188.8.131.52.2 The Faith and Learning Project
The Faith and Learning Project displays a product or process within a given practice (e.g., a musical composition, an artistic exhibit, a film, a given choreography, the writing, production, or performance of a theatre piece, a mathematical solution, a classroom methodology, an invention or innovation, or a client intervention). In addition it provides an interpretive narrative that shows the connections between that project and fundamental understandings of both the practice involved and the constitutive elements of a Christian world view. Normally a project involves some kind of performance element or finished product combined with an appropriate commentary as to the connections between it and constitutive Christian notions that inform and contextualize the performance or product. The project should be able to “stand alone” as a discrete work. The commentary on the project should operate as an explication of the project’s tenets, not to be understood without a dependence on direct contact with the project itself. The commentary articulates the relevant and significant connections between the work itself and a Christian world-view as well as indicating the relevant academic and disciplinary context within which it exists. Accordingly, the Faith and Learning Project should:
a) Display a finished product, involve a public performance, or be constituted by an observable process. The project must be substantially grounded in an academic area of teaching or research and exhibit a professional level of skill level in that area of practice or craft.
b) Articulate a written commentary which explicates the context of the product, performance, or process within its arena of practice or craft. The commentary will include the work’s location within the historical traditions and contemporary developments of the discipline. Questions to consider would include; “Why did you select this project? What are the distinct components that characterize the project’s uniqueness?”.
c) The commentary must identify and elaborate how the work reflects or reveals a Christian world-view. The written commentary would integrate relevant Christian theological, philosophical, and traditional resources. The intersection with Christian resources would include, as appropriate, the use of Scripture in its entire context, i.e., the Old and New Testaments. A key question might be: “How does this work provide a lens through which to view – or a gateway into a deeper understanding of – a Christian worldview?”
Ordinarily Faith and Learning Projects will:
a) Be sufficiently focused that the performance, product, or process can be assimilated by its examiners within a few hours, and be documented by visual and/or auditory representation as evidence of the project presentation.
b) Meet whatever are the best practices or professional standards for such performances or products.
c) Be solely or mainly the work of the person who is submitting the project as the basis for the faith-learning project. In the case of collaboratively or jointly created or authored projects, the specific contribution of the one submitting the project must be specified in detail.
Evaluation of Faith and Learning Projects will involve:
a) Consideration of the quality of the performance, product, or process according to the professional standards for such projects by peers in the academic discipline involved. If necessary, outside judges will be solicited for opinions on the quality of the project. These may involve such criteria as the skill level displayed in the performance, the aesthetic values embodied, the degree of innovation achieved, the efficiency and effectiveness of the process or product, etc. It must be adequate at the level of quality as measured by the standards of the practice or craft.
b) The degree to which the commentary draws upon significant and appropriate elements of the Christian faith in reflecting upon the disciplinary issue(s) and what it might mean to think Christianly in terms of the project. This involves the use of Scripture in context, showing sensitivity to hermeneutical considerations of interpretation. It includes the choice and understanding of basic Christian themes (used or not used) relevant to the discussion. It must be adequate in terms of its use of the resources of Christian thinking.
c) The degree to which the commentary interacts appropriately with at least some of the literature already published on issues of faith-learning integration within the discipline, practice, or craft as well as the particular issue(s) that are entailed in providing a Christian frame of thinking for the particular project (if available). It must be adequate in terms of acquaintance and appropriate use of the literature available on faith-learning integration in the area of discourse.
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