Critical Legal Studies Critique by pptfiles


									     Faith and Learning in RSG

• Zechariah 8: 14, 16: “This is what the LORD
  Almighty says: . . . These are the things you are to
  do: Speak the truth to each other, . . .”

          • Jim Davids, September 9, 2011
     Setting a Firm Foundation
• Cornerstone or Worldview course: Initial
  focus is on truth and the inevitable demise
  of post-modernism. Then we focus on
  Creation, Fall, Redemption and their
  application to government/politics, law,
  economics, social organizations, history,
  and art. At the end of the course students
  can identify the major worldviews operative
  in the United States today and how they
  lead to positions on social questions
   Building on the Foundation I
• In my first week of each course, I have the
  online students read four written Worldview
  lessons: (1) The definition and components
  of worldview; (2) the Sovereignty of God
  and His creation of separate spheres of
  sovereignty (self-government, family
  government, church government, and civil
  government) . . . .
  Building on the Foundation II
• (3) the biblical basis of law; and (4) the
  positive societal benefits of Christianity. I
  then ask students to critique and apply these
  principles in Bb discussion. One such
  question asks students to determine which
  sphere is sovereign with respect to hurricane
  relief, education, retirement pension
  planning, homeland defense, etc.
     Other Examples in RSG I
• Faith integration begins with my
  introduction and posting of my personal
  Christian testimony and I encourage
  students to post similarly as well.
• Each class on line or on campus begins
  with a devotional which incorporates
     Other Examples in RSG II
• All assignments (discussion boards, exams
  and papers) contain explicit learning
  objectives on the integration and application
  of biblical faith-based leadership principles.
  Students discuss the application of key
  servant leader principles and the associated
  barriers to faith integration in secular
  settings as well as strategies overcoming the
    Other Examples in RSG III
• A second colleague reports that she:
• Includes a video devotional along with her
  other lectures.
• Asks for student volunteers to contribute a
  video devotional or short video prayer for
  the class to be included in the week's
    Other Examples in RSG IV
• Spends a week in class talking about what it
  means to be a Christian scholar and how
  one's worldview affects one's scholarship
  and how one communicates Christian
  concepts and values in a secular context.
• Presents ethical scenarios as "What would
  you do if you were asked to lie to a family
  member/forge a visa/aid someone in their
  drug habit in order to get information, etc.")
     Other Examples in RSG V
• Asks in a class regarding Disaster Relief
  about "how can a good God visit suffering
  or allow the infliction of suffering on his
  people" and explores the notion that disaster
  is a sign of God's wrath.
• Asks in a Terrorism class questions about
  the ethics of warfare, what it means to
  conduct just war, and the ethics of torture.

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