ICT Logo
Title
Welcome Tab Volume Tab Author Tab Subject Tab Subject Tab About Tab

Español


The Integration of Faith and Values
with Teaching and Learning


A Definition and Applications
 

The integration of faith and values with teaching and learning is a deliberate and systematic process of approaching the entire educational enterprise—both curricular and co-curricular—from a Christian perspective. In a Seventh-day Adventist setting, its aim is to ensure that, by the time students complete their studies, they will have freely internalized beliefs and values and a view of knowledge, life, and destiny that is Bible-based, Christ-centered, service-oriented, and kingdom-directed.

Teachers integrating faith and values with teaching and learning approach their subjects from a biblical-Christian worldview perspective, discovering in their subject matter the themes and issues that naturally allow for an explicit connection to be made between the curricular content, on the one hand, and the Christian faith, beliefs, and values on the other. Teachers highlight these connections in their course plans, lectures, course assignments, class discussions, thought questions in examinations, and other learning experiences, with the goal of leading their students to develop their own Bible-based view of knowledge, values, life’s purpose and destiny. In addition, teachers commit themselves to provide attractive models of Adventist thinking and behavior in their interaction with students within and outside the classroom.

Support staff members also play a significant role in the process of integrating faith and values with student learning in the business office, cafeteria, chaplaincy, counseling, dormitories, library, maintenance, sport fields, work areas, and the like. Their respective service departments develop descriptions of how each area, through its employees, transmits specific institutional beliefs and values to students in their daily interactions and work assignments.

Educational administrators who are committed to faith/learning integration set in motion an on-going, campus-wide board-endorsed plan that involves both faculty and staff in the transmission of the beliefs and values the institution wishes to convey to the students, solidly grounded in its own statement of mission, values, and vision. Such a plan includes the selection of new faculty, asking them to provide a written statement indicating how they will support the institutional mission and values in their courses, and also the induction of new faculty, guiding them in the integration of faith and values in their teaching. The plan often assigns to academic and support departments the responsibility of identifying the institutional beliefs and values applicable to the respective area of endeavor, including the course syllabus level. Some colleges and universities request that, as part of the tenure process, the faculty member involved present a document describing how they carry out this integration in their own particular fields of expertise. The integration plan usually assigns the overall coordinating responsibility to a representative committee that is granted the authority and provided the necessary resources to design, promote, supervise, and assess the plan’s effectiveness, making adjustments as needed. This unified plan helps administrators support initiatives that foster the effective transmission of those core beliefs and values and likewise de-emphasize or discard activities that do not contribute to this overall objective.

Humberto M. Rasi

 

L’Intégration de la foi dans l’enseignement


Définition pratique

 

L’intégration de la foi dans l’enseignement est un processus délibéré et systématique d’approche, dans une perspective chrétienne, de l’intégralité de l’entreprise éducative — tant programmatique que périphérique. Dans le cadre de l’adventisme du septième jour, ce processus d’approche vise à assurer que les élèves et étudiants, lorsqu’ils achèvent leur cursus, ont librement intégré les valeurs bibliques et que leur conception du savoir, de la vie et du destin est enracinée dans la Bible, centrée sur Jésus, orientée vers le service d’autrui et tournée vers le royaume de Dieu.

Les enseignants qui mettent en œuvre l’intégration foi-enseignement abordent leur sujet dans la perspective de la conception biblico-chrétienne du monde et trouvent dans leur matière les thèmes et questions qui favorisent naturellement l’établissement de liens explicites entre le contenu du programme, d’une part, et la foi, les convictions et les valeurs chrétiennes, d’autre part. Ils mettent ces liens en lumière dans leurs plans de cours et dans le contenu de ceux-ci, dans les travaux personnels qu’ils donnent à faire à leurs élèves ou étudiants, dans les discussions de classe, dans les questions de réflexion posées lors d’examens et dans le cadre d’autres activités pédagogiques, avec pour objectif d’amener leurs élèves ou étudiants à élaborer leur propre conception (enracinée dans la Bible) du savoir, des valeurs, du but de la vie et du destin.

Les responsables et administrateurs éducatifs désireux d’appuyer l’intégration foi-enseignement prennent l’initiative d’un programme continu, concernant l’ensemble de leur campus et impliquant aussi bien le personnel enseignant qu’administratif, afin de sélectionner les convictions et valeurs que l’institution souhaite transmettre aux élèves ou étudiants – sur la base de la vision et de la déclaration de mission institutionnelles – répartissant les responsabilités, mobilisant les ressources requises, mettant sur pied toutes les activités pertinentes, qu’elles relèves du cursus ou soient périphériques, évaluant l’efficacité du programme et procédant aux ajustements nécessaires. Ce plan global aide les administrateurs à apporter leur soutien aux initiatives et programmes qui favorisent la transmission de ces convictions et valeurs et aussi à réduire l’impact, ou à éliminer, les activités contre-productives.

Humberto M. Ras

i

La integración de la fe
con la enseñanza y el aprendizaje


Hacia una definición
 

La integración de la fe con la enseñanza y el aprendizaje es un proceso intencional y sistemático mediante el cual los educadores y los administradores enfocan todas las actividades de una institución desde una perspectiva bíblico-cristiana. En el contexto educativo adventista, el objetivo de este proceso es lograr que los alumnos, al completar sus estudios, hayan internalizado voluntariamente los valores cristianos y una visión del conocimiento, la vida y el destino que se basa en la Biblia, se centra en la amistad con Cristo, se orienta al servicio motivado por el amor, y se proyecta hacia el reino eterno que Dios ha prometido.

Los educadores interesados en la integración fe-enseñanza abordan sus propias disciplinas basados en la cosmovisión bíblico-cristiana, descubriendo en las materias que enseñan los temas que permiten conectar naturalmente su contenido curricular con la fe, las creencias y los valores cristianos. Los docentes destacan estas conexiones en sus planes de curso, en sus exposiciones, en las lecturas y las tareas asignadas a los estudiantes, en los temas propuestos para la discusión, en las preguntas de los exámenes y en otras experiencias educativas con el fin de que los estudiantes tengan la oportunidad de elaborar sus propias convicciones sobre la aplicación del conocimiento adquirido, los valores personales y sus blancos para la vida.

Los administradores educativos deseosos de promover la integración fe-enseñanza ponen en marcha un plan integral que involucra a los docentes y al personal de apoyo en la selección de las creencias y los valores que la entidad educativa, en base a la declaración institucional de misión, desea transmitir a los estudiantes. Además, asignan responsabilidades para la ejecución del plan, proveyendo el tiempo y los recursos necesarios, incluyendo tanto las actividades curriculares como co-curriculares, creando los mecanismos para la evaluación anual de los resultados y realizando los ajustes necesarios. Este plan institucional unificado permite que los administradores, por un lado, elijan el personal y apoyen las iniciativas y los programas que favorecen la transmisión de las creencias y los valores bíblico-cristianos y, por otro, descarten las actividades que resultan contraproducentes.

Humberto M. Rasi

 

 

A Basic Bibliography


On Worldviews

  • J. Mark Bertrand, (Re)thinking Worldview: Learning to Think, Live, and Speak in This World. Wheaton, Illinois: Crossway Books, 2007
  • Harry Blamires, The Christian Mind: How Should a Christian Think? Ann Arbor, Michigan: Servant Books, 1963, 1978
  • Kenneth D. Boa and Robert M. Bowman Jr., Faith Has Its Reasons: An Integrative Approach to Defending Christianity, 2nd edition, Waynsboro, Georgia: Paternoster, 2005
  • Roy A. Clouser, The Myth of Religious Neutrality: An Essay on the Hidden Role of Religious Belief in Theories, Revised edition. Notre Dame, Indiana: University of Notre Dame Press, 2005
  • Stuart Cook, Universe Lost: Reclaiming a Christian World View. College Press Publishing Company, 1982
  • Norman L. Geisler, and William Watkins, Perspectives: Understanding and Evaluating Today’s Word Views. San Bernardino, California: Here’s Life Publishers, 1984
  • John C. Greene, Science, Ideology, and World View: Essays in the History of Evolutionary Ideas. Berkeley: University of California Press, 1981
  • Gordon Kainer, World Views Make a World of Difference. Brushton, New York: Teach Services, 2008
  • Arthur F. Holmes, Contours of a World View. William B. Eerdmans, 1983
  • Arthur Holmes, editor, The Making of A Christian Mind: A Christian World View and the Academic Enterprise. Downers Grove, Illinois: InterVarsity Press, 1985.
  • J. P. Moreland and William Lane Craig, Philosophical Foundations for a Christian Worldview. InterVarsity Press, 2003
  • Ronald H. Nash, Worldviews in Conflict: Choosing Christianity in a World of Ideas. Zondervan Publishing House, 1992
  • David K. Naugle, Worldview: The History of a Concept. William B. Eerdmans Publishing Company, 2002
  • David A. Noebel, Understanding the Times. Summit Ministries, 1991
  • W. Gary Phillips and William E. Brown, Making Sense of Your World from a Biblical Viewpoint. Moody Press, 1991
  • Nancy Pearcey, Total Truth: Liberating Christianity from Its Cultural Captivity. Wheaton, Illinois: Crossway Books, 2004
  • James W. Sire, Naming the Elephant: Worldview as a Concept. Downers Grove, Illinois: InterVarsity Press, 2004
  • James W. Sire, Discipleship of the Mind: Learning to Love God in the Ways We Think. Downers Grove, Illinois: InterVarsity Press, 1990.
  • James W. Sire, The Universe Next Door: A Basic Worldview Catalog, 3rd. ed. InterVarsity Press, 1997
  • Glenn S. Sunshine, Why You Think the Way You Do: The Story of Western Worldviews from Rome to Home. Grand Rapids, Michigan: Zondervan, 2009
  • Brian J. Walsh and J. Richard Middleton, The Transforming Vision: Shaping A Christian World View. Downers Grove, Illinois: InterVarsity Press, 1984
  • Steve Wilkens and Mark L. Sanford, Hidden Worldviews: Eight Cultural Stories that Shape Our Lives. Downers Grove: IVP Academic, 2009

On Christianity in Higher Education

  • Chris Anderson, Teaching As Believing: Faith in the University. Waco, Texas: Baylor University Press, 2004
  • Stephen T. Beers, Editor, The Soul of a Christian University: A Field Guide for Educators. Abilene, Texas, Abilene Christian University Press, 2008
  • Robert Benne, Quality With Soul: How Six Premier Colleges and Universities Keep Faith With Their Religious Traditions. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2001
  • Joel A. Carpenter and Kenneth W. Shipps, Editors, Making Higher Education Christian: The History and Mission of Evangelical Colleges in America. Grand Rapids, Michigan: Christian University Press and William B. Eerdmans Publishing Company, 1987
  • David Claerbaut, Faith and Learning on the Edge: A Bold New Look at Religion in Higher Education. Grand Rapids, Michigan: Zondervan, 2004
  • David S. Dockery, Renewing Minds: Serving Church and Society through Christian Higher Education. Nashville, Tennessee: Broadman and Holman Academic, 2007
  • Steven Garber, The Fabric of Faithfulness: Weaving Together Belief and Behavior During the University Years. Downers Grove, Illinois: InterVarsity Press, 1996
  • David W. Gill, Editor, Should God Get Tenure? Essays on Religion and Higher Education. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1997
  • Stephen R. Haynes, Professing in the Academy: Faculty and the Future of Church-Related Colleges. Waco, Texas: Baylor University Press, 2002
  • Douglas V. Henry and Bob R. Agee, Editors, Faithful Learning and the Christian Scholarly Vocation. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2003
  • Arthur F. Holmes, Building the Christian Academy. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2001
  • Arthur F. Holmes, The Idea of a Christian College, revised edition. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1987
  • Richard T. Hughes, How Christian Faith Can Sustain the Life of the Mind. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2001
  • Douglas Jacobsen and Rhonda Hustedt Jacobsen, Editors. Scholarship and Christian Faith: Enlarging the Conversation. New York: Oxford University Press, 2004
  • Duane Liftin, Conceiving the Christian College: A College President Shares His Vision of Christian Higher Education. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2004
  • V. James Mannoia Jr., Christian Liberal Arts: An Education that Goes Beyond. Lanham, Maryland: Rowman & Littlefield Publishers, 2000.
  • George M. Marsden, The Outrageous Idea of Christian Scholarship. New York: Oxford University Press, 1997
  • Donald Opitz and Derek Melleby, The Outrageous Idea of Academic Faithfulness: A Guide to Students. Grand Rapids, Michigan: Brazos Press, 2007
  • Rick Ostrander, Why College Matters to God: Faithful Learning and Christian Higher Education. Abilene, Texas: Abilene Christian University Press, 2009
  • Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of A Teacher’s Life. San Francisco: Jossey -Bass Publishers, 1998
  • Parker J. Palmer, To Know As We Are Known: Education as a Spiritual Journey. San Francisco: HarperSan Francisco, 1993
  • Steve Pawluk and Gordon Bietz, Coeditors, Seventh-day Adventist Higher Education in North America: Theological Perspectives and Current Issues. Nampa, Idaho: Pacific Press, 2012
  • Jon H. Roberts and James Turner, The Sacred and the Secular University. Princeton, New Jersey: Princeton University Press, 2000
  • Andrea Sterk, Editor, Religion, Scholarship, and Higher Education: Perspectives, Models, and Future Prospects. Notre Dame, Indiana: University of Notre Dame Press, 2002
  • Douglas Wilson, Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education. Wheaton, Illinois: Crossway Books, 1991
  • Nicholas Wolterstorff, Educating for Shalom: Essays on Christian Higher Education. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2004
  • Andrew Wright, Religion, Education and Post-Modernity. London: RoutledgeFalmer, 2004

On the Integration of Faith/Values with Teaching/Learning

  • W. David Beck, Editor, Opening the American Mind: The Integration of Biblical Truth in the Curriculum of the University. Grand Rapids, Michigan: Baker Book House, 1991
  • Leonard Brand, Faith, Reason and Earth History: A Paradigm of Earth and Biological Origins by Intelligent Design, 2nd edition. Berrien Springs, Michigan: Andrews University Press, 2009
  • Christian College Coalition (now Council for Christian Colleges and Universities - CCCU) has published since the 1980s a books series through HarperSan Francisco under the general title, Through the Eyes of Faith, which includes books on Biology, Business, History, Literature, Music, Psychology, Sociology, and other fields. The CCCU provides to member institutions access to several videos dealing with discipline-related themes.
  • David S. Cunningham, Reading Is Believing: The Christian Faith Through Literature and Film. Grand Rapids, Michigan: Brazos Press, 2002
  • Delmer Davis, Literature: A Seventh-day Adventist Approach. Berrien Springs, Michigan” Andrews University Press, 2002
  • David S. Dockery and Gregory Alan Hornbury, Shaping a Christian Worldview: The Foundations of Christian Higher Education. Nashville, Tennessee: Broadman and Holman Publishers, 2002
  • Steven Dunbar, L. James Gibson, and Humberto M. Rasi, Coeditors, Entrusted: Christians and Environmental Care. Montemorelos, Mexico: Adventus, 2013
  • Frank E. Gaebelein, The Pattern of God’s Truth: Problems of Integration in Christian Education. Chicago, Illinois: Moody Press, 1954, 1968
  • L. James Gibson and Humberto M. Rasi, Understanding Creation: Answers to Questions on Faith and Science. Nampa, Idaho: Pacific Press, 2011
  • Robert A. Harris, The Integration of Faith and Learning: A Worldview Approach. Eugene, Oregon: Cascade Books, 2004.
  • Harold Heie and David L. Wolfe, Editors. The Reality of Christian Learning: Strategies for Faith-Discipline Integration. Grand Rapids, Michigan: Christian University Press and William E. Eerdmans Publishing Company, 1987
  • Gary Land, Teaching History: A Seventh-day Adventist Approach. Berrien Springs, Michigan: Andrews University Press, 2000
  • Lionel Matthews, Sociology: A Seventh-day Adventist Approach for Students and Teachers. Berrien Springs, Michigan: Andrews University Press, 2006
  • Steve More, editor, The University Through the Eyes of Faith. Indianapolis, Indiana: Light and Life Communications, 1998
  • Warren A. Nord and Charles C. Haynes, Taking Religion Seriously Across the Curriculum. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1998
  • Harry Lee Poe, Christianity in the Academy: Teaching at the Intersection of Faith and Learning. Grand Rapids, Michigan: Baker Academic, 2004
  • Humberto M. Rasi, Compiler, Christ in the Classroom: Adventist Approaches to the Integration of Faith and Learning, 38 vols. Silver Spring, Maryland: Institute for Christian Teaching, Education Department of Seventh-day Adventists, 1991-
  • James W. Sire, How to Read Slowly: Reading for Comprehension, Reprint. Colorado Springs, Colorado: Shaw Books, 1978
  • Arthur L. Walker, Jr., editor, Integrating Faith and Discipline: Selected H. I. Lester Lectures. Nashville, Tennessee: Education Commission, Southern Baptist Commission, 1992
  • Benjamin Wiker and Jonathan Witt, A Meaningful World: How the Arts and Sciences Reveal the Genius of Nature. Downers Grove: IVP Academic, 2006

Compiled by Humberto M. Rasi
September 2013

 

Copyright 1988-2016, All rights reserved