Developing Graduate Curricula Faithful to Professional Training and a Christian Worldview

Abstract

Trends in Christian higher education indicate a growing interest in professional training programs that take Christian faith commitments and values seriously. This article explores one professional graduate program with secondary accreditation that attempts to be faithful to a Christian worldview while at the same time honoring the developments within its particular discipline. In a desire to practice what we preach, several key components of an intentionally developed curriculum will be described including isomorphic accountability, self-in-relation exploration, and mentoring. Some philosophical and theological foundations and pedagogical examples are offered. Finally, implications for graduate program development emphasize the need to attend to the language and processes of curriculum delivery and not just to the content.

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