Applying Theology in the Psychology Classroom: Reflections on Integration in the Trenches for 35 Years
This article describes some of the ways that the author has applied theology or used constructive theology in the psychology classroom, in reflecting on integration in the trenches for 35 years. The following major areas or domains of the integration of psychology and the Christian faith are covered...
| Autres titres: | "Special issue: constructive theology in the psychology classroom" |
|---|---|
| Auteur principal: | |
| Type de support: | Imprimé Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2023
|
| Dans: |
Journal of psychology and christianity
Année: 2023, Volume: 42, Numéro: 1, Pages: 59-68 |
| Sujets / Chaînes de mots-clés standardisés: | B
Théologie
/ Enseignement de la psychologie
/ Intégration
/ Science
|
| RelBib Classification: | CF Christianisme et science FA Théologie ZD Psychologie ZF Pédagogie |
| Sujets non-standardisés: | B
Theology
B TRENCHES B Practical Theology B Psychology B DOCTRINAL theology B Biblical Theology B RELIGIOUS psychology B Mentoring |
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| 520 | |a This article describes some of the ways that the author has applied theology or used constructive theology in the psychology classroom, in reflecting on integration in the trenches for 35 years. The following major areas or domains of the integration of psychology and the Christian faith are covered: personal or intrapersonal (including spirituality), professional (clinical), and principled (theoretical-conceptual and research), applying historical theology (including church history), biblical theology, systematic theology, and practical theology in a constructive way with psychology (and other) students (and faculty), in various contexts. More specifically, the following ways or contexts are described: courses (classroom teaching); devotional (brief sharing and prayer) times in class and other settings; clinical supervision; research supervision; mentoring doctoral advisees; collaborating with students and faculty in co-authoring academic and professional articles, chapters, and books; empowering and facilitating academic writing and publications by younger faculty and students; and clinical practice. This article concludes with some reflections on lessons learned in 35 years of teaching at Fuller Theological Seminary in the psychology classroom and other contexts. | ||
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