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150 pages

English

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In this holistic study of the integration of faith and learning, Dr. Sarinah Lo challenges the Western tendency to privilege knowing over being and doing. In the context of Indonesian higher education, Dr. Lo addresses the cognitive, affective, spiritual, relational, and vocational aspects of human nature. She demonstrates that effective integration of faith and learning must reach beyond the academic disciplines to address the formation of a Christian perspective in all areas of life, thought, and practice.
Utilizing in-depth interviews and qualitative analysis, Dr. Lo’s field research explores the specific challenges facing Christian faculty in Indonesia, where the rise of radical Islam and the pressure to conform to state ideology raise unique questions about the nature of faith-learning integration. The first study of its kind, this is an excellent resource for educators wanting to think more broadly about what it means to follow Christ in the classroom, pushing beyond Western models of integration to embrace the more holistic approach of faith-integrated being, knowing, and doing.

Informations

Publié par	Langham Creative Projects
Date de parution	31 août 2020
Nombre de lectures	0
EAN13	9781839730771
Langue	English

Informations légales : prix de location à la page 0,0057€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Much scholarship and many research studies have emphasized the integration of faith and learning in the Western context. Dr. Sarinah Lo’s study meets a relevant need to present an Asian perspective on how the integration of faith and learning should be interpreted to make an impact on the educational theories and practices in Christian higher education institutions in Indonesia. Should the teacher or the student be responsible to do the work of integration? 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. Her approach moves the faculty members and their systems toward a robust “faith-integrated being-knowing-doing” model that includes everything from personal formation to learning community participation. I highly commend Sarinah’s thoughtful and creative work. It is much needed.
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
Dr. Sarinah Lo’s original research explores the practice of the know-be-do paradigm among Indonesian Christian higher education faculty. While study participants affirm a faith-informed vocational calling, Dr. Lo challenges the reader to a greater depth of knowing and doing to buttress the integration of faith and learning. Framing a broader paradigm as “faith-integrated being-knowing-doing” she argues for a holistic approach that includes cognitive, affective, spiritual, relational, and vocational aspects of the scholar-practitioner. Faith and learning becomes more than a scholarly task; it becomes a formational task engaging the Christian perspective in all areas of life, thought, and practice. Opportunity is present in the Indonesian context for faculty professional development to enhance biblical-theological understanding, philosophical foundations, and educational theories and practices critically examined in the light of Scripture toward this broader paradigm. 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
A time-honored trope in writing on the integration of faith and learning asks what Athens has to do with Jerusalem – but what about Jerusalem and Jakarta? Christian education research that is by and about Western Christians cannot give us the whole picture in a world where Christian education is shaping and being shaped by a broad array of contexts and cultures. 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. Her study points the way to important dialogue.
David I. Smith, PhD
Director, Kuyers Institute for Christian Teaching and Learning
Coordinator, Institute for Global Faculty Development
Professor of Education, Calvin University, Grand Rapids, Michigan, USA
Editor, International Journal of Christianity and Education

Faith-Integrated Being, Knowing, and Doing
A Study among Christian Faculty in Indonesia
Sarinah Lo

© 2020 Sarinah Lo
Published 2020 by Langham Monographs
An imprint of Langham Publishing
www.langhampublishing.org
Langham Publishing and its imprints are a ministry of Langham Partnership
Langham Partnership
PO Box 296, Carlisle, Cumbria, CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-83973-052-8 Print
978-1-83973-077-1 ePub
978-1-83973-078-8 Mobi
978-1-83973-079-5 PDF
Sarinah Lo has asserted her right under the Copyright, Designs and Patents Act, 1988 to be identified as the Author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
Requests to reuse content from Langham Publishing are processed through PLSclear. Please visit www.plsclear.com to complete your request.
Scriptures taken from the Holy Bible, New International Version®, NIV®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 978-1-83973-052-8
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and opinions set forth here or in works referenced within this publication, nor can we guarantee technical and grammatical correctness. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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To my husband and daughter, with deep thanksgiving for your ceaseless encouragement and support. To my parents, with deep gratitude for your faithfulness in upholding us in your prayers.
Give thanks to the LORD , for he is good.
His love endures forever .
~ Psalm 136:1
Contents

Cover

Abstract

Acknowledgments

Chapter 1 Introduction

Researcher’s Stance and Story

Background of the Study

Problem Statement

Purpose of the Study

Research Questions

The Significance of the Study

Definition of Terms

Chapter 2 Literature Review

Historical Background of the Integration of Faith and Learning

Biblical and Theological Foundations for the Integration of Faith and Learning

Theological and Educational Necessity for the Integration of Faith and Learning

The Multifaceted Definition of the Integration of Faith and Learning

The Debate over the Semantic Use of “Integration”

Theoretical Approaches to the Integration of Faith and Learning

Integrative Strategies and Methodologies

Loci of Integration

Empirical Studies on the Integration of Faith and Learning

Challenges in Implementing Faith-Integrated Learning

Summary

Chapter 3 Methodology

Research Design

Purpose Statement

Research Questions

Population and Sample Selection

Description of Participants

Higher Education in the Indonesia Context

Data Collection

Data Analysis

Translation-Related Issues

Transferability

Chapter 4 Findings

Descriptions of Professoriate Roles in Indonesian Higher Education Contexts

Section 1: The Integration of Faith and Teaching Vocation

Section 2: The Integration of Faith and Academic Disciplines

Section 3: The Integration of Faith and Educational Practices

Summary of the Findings

Chapter 5 Discussions and Implications

Discussions

Implications for Practice

Suggestions for Further Research

Conclusion

Appendix 1 Informed Consent Form

Appendix 2 Interview Protocol

Part I: Background Information

Part II: Interview Questions

Bibliography

About Langham Partnership

Endnotes
Abstract
Most studies of the integration of faith and learning focus on cognitive aspects of the integration and are conducted in the North American contexts. This qualitative study attempts to approach the integration of faith and learning holistically, including faith-integrated being, knowing, and doing among Christian faculty in Indonesian higher education contexts. The study focused on three areas of integration: faith and vocation (being), faith and academic disciplines (knowing), and faith and educational practices (doing). Thirty-six participants were purposely selected and data was collected using a semi-structured interview.
The findings of this study reveal that Christian faculty members in Indonesia have a strong emphasis on their faith-integrated being but less on their faith-integrated knowing and doing . Faith-integrated being is manifested in the participants’ conviction of their vocation as faculty members; the