International Journal for Faith Integration Volume3 Issue2
Duane Covrig , Glynis M. Bradfield , Steven Injety , Duduetsang Kakhu | Pages:1-15
Abstract
For centuries, Christians have cultivated faith in themselves and others by engaging in prayer, evangelism, discipleship, and education, with Christian tertiary institutions playing a vital role in this nurturing of faith. However, previous studies have shown that Christian educators have also been complicit in depleting faith in others. This erosion of faith has been well documented in American "Christian" universities like Harvard, Yale, and Princeton, primarily due to modernity and secularization. For faith to thrive, it has to be backed with intention, and this is especially of paramount importance in American higher education today. As the oldest Seventh-day Adventist University, Andrews has nurtured faith in the global Adventist community through its large seminary, educational training, publication work, international teaching schedule, and participation in key committees of the global church. This case study explored how faith impacts the work of employees at Andrews University. Although previous studies have explored intentional faith integration, this article focused specifically on how the employees at Andrews University integrate faith in curriculum planning, employee interviews and publications, in relation to the ten types of faith integration framework of Azusa Pacific University (n.d.) outlined in their Faith Integration Faculty Guidebook.
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Volume3 Issue1Augusta Y. Olaore | Pages:1-8
Abstract
Social workers and other helping professionals often encounter clients with a history of marginalization. Professional ethics demands client centered approaches, which include a client’s right to self-determination. Practitioners often face the dilemma of determining what will be in the best interest of the client against prevailing psychosocial and sometimes spiritual limitations in the environment. The encounter of Jesus and the man at the Pool of Bethesda presents a biblical model of service intervention. This paper presents five social work practice: principles of engagement, assessment, client’s right to self-determination, strengths perspective and empowerment as illustrated by the Pool of Bethsaida scenario in John 5:1-10. It presents the Lord Jesus Christ as the Master Social Worker, and gives biblical guidance for client interventions.
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International Journal for Faith Integration Volume2 Issue1
Editorial | Instructions for Our Everyday Living
Constance C. NwosuA couple of years ago, I was in a prayer meeting, and one of my colleagues was asked to pray. While praying, she acknowledged God as” The God Who Gives Instructions”. For some reasons, that sounded so new to me as if that were the first time I would think of God in that role. And, at that time, I was reading the Old Testament portion of the Bible for my morning devotions. From that moment, each time I opened my Bible, I saw God giving series of instructions to us Himself and through various channels – humans and nature...
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Faith Integration: The Missing Links
John W. Taylor, V | Pages: 1-10Abstract
While the concept of faith integration, in and of itself, is not the missing link in Christian education, what is heralded as “faith integration” is often merely a veneer, a sugar-coated secular pill. What is missing is authentic faith integration. This article examines two links frequently missing in faith integration, links that can carry integration from pretense to reality and whose absence can place the entire faith process in critical jeopardy. These end links connect faith integration to its Source and to its object.
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Integration of Faith and Learning: An Incidental or Intentional Approach?
Barbara Fisher | Pages:11-25Abstract
In recent decades the ‘Integration of Faith and Learning’ (IFL) concept, and its application have prompted research, dialogue and deliberation amongst SDA academics, researchers and educators (Akers & Moon, 1980a; Korniejczuk, 1994; Nwosu, 1999; Rasi, 2013; Roy, 2001; Taylor, 2012). It is the IFL concept that makes Christian education unique. Yet, despite all the research and information available about IFL the author has discovered that an ‘Intentional’ or an ‘Incidental’ approach to integrating faith and learning in the Christian classroom is still a topic of discussion and debate among teachers. Therefore, in this article the author proposes that both ‘Incidental’ and ‘Intentional’ IFL approaches are complementary and indispensable if a balanced and realistic engagement with Christian education is to be experienced by the students. The application of this thesis in the elementary school setting is then discussed and practical suggestions for its implementation outlined and explored.
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The Ant Model: God’s Framework for Sustainable Institutional and National Development
Babalola Akinola and Babalola Yemisi | Pages: 26-36Abstract
God has provided sufficient information to
guide our relationships, socioeconomic wellbeing and enhance our productivity. He communicates with
mankind through the Bible and nature. Urbanization and the new-age
civilization is, however, eroding qualitative nature study. This paper
examined the challenge recorded in the book of Proverbs 6: 6-11 and
analyzed the model that God has deposited in the ant for sustainable
development. The scope of the paper covers analysis of the model’s
framework and its application to leadership, communication, and
conservation as drivers of institutional and national development. The
study focuses on the key goals of the ants in sustaining and developing
the colony through building and maintenance of the anthill, achieving
inclusive system of colony governance, and ensuring food security and
security of the colony. The principles underpinning these goals were
identified and their application to human system discussed. The activities
of the ants in trail formation, communication using pheromones, and
conservation of food and building materials were particularly examined.
Based on the analysis of the model, the paper concludes that effective
communication, servant leadership, focused planning, subordination of
personal goals, unity of purpose, application and preservation of biblical
culture are sine qua non to achieving the identified development goals
and ensuring institutional and national development.
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International Journal for Faith Integration Volume1 Issue1
Editorial | A Dream Come True!
Constance C. NwosuOver the years, I have been dreaming of ways to help move faith integration from being a subject for discussion to being a living experience. God put several ideas in my head. Sometimes those dreams felt like fantasies. I wanted to sponsor workshops that emphasized the “how-to” (pedagogy) of IFL in the classroom, workshops on the integration of faith in service for non-teaching staff, symposia on faith integration, a recurring international conference for faith integration, and a journal that will encourage both thinking about and living out our faith. Prior to writing this editorial, I could not say that I had implemented all the ideas God put in my heart. There was one left to be completed: the journal focused on faith integration! Thank God that is no longer true! Today, you have before you a brand new online, open access journal that will encourage your walk with God! At last, the International Journal for Faith Integration (IJFI) is a dream come true!...
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An Innovation Configuration Map for Integrating Faith in Learning
Adventor M. Trye, Jr.a, Rita Henriquez-Greenb, and William H. Greenb | Pages:1-17Abstract
This article presents the results of an appreciative inquiry of the integration of faith and learning practices in Adventist higher educational institutions in Southeast Asia. A descriptive qualitative case study design was used, closely guided by processes for developing Innovation Configurations. Observations, documents, a literature review, and appreciative inquiry interviews were used to collect the data. The participants included six experts from four continents, 35 online participants in a pilot test, and 21 IFL practitioners from three Adventist Higher Educational Institutions in Southeast Asia. The result was ten innovation configuration components that defined the integration of faith and learning practices of Christian educators operationally from an Adventist perspective. The innovation configuration map of the integration of faith and learning practices may be useful for professional development, program evaluations, observations, team coaching, reflection, and self-analysis.
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Toward Christian-Identity Response Theory: Exploring Identity, Spirituality, and Response to Adversity among African American Males Placed At Risk
Charity H. Garcia | Pages:18-41Abstract
Christian-Identity Response Theory (C-IRT) adds to limited research integrating spiritual development as a central component of human development across the life span and provides a substantive theory for how spiritual development may lead to transformative practice. Thirty-four African American males in three age groups (13-17; 18-25; 26+), placed at risk during adolescence and connected with Christian Community Development Association (CCDA) organizations at the time of data collection, engaged in the research process. Focus group discussions or initial interviews were followed by in-depth interviews. Line-by-line and incident-by-incident coding led to the formation of tentative categories and themes. Data was compared to data and codes, and raised to conceptual categories. Substantive grounded theory emerged. A framework of adversities, self-constructs, adversity response strategies, positive and negative influences to adversity response strategies, and spiritual development components work cyclically to form CIR-T. Spiritual development overlays other components, allowing for spiritual development to be a core developmental dimension with which other theory components interact and enact influence over the course of the life span. Implications for a wide variety of educational contexts include targeted awareness of adversities faced, intentional development of Christian identity’s influence on responses to adversity, and development of consistent relationships.
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Inter-Faith Relation in Nigerian Educational Institutions: A Case Study of Selected Tertiary Institutions in the Ilorin Emirate
Lydia B. Akande| Pages: 42-53Abstract
The relevance of higher education in contemporary times has brought students of
different religious backgrounds together in the same academic environment in Nigeria’s
institutions of learning. This practice can be enriched to become a positive experience
that students as well as the immediate and larger society can benefit from. Currently,
ethno-religious conflicts have left untold hardships on families and grudges in the minds
of many Nigerians. Therefore, if the practices of faith integration and interfaith relation
are managed well, it will result in social, economic and academic benefits. It is in line with
this that the author examined the concept of faith integration and the practice of inter-faith
relations in some federal and state owned tertiary institutions in the Ilorin Emirate of Kwara State.
Methods employed were historical and descriptive. Data were collected through interviews, information
from textbooks, journals, and electronic sources. Findings revealed that cases of religious crises in
some institutions of higher learning have led to the killings of innocent students and lecturers;
destruction of properties; disruption of families and academic calendars of institutions; and harm
to the economy of the nation. However, such ugly scenes are seldom heard of in tertiary institutions
in the Ilorin Emirate. It is, therefore, the intention of this paper to highlight the various
approaches to inter-faith relations adopted by these institutions, which can make them serve as models
to other educational institutions in Nigeria. The paper concludes and recommends, among others, that,
to sustain good inter-faith relation on institutional campuses, the management of the institutions, student
leaders, different religious groups and leaders must come together regularly to discuss their areas
of convergences for holistic human development.
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Nurturing the Faith of Students: The Role of Support Staff
John W. Taylor, V| Pages: 54-64Abstract
The article addresses two fundamental questions: What is the role of the non-teaching
staff in nurturing faith in student lives? How can support staff be most effective in
fulfilling that role? In response, the article first presents a biblical perspective regarding
the function of the non-teaching staff in the spiritual development of students, shaping lives
for God's kingdom. Second, the article delineates sixteen faith-nurturing strategies, organized in
contextual, relational, conceptual, and experiential clusters. Each of these strategies can be
instrumental in the hand of a committed staff member to intentionally touch and transform the lives of students.
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Integrating Faith or Fear? Workplace Bullying as a Barrier to Faith and Service
Godspower A. Chiabuotu| Pages: 65-75Abstract
The relevance of higher education in contemporary times has brought students of
different religious backgrounds together in the same academic environment in Nigeria’s
institutions of learning. This practice can be enriched to become a positive experience
that students as well as the immediate and larger society can benefit from. Currently,
ethno-religious conflicts have left untold hardships on families and grudges in the minds
of many Nigerians. Therefore, if the practices of faith integration and interfaith relation
are managed well, it will result in social, economic and academic benefits. It is in line with
this that the author examined the concept of faith integration and the practice of inter-faith
relations in some federal and state owned tertiary institutions in the Ilorin Emirate of Kwara State.
Methods employed were historical and descriptive. Data were collected through interviews, information
from textbooks, journals, and electronic sources. Findings revealed that cases of religious crises in
some institutions of higher learning have led to the killings of innocent students and lecturers;
destruction of properties; disruption of families and academic calendars of institutions; and harm
to the economy of the nation. However, such ugly scenes are seldom heard of in tertiary institutions
in the Ilorin Emirate. It is, therefore, the intention of this paper to highlight the various
approaches to inter-faith relations adopted by these institutions, which can make them serve as models
to other educational institutions in Nigeria. The paper concludes and recommends, among others, that,
to sustain good inter-faith relation on institutional campuses, the management of the institutions, student
leaders, different religious groups and leaders must come together regularly to discuss their areas
of convergences for holistic human development.
Full Text