Christ-Centered Reasoning: A Platform and Framework for Integrating Christian Faith into Higher Education.
Bibliographic record
Abstract
The integration of Christian faith in higher education can be challenging, as the parameters and scope of integration are not always clear. Notably, the term ‘integration’ has been overused and/or thrown around without distinction within the Christian Liberal Arts halls of learning. Generally, no principles are provided for integration in terms of curriculum, pedagogy, or learning; hence, a clear articulation is required regarding what integration entails with respect to curricula, learning, and pedagogy. There is also an urgent need to theorize integration practically and pragmatically within higher education, particularly in relation to inquiry methodologies and discipline-specific specializations. One way to theorize and conceptualize the notion of integration more pragmatically is through Christ-Centred Reasoning (CCR). CCR theorizes that Christ's-making (i.e., universal knowledge, recognizing that YAHWEH is the Creator of all things), Christ's-cosmos (i.e., sciences, a beginning attempt to know the mind of the ELOHIM), and Christ's-ways (i.e., the basis for all support, service, care, ethics, morals and social justice processes) as three constructs which provide the much-needed scope and parameters for integration. Each component of CCR—Christ's-making, Christ's-cosmos, and Christ's-ways — both collectively and individually, encompasses a comprehensive and nuanced understanding of various fields of study and areas of specialization (i.e., humanities, mathematics, sciences, and philosophies). Thus, in valuing Christ's-making, knowing Christ's-cosmos, and applying Christ's-ways, CCR brings together and unites all ‘logies’ (i.e., knowledge) in the one category of Christ. CCR enables Christ to be at the center of reasoning, human experience, and valuing reality, allowing for a seamless integration of epistemologies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.010 | 0.064 |
| Scholarly communication | 0.015 | 0.015 |
| Open science | 0.003 | 0.011 |
| Research integrity | 0.007 | 0.007 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".