This revised edition of a classic text provides a concise case for the role of the Christian college and its distinctive mission and contribution. Holmes has extensively revised several chapters and included two new chapters: "Liberal Arts as Career Preparation" and "The Marks of an Educated Person."

Christian Liberal Arts articulates the practical, pedagogical, and theological reasons why Christian liberal arts colleges are distinctive in the world of American higher education. Mannoia enumerates the intrinsic and instrumental values of Christian liberal arts, and how both should forcefully shape an institution's goals. He suggests that Christian colleges should strive to help their students go beyond the extremes of dogmatism and skepticism to achieve critical commitment. Colleges must also aid their students to adjust to real world problems without sacrificing academic quality. Mannoia believes that the solution to this challenge must inevitably integrate multiple disciplines, values and learning, and theory with practice, a process from which both faculty and graduates will acquire the capacity to resolve the thorniest dilemmas facing society and the Christian community.

The phrase "integration of faith and learning" has come to describe the way many Christian colleges and universities understand how all learning falls under the lordship of Jesus Christ. With its origins in the philosophical and theological insights of the Reformed tradition, this phrase has expanded its influence to institutions nurtured by numerous Christian traditions. This volume draws together prominent scholars who reflect on Christian higher education as it may exist beyond the integration model.

More than ten years after its publication in 1975, The Idea of a Christian College has become, in the prophetic words of Nicholas Wolterstorff, "a classic, a standard." Widely used by students, lay readers, teachers, and administrators, it provides a concise case for the Christian college and defines its distinctive mission and contribution. This revised edition is Holmes' response to the many professors and students who have read the work enthusiastically and urged the author to clarify certain ideas and to address further aspects of the overall subject. The author has extensively revised several chapters, has eliminated one-gender language, and has included two new chapters: "Liberal Arts as Career Preparation" and "The Marks of an Educated Person."--Back cover.

Many faith-based institutions articulate a mission of bringing faith and scholarship together. The integration of faith and learning is widely discussed, yet limited empirical research of the concept exists. This qualitative case study provides insight into the daily, lived experiences of the campus community at a small, private, liberal arts college as they worked together to achieve the mission of Christ-centered education. The study was designed to facilitate understanding of how the organizational culture of an institution influenced daily life; to see if participants perceived the organization as living the mission of integrating faith and learning. The college had a full-time enrollment of 281 students in traditional, resident-based programs, and about 400 non-traditional, on-ground and online students. Document reviews, interviews, and focus group sessions with faculty, staff, and students were utilized. Upper-level administrators (4) participated in individual interviews. Two focus group sessions each were held for faculty (11), staff (14), and students (11), for a total of 40 participants. Data were analyzed through the lenses of organizational culture and transformational leadership. Findings revealed both culture and leadership played a role in helping the community walk the talk, and four conclusions related specifically to the integration of faith and learning. First, language is important. The phrase, integration of faith and learning, articulates a concept that is both too broad and too narrow to provide a model for empirical research. Second, institutional culture influences the ability of the college to achieve its mission. Third, faculty face challenges similar to those described by other researchers. And, fourth support is needed to facilitate the process of integrating faith and learning in the academic areas. These conclusions imply schools should discuss what the integration of faith and learning means for their unique campus culture, and align leadership with organizational culture to support the achievement of their missions.

FRAMEWORKS is a series dedicated to interdisciplinary studies on the integration of faith and learning. Given Jesus' command to "love God with heart, soul, mind, and strength," the time is ripe for confessional scholarship and education across the disciplines. We implore God's Spirit to change us through the great works of history and literature alongside developments in science, psychology, and economics--and all of this--through intense engagement with the Scriptures. We want to celebrate God's work across the disciplines. We seek the likes of psychologists in conversation with philosophers, ethicists with historians, biblical scholars with rhetoricians, scientists with economists, environmentalists with neurologists. As these conversations continue across the disciplines, the "framework" from which to draw our individual and collective testimonies will only enlarge. We invite you to think, behave, preach, sing, pray, research and indeed to live this multi-faceted journey with us. If indeed our stories are never complete, we invite future contributors and readers to join us in pursuit of deeper personal and collective transformation.