicted as uncontrollable, rebellious students, or High School, oh gee whiz? I have decided that I would pursue a career in Elementary School. The grade level I hope to teach is at the elementary school level. My current goal is to either teach the 4thRead MoreThe On The Foundations Of Education940 Words   |  4 Pagesn the Foundations of Education, discussed powerful notions of different branches in philosophy that educators have touched and expanded for other, future, educators to acknowledge. The textbook and our class has specified the philosophies with very valid views; such as descriptions, points, pros and cons within each branch, as well as sub-branches. I shall be discussing my opinions on based on the questions given that are responsive to the matter of equality in education and hidden curriculum. Read MoreEducation And Problem Posing Education1589 Words   |  7 PagesFreire enlightens his readers into two different views of education; banking education and problem-posing education. These two approaches are on opposite ends of the educational spectrum. Banking education describes the student as a bank that the teacher is depositing knowledge into. In this form of education students are hoped to retain all the education that the teachers is presenting. Problem-posing education differs in the way that students gain information. This method is more creative and explorativeRead More1. What Are the Effects of Using Technology in Reading Comprehension?1042 Words   |  5 PagesChapter 1 INTRODUCTION Rationale Over the decades ago, Seymour Papert (1980) wrote Mindstorms and advocated a revolutionary philosophy in which technology was as seen as a fulfilling two major roles in education: (a) a heuristic role in which the presence of the computer was seen as a catalyst of emerging ideas and (b) an instrumental role in which the presence of the computer would carry ideas into a world larger than the research centres where they were incubated. When the Children’s MachineRead MorePolicing : Proactive And Proactive Policing Essay758 Words   |  4 Pagesare the ones you were hired to serve and protect. They can also be the criminal offenders you have to arrest. Community based policing is having a strong connection between the community members and police to solve crime. Community policing is a philosophy of full service personalized policing, where the same officer patrols and works in the same area on a permanent basis, from a decentralized place, working in a proactive partnership wi th citizens to identify and solve problems. (Ferreira, 1996)Read MorePhilosophy Statement on Family Partnerships980 Words   |  4 PagesMy Parent Involvement Philosophy; parent involvement is crucial force in children’s development, learning, and success at school and in life. Parent involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities including ensuring that parents play an integral role in assisting their child’s learning; parents are encouraged to be actively involved in their child’s education at school; and parent involvementRead MoreH. George Frederickson’s The Spirit of Public Administration Essay1504 Words   |  7 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Frederickson begins in Chapter 1 by explaining that â€Å"public administration is both a profession and field of study (p. 19).† This statement is very exact. Often times public administra tors focus on the profession and do not practice studying their role in society. â€Å"The word administration is the subject of extended study, analysis, and discourse (p. 19).† Meaning the role of the public administrator is to lead along with learning as they progress through their careers. Also, in the chapter, Frederickson addressesRead MoreA Catholic Socialist1014 Words   |  5 Pageschildren but because Rousseau was the antithesis of Babbitt. Even though both Babbitt and Rousseau offer revolutionary ideas that affected their societies, their educational and religious philosophies differed in many ways. On education, Babbitt and Rousseau exhibited contrasting ideas. Rousseau’s views on education centered upon human liberty in educational pursuits. However, Babbitt was more about structure in educational pursuits. Babbitt wrote, â€Å"[Bacon and thereby Rousseau] do not have the humanist’sRead MoreReflective Paper1125 Words   |  5 Pagesthese mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. The mathematical concepts covered during week three and four was Introduction to Geometry. During these two weeks, the concepts of geometry that were covered were; angles, basic notation, geometry in three dimensions, and polygons. These mathematical concepts of geometry were covered throughout chapter 11. Reflective Paper 3 Mathematical

Watership Down 3 Essay Research Paper Watership free essay sample

Watership Down 3 Essay, Research Paper Watership Down In this narrative, Richard Adams creates an interesting portion of the narrative when 11 coneies unite to organize a group and flee from their Warrens, in hopes of avoiding a great calamity. These coneies leave their Warrens without cognition of why they need to go forth their places. The one thing the coneies have in common is their religion in Fiver s dreams and visions. Together these coneies will hold to set aside their differences in order to confront the danger in front of them. The newfound friends are led by a immature froward coney named Hazel who tries to take with bravery and wisdom. While the group travels to their unknown finish they encounter jobs like wild animate beings, but with cooperation they get through their jobs. An interesting portion is how they figure out a manner to transport their injured Fiver and Pipkin across the river to get away the Canis familiaris. We will write a custom essay sample on Watership Down 3 Essay Research Paper Watership or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using his encephalons, Hazels has the thought to transport the two injured coneies across the river upon a level piece of wood. When this act had been done, the other coneies had a new esteem of Hazel. This new esteem was brought upon, when he had to take to go forth injured coneies behind he refused and thought of thought to assist them across, Hazel has shown himself as a competent, lovingness, and wise leader. Fiver is a little coney that seems to hold the ability to see future visions. It was because of him that the 11 reformers left to happen a new place. He predicted the devastation of the Warrens long before it was to go on. His character is really unusual, he is invariably looking over his shoulder, possibly anticipating a horrid monster. When he does non experience wholly at easiness he will tremble, bolt, or travel brainsick. He is a good friend to hold around, many times he has saved the group with his extraordinary abilities. He had predicted the devastation of the Warren and the capricious life style of Cowslip s Warren, another is his dream of Hazel trapped in the ditch. Fiver is a dependable and really valuable plus to this group as a friend and as a visionary. Without him the group would hold died in the Warren and would non hold had a opportunity at all. Another of the chief characters is Bigwig, he is strong larger coney that was antecedently a portion of the group owsla. He is eager to contend and support the group and looks out for the public assistance of the squad. He goes through a batch to do certain that the group remains safe during the journey to a new Warren. Like when they arrived at the river, even though they were all exhausted he swam across to look into out the other side to be certain it was safe. Some times nevertheless he is a small excessively headstrong, like when they are at the farm to let go of the four caged coneies, to make this he had to contend a cat. Bigwig has besides taken a batch of whippings like when he was trapped in the wires at the 2nd Warren, after about deceasing he continues to travel with the remainder of the group to once more happen the perfect Warren. So the 11 heroic travellers embarked on a journey good over their caputs. Leaving a life of peace and felicity, they leave because of that one bantam spot of uncertainty that their lone place wasn T perfect in some manner, but together they were able to carry through their end in happening a new Warren, a safe place. They tackled obstructions the mean coney would merely run off from, but alternatively utilizing what endowments and intelligence that was given unto them, they were able to happen a safe topographic point, their Warrens.

Italy Tax System free essay sample

Faculty of Business and Management, Brno University of Technology INTERNATIONAL AND EUROPEAN BUSINNES LAW Tax system in Italy 2009/2010 Taxation in Italy The taxation system in Italy is administered by the Agenzia delle Entrate (Revenue Agency) which is the national legal authority for taxation. Taxation of an individuals income in Italy is progressive. In other words, the higher the income, the higher the rate of tax payable. There are reduced rates of tax and tax exemptions available to certain income earners. The liability for Italian income tax depends on where a person is domiciled. A domicile is usually the country we regard as the permanent home and where we live most of the year. A foreigner working in Italy for an Italian company who became resident in Italy and has no income tax liability abroad is considered to have a tax domicile in Italy. A person can be resident in more than one country at any time, but can be domiciled only in one country. We will write a custom essay sample on Italy Tax System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The country of domicile is important regarding inheritance tax, as there’s no longer any inheritance tax in Italy. Generally, person is considered to be an Italian resident and liable to Italian tax if any of the following applies: †¢The person has permanent home in Italy; †¢He/She stays at least 183 days in Italy during any calendar year †¢Person carries out paid professional activities or employment in Italy, except when secondary to business activities conducted in another country; †¢The centre of person’s economic interest in in Italy If the person is registered as a resident in a comune, he/ she is liable to pay income tax in Italy. If a person moves to Italy to take up a job or start a business, he/she must register with the local tax authorities soon after the arrival. This is done at a local tax office. An individual is also liable for tax on his income as an employee and on income as a self-employed person. Tax will be payable on income earned in Italy and overseas by an individual who meets the test of a permanent resident of Italy. A foreign resident who is employed in Italy pays tax only on income earned in Italy. It is important to point out as regards taxable income from outside Italy, that a tax credit is granted for tax deducted outside Italy. In the case of income from a salary, the employer is obligated to deduct the amount of tax payable on a monthly basis. A self-employed person must prepay income tax that will be offset on filing an annual return. The advance payment is determined on the basis of the return made for the previous year. In the event of a new business, the advance will be calculated on the basis of estimates made by the owner of the business. The taxation system in Italy is divided into two categories: Direct taxes * IRPEF or IRE: Imposta sui Redditti delle Persone Fisiche ( Personal Income Tax) * IRPEG or IRES: Imposta sur Redditi delle Persone Giuridiche (Corportation Tax on the Income of limited liability and joint-stock companies SRL or SpA) * IRAP: Imposte Regionale sulle Attivita Produttive (Regional Tax which applies to the value of goods and services) Italy Personal Income Tax rates in year 2009 * 23%0 15,000(EUR) * 27%15,001-28,000(EUR) * 38%28,001-55,000(EUR) * 41%55,001-75,000(EUR) 43%75,001 and over (EUR) Capital Gains Tax in Italy For individuals capital gains are generally added to the regular income. †¢The rate of tax payable on capital gains from shareholding is 12. 5% for non-qualifying shareholding of up to 25% in a company. †¢For the purpose of calculating a capital gain, the gain is decreased in line with the rate of increase in inflation, from the date of purchase to the date of sale. In r egard to capital gains in a corporation, identical relief is allowed at the rate of increase in the Index. †¢Companies pay 27. 5% tax on capital gains. In sale of participation, 95% is tax exempt, subject to certain conditions. Italy Reporting Dates and Payment The tax year in Italy ends on December 31st. Advance payments of tax are made on the following basis. †¢ An Individual An individual whose only income is from a salary is not obligated to file an annual tax return. His employer deducts tax from the employee and transfers the payment immediately to the tax authorities on a monthly basis. †¢ A Self-Employed Individual is obliged to pay 100% of the tax forecast for a year, or an amount that is the equivalent of 98% of the tax paid in the previous year. The pre-payment is made in two installments. 40% of the total is paid by June 20th and the remaining 60% is paid on November 30. The date for filing an annual return for an individual is July 31. Fines are imposed for arrears in filing an annual return at the rate of 120% 240% of the tax, depending on the length of time that the return is in arrears. †¢ A Limited Company A limited company is obligated to submit Financial Statements within 30 days of the date of approval of the Statements. Up until the date of approval of the Statements, the Company is obligated to pay the amount of tax due for the previous year as well as 40% of the advance on account of the tax forecast for the current year. Italy Deduction of Tax at Source Italy Taxation of Employees As regards employed persons, the employer is obligated to deduct tax at source from an employee and to make additional contributions to social security. Italy Social Security †¢An employed person the employers contribution is around 30% of the salary and the employees contribution is around 10% of the salary. A self-employed person the rate of payment is between 17%-25. 7% with an upper limit that changes from year to year. Indirect taxes * IVA (VAT) * Imposta di Registro (Registration Tax) * Imposte Ipotecarie e Catastali (Mortgage and Land Registration) * Imposta di Bollo (Revenue Stamps) * Accise o Imposte di Fabbricazione e consumo (Inland Duties) IVA (VAT) * Standard Rate 20% (since Oct 1997) Reduced Rate 10% Italy VAT Recovery Time: 18 months Italy VAT Registration Threshold Non-Resident: Nil Inheritance Tax ; Gift Tax There is no longer any tax on inherited property, regardless of its value and the relationship between the deceased and the heirs. On immovable property and real property rights, the catastral tax (imposta catastale) and land registry tax (imposta ipotecaria) must be paid at the rates of one percent and two percent, respectively, of the cadastral value of the property or the real property rights included in the inheritance. If one of the beneficiaries satisfies the conditions for the main or only residence (prima casa), the cadastral and land registry taxes due on an inheritance or a gift are a fixed amount of â‚ ¬168 each. In relation to gifts, the rules vary depending on the degree of kinship and the value of the gift. There are no taxes payable on gifts in favour of a spouse, descendants or other relatives up to the fourth degree. Gifts in favour of persons other than those mentioned above are subject to taxes on the transfer if the value of the share due to each beneficiary is greater. Other Taxes There are other taxes payable to central, regional, provincial or local governments. These are usually paid once a year. Bollo Auto (Car Tax), which includes the tax on your car radio and the stamp duty on your Italian driving licence * Bollo Moto (Motorbike Tax) * Bollo Motorino (Scooter Tax) * Canone RAI (TV Tax) * Tassa Rifiuti (Garbage Tax) * Imposta Comunale Sugli Immobili ICI (Municipal Property Tax) Deductible Burdens and Tax Allowances Tax allowances include the so-called no-tax area, (a deduction of between â‚ ¬3,000 and â‚ ¬7,500 to avoid taxing those on low incomes), as well as allowances for dependant family members (dependant wife and/or children). Some deductible burdens (oneri deducibili) are expenses which can be used to reduce the total income. For example: some types of medical expenses, national insurance contributions, donations to religious institutions, donations to universities, research bodies and associations for the protection of assets of artistic interest, the cadastral income (income deriving from the value of any land owned) of the main residence are considered to be deductible burdens. Some deductible burdens are expenses which can be used to reduce the amount of the gross tax due. Again by way of example: medical expenses, passive interest on mortgages, education expenses, donations to Bodies or Foundations for research, for performing arts, for social purposes, donations to political parties. Each type of expense has its own rules for the deductions. For example: from rental property income a fixed amount of 15 percent of the income is deducted for expenses, while from business and self-employed income the expenses sustained for the carrying out of the activity are deducted. Some unearned incomes are taxed only on 40 percent of the amount. The majority of these burdens are not deductible from the income of non-residents. Other deductions in Italy Deductions must be made from the following payments to nonresidents according to this table: * Dividend27 (1. 375% to EU and EEA residents) * Royalties22. 5% * Interest12. 5 / 27% * Directors Remuneration20% Deduction at source in the case of a dividend, royalties and interest paid to foreign residents is subject to the Double Taxation Prevention Treaty. Double Taxation Treaties Double taxation treaties contain rules that determine in which country an individual is resident. Italian residents are taxed on their world-wide income, subject to certain treaty exceptions. Non-residents are normally taxed only on income arising in Italy. Citizens of most other countries are exempt from paying taxes in their home country when they spend a minimum period abroad, e. g. a year. Double taxation treaties are designed to ensure that income that has already been taxed in one treaty country isn’t taxed again in another treaty country. The treaty establishes a tax credit or exemption on certain kinds of income, either in the country of residence or the country where the income was earned. Where applicable, a double taxation treaty prevails over domestic law. Italy has double taxation treaties with over 60 countries, including all members of the EU, Australia, Canada, China, the Czech Republic, Cyprus, Estonia, Hungary, Iceland India, Israel, Japan, Latvia, Lithuania, Malaysia, Malta, Mexico, New Zealand, Norway, Pakistan, the Philippines, Poland, Romania, RSA, Russia, Singapore, the Slovak Republic, Sri Lanka, Switzerland, Turkey, and the US. Bibliography: SOCR. CZ. Pravidla pro volny pohyb sluzeb a svobodu usazovani v  EU- Italie. [online]. [cit. 2010-04-12]. URL:http://www. ocr. cz/images/prirucka/pdf/it. pdf, cit. 1 BUSINESSINFO:CZ. Italie: Financni a danovy sektor [online]. [cit. 2010 012]. URL:http://www. businessinfo. cz/cz/sti/italie-financni-a-danovy-sektor/5/1000683/ ANGLOINFO. COM. Personal Taxes Income Tax, Capital Gains Inheritance Tax in Italy. [online]. [cit. 2010 012]. URL: http://rome. angloinfo. com/countries/italy/tax. asp CANADINTERNATIONAL. GC :CA. Income and Other Taxes in Italy. [online]. [cit. 2010 012]. http://www. canadainternational. gc. ca/italy-italie/consular_services_consulaires/tax_italy-italie_taxes. aspx? lang=eng

Prefect and the duties Essay Example

Prefect and the duties Essay Example Prefect and the duties Paper Prefect and the duties Paper I have chosen to do my piece of coursework on the school based activity of being a prefect and the duties that come with it. I chose to do this activity because its something I know will eventually make a difference to the school itself, be it little or big, and the school community as a whole. I also found that this activity was quite interesting, as something new happened everyday whether it is while completing duties or just a normal day. When I was planning this activity I had to think about how I would deal with certain people who didnt pay any attention to prefects. I also thought about how I would remember to turn up every Wednesday and Friday. However, most importantly I had to plan how to keep my concentration on doing my best. When I first started this activity there were some problems to overcome, these included the people who would not show any respect or attention to what I was doing and how they would be one to cause more problems for my allocated teacher and myself to deal with. I was able to sort these problems out though because the teachers understood about what could happen and that if there were a certain pupil who was rude or didnt listen they would explain to them the purpose of prefects. If problems persisted with a pupil against a prefect, senior staff got involved to sort the problem out quickly and quietly. I still carry on doing this activity today and so far have done activities such as minding that people behave around the school site, helping the teachers at break and lunch and setting an example to the younger pupils to follow. There were other people involved in this activity and they had to do the same kind of thing with their allocated teacher. All of the prefects agreed to work as a team at the beginning in a prefect assembly. We agreed that we would achieve more if we were as a unit and done our very best. Our head teacher spoke to us all as a team and explained what we would be doing and how it helped the school. A typical day for myself is that I would set an example from the very moment I step out of my house to my journey to school, and till the end of the day when I get home. This would be making sure I am smartly dressed, proud of what I was doing and not causing any problems. Once I enter the school grounds, I would make sure that I remained the same positive person and to make sure I behave in a way that others should. When its my time to do a duty with the teacher, I meet up with them in the classroom and go to wherever we need to together, we then discuss what we are going to do, for example, in the school canteen, I will stay at one end of the room making sure everyone is doing everything they should, and the teacher will be at the other end controlling queues and general behaviour problems. If there was someone not doing as they should, I would quietly ask them to do the right thing, and if they continue doing wrong, I would either ask them to talk with the teacher or ask the teacher to go to them. The majority of the time, most pupils are well behaved and dont cause any big problems to deal with. At the end of the break I would make sure the canteen is tidy and ready for use again. After I have finished this duty, I would carry on my school day as when I first come in to school. People benefited from this activity because they learn they could not get away with trying to rebel against the teachers or prefects. The whole school community also benefited because it did make a small number of pupils feel safer that there was a team to sort out any problems like fighting or bullying. It also benefited the younger pupils because they had someone to look up to and follow. If I had to be involved in this activity in the future I would try and changed certain pupils attitudes towards the prefect team. I would also like to see prefects have more power to giving detentions with a good reason, and if it was necessary, they could enforce further punishment. I also thing prefects should have more rewards for working hard and trying to make the school a better place.

Spinal Column Essay Example | Topics and Well Written Essays - 250 words

Spinal Column - Essay Example According to Wilke (2006), the thoracic spine has a curve that bends outwards, forming a shape resembling a backward "C"; it is known as the kyphotic curve. Lumbar spine- This is the lowermost part of the spinal column. It is made up of 5 (some people have 6) vertebrae (L1 to L5). The lumbar spine links the pelvis and the thoracic spine and therefore supports most of the body’s weight; they are also the largest vertebrae. The lumbar spine has a curve (lordotic curve) that bends inward (Wilke, 2006). Plain X-rays, no matter what technique is employed, normally underestimate the extent of traumatic injury. In addition to this, there is a high likelihood that lesions will not be detected. Non-displaced and hairline fractures are very hard to detect using the normal radiographs. Using plain X-ray films, latent vertebral fractures are likely to be diagnosed wrongly in patients suffering from osteoporosis (Wilke,

Jesus as founder of Christianity Essay Example | Topics and Well Written Essays - 2000 words

Jesus as founder of Christianity - Essay Example That Jesus of Nazareth, the Messiah or Christ, is the founder of Christianity is held as an unquestionable assumption by many Christians is obvious, but careful scholarship requires that the assumption be qualified, if not refuted. A founder may be defined as a person who establishes, initiates, originates or lays the foundations of an idea, movement, group or institution . Identifying a founder of Christianity then will require one to determine with which person did the religion originate, who established it, who introduced it as an idea or movement, and who gave it its structure and organisation. As we shall see, this task is not a clear-cut one. The origins of Christianity were fraught with much controversy, and its development into the organized religion and group of religious systems that we now call Christianity cannot be said to have been a smooth and linear one. This paper then explores the above question along three axes: Jesus as the founder of Christianity; Jesus as the originator of a Jewish Messianic sect that â€Å"posthumously† became Christianity; and the apostles as the founder of a Jewish sect that became Christianity through the interpretations and Christology of Paul. According to The Columbia Encyclopaedia, the main teachings of Christianity are that "Jesus is the Son of God; that his life on earth, his crucifixion, resurrection, and ascension into heaven are proof of God's love for humanity and God's forgiveness of human sins; and that by faith in Jesus one may attain salvation and eternal life"3. It is indisputable that Christianity centres on the life, death, resurrection, and teachings of Jesus, without whom the religion wouldn't exist. He is the pre-eminent source, and the great 'rabbi', whose words and the Midrash4 thereof form the New Testament scriptures. It is Jesus who gives the basis for the religion's creation in the forty days between His resurrection and ascension: "After his suffering he appeared to them over a period of forty days and spoke about the kingdom of God. He said to them 'you will receive power when the Holy Spirit comes on you; and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth.'"5 Although Christianity begins in earnest after Jesus' ascension, he lays the foundations for it to be carried out in the above quote and in the Great Commission: "Go into all the world and preach the good news to all creation. Whoever believes and is baptised will be saved, but whoever does not believe will be condemned. And [miraculous] signs will accompany those who believe".6 There are two things of note about this commission; the first is that it reiterates the disciples' missionary work during the lifetime of Jesus7, and the second is that it gives the disciples the power and authori ty to continue doing the miraculous work that Jesus had done in his lifetime. The first time the gospel is preached after the resurrection is on the day of Pentecost, when, on receiving the promised Holy Spirit, Peter addresses the crowd gathered8. His sermon takes the following form: he recalls the Messianic prophecy in Joel and relates the story of Jesus' life, work, persecution and resurrection, using this to demonstrate that "God has made this Jesus, whom you crucified, both Lord and Christ."9 He closes with a rejoinder that indicates the basic tenet of 'The Way': "Repent and be baptised, everyone of you, in the name of Jesus Christ for the forgiveness of your sins. And you will receive the gift of the Holy Spirit."10 'The Way' eventually becomes known as 'Christianity', after the appellation given to the disciples in Antioch11. On the one hand, the above shows that to some extent, Jesus can be considered the founder of Christianity, since it originates and is grounded in him. On the other hand, it shows, as most definitions of Christianity claim, that the religion that bears his name is actually founded by his followers after his death12. In one sense, Christianity,