Clarifying “Faith-Learning Integration”: Essentially Contested Concepts and the Concept-Conception Distinction

THE LANGUAGE OF “faith-learning integration” remains popular among evangelical educators in both K-12 and higher education. Some observers suggest for theological and educational reasons that Christan educators replace integration language with other language. Even its advocates do not agree on what...

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Bibliographic Details
Published inJournal of education & Christian belief Vol. 13; no. 1; pp. 7 - 17
Main Author Badley, Ken
Format Journal Article
LanguageEnglish
Published Kuyers Institute for Christian Teaching and Learning 01.03.2009
Subjects
Christianity
Concept Formation
Language Usage
Learning Processes
Religious Education
Teaching Methods
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ISSN1366-5456
DOI10.1177/205699710901300103

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Summary:THE LANGUAGE OF “faith-learning integration” remains popular among evangelical educators in both K-12 and higher education. Some observers suggest for theological and educational reasons that Christan educators replace integration language with other language. Even its advocates do not agree on what would count as integration. This article suggests that both the concept-conception distinction and W. B. Gallie's category of an essentially contested concept shed light on the phrase. If faith-learning integration is an essentially contested concept, or is a concept subject to conception-building, then Christian educators may never agree on what counts as a paradigm case.
ISSN:1366-5456
DOI:10.1177/205699710901300103