The purpose of this descriptive quantitative study was to analyze and compare the integration of faith and learning occurring in Christian schools accredited by the Association of Christian Schools International (ACSI) and classical Christian schools accredited by the Association of Classical and Christian Schools (ACCS). ACSI represents the larger Christian school movement while ACCS represents the larger classical Christian school movement. The biblical metanarrative of the Christian faith - creation, fall, redemption, and consummation - set the biblical and theological framework for the integration of faith and learning in this study. A precedent literature review pointed to a gap in the literature base regarding the integration of faith and learning occurring between ACSI and ACCS schools. Essentially, the study sought to describe the degree to which accredited K-12 ACSI and ACCS schools integrate faith and learning and then compare the level of integration of faith and learning between ACSI and ACCS accredited schools. The research design for the study was a one-phase quantitative study utilizing both descriptive and inferential statistics. The research instrument was originally developed and used by Raquel Bouvert de Korniejczuk and later modified by Mark Eckel to determine the level of integration of faith and learning teachers are practicing in ACSI and ACCS schools. Overall, the data indicated teachers were practicing a high level of integration of faith and learning in their pedagogy in both ACSI and ACCS accredited schools. The data indicated that as the years taught at Christian schools and classical Christian schools increased the level of integration of faith and learning increased. Gender was not a factor in the level of integration of faith and learning. Teachers that did not attend a Christian school growing up self-reported a higher level of integration of faith and learning than teachers who did attend a Christian school growing up. Teachers, both in Christian schools and classical Christian schools, receiving training in the area of the integration of faith and learning indicated a higher overall level of integration of faith and learning. KEYWORDS: Association of Christian Schools International (ACSI), Association of Classical and Christian Schools (ACCS), biblical worldview, Christian education, Christian school, classical Christian school, integration of faith and learning, Trivium

The purpose of this study was to present an analysis of the belief systems of the worldviews behind the religions of Christianity and African Traditional Religion with a view toward aiding the Christian church in African help its converts from African Traditional Religion to hold a biblical worldview in the areas where the biblical and traditional African worldviews conflict. The two worldviews were analyzed, and compared using the philosophical elements of a worldview and the religious dimensions of how a worldview is lived out in culture. Genesis 1-11 of the Christian Bible was used as the basis for the biblical or Christian worldview. The Christian believes that the Bible is God's inspired word to mankind and that what is recorded in Genesis 1-11 gives God's answers to the basic philosophical questions that make up a worldview. Therefore, Christian philosophy and the Christian worldview are postulated on God's special revelation as recorded in the Bible. The African worldview is based upon the sayings and traditions of the elders as received from the ancestors. The traditional African believes in the trustworthiness of the ancestors as strongly as the Christian believes in the trustworthiness of the Bible. When an African converts from African Traditional Religion to Christianity he encounters a conflict of beliefs in certain philosophical elements of his worldview. Upon the conviction that beliefs determine practice, unless the African convert to Christianity changes his beliefs he will not change his practice, and syncretism will be the result. After analyzing the two worldviews, the areas of conflict in beliefs were presented with recommendations for bringing the African Christian's worldview beliefs into conformity with the Christian worldview. / Religious Studies and Arabic / D.Litt. et Phil. (Religious Studies)

The purpose of this study was to present an analysis of the belief systems of the worldviews behind the religions of Christianity and African Traditional Religion with a view toward aiding the Christian church in African help its converts from African Traditional Religion to hold a biblical worldview in the areas where the biblical and traditional African worldviews conflict. The two worldviews were analyzed, and compared using the philosophical elements of a worldview and the religious dimensions of how a worldview is lived out in culture. Genesis 1-11 of the Christian Bible was used as the basis for the biblical or Christian worldview. The Christian believes that the Bible is God's inspired word to mankind and that what is recorded in Genesis 1-11 gives God's answers to the basic philosophical questions that make up a worldview. Therefore, Christian philosophy and the Christian worldview are postulated on God's special revelation as recorded in the Bible. The African worldview is based upon the sayings and traditions of the elders as received from the ancestors. The traditional African believes in the trustworthiness of the ancestors as strongly as the Christian believes in the trustworthiness of the Bible. When an African converts from African Traditional Religion to Christianity he encounters a conflict of beliefs in certain philosophical elements of his worldview. Upon the conviction that beliefs determine practice, unless the African convert to Christianity changes his beliefs he will not change his practice, and syncretism will be the result. After analyzing the two worldviews, the areas of conflict in beliefs were presented with recommendations for bringing the African Christian's worldview beliefs into conformity with the Christian worldview. / Religious Studies and Arabic / D.Litt. et Phil. (Religious Studies)