A Phenomenology of the Integration of Faith and Learning
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 t...
| Auteurs: | ; ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Sage Publishing
2009
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| Dans: |
Journal of psychology and theology
Année: 2009, Volume: 37, Numéro: 1, Pages: 28-38 |
| Accès en ligne: |
Accès probablement gratuit Volltext (lizenzpflichtig) |
| Édition parallèle: | Non-électronique
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| Résumé: | 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. |
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| ISSN: | 2328-1162 |
| Contient: | Enthalten in: Journal of psychology and theology
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| Persistent identifiers: | DOI: 10.1177/009164710903700103 |