Mark Eckel, ThM PhD, Professor of Leadership, Education & Discipleship
Capital Seminary & Graduate School, Washington, D.C.
Integration of a Christian Lifeview in the Teaching-Learning Process
Since faith-learning integration begins with belief statements, students should be able to:
(1) assimilate true truth, explaining intentional doctrinal instruction (Psalm 119:160);
(2) discover truth, demonstrating ownership through self-study of Scripture (Acts 17:11);
(3) discern truth from untruth, exposing non-Christian beliefs (1 John 4:1-6);
(4) speak truth in love, practicing persuasion over confrontation (Colossians 4:5-6);
(5) apply truth in life, synthesizing biblical principles with all things (Romans 15:4).
A plan to create discerning Christians might include:
A preliminary five-fold outline summarizes this competency from a Christian lifeview perspective: (1) identification of erroneous powers, premises, and practices; (2) interpretation of pagan belief from a Christian perspective; (3) inductive study of Scripture as a basis for assessment; (4) interaction with current issues and icons, and (5) investment in the tools necessary for students to make cultural apologetics a lifelong practice. Because we live in an age bombarded by media, for instance, a class could study both Scripture and culture in order to develop discerning Christian young people. Film clips, musical selections, TV news, advertisements, video games and internet sites would be engaged preparing Christian students to become cultural apologists. Non-Christian professors, articles, and groups should also be examined based through a Scriptural lens.
The biblical view of instruction is clear: curriculum is content-centered, teacher-directed, student-discovered (Psalm 71:14-18; 78:1-8). Capital “T” Truth does exist and can be known; therefore people are responsible to the laws of God’s Word and His world (cf. Deuteronomy 4:5-9). Curriculum is based on the principle that all truth is God’s Truth (Psalm 119:152, 160). The teacher is God’s authority in the school’s sphere of influence (1 Thessalonians 5:12, 13). Professors bear the responsibility of clear commitment to and communication of “true Truth” (Titus 1:9). Students are accountable for the privilege of learning and to the providers of that learning (Proverbs 23:12). Respect for God, His Word, and His leaders in the classroom is expected (1 Peter 2:17).
 Taken from Mark Eckel, “And the Two Shall Become One: The Wedding of Faith and Learning in the Christian Academy,” http://www.biblicalintegration.com/ezine/may2005/0505_2.php
 Taken from Mark Eckel, “Practicing the Craft of Cultural Apologist,” http://www.biblicalintegration.com/ezine/sept2005/0905_2.php