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Pedagogy for Christian Worldview Formation: a Grounded Theory Study of Bible College Teaching Methods Rob Lindemann George Fox University, [email protected]

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Pedagogy for Christian Worldview Formation: a Grounded Theory Study of Bible College Teaching Methods Rob Lindemann George Fox University, Roblindemann@Live.Ca Digital Commons @ George Fox University Doctor of Education (EdD) Theses and Dissertations 4-1-2016 Pedagogy For Christian Worldview Formation: A Grounded Theory Study of Bible College Teaching Methods Rob Lindemann George Fox University, [email protected] This research is a product of the Doctor of Education (EdD) program at George Fox University. Find out more about the program. Recommended Citation Lindemann, Rob, "Pedagogy For Christian Worldview Formation: A Grounded Theory Study of Bible College Teaching Methods" (2016). Doctor of Education (EdD). 71. https://digitalcommons.georgefox.edu/edd/71 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Digital Commons @ George Fox University. It has been accepted for inclusion in Doctor of Education (EdD) by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. PEDAGOGY FOR CHRISTIAN WORLDVIEW FORMATION: A GROUNDED THEORY STUDY OF BIBLE COLLEGE TEACHING METHODS by ROB LINDEMANN FACULTY RESEARCH COMMITTEE: Chair: Patrick Allen, PhD Members: Terry Huffman, PhD, Ken Badley, PhD A dissertation presented to the Doctoral Department and College of Education, George Fox University. In partial fulfillment of the requirements for the degree of Doctor of Education April 12, 2016 ii ABSTRACT To date, only emerging qualitative data exist on pedagogy employed specifically for worldview formation, especially in Christian contexts. Using a grounded theory approach, I carried out this qualitative research using personal interviews with the goal of discovering a theory for the processes expert teachers use in employing effective worldview pedagogy. Data was gathered through personal interviews with six participants who were nominated by their presidents or deans as suitable candidates according to the criteria of an expert teacher in this aspect of Bible college teaching. The process of qualitative coding led to a theory of pedagogy for Christian worldview formation characterized by four themes: a) setting clarity on what aspect of worldview formation the teacher aims to affect, b) designing relevant holistic objectives that bring coherence between the world the student experiences and the Christian values that apply to it, c) using teaching methods that move along a continuum of deconstruction and reconstruction strategies along with active learning exercises, which helps set a trajectory for students’ ongoing worldview development, and d) compiling assessment data from tools that focus on specific areas of worldview development and measure small gains in keeping with an appropriate pace of formation. iii ACKNOWLEDGEMENTS I would like to thank the following people for their contributions to this dissertation and support during my doctoral education program: To my faculty advisor, Dr. Gary Tiffin, for his consistent availability and thoughtful counsel during the challenging times of this doctoral journey. May you enjoy your retirement! To my committee chair Dr. Patrick Allen for his tremendous personal support, winsome humor, and scholarly guidance as chair of my dissertation committee. I look forward to reading all your future books. To Dr. Ken Badley and Dr. Terry Huffman for their superb examples of scholarship and expertise in helping shape this dissertation. Your professionalism will inspire me for years to come. To the 2014 EdD program cohort members whose company I enjoyed during two summers on campus provided a great deal encouragement and a much needed sense of inclusion. It was an honor to share this journey together. Most of all, I wish to thank my loving wife Debra and my children Nathan and Emily for their patient support over the full duration of my post-secondary education, which began in 1997. To my children especially: since your birth you have always seen me involved in some type of educational program. I hope the completion of this doctoral degree inspires both of you to believe that you could do the same one day. Remember, with God all things are possible (Matthew 19:26). This dissertation is dedicated to the memory of my father, Richard, who passed away during its completion. iv TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iii LIST OF TABLES AND FIGURES.............................................................................................. vi CHAPTER ONE ............................................................................................................................. 1 Introduction to the Research ........................................................................................................... 1 Statement of the Problem ............................................................................................................ 4 Research Questions ..................................................................................................................... 5 Key Terms ................................................................................................................................... 5 Limitations and Delimitations ..................................................................................................... 7 Significance of this Research ...................................................................................................... 8 Summary ..................................................................................................................................... 9 CHAPTER TWO .......................................................................................................................... 10 Review of the Literature ............................................................................................................... 10 The Role of Worldview in Education ....................................................................................... 10 How Worldviews Develop and Change .................................................................................... 18 Subject Areas Most Related to Worldview Formation ............................................................. 23 The Belief Characteristics of Teachers and Students ............................................................... 25 Instructional and Assessment Strategies in the Field ................................................................ 28 Gaps in the Literature................................................................................................................ 38 Summary and Conclusion ......................................................................................................... 39 CHAPTER THREE ...................................................................................................................... 42 Research Methodology ................................................................................................................. 42 Introduction ............................................................................................................................... 42 Setting and Context ................................................................................................................... 45 Participants and Sampling Strategy .......................................................................................... 47 Research Design, Data Collection and Analytical Procedures ................................................. 49 Role of the Researcher .............................................................................................................. 53 Bracketing ................................................................................................................................. 54 Research Ethics ......................................................................................................................... 55 Potential Contribution of the Research ..................................................................................... 55 CHAPTER FOUR ......................................................................................................................... 57 Findings......................................................................................................................................... 57 v Introduction ............................................................................................................................... 57 Initial and Focused Coding ....................................................................................................... 63 Analysis of the Data .................................................................................................................. 65 Emergent Themes ..................................................................................................................... 83 Summary ................................................................................................................................... 89 CHAPTER FIVE .......................................................................................................................... 91 Discussions and Conclusions ........................................................................................................ 91 Introduction ..............................................................................................................................
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