Applying Theology in the Psychology Classroom: Reflections on Integration in the Trenches for 35 Years
This article describes some of the ways that the author has applied theology or used constructive theology in the psychology classroom, in reflecting on integration in the trenches for 35 years. The following major areas or domains of the integration of psychology and the Christian faith are covered...
| Subtitles: | "Special issue: constructive theology in the psychology classroom" |
|---|---|
| Main Author: | |
| Format: | Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
2023
|
| In: |
Journal of psychology and christianity
Year: 2023, Volume: 42, Issue: 1, Pages: 59-68 |
| Standardized Subjects / Keyword chains: | B
Theology
/ Psychology lessons
/ Integration
/ Science
|
| RelBib Classification: | CF Christianity and Science FA Theology ZD Psychology ZF Education |
| Further subjects: | B
Theology
B TRENCHES B Practical Theology B Psychology B DOCTRINAL theology B Biblical Theology B RELIGIOUS psychology B Mentoring |
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| 520 | |a This article describes some of the ways that the author has applied theology or used constructive theology in the psychology classroom, in reflecting on integration in the trenches for 35 years. The following major areas or domains of the integration of psychology and the Christian faith are covered: personal or intrapersonal (including spirituality), professional (clinical), and principled (theoretical-conceptual and research), applying historical theology (including church history), biblical theology, systematic theology, and practical theology in a constructive way with psychology (and other) students (and faculty), in various contexts. More specifically, the following ways or contexts are described: courses (classroom teaching); devotional (brief sharing and prayer) times in class and other settings; clinical supervision; research supervision; mentoring doctoral advisees; collaborating with students and faculty in co-authoring academic and professional articles, chapters, and books; empowering and facilitating academic writing and publications by younger faculty and students; and clinical practice. This article concludes with some reflections on lessons learned in 35 years of teaching at Fuller Theological Seminary in the psychology classroom and other contexts. | ||
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