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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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[2009]
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| In: |
Journal of education & Christian belief
Year: 2009, Volume: 13, Issue: 1, Pages: 7-17 |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
| 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. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699710901300103 |