A Phenomenology of the Integration of Faith and Learning

Dados Bibliográficos

ID20332438
AutoresElizabeth Canby Sites (Liberty University, autor correspondente), Fernando L Garzon (0000-0001-5435-8591, Liberty University), Frederick Milacci (Liberty University), Frederick A Milacci (Liberty University), Barbara Boothe (Liberty University)
Ano2009
Volume37
Fascículo1
Páginas28-38
Data de publicação2009-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Psychology and Theology (JOURNAL)
Identificadores do periódicoISSN: 0091-6471 • E-ISSN: 2328-1162
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/009164710903700103
OpenAlexW1506811213
IdiomaEN
Citações recebidas8
Referências citadas13

This phenomenological investigation examined how eight student-nominated faculty who teach at an evangelical Christian liberal arts university describe their understanding and practice of the Integration of Faith and Learning (IFL). Collected data via informal, conversational, taped interviews led to the emergence of two primary themes: the Inseparability of Faith from Practice and the Outworking of Faith in Practice. The findings of the study highlight the need to create a more conducive context in which students can learn IFL and call for a re-examination of the already murky discourse surrounding definitional aspects of IFL. The study proposes to move the discourse forward by offering a new, yet to be discussed construct that emanated from the participants of this study, ontological foundation. A conceptual model describing its relationship with IFL is proposed

Construct (python library) · Context (archaeology) · Epistemology · Faith · Pedagogy · Phenomenology (philosophy) · Sociology · Philosophy · Psychology · Religion, Spirituality, and Psychology · Religious Education and Schools · Theological Perspectives and Practices

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