Faith Integration in the Classroom
In this paper, the authors address faith integration and share specific examples in curriculum and pedagogy for potential implementation in faith-based institutions. Christian-based higher education institutions are increasingly requiring faculty members to view faith integration as a legitimate aca...
| Auteurs: | ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Common Ground Publishing
2013
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| Dans: |
The international journal of religion and spirituality in society
Année: 2013, Volume: 2, Numéro: 2, Pages: 121-128 |
| Sujets non-standardisés: | B
Faith and Learning
B Faith Integration B Christian Faith |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Résumé: | In this paper, the authors address faith integration and share specific examples in curriculum and pedagogy for potential implementation in faith-based institutions. Christian-based higher education institutions are increasingly requiring faculty members to view faith integration as a legitimate academic field/discipline. In addition, they expect faculty to acquire the needed expertise to infuse the Christian faith within their academic fields in their teaching, scholarship and service. This requires a major shift in thinking, since most faculty experiences have been primarily in secular institutions. Christian colleges and universities need to assist faculty in meeting this "new" expectation. This means providing support and specialized resources to guide faculty toward the knowledge and proficiency required to integrate faith in the classroom. Although this is a challenging task, it can be accomplished through incremental steps. |
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| ISSN: | 2154-8641 |
| Contient: | Enthalten in: The international journal of religion and spirituality in society
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| Persistent identifiers: | DOI: 10.18848/2154-8633/CGP/v02i02/51199 |