A Phenomenology of the Integration of Faith and Learning

Elizabeth Canby Sites · Fernando L. Garzon · Frederick A. Milacci · Barbara Boothe

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Contemporary Christian Leadership and Education Religious Education and Schools Evolution and Science Education

Abstract

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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References

1998Qualitative inquiry and research design: choosing among five traditions.1994Phenomenological research methods 1990Researching Lived Experience: Human Science for an Action Sensitive Pedagogy 1989A secure base: parent-child attachment and healthy human development 2002Asking Questions: Techniques for Semistructured Interviews 1992Contexts of Being: The Intersubjective Foundations of Psychological Life 1972On time and being 1985The Idea of a Christian College

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