One of the most exciting parts of being a teacher can be seeing how your subject/content-area is a part of the discipleship process. Here are three ways that you can go about starting to think through your class. NOTE: These can be especially helpful if you think through these issues with your course descriptions, unit goals, or essential questions in hand.
The Worldview Question Approach
Ravi Zacharias (among others) makes the case the there are four major worldview questions:
Origin – Where do we come from?
Meaning – Why are we here?
Morality – What’s right and what’s wrong?
Destiny – Where are we going?
Biblical integration can be accomplished by asking, “How does my course relate to these questions? Does it answer them? Does it help me understand any of them better? How so?”
The Perspectives Approach
John Frame advocates a way of looking at issues from three points of view. I have attached his perspectives to my take on inductive study to show you what I mean.
Information (Normative/Head) – What is the truth presented here? (What does this subject show about God, the world, life, hope, meaning, goals, etc.?)
Understanding (Existential/Heart) – How does this affect who I am or how I see the world? (How does this subject change, challenge, or engage my thinking?)
Action (Situational/Hands) – What should I do with this? (What does this subject change in my life? How do I live this out?)
The Stewardship Approach
In Genesis 1:28, God’s Word speaks of subduing and filling the earth. In Matthew 28:18-20, Jesus calls his followers to make disciples. The big question here is simple:
How does my course content help students be better at ordering the world and making disciples? What skills can they learn here to be more equipped for a faithful life?
These are just three options, but they can be a great place to start!