Integration Of Faith Research Articles

Incorporating Spirituality in the Classroom

This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

In Faith and Practice: How Christian Doctoral Programs Address Religious Diversity Needs

Many Americans identify as religious or spiritual, with a large subset of these individuals identifying as Christian. However, many doctoral training programs neglect to incorporate religion and spirituality into their curricula in an intentional and integrated way. Past national research has documented that many professionals report feeling incompetent, ill-prepared, or reticent to attend to religion and spirituality matters in their teaching and practices. In contrast, Christian doctoral programs address this problem by intentionally hiring qualified faculty who can articulate a clear faith commitment, and through curricular offerings that emphasize the integration of faith and professional practice. By doing so, they offer an approach to doctoral education that incorporates an additional dimension in terms of secular professional diversity standards. Programs like the ones outlined in this article enhance their students’ and trainees’ competency by attending to religion and spirituality as diversity factors. Such programs also attend to religious diversity as an essential personal dimension of life for many clientele. Furthermore, the integration of faith with academic endeavors has the potential to deepen professional identity development and to offer the added layer of integrating occupation and spiritual vocation. Three sample programs are described in this article, highlighting how each doctoral program—one in clinical psychology, one in law, and one in business administration—distinctively practices Christian integration. The benefits of these programs to students and other professional training programs are also discussed.

Towards a Biblical Foundation for a Philosophy of Library Sociality

In this essay, I focus on the sociality of librarianship in the academic setting. How should we as library workers think about the communities we serve? What mindset should guide our interactions with the people who seek our services? How should library workers think about how we collaborate to serve our public? As a profession, librarianship has a solid public service orientation, evidenced by its best community outreach, advocacy, and hospitality practices. Can Biblical teachings emphasized within the Seventh-day Adventist faith community be foundational for this ethos? Does faith integration matter? Correlating insights from Tuomela on group agency, Lankes on the mission of librarians, and the Biblical teachings on Discipleship, Second Coming, and Sabbath, I suggest the integration of work and faith is evidenced by a dispositional orientation that finds expression in a we-mode library sociality.

Effects of Faith Integration Activities on Students’ Epistemologies in Introductory Physics Classes

Integrating faith with academic disciplines should result in enrichment of students’ perspectives on both the discipline and their faith. This quasi-experimental pilot study examines how faith integration activities in introductory physics classes affected students’ epistemologies, defined as their beliefs about the nature of knowing and learning. The faith integration activities consisted of daily in-class discussions of characteristics of scientists, including comparisons and contrasts of typical traits of scientists with traditional Christian virtues. Changes in students’ epistemologies throughout their first semester of introductory physics were measured using the Epistemological Beliefs Assessment for the Physical Sciences (EBAPS) survey. Previous research has shown that in a typical introductory physics class, students’ epistemological beliefs become less expert-like. Comparing students who received the intervention with those that did not, students’ EBAPS scores decreased without the intervention, although the typical decreases did not occur with the intervention. The largest improvement occurred on students’ beliefs on the source of ability to learn, which was emphasized in the in-class discussions. Moreover, students in the first quartile by EBAPS pre-score showed decreases in the source of ability to learn score without intervention, but gains in the source of ability to learn axis with intervention. These results indicate that the faith integration intervention produced results of value to the discipline by preventing the typical degradation in students’ epistemologies, with the largest benefit to students at risk of not persisting in STEM because of epistemological barriers.

Faith Integration in the Development of an Interprofessional Education Faculty Fellowship.

To cultivate faculty facilitators in interprofessional education, a college of health sciences at a Christian university established a fellowship for interprofessional development that incorporated faith-based activities. Twenty-eight faculty formed nine interprofessional project groups that participated in the 12-month fellowship across two academic years. The objective was to gain competence in interprofessional education. Analysis of pre- and postassessment findings revealed a statistically significant difference between the two assessments in seeking information related to faith-based aspects of care. This educational intervention suggests that the inclusion of a faith component may help to shift faculty perceptions of faith-based care during development of interprofessional education opportunities.

Openness to Christianity among Chinese Graduate Students Who Attended a U.S. Christian University: A Grounded Theory Study

More than 300,000 Chinese students attend U.S. universities annually (USDHS, 2018), many of whom reportedly “Leave China, Study in America, Find Jesus” (Zhang, 2016). However, research on this phenomenon of worldview change is thin, especially as related to the experiences of atheist or nonreligious Chinese graduate students attending Christian institutions. This grounded theory study investigated the central research question: “What factors influence Chinese graduate students’ openness to Christianity while attending a Christian university in the United States?” Twenty-five Chinese graduate students from various majors were interviewed regarding their experiences attending an anonymous member institution of the Council for Christian Colleges & Universities (CCCU). Among the 25 participants, 20 entered the university self-identifying as nonreligious or atheist; three entered self-identifying as Christians who had attended an unofficial or official church in China. One participant reported having had limited involvement in Christianity in China; another reported significant previous involvement in Daoism. The major finding of the study is that Chinese graduate students who attended a Christian university experienced increased openness to Christianity yet with competing influences—contributors increasing openness to Christianity and other contributors that reportedly decreased openness to Christianity. This article focuses solely on the contributors that increased openness, organized by the researcher in three domains—the Theoretical-Curricular, Relational-Cultural, and Supernatural Dimensions. Ten contributors to openness were identified: (a) Worldview Courses Analyzing Arguments For/Against God’s Existence, studying the work of atheist Richard Dawkins (2008) alongside Christian apologists J. P. Moreland (2007) and W. L. Craig (2010); (b) Faith Integration Requirements; (c) Intellectual Freedom; (d) The Bible; (e) Faculty and Classmates’ Influence; (f) Church Relationships; (g) Family Support; (h) American Culture; (i) Direct Experience With the Supernatural; and (j) Experimental Prayer.

Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation of learning activities. Furthermore, the integrated curriculum should be designed to include faith aspects in learning through intra-disciplinary, multidisciplinary, interdisciplinary and trans-disciplinary approaches. The paper further expounds on the meaning and significance of an integrated curriculum for Christian educators. The case is post-civil war Liberia and the major question of the paper is, how can an integrated curriculum bridge the gap of the missing link of faith integration in curriculum development in Liberia? Consequently, a proposed model is provided for Christian education stakeholders in Liberia. The model can be applicable across Christian educators worldwide.

Integration of Faith and Learning at a Faith-Based Historically Black University: An Exploratory Study

Although the importance of integration of faith and learning (IFL) is well documented in the literature, little is known of how it is implemented at a Historically Black University. The purpose of this qualitative study was to explore how IFL is deliberately implemented at a faith-based Historically Black University. Twenty-nine faculty members participated in the study. Thematic analysis was used to identify the following themes: connectivity, modeling, intentionality and spontaneity. These themes not only describe how IFL occurs at this institution, but also the levels at which IFL is deliberately implemented.

Faith Integration in Marriage and Family Therapy Education: A Delphi Study of the Learning Experiences of Students Enrolled in Christian Faith-Based MFT Graduate Programs

This study explored how students in Christian faith-based marriage and family therapy (MFT) graduate training programs are taught and learn to integrate their faith with the discipline of MFT. A Delphi method was utilized to develop consensus among a panel of students enrolled in faith-based MFT training programs regarding what teaching methods and subject matter are most useful to MFT students’ integrative education. The results of this study indicated several helpful means by which to educate MFT students in matters of faith integration and also highlighted various ways in which students learn to connect their Christian beliefs and practices to the profession of family therapy. In tandem with these results, a number of recommendations for teaching integration to students enrolled in Christian faith-based MFT graduate programs are also discussed.

Evaluation of Coaching Students Based on Dormitory Curriculum in Madrasah Aliyah Negeri Insan Cendikia Bengkulu Tengah

When BJ Habibie became the head of the BPPT, the idea of establishing a boarding school-based madrasa was based on the basic concept of the integration of Faith and Taqwa (IMAQ) and Science and Technology (IPTEK) called Madrasah Aliyah Negeri Insan Cendikia in Serpong, then this model developed to various provinces one of which is Bengkulu Province. The problem is the model developed by Madrasah Aliyah Negeri Cendikia Insane already running optimally and optimally, the extent of the success of student coaching in the Dormitory at Madrasa Aliyah Negeri Cendikia Insan Bengkulu Tengah. Therefore, this study discusses the evaluation of the management of student coaching in MAN Insan Cendikia Bengkulu Tengah Boarding House.The research method used is descriptive qualitative with evaluative research type, this research was conducted at Madrasah Aliyah Negeri Insan Cendikia Bengkulu Tengah, research data sources consisted of Boarding Trustees and Students. The results showed that all components and curricula of curriculum consisting of Salimul Aqidah, Sahihul Ibadah and Moral Karimah had been carried out well and fulfilled the established curriculum requirements for curriculum. Some of the obstacles experienced by hostel caregivers are heterogeneity of students from various aspects, but overcoming this the manager uses two approaches, namely the regulative approach and the psychological approach.

Towards a Philosophy of Liberal Education: John Henry Newman on Teaching Universal Knowledge, the Cultivation of the Intellect, and the Enlargement of Mind

In this essay, I develop a philosophy of liberal education based on an interpretation of Newman’s concepts of teaching universal knowledge, the cultivation of the intellect, and the enlargement of mind found in The Idea of a University. I argue that a close reading of Newman’s articulation of these three concepts reveals an understanding of the purpose of liberal education as animating truth with reason to produce knowledge that enhances faith and improves society. I also discuss how this philosophy translates into a pedagogy that directly informs my teaching, and, hopefully, contributes to the integration of faith and learning in the lives of my students.

Towards the Integration of Faith, Love, and Praxis

Non-faith-based social work educators and researchers have a poor understanding of what might motivate Christians in social work and whether Christian motivations have any place in social work. On the other hand, Christians have difficulty articulating actions inspired by their faith in ways that others can comprehend despite feeling misunderstood. The focus of this article is to present the framework of faith-inspired praxis of love and lay the groundwork for intergroup dialogue. The framework draws from the works of Jane Addams, Dorothy Day, Martin Luther King, Jr., Jean Vanier, and Mary Jo Leddy, five notable leaders in Christian spirituality and public initiatives, to discuss their conceptualization of faith, love, and praxis. Practice and research implications of this framework for social work are discussed.

Assessment as Science and Story: A Roadmap for Christian Higher Education

Institutions of higher education face an increasing demand for evidence that they are providing the high-quality educational experience promised in promotional materials. Accrediting bodies require assessment for accountability to ensure continuous improvement. Faculty at Christian higher education institutions join their secular counterparts in questioning the value of time-consuming assessment activities, disconnected from meaningful teaching designed to fulfill distinctly Christian missions, often understood as “the integration of faith and learning.” In 2016, Paul Kaak, faith integration editor of Christian Higher Education, called for “explorers and cartographers” to devise more detailed maps of academic faith integration leading to learning in all disciplines that is carried out “in the light of faith” (p. 189). This essay answers that call for an integration roadmap as it relates to assessment, planting signposts grounded in Reformed epistemology and framing it as science and story. Three key principles shape the argument: (a) educational assessment constitutes a God-designed natural act of human knowing and valuing, though finite and distorted by sin; (b) human fallibility necessitates assessment processes that are characterized by transparency, enabling learners to use their gifts for God’s glory; and (c) assessment is most effective when enacted in a loving community of learners who recognize that performance does not determine worth in God’s eyes. Finally, the article concludes with practical guidelines to implement a Christian vision of assessment.

Intentional Integration of Faith in Accounting Matters

Faith integration is an important strategy in business courses, both as a calling and as a matter of survival. This article develops a study that assesses the efficacy of integrating faith into an accounting course to improve future ethical actions. The results provide empirical support that students were positively impacted by intentional faith integration using Micah 6:8 to understand how the Bible may be used to inform one confronted with an accounting ethical dilemma.

Integration of law and religion in constitutional and legal regulation: comparative legal research

The article deals with issues related to the integration of faith in God in the Constitution. The author analyzes the constitutions of European States, among which the constitutions of 7 European States mention God, the constitutions of 15 European States establish an official (state) religion, or emphasize the special status of a particular religion, and the constitutions of 22 European States explicitly enshrine the secular nature and separation of Church and state. Based on the analysis, it is proved that the integration of faith in God into the structure of constitutional norms is a historically determined process of normative consolidation of natural human rights, which does not violate the secular nature of the state, and reflects the value of cultural and historical continuity. In addition, the integration of law and religion at the constitutional level creates the basis for the legality of integrative law enforcement.

Sola Scriptura's and the Chinese Union Version Bible's Impact upon Conservative Christian Leaders: The Case of Watchman Nee and Wang Mingdao

AbstractThe majority of Chinese Christians can be considered to be theologically conservative. One distinctive feature of conservative theology is Biblicism, according to which Scripture occupies a central role. The Reformation principle of sola scriptura legitimises this conservative stance and calls for a stern application of this principle. As Biblicists, they are discontented with the ‘unbiblical’ practices and ministries of missionaries. On the other hand, missionaries have put forward the Union Version translation project on the basis of the principle of sola scriptura. This article investigates how Watchman Nee (1903–72) and Wang Mingdao (1900–91) were discursively influenced by the missionaries’ Union Version Bible translation project through their different understandings of sola scriptura. For missionaries, sola scriptura required the translation of a faithful and popular Chinese Bible, and Mandarin was deemed an appropriate language for the task. While Nee and Wang did not appreciate the missionary enterprise, for sola scriptura they valued the Chinese Union Version as an outstanding and up-to-date translation of the Scripture. For Nee and Wang, sola scriptura was not only a translation principle, but also a principle underpinning religious life. Conservative Christians’ devotional practice emphasises the memorising of biblical texts and verbalising them throughout the day. This practice resulted in the Union Version, which is written in eloquent modern Chinese, becoming an integral part of Chinese Christian practice rather than a mere translation. Though Nee and Wang accused missionaries of having betrayed the Reformation principle, they were still under its influence thanks to the Chinese Union Version Bible. Also, their teaching on biblical reading had similarities with the medieval monastic practice of lectio divina. In this sense, the Chinese Union Version Bible reveals an interesting integration of Chinese conservative Christian faith, missionary enterprise, sola scriptura, and a monastic style of spiritual practice within the Chinese Church.

Impact of an Interprofessional Training Session on Student Spirituality and Faith Integration in the Workplace

Providing spiritual care to patients can result in improved health outcomes and health-related quality of life. However, healthcare professionals feel largely unprepared to address spiritual health. The objective of this study was to determine the impact of an interprofessional training session on student spiritual health and perceived confidence and competence in sharing their faith with patients. An all-day, interprofessional workshop to assist students in assessing their own spiritual health, identifying opportunities to address patient spiritual health, and sharing their faith ethically was incorporated. Nursing, pharmacy, allied health/kinesiology, psychology, and pre-med students attended and completed assessments related to the student outcomes pre-workshop, post-workshop, and at 3, 6, and 9 months post-workshop. Significant improvements in perceived confidence and competence were documented initially and longitudinally. Baseline student spiritual health was high; only participation in Christian activities significantly improved in the assessment of their spiritual health. Further study is necessary to fully understand the impact of this training on student spiritual health. Nonetheless, incorporation of this training can better prepare students to engage in spiritual care of patients and share their own faith with others ethically as opportunities arise.

Academic rigor in Christian schools: The academic effect of Bible courses and integration of faith and learning in secondary education

This study analyzes the correlation between required years of Bible courses and academic rigor at select private Christian schools. These findings, derived from the author’s doctoral research, show a threshold of under 4 years of required Bible courses for optimal academic perception among these schools. This threshold correlates with a medium to strong effect size and demonstrates a tension between academic strength and integration of faith and learning. This finding calls attention to Christian schools’ need to examine their priorities as both Christian and academic institutions. Theological and practical implications include extensions of the doctrine of sovereignty and curricular design.

Christian Mind in the Emerging World. Faith Integration in Asian Contexts and Global Perspectives, edited by Peter Tze Ming Ng, Wing Tai Leung, Vaughan King Tong Mak

Christian Mind in the Emerging World. Faith Integration in Asian Contexts and Global Perspectives, edited by Peter Tze Ming Ng, Wing Tai Leung, Vaughan King Tong Mak

The Influence of School Catholicity on Sport Educator-Coaches

In practice, sports often play a major role in shaping the identity of Catholic schools. Theorists consider how to better integrate religious faith into sports programs. We argue that it is also imperative to investigate how the schools' catholicity influences educator-coaches experiences of sport. Based upon analysis of a phenomenological research project in Edmonton, Canada, our study uncovered factors of lift (i.e., feeling part of something bigger, mentor-coaches as doers of the Word, and communal or relational elements) and drag (i.e., treatment of non-Catholics, seeking an authentic faith, and a lack of reflection on the integration of sport and faith). From these findings, we highlight how factors of lift and drag should effect the way Catholic schools shape their sports programs' religious identity: the importance of the faith community, the value of implicit and explicit signs of faith in secular times, the need for deeper reflection, and possibilities for that reflection.