A Phenomenology of the Integration of Faith and Learning

A Phenomenology of the Integration of Faith and Learning

Summary

The integration of faith and learning is considered to be a versatile effort to distinguish the fundamental truths. IFL is conceptualized as a multidimensional academic but a holistic task. A number of conceptual models are present for the integration of faith and learning (IFL) and for the counseling of clinical psychology. On the basis of different theories many models of IFL including different potential phases of relations formed among the Christianity and the academic disciplines. A phenomenological investigation was conducted to examine the students selected faculty who were supposed to teach at an Evangelical Christian liberal arts university illustrate their perceptive and observation of the Integration of Faith and Learning (IFL).

These frequently began with a stage representing no interface (or maybe even unfriendliness at the thought) and continued with one representing a high level of theological/academic commitment in order to find out cohesive truth. However, most of the developers of these models recognized the significance of interpersonal as well as intrapersonal integration on behalf of the professor, some of the developers investigated more intensely into these perspectives of the holistic context in which IFL appears (Elizabeth C, et.al, 2009).

The explanation of those participants of faith has reflected a deeply holistic perceptive of incorporation. When student-nominated faculty members articulated their aspiration to perform the practices of their faith in every field of their lives specifically in their learning practice concurrently for them, faith was observed to be different from educational and academic perspective. Those participants experienced their faith as a part which is the real meaning of their existence and different from every segment of their lives. Participants not only described the difference of their faith as compare to their academic performances but they also discussed ...