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Document Type

Praxis

Abstract

This article offers a reflection on the role of faith, reason, and meaning as part of students’ educational experience. By intermixing elements of his personal journey with the development of course projects designed to infuse meaning within the classroom, the author examines the challenges that teachers often face when reconciling the idea of faith- and purpose-based learning as compared with a purely skills-based, vocational approach. The three course projects discussed highlight ways in which students apply course content and skills to higher-level outcomes that lead them to better understand their sense of connectedness, sense of community, and service. By overcoming complacency in course design and applying creative and innovative ideas, the author presents several examples that can be applied to teaching practice across disciplines within a meaning- and purpose-based curriculum.

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