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Rating: 
Summary: INTEGRATION, INTERPRETATION, OR IS IT SOMETHING ELSE?
Review: Dr. Bosch is a reseacher, apologist, and lecturer - a full-time university professor in Southern California, U.S.A.
"The Integration of Faith and Learning: A Worldview Approach" (IF&L) is engaging and thought-provoking. It causes one to ask: Is it about integration, interpretation, or is it something else? If it is a matter of integration, given all that has already been said in similar books about the subject - why has the integration of faith and learning not been more effective? On the other hand, if it is a matter of interpretation - what is the correct interpretation? These questions still remain unanswered.
IF&L says that it was written especially for the "Christian college student," offering a "background of ideas" and supposed "practical tools" said to be needed to integrate Christian knowledge with the knowledge gained through higher education (p. v). If that were the case, it would seem prudent to read IF&L prior to instead of while attending college.
Some parents and students (including adult learners), presume that integration of faith and learning automatically takes place in Christian colleges and universities, and therefore, this book is primarily to equip those attending non-Christian higher education institutions. However, that is not the case, given that the majority of the professors that teach in Christian colleges and universities have earned their highest [professional] degrees from non-Christian institutions - learning their disciplines largely from a non-Christian worldview, without any supplemental Biblical training. This makes integration of faith and learning a circular phenomenon, if not a contradiction, which in some cases it is (pp. 272, 273). Lamentably, Christian colleges/universities, in some cases, are offering nothing more than a so-called Christian cultural environment instead of an academic Christian culture.
Many books have addressed the faith and learning subject through the years, with new ones picking up where earlier ones left off and trying to build upon what has already been said. A fresh new look at the subject from a Biblical worldview seems to be missing. IF&L makes some weak assumptions that unfortunately undermine its strengths. It commits the same infraction that it alleges others to be doing, namely, making unqualified assumptions (e.g., "every time we learn something, we engage in the process of integrating knowledge," pp. 2, 271).
Making these types of starting presuppositions is ironic, not to mention damaging, given that the reason and the purpose of the book is to expound on the integration hypothesis and not use it as a fact. If integration is a natural and automaton phenomenon - why is there an integration gap in faith and learning? Contrary to what IF&L says, society is not focused/interested to ascertain "What is truth?" (pp. 6, 272). It is largely driven by a sensate motivation, where feelings prevail over the rational and logical.
The "connection" of faith and learning (i.e., faith and knowledge, faith and reason), has been of interest in U.S. Christian colleges/universities dating back to the 1800s. However, in today's Christian institutions it is more about the "disconnects" that seem to prevail instead of the declension taking place. There is a failure to recognize that the faith and learning gap reflects the compartmentalization of academic disciplines that fail to place their microscopic worldview into the macroscopic Biblical worldview context. Therefore, what is needed is for academicians/scholars who are Christian to go and teach in the academies their worldview in/through the macro Biblical context.
To practice the type of integration that IF&L suggests requires academicians, as well as students, to be proficient Bible scholars as well as experts of their [professional] discipline (pp. 5, 14-15, 241). Therefore, the likelihood of the integration model suggested being successful is poor at best. Contrary to IF&L's suggestion not to appeal to Scripture (p. 275) - the written source of Christian truth - what Christendom as a whole, as well as its academies in particular (seminaries, colleges/universities) need to identify are the right models from the Bible - the source of their faith and learning and apply them (2 Tim. 3:16-17; Jas. 1:22).
IF&L also advocates that "interpretation" is the arena where much of the faith and learning work needs to take place. Unfortunately, here again, without any in-depth elaboration and treatment, interpretation becomes a working assumption, rather than a hypothesis that launches some weak arguments. This point of view needs to be greatly substantiated, especially given the publications (in and outside of Christianity) of the past decade or two about the interpretation of the Bible, which has introduced much unorthodox theology.
The integration model that IF&L portrays is general in composition with a shallow application prescription. This is one of the greatest weaknesses of IF&L as well as other books about the integration subject - they end up being more diagnostic than solution-oriented. From a Biblical worldview, the Great Commission prescribes to "go" and lecture (preach) and teach the uncompromising Gospel of Jesus Christ. The context implies that before being able to do so an equipping must first take place - otherwise, the going will be empty-handed and futile. Much of today's dysfunctional Christian faith and learning seems to be an outgrowth of declension, deviating from God's Word, rather than a matter of integration, interpretation, or scholarship.
Rating: 
Summary: Awesome book!
Review: Every Christian needs the knowledge contained in this book. It is priceless for those random-encounter evangelizing moments also. People just need to pick it up and read it a few times.
Rating:
Summary: Author's Notes
Review: Here is the back cover information for the book:
The Integration of Faith and Learning: A Worldview Approach provides students with the philosophical context and practical tools necessary for making the connections between Christian knowledge and the knowledge they will acquire during their undergraduate and graduate years in higher education. This book focuses on helping students understand how worldviews influence the interpretation of data and even what is judged to be knowledge itself. The worldviews of philosophical naturalism, postmodernism, and Christianity are compared and analyzed. Throughout the book, emphasis is placed on helping students develop the practical skills needed to evaluate knowledge claims and to integrate all knowledge into a unified whole through the touchstone of Christian truth. Harris' book on the integration of faith and learning provides an insightful and systematic way for the university student to filter ideas through the grid of a robust Christian worldview and life. In a time when conceptual illiteracy and moral confusion abound, Harris provides a straightforward account of how to integrate one's academic learning with faith. By applying the principles laid down in this book, a new Christian intelligentsia will emerge that is unabashedly Christian in their faith and learning.
-Paul Gould, Christian Leadership Ministries' Academic Initiative This is a much needed exhortation to all Christians who want to make an impact on today's society-or need the tools to keep the faith in spite of today's society. This is a well thought out journey into many fields and philosophies-its breadth is as encompassing as its depth. . . . This is a must read for students, teachers, and all lovers of wisdom!
-Brett Peterson, President, Coastland University Worldview survey books abound, but what sets this one apart and makes it essential is its treatment of how knowledge functions and is propagated "in the real world." It is insufficient to merely categorize thinkers or their views. Students need to reckon with how certain claims are advanced and accepted regardless of their merits. Harris' book teaches a savvy form of skepticism that still exudes a love of truth and values the life of the mind. Highly recommended for home schoolers, youth workers, campus ministers, college students, professors, and anyone concerned with training Christian students in how to engage the world of ideas.
-Patrick Rist, Christian Leadership Ministries' Academic Initiative Robert A. Harris has taught courses in writing, literature, and critical thinking at the college and university level for more than 25 years. He holds the Ph.D. from the University of California at Riverside. Here is the table of contents for the book:
Table of Contents Introduction v Chapter 1. Backgrounds to Integration 1
1.1 An Overview of the Integration of Faith and Learning
1.2 The Search for True Knowledge 1.3 Knowledge Versus Belief
1.4 Christian Belief
1.5 Integration and Critical Thinking
1.6 Integration as an Ongoing Process
1.7 Integration and the Educated Christian
1.8 Implications for Integration Chapter 2. Why Integrate Faith and Learning?23
2.1 Is Integration Really Necessary?
2.2 Why Not Follow the "Two Realms" View?
2.3 Integration Produces Confidence in Learning
2.4 Secular Learning Is Incomplete
2.5 The Christian Worldview as a Clarifier
2.6 A Commitment to the Unity of Truth
2.7 What Happens Without Integration?
2.8 What Are the Results of Integration? Chapter 3. Where Does Knowledge Come From?39
3.1 What is Knowledge?
3.2 Whose Epistemology?
3.3 The Impact of Worldview on Knowledge
3.4 The Issue of Authority
3.5 Implications for Integration Chapter 4. Political and Social Influences on Knowledge57
4.1 The Politics of Knowledge
4.2 The Sociology of Knowledge
4.3 Implications for Integration Chapter 5. Worldview Foundations77
5.1 What is a Worldview?
5.2 Ontology Anyone?
5.3 The Assumption of God
5.4 The Exclusion of God
5.5 Keeping God Out
5.6 Implications for Integration Chapter 6. Science and Scientific Naturalism 97
6.1 In Praise of Science
6.2 The Rise and Fall and Rise of Scientism
6.3 The Definition of Scientific Naturalism
6.4 Difficulties with Naturalism
6.5 Confusions About Science Caused by Naturalism
6.6 Fact and Interpretation
6.7 Implications for Integration: Archaeoraptor: A Case Study Chapter 7. The Worldview of Postmodernism135
7.1 What is Postmodernism?
7.2 The Historical Context
7.3 Postmodernist Anti-foundationalism
7.4 Postmodernism and Christianity
7.5 Implications for Integration Chapter 8. The Worldview of Christianity169
8.1 Christianity and the Christian Worldview
8.2 God
8.3 Reality (Ontology)
8.4 Knowledge and Truth (Epistemology)
8.5 Reason
8.6 Human Nature
8.7 Ethics and Values (Axiology)
8.8 Humanity's Challenge
8.9 The Solution to Humanity's Challenge
8.10 Implications for Integration: The Hermeneutics of Integration Chapter 9. Evaluating Worldviews 187
9.1 Integration as Critical Thinking
9.2 Factual Adequacy
9.3 Logical Consistency
9.4 Explanatory Power
9.5 Livability
9.6 Knowledge Claims and Ideology
9.7 A Handful of Fallacies
9.8 Implications for Integration Chapter 10. Joining Faith and Learning221
10.1 The Meaning of Integration
10.2 General Approaches to Integration
10. 3 Specific Approaches to Integration
10.4 Integrative Outcomes
10.5 A Hint About Christian Scholarship
10.6 Implications for Integration Chapter 11. A Taxonomy for Worldview Integration249
11.1 The Integrative Challenge
11.2 Worldview
11.3 Purpose and Focus
11.4 Assumptions
11.5 Methods
11.6 Origins
11.7 Implications for Integration Chapter 12. The Christian Touchstone271
12.1 The Dynamics of Integration
12.2 Christophobia
12.3 The Needed Renaissance
12.4 Implications for Integration Appendix: Useful Web Sites287 Bibliography291
Rating:
Summary: Excellent resource for group or individual study
Review: I wrote a blurb for the back of Bob's book, so I believe in it. It can serve as an introduction to the academic integration issue for anyone, but it is especially written for Christian college students at secular/state universities. This would make a great book study for a Christian college group. Of course, not everyone would be into it, but for those students who are struggling with how it all fits together -- their Christian beliefs and their classwork -- this book would be a huge help, and would make for stronger, more effective disciples. It has study questions suitable for small group use, and I can imagine it engendering a lot of very beneficial discussions.
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