Becoming Exemplary Integrators of Faith and Learning: A Phenomenological Description (original) (raw)

2017

Abstract

Christ-centered education is the core business of Christian higher education, and the integration of faith and learning, an important part of this core business, requires Christian scholars who understand the world from a Christ-centered perspective. In the context of a holistic understanding of the integration of faith and learning and Sorenson’s theory of integration learning, this study explored the integrator development stories of nine year-contract professors from Biola University, a comprehensive faith-based university in Southern California, offering degrees from Bachelors through Doctor of Philosophy. This study offers a phenomenological description of integrator development and the influences upon it. Integrators were selected for the study using criterion nomination and maximum variation sampling. Three women and six men, representing the eight schools of Biola University, comprised the sample. Data were collected in Spring 2016 using preinterview timelines, unstructured interviews, and post-narrative minute papers. Following the descriptive phenomenology of Giorgi, texts were analyzed using immersion, emergent coding, and thematic analysis. Findings suggest that integrator development is a process of experiencing models, contexts, learning engagement behaviors, and integrative scholarship in a way that influences one to become an integrator who engages reality through an integrative perspective and makes connections across the constituents of that reality. To develop as integrators, professors need space and time to focus their energies and work as part of an integrative community and in the company of integrative models. The need to think deeply about difficult issues, especially in the context of interdisciplinary community, appears to stimulate experiences that influenced their development. These findings suggest recommendations for policy and practice for Christian colleges and universities. First, academic and administrative leaders should model the integration of faith and learning across all aspects of the institution. Having models was the most common theme discovered in this study. Second, make space for professors from across the disciplines to gather around a shared concern, whether by creating new spaces or recasting current ones. Finally, work toward developing new understandings of teaching, research, and service, framing all professorial activity as God’s work, done for the glory of Christ.

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