A Relationally Integrated Systems Model for Faith and Learning in Developmental Psychology

Volume
Volume 42
Issue
Summer 2014
Title
A Relationally Integrated Systems Model for Faith and Learning in Developmental Psychology
Abstract

In writing this paper, we were asked to talk about
faith-learning integration within a developmental psychology classroom. For developmental psychologists, integration necessarily takes place on two levels: one’s developmental theory, which should apply to faith development as well as development in other areas, and one’s developmental practices in the classroom. This complexity is endemic to developmental psychology and yet there is a scarcity of writing from developmental psychologists in the field of integration. This paper therefore has two primary purposes: (a) to introduce a theoretical model (actually a meta-model) of integration that is grounded in the developmental literature and that attempts to capture the complexity of development, including faith development; and (b) to describe pragmatic approaches to integration in the classroom that developmental psychologists typically use.

Authors
Dr. K.V. Cook and Dr. K.C. Leonard
Pages
150 - 163
Price
Add to Cart $5.00