I am sure for many the thought of integrating faith and learning sounds like a futile effort to mix oil and water. Ideally it should come naturally with the same effort as any other course preparation. There should be nothing forced or convoluted about it. My hope here is to shed some light on the concept of teaching from a Christian worldview and to make clear that all instruction is presented from some worldview perspective.

Most instructors would surely prefer to teach at an institution which is in agreement with his or her worldview. For instance, an instructor who is a naturalist, teaching at a public school which espouses naturalism and likewise uses curriculum supporting those same worldview values will feel at ease teaching his or her subject in that setting. In the same way, a Christian teaching at a Christian school should feel at ease and not under pressure in his or her teaching environment.

The textbook used at Grand Canyon University for all Christian Worldview classes is Mark P. Cosgrove's Foundation of Christian Thought. According to the author, "A worldview is a set of assumptions or beliefs about reality that affect how we think and how we live" (Cosgrove, 2006, p. 19). What we assume to be true or believe to be true is the faith component in our consideration of the integration of faith and learning. Thus, worldview is often described as a set of lenses through which we view the world:

• Descriptive lens: our perception of the world. What is true? What is reality?
• Prescriptive lens: our evaluation of what is true. What does it mean? How should we live?

One may readily see that if one views the nature of the universe as consisting of only physical matter and energy, then his understanding of the meaning of life and how we should live will surely be far different from one whose perception of the universe includes a spiritual realm that is outside the scrutiny of science. Thus we may infer that the metaphysical element plays a huge role in our approach to the integration of faith and learning. Denial of the metaphysical, as in the naturalist worldview, only shifts the object of one's faith from God to science. Nancy Pearcey defines such scientism as "the idea that only science has the truth, the whole truth, and nothing but the truth: everything else is subjective opinion" (Pearcey, 2002). Virtually all public governmental and educational institutions have adopted this politically correct "faith."

In the aforementioned book, chapter five, appropriately entitled Integration of Faith and Learning, Cosgrove briefly, yet sufficiently describes four possible approaches to integration. I will endeavor to provide an even briefer summary:

1)      Sole Authority Model: Faith Against Learning

Faith and learning are antagonistic to one another.

The Bible is the only authoritative source of truth.

Problem:  Since this model only accepts the Bible as truth - special revelation, it essentially minimizes the other source of truth - general revelation, which includes the vast areas of knowledge gained through science, the study of our natural world.

2)      Separate Authorities Model: Faith and Learning

Faith and learning are parallel to one another, or complementary.

Both are needed but there is to be no overlap in academic studies. What you learn in church is important to your spiritual life but has no relevance to what you study in the classroom or do in the lab.

Problem: This model compartmentalizes one's view of reality, leading to a disingenuous faith. Though integration is more natural in some areas such as history and psychology, yet faith at some level impacts all that we learn.

3)      Equal Authorities Model: Faith Plus Learning

Faith and learning correlate with one another.

This model accepts both special and general revelation and believes both sources of truth may be mixed in the classroom. This is much closer to true integration.

Problem: "The mixing of a few Bible verses with a multitude of secular journal articles often results in a product that is very secular because we are looking to the Bible only for details in certain subject areas. And where the Bible is silent, as it is with many academic subjects, secular knowledge goes unquestioned. A better approach is to recognize that the Bible contributes a different form of truth in addition to its details, a form excellent for building the Christian philosophical worldview from which the academic subject areas can be evaluated" (Cosgrove, p. 57).

4)      Foundational Authority or Worldview Model: Faith Supports Learning

The Bible provides "a worldview foundation from which to do our studies in science, social science, and the arts. This worldview approach acknowledges that beliefs do make a difference in academic pursuits. One's faith or worldview does matter when one engages in the learning process" (Cosgrove, p. 57).

Our foundational belief system affects the subjects we study, the methods we use to study, and our interpretation of, or meaning of the studies.

In comparison to the Sole Authority Model which in essence rejects the culture, the Separate Authorities Model which ignores the culture, and the Equal Authorities Model which mixes with the culture, the Worldview Model seeks to transform the culture. This is in line with what the Bible instructs for those who are followers of Christ:

And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God. (Romans 12:2, NKJV)

To the extent that students are transformed, so likewise is the culture. The case of an atheist teaching at a public school given at the beginning of this article is also an example of the foundational model in use. In that instance naturalism is the foundation and faith in science supports the learning of all subjects. Though public schools may prefer to be considered "neutral" on the subject of worldview, there really is no such thing. The choice of curriculum and the freedom or lack thereof given to instructors from which they must teach is indicative of the underlying worldview. To dismiss God in the study of any academic subject is to render him as being irrelevant to the understanding of, practice of, or motivation for pursuing that subject, in essence defaulting to a naturalistic worldview approach. And it is that worldview then that is being taught to students, though perhaps indirectly and under the guise of neutrality.  

Concerning implementation of the Worldview Model, Cosgrove closes the chapter with three general ways integration of faith and learning may work:

a)      Integration as a Filter

The Christian worldview acts as a filter to help us evaluate what we are studying. Biblical truths are used to evaluate our interpretations of the theories and ideas that flow from our studies.

Example: When social science says humans are innately good, we know that this cannot be completely correct because the Bible clearly states that human nature is fallen despite having been created in and bearing the image of God.

b)     Integration as a Change Agent

"The Christian worldview is not a static creed that we memorize but a living belief system that we enter into with our whole lives" (Cosgrove, p. 60).  The Bible helps to shape our minds such that we become more Christ-like in our thinking and behavior. This faith perspective on life affects all that we study, promoting compassion and the desire to benefit our community and the world. "Faith can also change us and how we think so that we develop new and better ways of thinking in the academic disciplines" (Cosgrove, p. 61).

c)      Integration as a Two-Way Growth Process

Not only does faith affect learning but learning also should affect faith in a positive way. "Knowledge of grammar, logic, history, and current events often makes Scripture come alive for us" (Cosgrove, p. 61). Increased understanding of astronomy and physics enhances our appreciation of general revelation and the many passages in Scripture that speak of it:

The heavens declare the glory of God, and the sky above proclaims his handiwork. Day to day pours out speech, and night to night reveals knowledge. (Psalm 19:1-2, ESV)

References

Cosgrove, M. P. (2006). Foundations of Christian Thought: Faith, Learning, and the Christian Worldview. Grand Rapids, MI: Kregel.

Pearcey, N. (2002). Recent Developments in the History of Science and Christianity. Pro Rege, 30(4), 1.