Integrating academic pursuits and a life based on faithful living embodied in Godly principles make up the most important concept of scholastic dedication. From the discussion above and from an academic perspective, integration of theoretical knowledge and a holistic life make up the importance of pursuing higher ideals and dedicating oneself to a life of purpose. It is no doubt that achieving such an endeavor entails the making of a role model and putting into practice the embodiment of Godly conviction within and beyond the walls of an academic life.
Bringing out the best for incarnation practice and making Jesus Christ the central aspect of a classroom setting stands out as the epitome of focusing on practical ways of interacting with students. It not only enables students to learn from a theoretical perspective but most importantly, it ensures them to partake actively in the actions integrated by the instructor with the aim of creating imitators and doers in practical ways. Lee and Kaak (2016) argue that in order to achieve faith-based learning and succeed in bringing the model of Christ in a classroom situation, it is vital to acknowledge the delicate balance of imparting knowledge to students and connecting with them through and by adhering to Godly principles. In an academic and social setting, it is best to apply the above fundamentals and practices through and by adapting to values ascribed by the instructors and portrayed by Jesus Christ (Goddard, 2016).
In order to establish active and positive presence and participation, it is important to stay energetic and enthusiastic towards enhancing Christian faith and intellectual growth in both the class setting and social life. It is important to adhere to Christian values and practices such as participating in church activities, Christian union engagements, and creating forums aimed at spreading the knowledge and understanding of applying Christian values (Faith in the Classroom, 2017). Additionally, it is important to create an open and deep relationship with the instructor in order to help model one’s perspective from the instructors and teaching examples.
Faith in the Classroom. (n.d.). Retrieved from https://www.swu.edu/faith-service/faith-in-the-classroom
Goddard, M. A. (2016). College composition and biblical worldview: Redesigning college composition with the biblical foundation course design model. The Journal of Biblical Foundations of Faith and Learning, 1(1), 11.
Lee, H., & Kaak, P. (Eds.). (2017). The Pedagogy of shalom: Theory and contemporary issues of a faith-based education. Singapore:Springer.