Faith-Integrated Being, Knowing, and Doing

Leaders and educators are invited to think afresh on her passionate and diligent exploration of the unchanging task of integration to meet the changes facing Christian mission schools and theological education institutions in Asia.

Ng Peh Cheng, PhD
Former Associate Secretary, Accreditation & Educational Development,
Asia Theological Association

The integration of faith and learning has been challenging Christian educators for decades. Sarinah Lo not only identifies the contributing factors to this challenge but also proposes a wholistic approach that Christian faculty members and institutions would do well to consider.

Donald C. Guthrie, EdD
Executive Director, Center for Transformational Churches
Director of the PhD in Educational Studies Program,
Trinity Evangelical Divinity School, Deerfield, Illinois, USA

Global higher education administrators must reckon with Dr. Lo’s careful examination of the faith and learning task we all espouse in Christian higher education.

James R. Moore, PhD
Associate Professor of Educational Ministries,
Trinity Evangelical Divinity School, Deerfield, Illinois, USA

Sarinah Lo’s pioneering research on how Indonesian faculty practice Christian education stretches our horizons in important ways as it connects weaknesses in Western models with the challenges of appropriation in Indonesia.

David I. Smith, PhD
Director,
Kuyers Institute for Christian Teaching and Learning, Grand Rapids, Michigan, USA

1. List of Tables and Illustrations
2. Abstract
3. Acknowledgments
4. Chapter 1 Introduction
1. Researcher’s Stance and Story
2. Background of the Study
3. Problem Statement
4. Purpose of the Study
5. Research Questions
6. The Significance of the Study
1. Theoretical Significance
2. Practical Significance
7. Definition of Terms
5. Chapter 2 Literature Review
1. Historical Background of the Integration of Faith and Learning
1. The Relationship between Faith and Learning in Different Eras
2. The Disestablishment of Protestantism in the United States Educational System
3. The Response of Christian Scholars to the Secularization of the Academy
4. The Reawakening of Christian Scholarship and the Beginning of the Integration of Faith and Learning Movement
2. Biblical and Theological Foundations for the Integration of Faith and Learning
1. Creation
2. Fall
3. Redemption
4. Restoration
3. Theological and Educational Necessity for the Integration of Faith and Learning
4. The Multifaceted Definition of the Integration of Faith and Learning
5. The Debate over the Semantic Use of “Integration”
6. Theoretical Approaches to the Integration of Faith and Learning
7. Integrative Strategies and Methodologies
8. Loci of Integration
1. Teachers
2. Curriculum
3. Pedagogy
4. Beyond the Classroom
9. Empirical Studies on the Integration of Faith and Learning
10. Challenges in Implementing Faith-Integrated Learning
1. Gaps between Belief and Practice
2. Insufficient Practical Knowledge and Experience
3. Lack of Institutional Support and Resources
4. Contemporary Western Culture of Mind
11. Summary
6. Chapter 3 Methodology
1. Research Design
2. Purpose Statement
3. Research Questions
4. Population and Sample Selection
5. Description of Participants
6. Higher Education in the Indonesia Context
7. Data Collection
8. Data Analysis
9. Translation-Related Issues
10. Transferability
7. Chapter 4 Findings
1. Descriptions of Professoriate Roles in Indonesian Higher Education Contexts
1. Tridharma: Trilogy of Higher Education
2. Struggles to Keep the Trilogy in Harmony
2. Section 1: The Integration of Faith and Teaching Vocation
1. Faith Gives a Strong Sense of Calling
2. Faith Gives Purpose and Meaning to Faculty’s Work
3. Faith Provides Moral and Ethical Guidance
4. Faith Gives a Strong Work Ethos
5. Faith Gives Strength in the Face of Adversity
6. Faith Gives Desire for Personal Growth
3. Section 2: The Integration of Faith and Academic Disciplines
1. Approaches to the Integration of Faith and Learning
2. Response to Conflicts between Faith and Learning
4. Section 3: The Integration of Faith and Educational Practices
1. “Spontaneous” Integration
2. Faith Gives Principles to “Give the Best” and “Help Students Learn Best
3. Modeling an Exemplary Life
4. Building Positive Relationships with Students
5. Cultivating Christian Practices, Values, and Character
6. Explicit Evangelism
5. Summary of the Findings
8. Chapter 5 Discussions and Implications
1. Discussions
1. Faith-Integrated Being
2. Faith-Integrated Knowing
3. Faith-Integrated Doing
2. Implications for Practice
1. Proposing a New Terminology: “Faith-Integrated Being-Knowing-Doing
2. Professional Development Formation
3. Developing a Support Structure
3. Suggestions for Further Research
4. Conclusion
9. Appendix 1 Informed Consent Form
10. Appendix 2 Interview Protocol
11. Bibliography