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Book Critique: Nicolas Notovitch’s “The Lost Years of Jesus Christ”

Book Critique, Literature 0 comments

“Woman at the Well” (2016) – painted by Crystal Close
Church History Museum, Salt Lake City, Utah
Picture taken by Jonathan Acuña in 2022

Nicolas Notovitch’s “The Lost Years of Jesus Christ”

Book critique


Jesus stands as the most towering figure within the realm of Western religious creeds, commanding unparalleled influence in the lives of many people around the world. The enigma shrouding the “lost years” of His life intensifies the intrigue surrounding everything that is being said about Him. As a college literature professor, my penchant lies in delving into literary works published from the Middle Ages and the 19th Century. And having been nurtured by my family in the Catholic faith, I encountered "The Unknown Life of Jesus Christ" a remarkable book that unveils an unconventional and intriguing perspective on His early life, shedding light on a period often referred to as the "lost" or "missing years" of His earthly life. Authored by Russian adventurer, Nicolas Notovitch, the book is based on his purported discovery of ancient manuscripts during his travels to India and Nepal in 1887. Notovitch (1890) claimed that these manuscripts contained an account of Jesus' activities and experiences during the time not covered in the canonical Gospels, encompassing His sojourn with Brahmani and subsequent emersion in the teachings of the lamas in India. Having recently concluded Notovitch’s book, I offered my own simple and unadorned yet sincere critique and book summary.

In this narrative, Jesus -known as Issa while traveling in India- is portrayed as a young seeker of wisdom and spiritual enlightenment. Notovitch’s transcription of his conversation with a lama in a monastery reveals that after spending His early years in Nazareth, Jesus embarked on a journey of discovery that took him to various regions in India, Nepal, and Tibet. Various circumstances compelled him to leave His homeland and family; His age and perceived readiness for engagement and marriage serving are considered the catalysts for His departure and sojourning in this area of Asia. During His travels, Jesus engaged with local scholars, holy men, and spiritual leaders, immersing himself in the rich tapestry of religious and philosophical traditions that flourished in that region.

Based on the account of the lama, says Notovitch (1890), Issa (Jesus) acquired proficiency in reading their sacred scriptures. He engaged in fervent preaching and guidance among the Shudras, a group often relegated to laboring roles, always linked to servitude and slavery. In bold stance, Jesus openly criticized the brahmins (priests and religious figures) and kshatriyas (administrative rulers), accusing them of distorting the fundamental message of our Creator – one proclaiming the intrinsic equality of all human beings in the eyes of God. In essence, Notovich’s narrative account of his transcription of what the lama told him unveils Issa’s transformative odyssey, portraying a young visionary incarnation of the Buddha who fearlessly explored and engaged with diverse spiritual traditions, while advocating for the equality and sanctity of all humanity but especially of women.

The narrative emphasizes Jesus' capacity for empathy, his ability to bridge cultural divides, and his dedication to the pursuit of inner wisdom. The book showcases his commitment to compassion, healing, and his concern for the welfare of others while being away from home and when He started His preaching life around Palestine. As Jesus continues his journey, he accumulates knowledge and engages in meditative practices, and even reportedly performs miracles that serve as testaments to his spiritual prowess when He is back in His homeland. The book touches on profound themes of cross-cultural exchange, religious tolerance, and the universal quest for understanding. It challenges the notion of a stagnant and isolated religious landscape, highlighting the dynamic exchange of ideas that could have potentially occurred during the time Jesus is said to have spent in these Eastern regions.

It's important to acknowledge that the authenticity of Notovitch's discovery has been met with skepticism and criticism from various sorts of scholars and theologists. Many scholars question the historical accuracy of the text, as it significantly deviates from the traditional biblical narrative of Jesus' life. Some argue that Notovich's work could be a creative interpretation rather than a direct translation of ancient manuscripts. But what can be stated about "The Unknown Life of Jesus Christ" is that it has intrigued both scholars and readers for its alternative perspective on Jesus' early life and spiritual journey. While the book may not be widely accepted as historical fact within mainstream Christianity, it continues to be a thought-provoking exploration of the potential intersections between Eastern spirituality and the life of Jesus Christ.

To conclude, what really stands out from Notovitch’s book is these four facts:

1

Jesus’ phonetically adapted name. Jesus’ name was Yeshua or Y’shua /yə’shu:ə/. The name “Issa” is presented as a phonetic rendering of Jesus’ name within the local languages of these areas, intended to make it more accessible to the people He encountered during his travels. Phonologically speaking, both names do have a similar pronunciation.

2

Parallels between Jesus and Buddha’s lives. Based on Notovitch’s account, the lama he interacts with stated that Issa was one other reincarnation of Buddha. Both Issa (Jesus) and Sidharta Gautama (the Buddha most of us know about) were born miraculously under significant celestial signs and destined for great spiritual roles.

3

Syncretism of spiritual ideas. In the eyes of the reader, it can be noticed that as Jesus interacts with scholars and teachers of different faiths, there is a suggestion of the borrowing of spiritual ideas from these people and their creeds. In this context, the notion of Jesus and “Issa” could represent a kind of synthesis of spiritual insights that -of course- include Buddhism.

4

Symbolic unity. One may think of the universality of Buddha or Jesus’ message and the potential unity of spiritual truths across diverse cultures. For some people this symbolizes the idea that enlightened beings, regardless of their historical and cultural contexts, share a common purpose of guiding humanity toward higher consciousness and understanding.

 

It’s important to note that the identification of Jesus as a reincarnation of Buddha and use of the name “Issa” have never been accepted within mainstream Christianity and theology. These interpretations are unique to Notovitch’s narrative presented in “The Unknown Life of Jesus Christ” and related texts. Of course, and as it was stated above, the book has sparked debate and controversy, and many scholars and theologists question the historical accuracy of Notovich’s transcription of the accounts he supposedly found in India. In other words, these ideas remain more aligned with alternative and speculative viewpoints rather than established historical or religious doctrine taught by all Christian denominations.

For those with an affinity for this genre of literature, “The Unknown Life of Jesus Christ” undoubtedly falls within the category of thought-provoking reads. Particularly if you have a Christian upbringing, its contents are poised to linger in your thoughts long after the final page. Perhaps, one day we’ll all know more about the lost years of Jesus Christ.

Wishing you an engaging and contemplative reading experience!


References

Notovitch, N. (1890). The Unknown Life of Jesus Christ, The Original Text of Nicolas Notovitch's 1887 Discovery. New York: R.F. Fenno. Retrieved from https://www.amazon.com/Christ-Original-Nicolas-Notovitchs-Discovery-ebook/dp/B004TPVKKQ/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr=

 


Suggested Reading Comprehension Exercise

 

Reading Task

Instructions: Based on critique, decide if the following statements regarding its content are true or false. The answers are provided below.

[1] -  Jesus is predominantly known for his influence in Eastern religious creeds.

         True

         False

[2] - The book "The Unknown Life of Jesus Christ" provides a traditional account of Jesus' life based on canonical Gospels.

True

         False

[3] -  Nicolas Notovitch claimed to have discovered ancient manuscripts detailing Jesus' experiences in India and Nepal during his travels in the late 19th century.

True

         False

[4] - In the narrative, Jesus' departure from his homeland was primarily motivated by his desire for marriage and engagement.

True

         False

[5] -  According to Notovitch's account of the lama, Jesus criticized the brahmins and kshatriyas for their role in distorting the message of equality in the eyes of God.

True

         False

[6] - "The Unknown Life of Jesus Christ" is widely accepted by mainstream Christianity as historical fact.

True

         False

[7] - According to Notovitch, Jesus is identified as a reincarnation of Siddhartha Gautama (the Buddha) in the book.

True

         False

[8] - The book emphasizes Jesus' disinterest in engaging with scholars and spiritual leaders from diverse faiths during his travels.

True

         False

[9] - Notovitch's book highlights the idea that enlightened beings from different cultures share a common purpose of guiding humanity towards higher consciousness.

True

         False

[10] - Notovitch's work has never been met with skepticism or criticism by scholars and theologians.

True

         False

 

Answer Key:

[1] – False

Explanation: Jesus is known for his influence in Western religious creeds.

[2] – False

Explanation: The book "The Unknown Life of Jesus Christ" provides an unconventional account of Jesus' life.

[3] – True

Explanation: Nicolas Notovitch claimed to have discovered ancient manuscripts during his travels in India and Nepal.

[4] – False

Explanation: Jesus' departure from his homeland was motivated by reasons other than marriage and engagement.

[5] – True

Explanation: Jesus criticized the brahmins and kshatriyas for distorting the message of equality in the eyes of God.

[6] – False

Explanation: "The Unknown Life of Jesus Christ" is not widely accepted by mainstream Christianity as historical fact.

[7] – True

Explanation: Notovitch's account identifies Jesus as a reincarnation of Siddhartha Gautama (the Buddha) in the book.

[8] – False

Explanation: The book emphasizes Jesus' engagement with scholars and spiritual leaders from diverse faiths during his travels.

[9] – True

Explanation: Notovitch's book suggests the idea of enlightened beings sharing a common purpose across cultures.

[10] – False

Explanation: Notovitch's work has indeed been met with skepticism and criticism by scholars and theologians.



Book Critique - The Unknown... by Jonathan Acuña


Wednesday, August 30, 2023



Exploring Features of a Videoconferencing Platform

Teaching Online, Videoconferencing Platforms, Virtual Learning Environments, Virtual Teaching 0 comments

Castelo dos Moros, Sintra - Portugal
Picture taken by Jonathan Acuña (2020) 

Exploring Features of a Videoconferencing Platform

What to look for


           When traditional classroom educators make the transition to the online teaching setting or find themselves instructing in a virtualized environment, it becomes essential for them to delve into the array of features offered by videoconferencing platforms. In instances where the educational institution dictates the platform choice, school authorities should prioritize the selection of a proficient trainer who can adeptly guide teachers through the multifaceted functionalities it encompasses.

         In a course “Teaching English Online” led by Lindsay Warwick and Marie Therese Swabey (n.d.) on FutureLearn’, educators who are venturing into the realm of online teaching are provide with invaluable guidance on selecting an appropriate platform for their lessons. The course adeptly convers a range of fundamental features, including but not limited to chat box, share screen, tick icon, interactive whiteboard, notes, and breakout rooms. Emphasizing the significance of platform familiarity, both Warwick and Swabey stress that learners must feel at ease navigating the online environment (n.d.). A sense of confidence in using the platform is pivotal, as any unease could hinder full engagement in lessons subsequently hampering the learning process (Warwick & Swabey, n.d.). Just as new teachers require comprehensive onboarding into the English teaching program, learners also stand to benefit greatly from an onboarding process tailored to the online platform they’ll be utilizing for their virtual lessons.

         Warwick & Swabey (Researching different platforms, n.d.) highlight “five different platforms that teachers use.” This inclusion serves to empower course participants in FutureLearn in evaluating and slecting the most suitable platform for their needs. The course’s platform list emcompasses Skype, Zoom, Microsoft Teams, Google Meet, and WhatsApp (Warwick & Swabey, M. T., Researching different platforms, n.d.). As part of my contribution to novice instructors, I took the initiative to conduct a comparative analysis of three of these platforms, focusing on the features available to users. ahead and compared three of them based on the features I get to use when using them.

Conferencing Feature

Microsoft Teams

Zoom

Google Meet

Video

ü

ü

ü

Background Choices

ü

ü

ü

Audio

ü

ü

ü

List of Participants

ü

ü

ü

Screen Sharing

ü

ü

ü

Interactive Whiteboard

ü

ü

x

Breakout Rooms

ü

ü

x

Annotate Tool

ü

ü

x

Chatbox

ü

ü

x

Reaction Icons

ü

ü

x

Recording

ü

ü

ü

Online Storage

ü

ü

ü

Meeting Calendarization

ü

ü

ü

Mobile Compatibility

ü

ü

ü

Document Sharing

ü

ü

ü

 

It is crucial to note that the three videoconferencing platforms I chose do offer paid subscription options or require the acquisition of a licence. While these platforms do provide free usage options, it’s imperative to acknowledge that they come with certain limitations, impacting both teachers and for their learners.

          After grasping the core features of the videoconferencing platform, educators must dedicate time to explore their integration within a synchronous lesson. Among the essential steps for all teachers is to meticulously review the feature list of the chosen platform, followed by an exploration of how these features can be seamlessly incorporated to mirror their established methods from traditional classrooms. This process involves devising strategies for facilitating group work activities and effectively executing interactive speaking tasks such as the “find-someone-who” exercise. These critical questions necessitate thorough exploration. Here you have some valuable information about the three compared platforms I carried out. Now it is time for you do explore them on your own:

·         Zoom tutorial

·         Microsoft Teams tutorial

·         Google Meet tutorial

By delving into the intricacies of these three platforms, teachers can better navigate the challenges of adapting traditional teaching practices to the online environment.

         To sum up, the journey from traditional to true online teaching is marked by a dynamic process of discovery, trial and error, and adaptation. By immersing ourselves in the features of videoconferencing platforms and aligning our practices with the virtual context, language instructors (or any other type of educator) can effectively bridge the gap between physical-traditional and virtual-digital classrooms, ultimately enriching educational experiences for both ourselves and our learners.


References

 

Warwick, L., & Swabey, M. (n.d.). Exploiting features of a platform. Retrieved from FutureLearn.Com: https://www.futurelearn.com/courses/online-tutoring/9/steps/1381032

Warwick, L., & Swabey, M. T. (n.d.). Researching different platforms. Retrieved from FutureLearn.Com: https://www.futurelearn.com/courses/online-tutoring/9/steps/1381033

 


Suggested Reading Comprehension Exercise

 

Reading Task 1

Instructions: Based on the comparative chart provided, decide if the following statements regarding Zoom, Microsoft Team, and Google Meet are true or false. The answers are provided below.

[1] - Microsoft Teams offers Video, Background Choices, and Audio features.

True

False

[2] - Interactive Whiteboard is available in all three platforms: Microsoft Teams, Zoom, and Google Meet.

True

False

[3] - Breakout Rooms and Annotate Tool are features present in Zoom.

True

False

[4] - Chatbox and Reaction Icons are available in Microsoft Teams and Zoom.

True

False

[5]- Recording, Online Storage, Meeting Calendarization, Mobile Compatibility, and Document Sharing features are present in Microsoft Teams and Zoom.

True

False

[6] - Google Meet offers Background Choices and Audio features.

True

False

[7] - Microsoft Teams provides the Interactive Whiteboard feature.

True

False

[8] - Zoom offers the Breakout Rooms feature.

True

False

[9] - Annotate Tool is available in Google Meet.

True

False[10] - Recording, Online Storage, Meeting Calendarization, Mobile Compatibility, and Document Sharing features are present in Google Meet.

True

False

 

Reading Task 2

Instructions: Read the passage carefully and choose the best answer for each blank. Select the option (a, b, c, or d) that you think is correct. The answers are provided below.

[1] - When traditional classroom educators make the transition to the online teaching setting or find themselves instructing in a virtualized environment, it becomes essential for them to __________ into the array of features offered by videoconferencing platforms.

a) dive

b) jump

c) skim

d) skip

[2] - In instances where the educational institution dictates the platform choice, school authorities should prioritize the selection of a proficient trainer who can adeptly guide teachers through the __________ functionalities it encompasses.

a) multifaceted

b) basic

c) limited

d) redundant

[3] - Educators who are venturing into the realm of online teaching are provided with invaluable guidance on selecting an appropriate platform for their lessons in the course titled “Teaching English Online” led by Lindsay Warwick and Marie Therese Swabey (n.d.) on FutureLearn’. The course adeptly covers a range of fundamental features, including but not limited to __________.

a) chalkboard

b) chat box

c) textbook

d) microphone

[4] - Emphasizing the significance of platform familiarity, both Warwick and Swabey stress that learners must feel at __________ navigating the online environment.

a) home

b) ease

c) unease

d) risk

[5] - A sense of confidence in using the platform is pivotal, as any unease could hinder full __________ in lessons subsequently hampering the learning process.

a) engagement

b) disinterest

c) isolation

d) confusion

[6] - Warwick & Swabey (Researching different platforms, n.d.) highlight “five different platforms that teachers use.” This inclusion serves to empower course participants in FutureLearn in __________ the most suitable platform for their needs.

a) purchasing

b) selecting

c) ignoring

d) disregarding

[7] - The course’s platform list encompasses Skype, Zoom, Microsoft Teams, Google Meet, and __________.

a) Snapchat

b) Facebook

c) WhatsApp

d) Instagram

[8] - As part of my contribution to novice instructors, I took the initiative to conduct a comparative analysis of three of these platforms, focusing on the features available to __________.

a) learners

b) administrators

c) developers

d) users

[9] - Among the essential steps for all teachers is to meticulously review the feature list of the chosen platform, followed by an exploration of how these features can be seamlessly __________ to mirror their established methods from traditional classrooms.

a) ignored

b) incorporated

c) avoided

d) dismantled

[10] - By delving into the intricacies of these three platforms, teachers can better navigate the __________ of adapting traditional teaching practices to the online environment.

a) ease

b) challenges

 c) rewards

d) avoidance

 

Answers to both reading comprehension exercises:

Reading Task 1

1. True

2. False

3. True

4. True

5. True

6. False

7. True

8. True

9. False

10. False

 

Reading Task 2

a) dive

a) multifaceted

b) chat box

b) ease

a) engagement

b) selecting

c) WhatsApp

d) users

b) incorporated

b) challenges



Link to Scribd.Com:

https://es.scribd.com/document/667719821/Exploring-Features-of-a-Videoconferencing-Platform

 

Link to paper stored at Academia.Edu:

https://www.academia.edu/106046198/Exploring_Features_of_a_Videoconferencing_Platform


Exploring Features of a Videoconferencing Platform by Jonathan Acuña on Scribd


Monday, August 28, 2023



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