A Phenomenology of the Integration of Faith and Learning

Author(s)

Elizabeth C. Sites, Liberty UniversityFollow
Fernando L. Garzon, Liberty UniversityFollow
Frederick Milacci, Liberty UniversityFollow
Barbara Boothe, Liberty UniversityFollow

Publication Date

2009

Document Type

Article

Comments

Published in the Journal of Psychology and Theology, 37, No.1, 28-38, 2009.

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.

Recommended Citation

Sites, Elizabeth C.; Garzon, Fernando L.; Milacci, Frederick; and Boothe, Barbara, "A Phenomenology of the Integration of Faith and Learning" (2009). Faculty Publications and Presentations. 44.
https://digitalcommons.liberty.edu/ccfs_fac_pubs/44