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Undoubtedly Erich Fromm offers a valuable insight into the nature of man. Unquestionably, man can give meaning to his existence by perfecting himself, by developing his potentialities to the utmost. However, for the Christian, the psychologist's solution is incomplete. Such an approach to the nature of man fails to take into account the Christian truths of original sin and grace. Of course man's life is to be productive. Yet, it is not man who gives the ultimate meaning to his life. Man does not achieve the realization of his potentialities unaided. Man is not reduced to the help- less position of aloneness in Christian thought. God, through Christ, is pointing out the true meaning of human existence to eve1y man who seeks it from Him. Again, through Christ the Father offers the strength necessary to overcome the problems and dangers encountered in the human situation. There is a transcending power who cares about man and leads him to his ultimate destiny. Man is for this personal God. He is not for himself. Yes, man is to be productive; he is to strive for perfection, the full development of all his potentialities; not for himself, but for God. >Therefore, whether you eat or drink, or do anything else, do all for the glory of God.< ( I Cor. 10:31)
This study examines Emily Dickinson’s >God Gave a Loaf to Every Bird<, which talks about love, life, and happiness. The purpose of this study is to find out God’s love in the poem. The method used in this paper is the intrinsic and extrinsic approach. The intrinsic elements, such as diction and imagery, are used to get the deeper meaning of the poem. The second one is describe the mutual love between the speaker and God through the extrinsic elements, focuses on the speaker’s perspective, maturity and life experience based on the theory of love by Erich Fromm concerning on Love of God aspects. The result shows that the speaker of the poem expresses her feelings while giving the other creature a pleasure, besides the speaker of the poem is categorized as a religious person who always grateful for what she owned.
The article attempts to show relations between technology, economy, social life and education. In the first part author shows H. Marcuse’s conception of dependencies between technology, consumption, human needs and social consciousness. In the second part shows E. Fromm’s point of view on two ontological categories >to be< and >to have<. Special attention is paid to the possibility of using Marcuse’s and Fromm’s theories to analyze situation of man, his social consciousness and in this context – the role of the education in contemporary world.
В статье рассматриваются истоки, предпосылки и содержание политико-правовых представлений Эриха Фромма. Раскрывается понимание Э.Фроммом эволюции правосоциального характера личности, высшей ступенью в которой мыслитель считает революционный, отмечая, что революционер - это не бунтарь, вечно недовольный властью, а личность, которая стремится на основании радикально-гуманистических правовых идей переустроить общество.