Recently, I’ve been exploring the idea of organizing biblical integration by starting with Scripture itself. Rather than bringing Scripture into the course concepts, I am intrigued by the possibility of bringing concepts out of the Bible itself. Why? Because the culture that forms many of our students is changing.
Even evangelical culture and church-adjacent culture is becoming more and more detached from the Bible, the biblical worldview, and biblical literacy in general. This means the task of integration must change. We must respond to the needs that are presenting themselves. In the past, it may have been easier to focus on applying Scripture to a topic/subject because students had some exposure to and understanding of Scripture. However, that exposure and understanding seems to be becoming more limited and cursory (in many cases). If this is true, academic disciple-makers will have to engage the Bible differently (perhaps more directly) in order to help the students think more biblically.
To be clear, I am not suggesting that we should be trying to teach our subjects from the Bible. I am saying that we might consider trying to teach about our subjects from the Bible. The Bible is not a textbook for poetry, pre-calculus, or public speaking. But it does have something to say about humans, appreciation, and art. It does have something to say about order, structure, nature, and reality. It does speak clearly about speaking clearly.
Just to be extra clear: I can’t teach a student to play guitar from the Bible, but I can use the Bible to teach that student about beauty, hard work, and the role of music amongst the people of God. The Bible doesn’t teach music, but it does teach about music. The Bible can’t make a guitarist. But the Bible can shape a musician.
Let’s consider this with a case study on language learning. A super-star Spanish teacher at my school recently asked some questions about this and I thought it might be good to share with a wider audience. Here is where I would start if I were integrating a Spanish 3 class by starting with a biblical text.
The Bible is not a Spanish book. However, it does teach about culture and communication.
In Acts, there are discussions of cross-cultural communication between Jewish and Greek people and ideas. In the Gospels, the parables are great examples of effective cultural understanding mixed with story-telling. And the Sermon in the Mount shows Jesus’ mastery of understanding where people are coming from (“You have heard it said…”) and then speaking thoughtfully into that context (“But I say…”). Perhaps Luke 15 for Spanish Language Learners or The Sermon on the Mount for Cultural Engagement would work well.
The teacher could have the students take note of Jesus’ understanding of Jewish cultural things (like receiving an inheritance). This could “translate” to the importance of understanding the cultures of those around us (particularly Spanish speakers). Students could learn the vocabulary of the parable/sermon (and potentially some syntax) as well. Additionally, they could have a project where they read/teach the passage to younger kids in Spanish.
These activities could be great integration opportunities. They could show how Jesus notices and loves those around Him. And they would naturally (not artificially) get students in the biblical text in Spanish. And it would prepare students for real-world experience (like missions trips to Honduras or other local connections with Spanish speakers).
Basically, a structure like this could help Spanish learners learn to love their neighbors and to speak/read Spanish at the same time. This certainly is not the only way to integrate. But I think it could be effective. And I think it might work in many areas.
As I have said before, this is just an experiment. But it might be a fruitful one. We shall see.
