Record Details

ROLE OF THE HIDDEN CURRICULUM IN FAITH, LEARNING AND LIVING INTEGRATION PROCESSES

European Journal of Social Sciences Studies

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Field Value
 
Title ROLE OF THE HIDDEN CURRICULUM IN FAITH, LEARNING AND LIVING INTEGRATION PROCESSES
 
Creator Nyamai, Dinah K.
 
Subject faith, holistic, integration, learning, living, learning institution, the hidden curriculum & student
 
Description This study sought to determine influences of the hidden curriculum in holistic education implementation—faith, learning and living integration in Christian universities. Although a plethora of articles have been written concerning faith, learning and living integration, less attention has been paid to hidden curriculum’s influences on the process. This means investigations on learning institutions’ cultural orientation and educators’ inclinations, values and attitudes’ influence on faith integration have few works from which to draw from. The qualitative, grounded theory research using interviews with key informants identified four major themes: setting clear faith integration aspects educators need to integrate, designing holistic objectives that bring coherence in faith, learning and living activities, using teaching methods that move along a continuum in active faith, learning and living integration exercises to help in setting a trajectory for students’ ongoing faith development and compiling assessments that focus on measuring specific areas of small gains in keeping with an appropriate pace of faith formation among students.  Article visualizations:
 
Publisher European Journal of Social Sciences Studies
 
Contributor —
 
Date 2018-07-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
—
 
Format application/pdf
 
Identifier https://oapub.org/soc/index.php/EJSSS/article/view/392
 
Source European Journal of Social Sciences Studies; Volume 3, Issue 1, 2018
2501-8590
2501-8590
 
Language eng
 
Relation https://oapub.org/soc/index.php/EJSSS/article/view/392/971
 
Rights Copyright (c) 2018 Dinah K. Nyamai
http://creativecommons.org/licenses/by/4.0