Abstract
According to Paul Tillich's understanding of religion as “ultimate concern,” a religious dimension is implicit in all university curricula. A science‐and‐religion course, such as one taught at Southeast Missouri State University, can offer students the opportunity to integrate their worldview, taking seriously both religious ideas and scientific information. Assignments based on A. E. Lawson's model of a learning cycle provide a vehicle for evaluating significant student learning leading toward fuller integration. The stages of faith developed by James W. Fowler serve as a fruitfull framework for interpreting changes in student viewpoints. Fowler's six stages of faith are characterized. Examples from student writing assignments demonstrate shifts in the cognitive understanding of faith that coincide with Fowler's stages.
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