A Phenomenology of the Integration of Faith and Learning

Sites, Elizabeth C.; Garzon, Fernando L.; Milacci, Frederick; Boothe, Barbara

doi:10.1177/009164710903700103

Cited by 19 publications

(12 citation statements)

References 12 publications

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“…In contrast, other students found the role boundary between faculty and student important for attachment to take place. Sites, Garzon, Milacci, and Boothe (2009) further explored the personal characteristics of faculty in a phenomenological study of eight professors identi ed by students as exemplars in teaching integratively. Ma-jor themes emphasized the inseparability of professors' faith from practice, and the outworking of their faith into their pedagogy and their relationships.…”

Section: Research On Facultymentioning

confidence: 99%

Teaching Christian Integration in Psychology and Counseling: Current Status and Future Directions

Garzon

Hall

2012

Journal of Psychology and Theology

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In this article, we review the current status of theory and research on teaching Christian integration in psychology and counseling. Changes in student characteristics, emerging technologies, and paradigm shi s in the disciplines themselves predict unique opportunities and challenges for the future. We re ect upon directions integration learning theory and pedagogy should take in light of these considerations.

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Section: Research On Facultymentioning

confidence: 99%

Teaching Christian Integration in Psychology and Counseling: Current Status and Future Directions

Garzon

Hall

2012

Journal of Psychology and Theology

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“…Van Brummelen and Hull engaged in a public dispute in 2009, revealing a gap in evangelical Christian understandings about the integration of faith and learning. Taking a different path, Elizabeth Sites et al. (2009) characterized behaviors in faculty perceived to integrate faith and learning based on college student surveys about their professors.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Academic rigor in Christian schools: The academic effect of Bible courses and integration of faith and learning in secondary education

Horner¹

2019

International Journal of Christianity & Education

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This study analyzes the correlation between required years of Bible courses and academic rigor at select private Christian schools. These findings, derived from the author’s doctoral research, show a threshold of under 4 years of required Bible courses for optimal academic perception among these schools. This threshold correlates with a medium to strong effect size and demonstrates a tension between academic strength and integration of faith and learning. This finding calls attention to Christian schools’ need to examine their priorities as both Christian and academic institutions. Theological and practical implications include extensions of the doctrine of sovereignty and curricular design.

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“…Two qualitative studies of exemplary faculty have been informative. In Sites, Garzon, Milacci, and Boothe's (2009) phenomenological study, students identified eight professors as integration-teaching exemplars. Themes identified for these professors included seeing their faith as inseparable from their practice as professors, and faith naturally outworking into their pedagogy and relationships with students.…”

Section: Current Integration Learning Theory and Researchmentioning

confidence: 99%