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The Integration of Faith and Learning: A Worldview Approach Paperback – April 22, 2004

by Robert A. Harris (Author)

4.3 13 ratings

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The Integration of Faith and Learning: A Worldview Approach'provides students with the philosophical context and practical tools necessary for making the connections between Christian knowledge and the knowledge they will acquire during their undergraduate and graduate years in higher education. This book focuses on helping students understand how worldviews influence the interpretation of data and even what is judged to be knowledge itself. The worldviews of philosophical naturalism, postmodernism, and Christianity are compared and analyzed. Throughout the book, emphasis is placed on helping students develop the practical skills needed to evaluate knowledge claims and to integrate all knowledge into a unified whole through the touchstone of Christian truth.

Editorial Reviews

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Harris' book on the integration of faith and learning provides an insightful and systematic way for the university student to filter ideas through the grid of a robust Christian worldview and life. In a time when conceptual illiteracy and moral confusion abound, Harris provides a straightforward account of how to integrate one's academic learning with faith. By applying the principles laid down in this book, a new Christian intelligentsia will emerge that is unabashedly Christian in their faith and learning. --Paul Gould, Christian Leadership Ministries' Academic Initiative This is a much needed exhortation to all Christians who want to make an impact on today's society--or need the tools to keep the faith in spite of today's society. This is a well thought out journey into many fields and philosophies--its breadth is as encompassing as its depth. . . . This is a must read for students, teachers, and all lovers of wisdom! --Brett Peterson, President, Coastland University Worldview survey books abound, but what sets this one apart and makes it essential is its treatment of how knowledge functions and is propagated ""in the real world." It is insufficient to merely categorize thinkers or their views. Students need to reckon with how certain claims are advanced and accepted regardless of their merits. Harris' book teaches a savvy form of skepticism that still exudes a love of truth and values the life of the mind. Highly recommended for home schoolers, youth workers, campus ministers, college students, professors, and anyone concerned with training Christian students in how to engage the world of ideas. --Patrick Rist, Christian Leadership Ministries' Academic Initiative

About the Author

Robert A. Harris has taught courses in writing, literature, and critical thinking at the college and university level for more than 25 years. He holds the Ph.D. from the University of California at Riverside.

Product details

Publisher ‏ : ‎ Cascade Books (April 22, 2004)
Language ‏ : ‎ English
Paperback ‏ : ‎ 314 pages
ISBN-10 ‏ : ‎ 159244671X
ISBN-13 ‏ : ‎ 978-1592446711
Item Weight ‏ : ‎ 1.02 pounds
Dimensions ‏ : ‎ 6 x 0.79 x 9 inches

Best Sellers Rank: #1,047,264 in Books (See Top 100 in Books)
- #553 in Religious Studies Education
- #836 in Christian Church Administration (Books)
- #4,372 in Christian Education (Books)

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The Robert Harris of this profile is an American living in Tustin, California. He has written both fiction (a novel, The Million Dollar Girl; short stories, Seventy Stories and a Poem) and non fiction, including textbooks, personal thoughts, and other items. Dr. Harris received his PhD from the University of California at Riverside. He taught at the college and university level for 25 years and then worked in the corporate world in instructional design for seven years. His Web site is www.virtualsalt.com

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D. Racer
Living faith that informs the believer
Reviewed in the United States on February 20, 2018
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Better get ready to think. Challenging but a necessary commentary on how our learning and faith are integrated, or should be.

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Cheryl Irish
Too deep
Reviewed in the United States on August 29, 2013
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Though this is a good book, it was much too deep for my undergraduate level students to comprehend and use practically.

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Dr. Bob
Author's Notes
Reviewed in the United States on July 7, 2004
Here is the back cover information for the book:
The Integration of Faith and Learning: A Worldview Approach provides students with the philosophical context and practical tools necessary for making the connections between Christian knowledge and the knowledge they will acquire during their undergraduate and graduate years in higher education.
This book focuses on helping students understand how worldviews influence the interpretation of data and even what is judged to be knowledge itself. The worldviews of philosophical naturalism, postmodernism, and Christianity are compared and analyzed.
Throughout the book, emphasis is placed on helping students develop the practical skills needed to evaluate knowledge claims and to integrate all knowledge into a unified whole through the touchstone of Christian truth.
Harris' book on the integration of faith and learning provides an insightful and systematic way for the university student to filter ideas through the grid of a robust Christian worldview and life. In a time when conceptual illiteracy and moral confusion abound, Harris provides a straightforward account of how to integrate one's academic learning with faith. By applying the principles laid down in this book, a new Christian intelligentsia will emerge that is unabashedly Christian in their faith and learning.
-Paul Gould, Christian Leadership Ministries' Academic Initiative
This is a much needed exhortation to all Christians who want to make an impact on today's society-or need the tools to keep the faith in spite of today's society. This is a well thought out journey into many fields and philosophies-its breadth is as encompassing as its depth. . . . This is a must read for students, teachers, and all lovers of wisdom!
-Brett Peterson, President, Coastland University
Worldview survey books abound, but what sets this one apart and makes it essential is its treatment of how knowledge functions and is propagated "in the real world." It is insufficient to merely categorize thinkers or their views. Students need to reckon with how certain claims are advanced and accepted regardless of their merits. Harris' book teaches a savvy form of skepticism that still exudes a love of truth and values the life of the mind. Highly recommended for home schoolers, youth workers, campus ministers, college students, professors, and anyone concerned with training Christian students in how to engage the world of ideas.
-Patrick Rist, Christian Leadership Ministries' Academic Initiative
Robert A. Harris has taught courses in writing, literature, and critical thinking at the college and university level for more than 25 years. He holds the Ph.D. from the University of California at Riverside.
Here is the table of contents for the book:
Table of Contents
Introduction v
Chapter 1. Backgrounds to Integration 1
1.1 An Overview of the Integration of Faith and Learning
1.2 The Search for True Knowledge
1.3 Knowledge Versus Belief
1.4 Christian Belief
1.5 Integration and Critical Thinking
1.6 Integration as an Ongoing Process
1.7 Integration and the Educated Christian
1.8 Implications for Integration
Chapter 2. Why Integrate Faith and Learning? 23
2.1 Is Integration Really Necessary?
2.2 Why Not Follow the "Two Realms" View?
2.3 Integration Produces Confidence in Learning
2.4 Secular Learning Is Incomplete
2.5 The Christian Worldview as a Clarifier
2.6 A Commitment to the Unity of Truth
2.7 What Happens Without Integration?
2.8 What Are the Results of Integration?
Chapter 3. Where Does Knowledge Come From? 39
3.1 What is Knowledge?
3.2 Whose Epistemology?
3.3 The Impact of Worldview on Knowledge
3.4 The Issue of Authority
3.5 Implications for Integration
Chapter 4. Political and Social Influences on Knowledge 57
4.1 The Politics of Knowledge
4.2 The Sociology of Knowledge
4.3 Implications for Integration
Chapter 5. Worldview Foundations 77
5.1 What is a Worldview?
5.2 Ontology Anyone?
5.3 The Assumption of God
5.4 The Exclusion of God
5.5 Keeping God Out
5.6 Implications for Integration
Chapter 6. Science and Scientific Naturalism 97
6.1 In Praise of Science
6.2 The Rise and Fall and Rise of Scientism
6.3 The Definition of Scientific Naturalism
6.4 Difficulties with Naturalism
6.5 Confusions About Science Caused by Naturalism
6.6 Fact and Interpretation
6.7 Implications for Integration: Archaeoraptor: A Case Study
Chapter 7. The Worldview of Postmodernism 135
7.1 What is Postmodernism?
7.2 The Historical Context
7.3 Postmodernist Anti-foundationalism
7.4 Postmodernism and Christianity
7.5 Implications for Integration
Chapter 8. The Worldview of Christianity 169
8.1 Christianity and the Christian Worldview
8.2 God
8.3 Reality (Ontology)
8.4 Knowledge and Truth (Epistemology)
8.5 Reason
8.6 Human Nature
8.7 Ethics and Values (Axiology)
8.8 Humanity's Challenge
8.9 The Solution to Humanity's Challenge
8.10 Implications for Integration: The Hermeneutics of Integration
Chapter 9. Evaluating Worldviews 187
9.1 Integration as Critical Thinking
9.2 Factual Adequacy
9.3 Logical Consistency
9.4 Explanatory Power
9.5 Livability
9.6 Knowledge Claims and Ideology
9.7 A Handful of Fallacies
9.8 Implications for Integration
Chapter 10. Joining Faith and Learning 221
10.1 The Meaning of Integration
10.2 General Approaches to Integration
10. 3 Specific Approaches to Integration
10.4 Integrative Outcomes
10.5 A Hint About Christian Scholarship
10.6 Implications for Integration
Chapter 11. A Taxonomy for Worldview Integration 249
11.1 The Integrative Challenge
11.2 Worldview
11.3 Purpose and Focus
11.4 Assumptions
11.5 Methods
11.6 Origins
11.7 Implications for Integration
Chapter 12. The Christian Touchstone 271
12.1 The Dynamics of Integration
12.2 Christophobia
12.3 The Needed Renaissance
12.4 Implications for Integration
Appendix: Useful Web Sites 287
Bibliography 291

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Dr. F. R. Bosch
INTEGRATION, INTERPRETATION, OR IS IT SOMETHING ELSE?
Reviewed in the United States on September 30, 2004
Dr. Bosch is a reseacher, apologist, and lecturer - a full-time university professor in Southern California, U.S.A.

"The Integration of Faith and Learning: A Worldview Approach" (IF&L) is engaging and thought-provoking. It causes one to ask: Is it about integration, interpretation, or is it something else? If it is a matter of integration, given all that has already been said in similar books about the subject - why has the integration of faith and learning not been more effective? On the other hand, if it is a matter of interpretation - what is the correct interpretation? These questions still remain unanswered.

IF&L says that it was written especially for the "Christian college student," offering a "background of ideas" and supposed "practical tools" said to be needed to integrate Christian knowledge with the knowledge gained through higher education (p. v). If that were the case, it would seem prudent to read IF&L prior to instead of while attending college.

Some parents and students (including adult learners), presume that integration of faith and learning automatically takes place in Christian colleges and universities, and therefore, this book is primarily to equip those attending non-Christian higher education institutions. However, that is not the case, given that the majority of the professors that teach in Christian colleges and universities have earned their highest [professional] degrees from non-Christian institutions - learning their disciplines largely from a non-Christian worldview, without any supplemental Biblical training. This makes integration of faith and learning a circular phenomenon, if not a contradiction, which in some cases it is (pp. 272, 273). Lamentably, Christian colleges/universities, in some cases, are offering nothing more than a so-called Christian cultural environment instead of an academic Christian culture.

Many books have addressed the faith and learning subject through the years, with new ones picking up where earlier ones left off and trying to build upon what has already been said. A fresh new look at the subject from a Biblical worldview seems to be missing. IF&L makes some weak assumptions that unfortunately undermine its strengths. It commits the same infraction that it alleges others to be doing, namely, making unqualified assumptions (e.g., "every time we learn something, we engage in the process of integrating knowledge," pp. 2, 271).

Making these types of starting presuppositions is ironic, not to mention damaging, given that the reason and the purpose of the book is to expound on the integration hypothesis and not use it as a fact. If integration is a natural and automaton phenomenon - why is there an integration gap in faith and learning? Contrary to what IF&L says, society is not focused/interested to ascertain "What is truth?" (pp. 6, 272). It is largely driven by a sensate motivation, where feelings prevail over the rational and logical.

The "connection" of faith and learning (i.e., faith and knowledge, faith and reason), has been of interest in U.S. Christian colleges/universities dating back to the 1800s. However, in today's Christian institutions it is more about the "disconnects" that seem to prevail instead of the declension taking place. There is a failure to recognize that the faith and learning gap reflects the compartmentalization of academic disciplines that fail to place their microscopic worldview into the macroscopic Biblical worldview context. Therefore, what is needed is for academicians/scholars who are Christian to go and teach in the academies their worldview in/through the macro Biblical context.

To practice the type of integration that IF&L suggests requires academicians, as well as students, to be proficient Bible scholars as well as experts of their [professional] discipline (pp. 5, 14-15, 241). Therefore, the likelihood of the integration model suggested being successful is poor at best. Contrary to IF&L's suggestion not to appeal to Scripture (p. 275) - the written source of Christian truth - what Christendom as a whole, as well as its academies in particular (seminaries, colleges/universities) need to identify are the right models from the Bible - the source of their faith and learning and apply them (2 Tim. 3:16-17; Jas. 1:22).

IF&L also advocates that "interpretation" is the arena where much of the faith and learning work needs to take place. Unfortunately, here again, without any in-depth elaboration and treatment, interpretation becomes a working assumption, rather than a hypothesis that launches some weak arguments. This point of view needs to be greatly substantiated, especially given the publications (in and outside of Christianity) of the past decade or two about the interpretation of the Bible, which has introduced much unorthodox theology.

The integration model that IF&L portrays is general in composition with a shallow application prescription. This is one of the greatest weaknesses of IF&L as well as other books about the integration subject - they end up being more diagnostic than solution-oriented. From a Biblical worldview, the Great Commission prescribes to "go" and lecture (preach) and teach the uncompromising Gospel of Jesus Christ. The context implies that before being able to do so an equipping must first take place - otherwise, the going will be empty-handed and futile. Much of today's dysfunctional Christian faith and learning seems to be an outgrowth of declension, deviating from God's Word, rather than a matter of integration, interpretation, or scholarship.

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LessonsRLived
For all first time College Students!
Reviewed in the United States on August 6, 2015
One of the amazing insights offered in this book is the distinction between Faith & Learning Integration as being a "process" to the intentionality of becoming an "identity" to be developed. When student goes away to college, they are bombarded by the milieu of perspectives that challenge that tradition frameworks (religious or non) that they were brought up in. Dr. Harris systematically unravels the ambiguity associated with the application of faith and learning with precision and offers a practical approach to developing one's thinking on this topic. This book is a MUST HAVE to parents (and their children) who are sending their children off to college for the first time.

5-Stars!

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5.0 out of 5 stars Living faith that informs the believer

2.0 out of 5 stars Too deep

5.0 out of 5 stars Author's Notes

3.0 out of 5 stars INTEGRATION, INTERPRETATION, OR IS IT SOMETHING ELSE?

5.0 out of 5 stars For all first time College Students!

Living faith that informs the believer

Too deep

Author's Notes

INTEGRATION, INTERPRETATION, OR IS IT SOMETHING ELSE?

For all first time College Students!