Biblical Worldview Essay Bibl 105

Biblical Worldview Essay Bibl 105

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Each student has been influenced by various cultural, religious, and family values and morals, and often holds to personal opinions regarding these matters that have never been seriously considered. Students must be challenged to articulate and to validate a personal worldview. Students must clearly define what is believed and defend why it is believed, rather than just mimic what has been articulated by parents, teachers, pastors, and peers. Further, students must learn to critically reflect on the many viewpoints society offers, learn how to effectively communicate the Biblical/Christian worldview in a multicultural society, and develop a consistently biblical approach to viewing and living their lives.

This course will survey the background, context, and issues relevant to each of the books of the Old Testament prophetic literature. Students will research the primary resources and explore various issues of biblical scholarship within the limits of the English Bible. Prerequisite: BMS 105 or 106. (Offered when interest is expressed and departmental resources permit.)

A course designed for the exploration and study of biblical principles for the leadership of children's ministry, from birth through the elementary ages. Special emphasis will be given to hands-on strategies and developing a mission statement as one implements and leads in the context of children's ministry. Prerequisite: BMS 105 or 106. (Offered when interest is expressed and departmental resources permit.)

A study of biblical principles in establishing and maintaining a ministry to adolescents. Emphasis is placed upon a system of philosophy and general principles for adolescent ministry. Special attention is given to developing a youth ministry mission statement, objectives, and strategy. (Spring of odd numbered years)

This course is an introduction to theories and practices regarding teaching the Bible. Students will learn to incorporate responsible methods of biblical interpretation for teaching and preaching. Student will develop skills that assist in sermon and teaching preparation, delivery, public speaking, and the process of receiving feedback. This course will also guide students to discover a variety of homiletic styles, from both historical and modern teacher and pastors. (Spring of odd numbered years)

An in-depth investigation of a current topic in religion, such as the thought of a religious leader, the study of a theological or religious issue, or a religious movement. A special topics course in BMS may also include the study of a biblical language or topic or period in church history of Christian theology. (Offered when interest is expressed and departmental resources permit)

The advent and popularity of online learning and the increase of older, adult learners going back to school have changed the landscape of postsecondary education. In fall 2008, over 4.6 million students took at least one online course, an increase of 17% from fall 2007.1 In 2010, the U.S. Department of Education forecasted a 25% increase in enrollment for students between the ages of 25 and 34 and a 12% increase in enrollment for students who are 35 years old and over by 2018.2 Many institutions have recognized these trends and are focusing on developing and delivering programs for adults and online learners. Online programs have been shown to be profitable and have served to keep many institutions financially solvent during lean economic times: a survey of ninety-six institutions found that nearly all of their online programs were either profitable or broke even. Of the non-profit universities surveyed, 62% reported that their online programs were profitable in the sense that their revenues exceeded their expenses.3 Although profitability is a positive outcome of online programs, as Christian educators, interest in such programs should include a focus on a deeper appreciation and understanding of how Christian online education can be used to carry out the faith-based mission of the Christian university. This faith-based, mission-centered approach requires Christian educators to develop courses that not only meet the educational needs of the student population, but also reflect a biblical worldview and integrate faith and learning. This essay addresses the development of online courses for adult learners using the Four-Lens Model, developed by Richard Kiely, Lorilee Sandman, and Janet Truluck within the context of a biblical worldview.4The Importance of Faith Integration and a Biblical Worldview to the Christian Academy

Although one could assume the integration of faith and a biblical worldview at a Christian college, the ways and means of providing such are often ambiguous to students and teachers alike. Students often come to the academy immersed in an individualistic worldview that celebrates self-centeredness and ignores larger questions of meaning. These ideas are not only unbiblical, but also counterproductive to a Christian academic ethos. This idea of faith integration and worldview formation within the Christian academy is important to the discussion of course development, as course design determines the kinds of ideas students will engage, influences the kinds of learning experiences students will have, and affects the kinds of epistemological underpinnings students will carry with them once they leave the academy.

For example, adult students in an online liberal arts course could be given an opportunity to choose from several genres (art, literature, and music) and asked to develop a presentation outlining information about the history, purpose, meaning, and worldview (comparing and contrasting to a biblical worldview) of the piece and their responses to it. Students could choose among mediums (written, audio, video, drama, art, or multimedia) and delivery methods (via webcam, on site, video, or YouTube). Likewise, the students would give feedback and evaluate each other as part of the grading process. The assignment is rooted in an understanding and evaluation of worldview and demonstrates an understanding of mutual respect for students by allowing them autonomy and motivating them to use their unique and creative God-given abilities.

Allowing adult learners to participate as much as possible in the content, delivery, and evaluation lends itself well to designing curricula that provides adult learners with greater autonomy and self-direction. An advantage to providing the students with options is they can work independently on their own projects. Additionally, assigning project and assignment guidelines and dates at the beginning of the course allows adult learners the self-direction they desire. The concepts of self-direction and independence reinforce the biblical principles of self-control, self-discipline, and personal responsibility. The instructor should make this explicit in the assignment rationale to reinforce these principles for the learner.

The curricula can be sequenced in accordance with the developing knowledge and experience of the adult learner. Typically, it has been a number of years since adult learners were in the classroom, and they enter their courses with varying degrees of knowledge and experience. Therefore, the course developer must recognize this and implement assignments that allow adult learners to begin at basic knowledge levels if necessary and progress forward. For example, lectures in an online course may include some simpler, basic material that some students may already know. The students who know that material have the option of skipping over those lectures. Assignments should not be given covering basic material that can be construed as busy work for the more advanced students but should be available for students who need to bolster their knowledge base. Additionally, instructors can offer resources and information that students who are in need can access. For example, challenged writers can receive help from a writing tutor. By recognizing the differences among students, instructors acknowledge and reinforce the biblical perspective that each person is important and valuable and that achievement is not as important as growth.

current technological options, faculty developers can enhance the opportunity for the entire faculty to learn through the use of online communities. Designing a faculty development portal using community of practice concepts can be an effective means to jump-start, facilitate, develop, and sustain faculty involvement in academic communities.26This portal can be used to encourage faculty development programs that focus on best practices for online adult learning instructors with regard to course development, delivery, evaluation, participation, facilitation of courses founded upon a biblical worldview, and faith integration. Faculty portals should enable online instructors to share ideas, evaluation rubrics, class activity ideas, and group discussion exercises in a community atmosphere of mutual support and Christian encouragement and fellowship.

The Context Lens focuses on the fact that learning is not an isolated process. Therefore, an online learning community must be fostered so there is interaction between the instructor and students as well as between the students. The idea of community is especially important from a biblical context, as it is clear that God created humans with the need for social interaction and social support. A community of faith can offer support and encouragement not found in other contexts. Thus, interaction that demonstrates the fruit of the spirit and follows biblical guidelines of interest, caring, respect, and dignity are particularly important to the online community within the Christian academy.

The increase in the number of adult students and the popularity of online learning provides institutions with opportunities to increase enrollment and increase or maintain financial solvency. While these are positive benefits for Christian institutions, care must be taken not to lose sight of the faith-based mission of the Christian institution. Christian educators are not only required to meet the educational needs of the students in the growing population areas, but are also challenged to reflect a biblical worldview and integrate faith and learning in their curricula. Deliberate attention must be focused on this responsibility in order to lead students to a thorough understanding of biblical worldview in their fields of study and the integration of faith in their courses. This requires Christian instructors to reflect deeply on their own faith assumptions and how those faith assumptions influence their instruction and development of courses. Instructors must also facilitate and model the kind of reflection necessary for a fully integrated transformational learning experience that merges biblical faith assumptions with academic rigor and curriculum formation and delivery. 2b1af7f3a8