The Ancient Worlds 7 Wonders

Education Is A Necessity For Humanity - 1507 Words

A young Pakistani girl has many goals in her life. For instance, she aspires to become a doctor when she grows up. She wants to go to school and then eventually attend college to obtain all the credentials she needs to achieve her goal. However, she cannot do this. The way the education system is being implemented in her nation forbids her to receive a fair education. The reason for this is because she is a female. Although education is a necessity for humanity, many people think it is too much work and often tend to give up. They would say that school is very tedious and pointless. However, education is valued as a necessity in Pakistan. It is predominantly appreciated by females. Pakistanis believe that education has the potential to†¦show more content†¦Females are receiving a lot of injustice, considering the fact that they do not get as many rights as men do. Statistics show that more than 40% of girls in Pakistan never receive an education (Arman 2016). Also, the UNESCO has recently interviewed some of the girls in Pakistan about their views on this issue and 62% of them said that they have never even seen the inside of a school (Williams 2013). The Young Girl Who Made a Difference Malala Yousafzai is a famous Pakistani girl who has fought for her rights to fair education (Usborne 2015). She is currently 19 years old and has advocated for fair education mainly by protesting. She has been doing this for years and says her primary inspiration is her father, Ziauddin Yousafzai. He is a school teacher who, Malala claims, has taught her the value and importance of learning (Usborne 2015). Malala once said, â€Å"One child, one teacher, one book and one pen, can change the world† (Usborne 2015). This shows that she is fully dedicated to her belief that all women should receive the same amount of education that men do. She has given a myriad of speeches with strong and powerful reasons and quotes like this to back up her viewpoints. She gave her first speech in September of 2008 which was called â€Å"How dare the Taliban take away my basic right to education?† (Williams 2013). Malala bravely fought to express her tho ughts; in return,Show MoreRelated Education Philosophy Statement Essay1255 Words   |  6 PagesEducation Philosophy Statement Every person has his or her idea of what education should be. One wants to be educated or go to universities so he or she could have a higher degree. Some other person wants to get education just to fulfill ones self. Many people get college education thinking that they can make more money. Education is not about money; it is a lifetime process that enables one to satisfy ones inner self. It makes a person feel good for who they are inside. Jon Spaydes articleRead MoreAndrew Campbell s The Power Of Myth861 Words   |  4 PagesUnited States is still all too real. 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Use of Learning Management System-Free-Samples-Myassignmenthelp

Question: Discuss about the Organizational Learning. Answer: Organizational learning is the method to create, retain, as well as transfer organizational information. There occurs improvement in an organization over time with the gaining of experience. Organizational learning occurs with the help of the processes of learning that is associated with the aspect of facilitating, impeding, directing the change, disseminating as well as using the organizational knowledge. Organizational learning is also considered being the manner in which a company will be creating as well as organizing knowledge in relation to their functional aspects as well as cultural aspects (Yousef, 2014). The objective of organizational learning is having a successful adaptation of the changing environments, for adjusting under doubtful circumstances as well as for increasing the effectiveness. According to me, there are three theories of learning such as behaviourism, cognitive information processing as well as constructivism. In respect of behaviourism, it can be stated that there is the existence of knowledge in an independent manner and outside of individuals. The behaviourists are having the belief that there is the actual occurrence of learning when new behavioural changes are acquired via relations amongst stimuli as well as responses. Therefore, association is leading towards a behavioural change. (Thurlings, 2013) I believe that, learning process in respect of behaviourism is depending upon objectively observable behavioural changes. According to the behaviour theorists, learning is defined as the gaining of a new behaviour or behavioural change. This organizational theory states that there occurs the commencement of learning when an indication from the environment is presented and there occurs the reaction of the learner to the stimulus with certain kind of respon se (Johnson, 2014). Outcomes that are doing the reinforcement of the needed behaviour are arranged for following the behaviour that is being desired. The repetition of the new pattern of behaviour keeps on happening for becoming automatic. The behavioural change within an organizational employee will be signifying the fact that there has been the occurrence of learning. From the organizational perspective, behaviourism regarding the employees lead towards their motivation. The motivation of the employees is a process that is targeting the physiological requirement and is leading towards increased output. An employer might desire the improvement of motivation through the empowerment of the staffs in making decisions or solving the workplace problems (Lau, 2014). Certain employers are also offering the staffs the capability of having a schedule that is considered flexible or having participation in programs related to training. In relation to this, I also believe that the choice of le adership style of an employer might be eliciting varied responses from the staffs. Majority of the leaders are not using a single leadership form but various types of leaderships in varied circumstances. For instance, an autocratic leader will be making decisions in respect of the team members without consulting them, whereas a democratic leader will be allowing the members if the team in providing their viewpoint prior to the making of a decision (Merriam, 2013). A laissez-faire leader will not at all be making any interference and will be allowing the organizational staffs in making various organizational decisions. Another effective way of understanding employee behaviour is to relate the previous experiences of the employee. The most effective means of predicting in what ways a staff will be acting is by looking at how the behaviour of the staffs was in the past, when he/she was faced with a similar situation earlier. For example, as per the organizational context it can be stat ed that the companies will be offering raises for the staffs who are exhibiting outstanding performances. The motivation for getting a raise will be serving as motivation in respect of the staffs for doing their jobs in a productive way. In respect of cognitive information processing or cognitivism, it can be stated that it is depending upon the thought process behind the behavioural aspect. The theory is depending upon the idea that individuals are processing the information that is received by them, and not just providing mere response to stimuli. There occurs the use of cognitivism when an organizational staff will be playing an active role to seek the ways for understanding as well as processing information that is being received by him/her and relating it to what is already known and has been stored in the memory (Hodges, 2015). According to the theorists of cognitive learning, there is the occurrence of learning via internal information processing. There occurs the governing of cognitive information processing by an internal method rather than by external situations. The cognitive learning approach will be paying more attention to what is going on inside the head of the organizational staff and focusing upon th e mental processes in comparison to the observable behavioural aspects. Learning is having the involvement of the process of reorganizing the experiences, either through the attainment of new insights or discarding the ones that are old. In addition, there occurs the observation of the knowledge properties in respect of the cognitive management (Kennedy, 2014). These properties will be including the aspects that knowledge is developing in a continuous manner. Knowledge assists in understanding the situational reality in respect of the past, present as well as future of an organization in the steadfast fact synthesis. There can also occur the storing of knowledge in a systematic ways in different storage media that will be facilitating its use. There also might occur explicit knowledge as well as implicit knowledge. As because cognitivism is having an association with organizational knowledge, there are two knowledge related approach that can be identified. The first approach is rega rded as a paradigmatic or functionalistic knowledge that is relating to the organizational theory and originates from positivism (Harasim, 2017). Organizational managers functioning in this manner are mainly having an interest in universal laws of cause and effect organizational relationships. Another approach is considered being the thematic approach, which is focusing upon the understanding of a fact and as a result, the context is having a major significance in this regard. This approach takes into consideration the actions as well as goals of human beings. This assists in revealing the organizational values at the level of the different employees, organizing them as well as passing the culture of the organization on to the new staffs (Ertmer, 2013). As a result, I can elucidate on the fact that the descriptive approach in comparison to the paradigmatic approach is more effective in relation to the culturally defined scenarios of organizational behaviour as well as interaction. F or example, as per the organizational context, it can be stated that the managers of a company will be implementing cognitive information processing by assigning this learning theory regarding the staffs who are struggling in respect of focusing on the results. Organizations might as well do the adaptation of goal-setting strategic aspect where, the goals will be providing the staffs with the means for gauging their development. In respect of constructivism, it can be stated that every individual employee is constructing their individual perspective about the workplace, depending upon their personal experiences as well as internal information. Learning is depending upon the ways by which an individual will be interpreting as well as creating the meaning of his/her experiences (Kesim, 2015). According to the constructivist theories, learning is considered being a method in which new viewpoints or concepts are constructed by the employees of an organization depending upon the previous information or experiences (Kolb, 2014). Each of the organizational employees does the generation of their mental models that is used by them in making sense of their experiences. According to me, the theory of constructivism is used for focusing on the aspect of preparing the individuals for solving the problems. As a result, for getting success, an organizational employee is having the requirement of an important knowledge base upon which there occurs the interpretation as well as creation of ideas (Crook, 2017). In addition, regarding constructivism there does not always occur predictable results since the employees are doing the construction of their individual knowledge. Constructivism is considered being a methodical theory that provides the explanation regarding the systems as well as the interface amongst the systems as well as their parts. Moreover it is a methodical theory due to the fact that it is offering the most effective way to understand the process of system transformation. For example, in respect of constructivism, it can be stated that within an organization if a staff does the submission of a report with some typographical errors, the individual should not be criticized for his mistakes and instead he should be encouraged by providing constructive criticism that will assist him to discover ways for making improvements. conclusion I would like to state that the three theories of learning such as behaviourism, cognitivism as well as constructivism are the part and parcel of any organization. Briefly speaking, behaviourism is related with new behavioural aspects as well as behavioural changes whose acquiring is done with the help of relations amongst stimuli as well as response. Cognitivism is related with the fact that leaning takes place via internal information processing. Last but not the least, constructivism is related with the process of constructing individual information regarding the organization depending upon personal experiences. Knowledge provides assistance in acknowledging the situational reality regarding the past, present as well as future of a company in the persistent fact synthesis. There can also occur the storing of information in methodical ways in different storage media that will be facilitating its use. Moreover, the learning process for behaviourism is depending upon objectively obser vable behavioural changes. The behaviour theorists state that, learning is explained as the achievement of a new behaviour or behavioural change. This organizational theory states that there occurs the advancement of learning when an indication from the environment is presented and there occurs the reaction of the learner to the stimulus with specific kind of response. The first approach regarding cognitivism is considered as a paradigmatic or functionalistic knowledge in relation to the organizational theory and initiates from positivism and the second approach regarding cognitivism is the thematic approach, which is focusing upon the understanding of a fact and therefore, the context is having a huge importance in this respect. Reference Crook, C., Sutherland, R. (2017). Technology and theories of learning. InTechnology Enhanced Learning(pp. 11-27). Springer International Publishing. Ertmer, P. A., Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly,26(2), 43-71. Harasim, L. (2017).Learning theory and online technologies. Taylor Francis. Hodges, C., Grant, M. (2015, April). Theories to Support You: Purposeful Use of Learning Management System Features. InGlobal Learn(pp. 481-486). Association for the Advancement of Computing in Education (AACE). Johnson, G. M. (2014). The ecology of interactive learning environments: Situating traditional theory.Interactive Learning Environments,22(3), 298-308. Kennedy, J. (2014). Characteristics of massive open online courses (MOOCs): A research review, 2009-2012.Journal of Interactive Online Learning,13(1). Kesim, M., Alt?npulluk, H. (2015). A theoretical analysis of MOOCs types from a perspective of learning theories.Procedia-Social and Behavioral Sciences,186, 15-19. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Lau, K. H. (2014). Computer?based teaching module design: principles derived from learning theories.Medical education,48(3), 247-254. Merriam, S. B., Bierema, L. L. (2013).Adult learning: Linking theory and practice. John Wiley Sons. Thurlings, M., Vermeulen, M., Bastiaens, T., Stijnen, S. (2013). Understanding feedback: A learning theory perspective.Educational Research Review,9, 1-15. Yousef, A. M. F., Chatti, M. A., Schroeder, U., andHarald Jakobs, M. W. (2014). A Review of the State-of-the-Art. InProceedings of CSEDU2014, 6th International Conference on Computer Supported Education(pp. 9-20).

The Spaniard Quietist Miguel de Molinos Essay Example For Students

The Spaniard Quietist Miguel de Molinos Essay The Spaniard Quietist Miguel de MolinosI. Factors. The Church, since its origins has suffered from the attack of hereticsand their heresies which have caused many controversies and schisms within it. However, many of the conflicts are the result of other than heresies. There arecases where conflicts arose because of ambition of power, lack of moral, andintrigues, other because of lack of wisdom and a poor theological understanding. We will write a custom essay on The Spaniard Quietist Miguel de Molinos specifically for you for only $16.38 $13.9/page Order now One of the instances in which a mixture of the elements mentioned abovewere present was the case of the Spaniard quietist Miguel de Molinos during theXVII century. Molinos was accused by the Church with charges of heresy as wellas of immoral misconduct. His main work La Gua Espiritual (The spiritualGuide) was placed in the Index of the Church, and Molinos himself wascondemned to life imprisonment, to be perpetually clothed in the penitentialgarb, to recite the Credo and one third of the Rosary, and to make confessionfour times every year. Molinos recanted publicly. His admirers said that he was behavingconsistently with what he believed and taught. His accusers said that hisrecanting was a proof of his guilt. What were real motives why Molinos admitted his guilt? Molinos oncesaid: The true quietists are always quiet, serene and eve-minded in Graces andin extraordinary favors as also in the most rigorous and bitter torments. Nonews causes them to rejoice, no event saddens them.Was Miguel de Molinostrying to be consistent way with his mystical teachings of total passivity?, orwas he really guilty as charged? Was Molinos a victim of the jealousy of theJesuits? Was his fall caused by the machinations of a corrupt clergy who sawthat they would loose their living if his plain and simple method of devotionwere generally adopted? Did he ever had any other options than recantadmitting his culpability? Was martyrdom his only other option?II. ProtagonistsMolinos was a man of noble character and a brilliant and widelycultured mind. His reputation of director of consciences and spiritual guidegranted him the admiration and esteem of all kinds of people among whom wasCardinal Benedict Odescalchi who la ter became pope Innocent XI. At his arrestthose who new him close were very distressed. His servants kissing his feet andcalling his a saint where convinced that all was a mistake. When all thistook place in 1685 Molinos was fifty-seven years old, (he was born in 1628 ). Although when arrested he lost control , during the trial he show noapprehension, he was a quietist by conviction . The pope Innocent XI ( former Cardinal Benedict Odescalchi and personalfriend of Molinos ) was born in Como (Italy) and pursued his studies in Geneva,Rome, and Naples. He was elected pope by the Cardinal College in 1676. He isportrayed by catholic historians as pope that was committed to keep anhonorable life, which was hard to do in his age and office -. He made reformsin the Church specially in relation with the abuses of nepotism. In order to beconsistent with his convictions he kept his own nephew away from the Roman Curia. Because of his campaign against king Louis XVI Innocent was called theProtestant pope by the Gallican party. He was considered a man of iron handwhen needed. He made some prescriptions concerning the behavior of the clergy,forbade the entering of women into the Vatican Palace (except the royalty), . and condemned the Quietism of Molinos. Concerning his former friendship withMolinos he claimed Veramente siamo engannati. .ue4361ce52e0432ca8e1c6ccb45e1f2de , .ue4361ce52e0432ca8e1c6ccb45e1f2de .postImageUrl , .ue4361ce52e0432ca8e1c6ccb45e1f2de .centered-text-area { min-height: 80px; position: relative; } .ue4361ce52e0432ca8e1c6ccb45e1f2de , .ue4361ce52e0432ca8e1c6ccb45e1f2de:hover , .ue4361ce52e0432ca8e1c6ccb45e1f2de:visited , .ue4361ce52e0432ca8e1c6ccb45e1f2de:active { border:0!important; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .clearfix:after { content: ""; display: table; clear: both; } .ue4361ce52e0432ca8e1c6ccb45e1f2de { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue4361ce52e0432ca8e1c6ccb45e1f2de:active , .ue4361ce52e0432ca8e1c6ccb45e1f2de:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .centered-text-area { width: 100%; position: relative ; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue4361ce52e0432ca8e1c6ccb45e1f2de:hover .ctaButton { background-color: #34495E!important; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue4361ce52e0432ca8e1c6ccb45e1f2de .ue4361ce52e0432ca8e1c6ccb45e1f2de-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue4361ce52e0432ca8e1c6ccb45e1f2de:after { content: ""; display: block; clear: both; } READ: Agriculture EssayIII. The ConflictThe teachings of Molinos were not knew for the Church. In Spain themystic Juan Falcon (1596-1638), had a large number of followers during hislifetime. Another group, the Alumbrados influenced many people in Cadiz andSeville in the late 1500s. They taught that vocal prayer, and thinking in thehumanity of Jesus or in his passion must be avoided. In 1623 the Inquisitioncondemned them as heretics. It is clear that both, Falcon and the Alumbrados,influenced Molinos thought. Molinos doctrines about mysticism were world wide appreciated andpracticed. It is said that in Naples he had more that 20.000 followers. Hispopularity among the royalty was notable. Queen Christina of Sweden, andprincess Borghese were among his devoted followers. The main work of Molinos LaGua Espiritual was subject of investigation by the Holy Office. However theconflict arose when the Jesuits begun to question his practices and theteachings found in his writings which at one time were highly praise by theclergy . Molinos has taught that if souls in a high state of prayer aretempted to commit the most obscene and blasphemous acts, they must not leavetheir prayer to resist the temptation; the devil if being allowed to humiliatethem, and if the actions are committed, they are not to be confessed as sins. For him Quietism was the mean to reach God and to find peace: Rest isnecessary for the soul as well as the body; rest in which the force of gracerefresh and recreate thesoul. This rest can not be obtained by employing the soul in variousspiritual activities. Just as the body needs sleep in order to recruit hisenergies, so the does the soul requires a silent resting if the presence of God. This kind of teachings caused that in many convents the nuns thought lightly ifconfessions, indulgences, penance, and vocal prayer, and regarded themselves asnot blameworthy for their material faults. After months of investigation ofhis books, and personal letters (about 20.000 were analyzed by the Inquisition),the Inquisition sponsored by the Jesuits presented 263 charges against Molinos. Sixty eighth of his propositions were condemned as Heretical, erroneous,blasphemous, dangerous, and in practice, incompatible with Christian morality. It is interesting that only two witness accused him with of obscenities . Whatwere those so called obscenities? It is not possible to answer this question. There is no access to the reports of Molinos trial. They are buried inthe secret files of the Holy Office. Molinos retracted from his teaching publicly in 1687 at the Church ofSanta Mara Sopra Minerva. Along with Molinos more than two hundred personswere arrested in Rome, and several communities of nuns found themselvesimplicated in the scandal. One month after his sentence the Gazette de Francepublished the news of Molinos dead; however, historians tells us that Molinoslived nine more years, dying at the age of sixty-eight on December 28, 1696. The Catholic Encyclopedia ends its article about Molinos saying: He lived 9more years of pious and exemplary behavior, perhaps practicing his teaching thatelevated souls seek only the humiliations and scorn that it might please God tosend. IV. Possible OptionsIt is evident that the Molinos was facing a dilemma. The Church hascalled him to repent of serious charges.What should be his response to themandate of the Church? Shall he be consistent with his Quietism and recant inobedience? He chose to recant admitting the charges against. In doing so hetried to be consistent. By the other hand the other only option was to keephimself standing in his beliefs and to pay a the higher price of martyrdom. Weprobably never know what was in his mind during the trial. It may be that theaccusations of immoral behavior were real and that he just was caught and hadno other option. .u011cf9e13ff06cef0c7986a65e8eff36 , .u011cf9e13ff06cef0c7986a65e8eff36 .postImageUrl , .u011cf9e13ff06cef0c7986a65e8eff36 .centered-text-area { min-height: 80px; position: relative; } .u011cf9e13ff06cef0c7986a65e8eff36 , .u011cf9e13ff06cef0c7986a65e8eff36:hover , .u011cf9e13ff06cef0c7986a65e8eff36:visited , .u011cf9e13ff06cef0c7986a65e8eff36:active { border:0!important; } .u011cf9e13ff06cef0c7986a65e8eff36 .clearfix:after { content: ""; display: table; clear: both; } .u011cf9e13ff06cef0c7986a65e8eff36 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u011cf9e13ff06cef0c7986a65e8eff36:active , .u011cf9e13ff06cef0c7986a65e8eff36:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u011cf9e13ff06cef0c7986a65e8eff36 .centered-text-area { width: 100%; position: relative ; } .u011cf9e13ff06cef0c7986a65e8eff36 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u011cf9e13ff06cef0c7986a65e8eff36 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u011cf9e13ff06cef0c7986a65e8eff36 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u011cf9e13ff06cef0c7986a65e8eff36:hover .ctaButton { background-color: #34495E!important; } .u011cf9e13ff06cef0c7986a65e8eff36 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u011cf9e13ff06cef0c7986a65e8eff36 .u011cf9e13ff06cef0c7986a65e8eff36-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u011cf9e13ff06cef0c7986a65e8eff36:after { content: ""; display: block; clear: both; } READ: Ethnographic Summary of Japan EssayV. Biblical Principles. The Scriptures leave no place for immorality and lack of repentance inthe life of true believers . We dont know the heart of man, (God is the finaljudge), but if Molinos was living an immoral lifestyle the Bible have very clearteachings. The Apostle Paul dealing with immorality in the Church of Corinthsays: It is reported commonly that there is fornication among you, and suchfornication as is not so much as named among the Gentiles, that one should havehis fathers wife. And ye are puffed up, and have not rather mourned, that hethat hath done this deed might be taken away from among you. 1 Cor. 5:1-2. TheChurch must never allow immoral people to continue living in sin. In 2 Th. 3:6Paul again gives specific commandment concerning this issue: Now we command you,brethren, in the name of our Lord Jesus Christ, that ye withdraw yourselves fromevery brother that walketh disorderly, and not after the tradition which hereceived of us. There is not only immorality that is to be forbidden inthe Church but heresy as well: A man that is an heretic after the first and secondadmonition reject; Knowing that he that is such is subverted, and sinneth, beingcondemned of himself, Titus 3:10-11. Was this the case of Molinos? Was he one ofthose whom profess that they know God; but in works they deny him? Titus 1:16. VI. ConclusionMiguel de Molinos have passed to the history as accused of being bothheretic and immoral. He has been judged by the Roman Catholic Church and foundguilty. However the lack of historical evidences bring doubts upon his blame. Only God the Supreme Judge of all men will have the last word concerning thecase of this mystic of the middle ages. BIBLIOGRAPHYBell, Mary. A Short History of the Papacy. New York: Dodd, Mead and Company,1921. Braure, Maurice. The Age of Absolutism. New York: Hawthorn Books, 1963. Calvin, John. Institutes of The Christian Religion. Grand Rapids, Michigan:Eerdmans Publishing Co., 1962. Cristianini, Leon. Heresies and Heretics. New York: Hawthorn Books, c1959. Encyclopedia of Religion and Ethics. 1926 ed. S.v. Quietism. Gonzlez, Justo L. The History of Christianity Volume II. New York: HarperCollins Publishers, 1984. Herbermann, Charles, Edward Pace, Cond Pallen, Thomas Shasan, and John Wynne,eds. The Catholic Encyclopedia New York: Robert Appleton Co., 1911. S.v. Molinos, Miguel de Art, by Antonio Prez Goyena. Hogarth, Henry. The Mystery of Molinos. London Quaterly and Holborn Review,(January 1953): 178: 6-10. Knox, Ronald, A. Enthusiasm. New York: Oxford University Press, 1961 c1950. Lea, Henry Charles. A History of the Inquisition in Spain. Vol. IV. New York:AMS Press, Inc., 1988. Llorca Vives, Bernardino. Historia de la Iglesia Catlica en sus Cuatro GrandesEdades, Vol. 4. Madrid: Editorial Catlica, 1950-1960. Mestre Sanchis, Antonio. La Iglesia en la Espana de los siglos XVII y XVIII. The Church in Spain during the XVII and XVIII centuries. Madrid: EditorialCatlica, 1979. Pastor, Ludwing. The History of the Popes from the Close of the Middle Ages. Vol. 32. USA: Consortium Books, 1978. Whalen, John P., and Patrick O. Boyle, eds. New Catholic Encyclopedia. Washington: McGraw Book Co., 1966. S.v. Molinos, Miguel de Art, by T. K. Connolly. Religion