Thematic Integration of Faith and Learning Paper


  • Reading Bergquist & Mura: chs 1-6
  • Underhill et al.: ch. 1=6

the Keller and Alsdorf (2012)

additional presentation

Thematic Integration of Faith and Learning Paper Instructions

Write a thematic integration of faith and learning concept paper using a well-rounded approach to the concepts found in the course texts and current scholarly literature. This paper must be submitted in compliance with the instructions found in the Thematic Integration of Faith and Learning Paper Grading Rubric. You must fully leverage the discussion opportunity in Discussion Board Forum 2 in order to research and outline your approach for this assignment.

The paper must contain the following components:

  • A 3–5-page overview that defines the course as an academic field of study (significance of the course to business).
  • A 3–5-page discussion of the top 5–8 questions you believe are critical in order to demonstrate that a student who completes this course can synthesize the key concepts in organizational and executive coaching and formulate the strengths and weaknesses of the stated approaches to coaching.
  • A 3–5-page discussion that integrates the concepts from the Keller and Alsdorf (2012) text into a cohesive understanding of why organizational and executive coaching is significant for advancing God’s purposes for business on earth.
  • A minimum of 5 references in addition to the course texts.

Concepts to begin guiding your thought in this area are taken from key course texts and supplemental sources.

Underhill, McAnally, & Koriath (2007) reflect:

Rather than offering solutions, the coach helps the leader dare to look at inner resistance, to understand consequences, to find new strategies, and to practice—thus stretching beyond current limitations for new behaviors. (p. 26)

Organizations that create leadership development approaches linked to company strategies have answered key questions, such as: What is our business strategy? and, How do we develop leaders capable of executing our strategy? (p. 30)

What is the purpose for coaching? (p. 37) (How is the organization’s leadership viewed by peers and employees?)

The managing of key relationships is also critical to the success of the program. (p. 39)

Bergquist & Mura (2011) explain:

As we begin to address the challenges associated with our clients’ dancing landscapes, we enter a domain in which problems and dilemmas seem to merge into mysteries…Mysteries are too complex to understand and are ultimately unknowable…A mystery is in many ways theological or teleological in nature…Mysteries are beyond rational comprehension and resolution, and they are viewed with respect. Depending on one’s perspective, they are the things “we take to God” or are the unpredictable and profound events that we “take to heart…” They often serve as perspective-raising instants, a way to view life and the world from a advantage point less tethered to the weeds of daily issues. (pp. 19–20)

These excerpts provide insights designed to lead learners to the edge of the thematic precipice without laying bare the potential spiritual and biblical correlations within. As a final observation, consider approaches used in coaching, such as the content of questions asked, the timing of specific questions, and the circumstances surrounding the person’s decision for—or need for—coaching. Then, consider carefully the context surrounding the lives of Moses, Joshua, Samuel, Isaiah, Jeremiah, Paul, Barnabas, and Jesus Christ, to name only a few.

Submit your Thematic Integration of Faith and Learning Paper by 11:59 p.m. (ET) on Sunday of Module 3/Week 6.