The Faith/Learning Integration Movement in Christian Higher Education: Slogan or Substance?

A Phenomenology of the Integration of Faith and Learning

“…clinical psychology literature (Carter & Narramore, 1979;Eck, 1996;Entwistle, 2004). What is less prevalent is a consensus definition for IFL (Faw, 1998; See Badley, 1994, for a review) and specific studies on how faculty members at religious universities actually do IFL.…”

Promoting Justice in the Classroom: Looking Beyond the Label to See the Individual

“…Daniel chose to transform the culture around him through his incarnational ministry that emphasized obedience to God. The integration of faith and learning has an incarnational aspect as the Christian educator bears witness as she lives as a member of the body of Christ in the academic world (Badley, 1994). The initial impetus of Badley's writing was the post-secondary academic world, but the implications of incarnational living are present throughout the educational environment.…”

Students' Perceptions of Integration of Faith and Learning and Intentional Teaching Strategies at a Christian University

“…A review o f recent discussions across the literature on the topic o f integration o f faith and learning reveals a great deal o f ambiguity and various shades o f meaning, according to Badley (1994), who also suggests that the lack o f total consensus results from "that process of articulating the desire to see the academic enterprise brought under the Lordship of Christ" (p. 31). After an extensive review o f the literature, Badley reports that the earliest reference to the use o f the phrase integration o f faith and learning that he found was in the subtitle of Christian educator Gaebelein's (1954) The Pattern o f God's Truth: The Integration o f Faith and Learning (p. 16).…”

“…Such positioning, therefore, implies a segmented rather than a "coherent" (Holmes, 1987, p. 6) view o f reality, which then requires effort to integrate faith with knowledge. Badley's (1994) review acknowledges lack o f specificity and clarity in the broad range o f discussions, and so he suggests five distinct yet overlapping logical models that represent the various discussions o f IFL.…”

“…to Badley (1994). For example, if the curriculum planner or teacher is the locus of integration, does that mean that the content that is supposed to be learned is first infused with some aspect o f Christian truth and is then delivered to the student?…”