The purpose of this forum is to share and celebrate the research of you and your classmates! Presentation skills are an important part of higher education and you will broaden your knowledge as you learn about your peers’ research.
Initial Thread: Give a 15-minute presentation of your research and what you learned while writing your paper. This can be a narrated PowerPoint or a video. Submit your presentation as an mp4 file shared via URL (OneDrive, Google Drive, Dropbox, YouTube, etc.) or as a polished narrated PowerPoint (.ppt or .pptx file). Be sure to cite your sources in APA format, or cite them orally if you do not use a slideshow. Share the file or link to your presentation within an initial thread. If you submit a link, be sure it is accessible and not listed as “private”.
The following assignments are all connected and relate to your final paper:
Begin Final Paper Research in Module/Week 4
Final Paper Abstract and Annotated Bibliography in Module/Week 6
Final Paper in Module/Week 7
Final Paper Presentation Forum in Module/Week 8
Replies: Review at least two of your peers’ presentations and respond in about 100 words each. Be sure to tell your peers what you learned from his or her presentation.
Powerpoint for paper to read
The text ‘The Future of Christian Higher Education’ by David Dockery explores Christian education in colleges and makes several outstanding points. In his explanation, Dockery begins by mentioning the case of Swiss watchmakers. The scholar says that the Swiss watchmakers had dominated the watch market; for instance, in 1968, they sold two-thirds of all watches purchased globally (Gushee, 1999). However, things went south when the watchmakers failed to adopt and utilize the ‘quartz technology.’ Here, the sales dropped to ten percent, and once a competitive business was facing self-destruction.
As a result, Dockery stated that a profitable, secure, and successful past could be destroyed by an unwillingness to focus on the future. This business had proved successful but was destroyed immediately when its owners failed to appreciate and embrace the ever-changing expertise and technology (Gushee, 1999). The text further quotes Karen Longman, who believes that Christian colleges should be places for assisting students in succeeding, helping learners realize their gifts, and teaching biblical ways. Besides, Dockery, in the text, says that Christian Higher Education should be committed to helping people realize their vocation and help learners grow into servant leaders. Finally, such education should enable students to see things and life from a Godly perspective (Gushee, 1999). Also, five virtues are discussed, among them, spiritual and relational virtues. Generally, the author of the text believes that Christian colleges and education should be future-oriented and ensure the veracity of Holy Scriptures.
Though it cannot be denied that many essential concepts concerning Christian colleges and higher education are pondered, Dockery seems to be convinced that the future of Christian Higher Education can be destroyed and deterred by a lack of focus. Therefore, a question to colleagues is, what are some of the recommendations made by Dockery that can help the future of Christian Higher Education be luminous?
Aver, B., Fošner, A., & Alfirević, N. (2021). Higher Education Challenges: Developing Skills to Address Contemporary Economic and Sustainability Issues. Sustainability, 13(22), 12567.
In the paper, the authors aim to show the economic and sustainability challenges higher learning institutions encounter in the contemporary world. It also factors in the new trends that have been identified.
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499-541.
In the article, Chernikova et al. assess the consequences of institutional support on whether the students who had received prior knowledge would enjoy more benefits than those who did not undergo prior knowledge, thus needing guidance.
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231.
Dollinger et al. aim to present the value of co-creation introduced in higher education and show the expected benefits expected due to the value of co-creation.
Findler, F., Schönherr, N., Lozano, R., & Stacherl, B. (2018). Assessing the impacts of higher education institutions on sustainable development—an analysis of tools and indicators. Sustainability, 11(1), 59.
The authors assess the extent to which the sustainability tools can measure higher education institutions’ effects on sustainable development in the contemporary world.
Forbes-Mewett, H., & Sawyer, A. M. (2019). International students and mental health. Journal of International Students, 6(3), 661-677.
Forbes-Mewett and Sawyer’s paper analyses the increase in the number and seriousness of mental illnesses amongst international students in higher learning institutions and potential solutions.
Jones, P. J., Park, S. Y., & Lefevor, G. T. (2018). Contemporary college student anxiety: The role of academic distress, financial stress, and support. Journal of College Counseling, 21(3), 252-264.
In the article, Jones et al. aim at providing an understanding of the anxiety levels among students in contemporary higher learning institutions and the components that facilitate their experiences of anxiety.
Liu, B. F., Shi, D., Lim, J. R., Islam, K., Edwards, A. L., & Seeger, M. (2022). When crises hit home: How US higher education leaders navigate values during uncertain times. Journal of Business Ethics, 179(2), 353-368.
Liu et al. article aims at showing how the values of engaging in accuracy, transparency, and accountability, enabling reflective dialog, supporting justice, fairness, and equity, and taking part in the ethic of care aid leaders in higher education to go through difficult times.
Morrish, L. (2019). Pressure vessels: The epidemic of poor mental health among higher education staff. Oxford: Higher Education Policy Institute.
In the book, Morrish shows how higher education has been attributed to anxiety among students, thus causing poor mental health.
Raaper, R. (2021). Contemporary dynamics of student experience and belonging in higher education. Critical Studies in Education, 62(5), 537-542.
Raaper aims to show that higher education in the present day has faced changes and influences in the market forces and competition, viewing students as fee-paying consumers.
Wihlborg, M., & Robson, S. (2018). Internationalization of higher education: drivers, rationales, priorities, values, and impacts. European journal of higher education, 8(1), 8-18.
The paper aims to understand some of the forces for internationalization and how the policies and power relationships provide a direction in higher education.
References
Aver, B., Fošner, A., & Alfirević, N. (2021). Higher Education Challenges: Developing Skills to Address Contemporary Economic and Sustainability Issues. Sustainability, 13(22), 12567.
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499-541.
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231.
Findler, F., Schönherr, N., Lozano, R., & Stacherl, B. (2018). Assessing the impacts of higher education institutions on sustainable development—an analysis of tools and indicators. Sustainability, 11(1), 59.
Forbes-Mewett, H., & Sawyer, A. M. (2019). International students and mental health. Journal of International Students, 6(3), 661-677.
Jones, P. J., Park, S. Y., & Lefevor, G. T. (2018). Contemporary college student anxiety: The role of academic distress, financial stress, and support. Journal of College Counseling, 21(3), 252-264.
Liu, B. F., Shi, D., Lim, J. R., Islam, K., Edwards, A. L., & Seeger, M. (2022). When crises hit home: How US higher education leaders navigate values during uncertain times. Journal of Business Ethics, 179(2), 353-368.
Morrish, L. (2019). Pressure vessels: The epidemic of poor mental health among higher education staff. Oxford: Higher Education Policy Institute.
Raaper, R. (2021). Contemporary dynamics of student experience and belonging in higher education. Critical Studies in Education, 62(5), 537-542.
Wihlborg, M., & Robson, S. (2018). Internationalization of higher education: drivers, rationales, priorities, values, and impacts. European journal of higher education, 8(1), 8-18.
Question 1
MacIntyre says philosophy and religion are needed to comprehend God, and the university is the best venue for this. Maclntyre says religion is not a system of laws about God but a concern for life and God’s physical and social reality. Theists strive to explain indivisibility via God’s plan. Universities should not eliminate references to God in subjects like physics, science, history, etc., since they will be considered incomplete, putting theists in conflict with other virtuously worldly understandings of such academic fields. Maclntyre says universities should foster belief unity. MacIntyre feels it is important for Catholic teaching that knowledge is based on a joint consideration of humans and their relationship with God. Maclntyre says that it is the job of beliefs, especially Catholic beliefs, to regenerate the thinking of all knowledge and place incorporation at the primary of undergraduate education, even at the sacrifice of teacher and student specialty.
Question 2
Augustine’s treatment in MacIntyre’s chapter demonstrates the value and use of philosophy within its bounds. However, “the project of understanding is not one only for those engaged in teaching, studying, and inquiring within universities” since seeking wisdom alone does not provide enough knowledge of God or bring us to Truth (MacIntyre, 2011). We all have to vary daily “to learn and to understand” requirements. We may all benefit from learning and understanding how God aids us in our everyday lives, and there are many paths to doing so. If everyone were at one with God, that would be someone’s decision or want. Complete knowledge of the God-centered environment is possible within the unity of Truth. Only theology, in collaboration with philosophy, can bring all academic disciplines together. How believers ought to treat one another is best determined by their intellectual knowledge. Augustine’s epistemology of human knowledge is passive and active; everyone has to take action and be willing to learn and understand.
Question 3
Religions’ intellectual elites find common ground in philosophical and theological discussions. The comments and elaborations on the Hellenic heritage were studied by Christians, Jews and Muslims who had common interest in Aristotle’s metaphysics or the medieval conceptions of Galen. Even their disagreements with one another demonstrate this; for example, the use of Greek logic in discussions on the Trinity implied that this was a matter that could be settled via the use of reason. In addition, many philosophers claimed that their discipline was the finest tool for understanding the Bible, the Torah, and the Quran.
The similarities between the deity described in Aristotle’s Metaphysics and the One God of Abrahamic faith are, therefore, not coincidental. Since they were all top intellectuals working toward the same goal, they had more in common than most of their fellow believers. Religions were represented in philosophical discussions during this time because of the need for translation. The Quran portrays Abraham as a Muslim, but in this context, “Islam” refers to the first religion that united mankind under one God and eventually gave rise to the historical Islam declared by Muhammad. Some people consider Islam superior to the other two monotheistic faiths because of its emphasis on a higher power. Biblical scholars will recognize many of the prophets mentioned in the Quran, and the book makes many allusions to biblical tales, concepts, and parables.
We would do well to carefully consider the possibility of a shared Judeo-Christian-Islamic culture and legacy, given the similar foundations and ancestry of the three religions. A shared heritage of reason may be seen throughout the history of Islamic philosophy. Many of the arguments of Islamic philosophers and theologians will be recognizable to anybody familiar with the categories of Aristotle’s philosophy used by Christian and Jewish thinkers.
Question 4
Medieval thinkers worked hard to find common ground between religious belief and rational inquiry, or “theology” and “philosophy.” However, there was a divide between those who sought to reconcile the insights gained by revelation with those gained through the use of the rational faculties of the mind and the senses and others who sought to do the opposite. Averroes’ “theory of the double truth” posited that the two schools of thought were opposed. In his innovative thinking, Saint Thomas Aquinas countered Averroes’ idea by arguing that “both kinds of knowledge ultimately come from God” and are, thus, compatible. Thomas felt that the two were not only complementary but could also complement one another since revelation could direct reason and save it from making errors, and reason could explain and demystify religion (MacIntyre, 2011). According to Saint Thomas Aquinas, faith and reason are equally important in recognizing and demonstrating God’s presence.
Question 5
When Christianity monopolized culture in both the West and the East during the Middle Ages, a creative outpouring occurred. Christianity generated a civilization that greatly enhanced and complicated what were once straightforward ideas about the nature of things. That Christianity was both a cultural and spiritual inheritance would not have been offensive to the medieval church’s leadership. Probably the most eye-catching examples of Christianity as a cultural legacy are the vast cathedrals and churches built throughout the Middle Ages and the illuminated manuscripts published during that period (MacIntyre, 2011). Christian cathedral schools, which dated back to the early church, inspired the later medieval universities. The establishment and support of the institution owe much, if not all, to the church. Universities throughout the Middle Ages focused on teaching theology, and religious practices were subjected to intense scrutiny. Since most colleges were founded to educate priests, the Christian faith was strong.
Give 5-6 slides from this information giving above for presentation.
