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In Faith and Learning on the Edge, David Claerbaut shows how those who espouse a values-neutral approach to knowledge and research fail to live up to their own standard. Believers must reintegrate their faith as a crucial component of learning, insists the author, and he explores ways in which this can be accomplished.
These individual essays on each discipline are a unique element of this book. These essays treat some of the specific differences in perspective or procedure that a biblically informed, Christian perspective brings to each discipline.
Renewing Minds serves as a clear introduction to the field of higher Christian education, focusing on the distinctive, important role of Christian-influenced learning--both in the Kingdom of God and in the academic world.
This book discusses Kuyper's ideas in context by providing historical commentary on the book they receive their most significant expression. Heslam explores Kuyper's position relative to others of his time and in connection with events of his own career.
Authors offer a new definition and analysis of Christian scholarship that respects insights of different Christian traditions and applies to the arts and to professional studies it does to the humanities and the natural and social sciences. The goal is to map the complex terrain of Christian scholarship it actually exists and help foster better connections between Christian scholars differing persuasions and between Christians and the academy as a whole.
Taking Every Thought Captive celebrates forty years of Christian Scholar's Review, collecting a representation of the best scholarship to appear in its pages from inception in 1970 through 2010. This collection witnesses the rigors of intellectual enterprise found within pages of CSR and affirms an ongoing commitment to support, enhance, and promote Christian scholarship.
Teaching as an Act of Faith, a practical guidebook on strategies to incarnate mission and epitomize theological and theoretical reflection in the classroom. Distinguished practitioners demonstrate how they have been able link religious values more directly to their teaching.