Biblical integration

  • In this essay, William Hasker attempts to map the territory between broadly global and narrowly disciplinary discussions of the integration of faith and learning. After discussing the nature of and necessity for such integration, he evaluates several strategies for integration. He concludes by outlining dimensions of faith-learning integration in both the theoretical and applied disciplines. Mr. Hasker teaches philosophy at Huntington College.

    There is a gap in the literature on faith-learning integration.On the one hand there are broad, general, "worldviewish" discussions, presenting in a global fashion the challenge of integration.1 On the other hand there are a great many studies featuring particular disciplines and smaller areas within those disciplines as exemplified by many articles published in the Christian Scholar’s Review. What is lacking, however, is a systematic mapping of the area in between of the general ways in which the worldview issues connect with the particular concerns of various disciplines. It is as though your neighborhood map store had a selection of globes and also an assortment of street guides for various nearby cities, but nothing in between—no maps of the interstate highway system, for instance. This essay aims to map some of that intervening territory.

  • Having taught at a classical Christian school for five years and followed the classical Christian education movement for some years prior, I have come to believe that it is the best approach to K-12 education available today.

    Due to its understanding of education as the reshaping of a child’s soul (in contrast to “discovery” models of education, for example), the method tends to develop thinkers defined by who they are instead of workers defined by what they do. Its focus on the Great Conversation gives students respect for history and helps them see themselves as contributors to that conversation. Unlike inward-facing fundamentalist approaches to education, this movement does not shy away from the world, but instead teaches students to interact thoughtfully with contemporary culture.

    Classical Christian schools do these and many other things well, and consequently their numbers, acceptance, and influence are on the rise. However, as this form of education comes of age, it needs to be wary of certain temptations. Five specific cautions come to mind.

  • French - Visual Valet summary

    For more information, see Visual Valet - Personal assistant for Christian thinkers and teachers

  • “Resources for integrating faith and mathematics”

  • by Mark Greene, The London Institute for Contemporary Christianity
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  • history

  • By Mrs. Petricia Ganguly, St. Paul’s School, Gorakhpur U.P., India

    God has made all things for a purpose. Now let’s see few examples from biology—the living science.

    1. Our body is made up of cells. Different cells have different functions in our body, as well as in plant bodies.
    2. Red blood cells carry oxygen to all parts of the body. They do not have a nucleus, mitochondria and endoplasmic reticulum so they can adopt the optimum shape for absorption of oxygen.
  • By Robert Haraway III at LeadershipU

    Whoever trusts in nothing but the material not only doesn’t trust in the universal witness of the church, but also doesn’t trust in calculus, upon which modern technology is based, and on which mathematicians and physicists the world around take for granted.
  • “…is concerned with current educational thinking from a Christian perspective”

  • "Our goal: Christians inspired and equipped to shape social and political life according to biblical principles"

  • by Dr. Dennis M. Mills

  • Kuyers Mathematics is…a fresh approach to mathematics, designed to be both interesting and applicable to the world we live in. It integrates a Christian approach, using mathematics to think about and better understand God, his creation, and our place and calling in the world.

  • "Promoting the Renaissance of Christian culture"

  • "Biblical integration: considered, explained & applied"

  • "Telling the Truth at the speed of life"

  • "Personal and professional reflections of an English teacher," Kim Essenburg

  • “…ancillary materials designed to assist the facilitating of a Christian perspective into introductory college-level psychology courses”

  • "Bringing God into the marketplace of ideas by communicating the Christian worldview with its transforming potential"

  • By Christian Overman and Don Johnson

    "Does a Biblical worldview shape a person's view of what is 'really real' about math?" This is a non-exhaustive list of ways that mathematics "connects" with the Biblical concepts of God, creation, mankind, moral order and purpose.
  • By James Nickel at Biblical Christian World View

    "In the late 1960s and early 1970s, Howard Eves (1911-2004), professor of mathematics at University of Maine, wrote a series of books entitled "In Mathematical Circles." He used the division of a circle into 360 degrees to write 360 short essays exposing the variegated beauties, history, people, humor, and applications of mathematics." James Nickel follows "the same structure with the goal of unveiling the vistas and power of mathematics as seen through Biblical Christian eyes."

"Being 'wise' is better than being 'smart.'"

Daniel Lattier

 

 

 

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