| Bibliographic Information | |
| Author : | Anthony, Michael | | Title : | The Integration of Faith and Learning: Faculty Applications in the Classroom. |
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The integration of faith and learning at Biola University is one of the most discussed yet perhaps least understood concepts among the professoriate. It should come as no surprise that there is such a variety of opinions concerning what integration is since we are a diverse group of researchers and scholars. If it is any consolation, it is encouraging to know that other schools are also suffering under the same lack of clarity. As I speak with professors from other CCCU schools I discover that the concept of integration of faith and learning is a much debated issue on their campuses as well.
I have in my office a collection of books, chapters, and articles on this subject. All together, it weighs in over 2,000 pages (no kidding). As I look through the materials I am somewhat amazed that in the midst of such a plethera of content, there is little, if any, agreement on just what the integration of faith and learning actually is. Each author has his/her contribution to make. Many quote each other but little consensus is reached.
According to Kirk Balius, who teaches theology at Talbot, "there are several major problems with the concept of 'integration' being propagated on this campus which will continue to create difficulties on the theoretical level, the methodological level in the classroom, and the personal level. In fact, the term itself can be misleading and is potentially theologically inaccurate." Balius believes that the problem stems from the tendency we have as Christians to tune out general revelation as well as our cultural accommodation which understands many of our academic disciplines in a utilitarian fashion. This process results in a fragmentation which prevents us from integrating our faith with our particular discipline. Such fragmentation isn't new either. Indeed, Frank Gaebelein wrote back in 1954 in his book, The Pattern of God's Truth: The Integration of Faith and Learning, that we must realize "the unity of all truth under God, and that unity we deny in education at the peril of habituating ourselves to a fragmentary kind of learning. The call, then, is for a wholly Christian world view on the part of our education. We must recognize, for example, that we need teachers who see their subjects, whether scientific, historical, mathematical, literary, or artistic, as included within the pattern of God's truth."
I don't believe we are going to achieve a resolution to this dilemma any time soon. But in the mean time it shouldn't prevent us from dialog. At the more practical level, I would like to know just what the integration looks like once it arrives in our classrooms.
In the belief that each of us has a contribution to make to this discussion, I recently asked our faculty to share with me an assignment or idea that they have used in an attempt to integrate their faith with their teaching methodology. I have edited these and present them (alphabetically) for your review. It is my hope that you might be encouraged by what others are doing in their quest for integration. Perhaps the creativity of others will provide you with some new ideas as well. Since the final word of this subject has yet to be written, let's take a moment and learn from one other.
Biblical Studies (Kirk Balius)
The student will write two doctrinal statements entitled "This is What I Believe." Each statement will consist of three pages.
The first page of each statement will summarize the doctrine, acknowledge key issues or problem areas, and provide key biblical support. The two doctrines to be studied are: (1) the doctrine of the Justification/Righteousness; and, (2) the doctrine of the Sanctification. The doctrinal statement will be graded in light of the development and depth of content as well as the clarity and organization of content.
On page 2, explore one difference this conviction can make in thinking differently? Use the following guidelines:
In light of Rom. 12:2, Christianity contradicts our culture both on the level of behavior as well as on the level of ideas. Identify and explain one aspect of the North American worldview(on the level of ideas) against which we need prophetically to speak out. Where does the American worldview contradict the Christian faith?
Autonomous Individualism
Narcissistic Hedonism
Reductive Naturalism
Absolute Moral Relativism
Identify and describe how the individual Christian as well as the local church have accommodated themselves to this cultural idea. How has this been brought into the church?
As we think through the meaning of this doctrine in light of our accommodation to the culture, how will this doctrine revolutionize our concept of our relationship to God, to ourselves, to other people both inside and outside the church, to our environment, to politics, to work or school, to suffering, or even to values and priorities? How is your thinking to change?
On page 3, provide a bibliography consisting of at least Erickson, a good Bible Dictionary, and two other systematic theologians. You are to write what "you believe" and therefore should not quote these sources.