Teaching integration to postmodern and millennial students: implications for the classroom
Academic discourse about the integration of modern psychology with the Christian faith goes back to the middle of the last century (Vande Kemp, 1984; Stevenson, 2007). This period of development [...]Literature on the integration of psychology with the Christian faith has focused on the nature, meth...
| Authors: | ; ; |
|---|---|
| Format: | Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[2016]
|
| In: |
Journal of psychology and christianity
Year: 2016, Volume: 35, Issue: 2, Pages: 125-136 |
| Standardized Subjects / Keyword chains: | B
Institute of higher learning
/ Teaching
/ College student
/ Psychology
/ Christianity
/ Integration
/ Religiosity
|
| RelBib Classification: | CB Christian life; spirituality CF Christianity and Science ZD Psychology |
| Further subjects: | B
College teaching - Methods
B Echo boom generation - Education B Psychology and religion - Study and teaching B Christianity - Study and teaching B Echo boom generation - Religious aspects |
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| 245 | 1 | 0 | |a Teaching integration to postmodern and millennial students |b implications for the classroom |c Brian E. Eck (Azusa Pacific University), Scott White (Belhaven University), David N. Entwistle (Malone University) |
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| 520 | |a Academic discourse about the integration of modern psychology with the Christian faith goes back to the middle of the last century (Vande Kemp, 1984; Stevenson, 2007). This period of development [...]Literature on the integration of psychology with the Christian faith has focused on the nature, methods, and application of integration but seldom addresses how faculty teach integration to undergraduate students. Faculty are now engaging students whom national studies report have a marked decrease in religious faith and may be the least religious of any generation in modern American history. This present study explores whether teaching integration on the undergraduate level has changed since results observed 20 years ago and assesses whether trends identified in national studies of millennial students are also true of students who attend Christian colleges and universities. A survey was sent to Council of Christian Colleges and Universities (CCCU) psychology departments and select faculty who teach explicit integration courses. The results indicate there have been few changes in the composition of the faculty or the nature of the course in the last 20 years. The results also indicate that the trends found in studies of millennial students are present to some degree in CCCU schools. These results suggest faculty need to think differently about how they teach and to make changes so that the course incorporates more active, experiential, in-service, and collaborative learning to engage millennial learners and the changing practice of their faith. Topics discussed include deepening students' understanding of their own faith and addressing deficits in their understanding and knowledge of the Bible, theology, and philosophical issues such as worldviews. | ||
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