they
felt,
demanded
concerted
attention,
not
just
pep-rally
emphasis.
As
discussion
continued,
Akers
and
Wagner
conceived
a
three-week
institute
where
especially
qualified
SDA
college
teachers
could
meet
together,
listen
to
integration
specialists—both
SDA
and
non-SDA—share
cross
discipline
ideas,
react
to
books,
and
finally
themselves
present
papers
for
peer
critique.
But
this
dream
“planned
in
the
clouds”
needed
some
down-to-earth
funding.
To
show
its
support,
the
General
Conference
promised
a
subsidy,
but
the
bulk
of
the
funding
came
from
private
donors
who
too
were
convinced
of
the
need
to
give
the
best
professional
help
possible
to
ensure
increased
skills
in
integrating
faith
and
learning
on
college
campuses.
“Too
often
a
teacher
thinks
he
or
she
has
integrated
faith
and
learning
when
he
says
a
quick
prayer
at
the
beginning
of
class,”
Dr.
Akers
pointed
out,
“but
then
the
teacher
goes
on
to
teach
the
rest
of
the
class
the
same
way
it
would
be
taught
in
any
college
classroom
in
the
nation.”
By
requiring
participants
to
read
and
annotate
a
dozen
books
prior
to
the
insti-
tute,
the
organizers
prepared
the
teachers
for
the
lecturers,
book
reviews,
discus-
sions,
and
peer
critiques
of
the
institute
itself.
Competing
world
views
were
dis-
cussed
first.
Then
the
emphasis
switched
Continued
on
page
29
Dr.
Calvin
Seerveld,
who
teaches
esthetics
at
the
Institute
for
Christian
Studies
in
Toronto,
tied
together
philos-
ophy
and
the
aris
in
his
presentation.
"STITUTE
FOR
CHRISTIAN
COLLEGE
TEACHING
at
Union
College
June,
BEB
Beminae
Participants
and
statf
of
the
first
annual
Institute
for
Christian
College
Teaching
at
Union
College,
Lincoln,
Nebraska.
Mibegcg
|
0
Cajh
gy,
|
¥
aig
:
Dr.
Wil
Clark,
professor
of
mathematics
at
Loma
Linda
University,
does
some
research
at
the
library.
Dr.
Morris
Taylor,
professor
of
music
at
Andrews
University,
prepares
his
paper.
ADVENTIST
EDUCATION
o
DECEMBER
1988
-
JANUARY
1989
11