Faith in Academia: Integrating Students' Faith Stance into Conceptions of Their Intellectual Development

Autor/inn/en	Sabri, Duna; Rowland, Christopher; Wyatt, Jonathan; Stavrakopoulou, Francesca; Cargas, Sarita; Hartley, Helenann
Titel	Faith in Academia: Integrating Students' Faith Stance into Conceptions of Their Intellectual Development
Quelle	In: Teaching in Higher Education, 13 (2008) 1, S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Religion Studies; Undergraduate Study; Philosophy; Intellectual Development; College Freshmen; Foreign Countries; Beliefs; Student Attitudes; Religious Factors; Academic Education; Ethics; Self Concept; Educational Philosophy; Case Studies; Interviews; Educational Environment; College Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? Religionswissenschaft; Grundstudium; Philosophie; Mental development; Geistige Entwicklung; Studienanfänger; Ausland; Belief; Glaube; Schülerverhalten; Akademische Bildung; Ethik; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper explores the interaction between religious faith and academic study. It presents findings from a small-scale qualitative study of how first year theology undergraduates at Oxford experienced the relationship between academic study and their faith stance. The findings suggest varied developments in the extent to which students adapted to the learning environment, the strategies they formed in dealing with the interface between faith and academic study, and the expectations they discerned as implicit in the curriculum itself. The paper considers the findings in relation to Perry's nine stages of students' intellectual and ethical development, and proposes that, following Perry, the discussion of religious faith as one of the contexts within which undergraduate students make sense of their experience be restored to educational discourse. The article concludes by proposing that provision of curriculum space to explore the interaction between the existential and the academic is a key factor for subjects such as theology and religious studies, which contain a significant self-involving element. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10