Dr.Harris Article <-- Click here for Reference(Collado)

These personal thoughts that Dr. Harris have pointed out have been applied to my life because I accept Jesus Christ as the owner of my whole life, physically and spiritually, and I have acknowledge the authority of Jesus in every aspect of it. I also have accepted Jesus as the only savior of my heart and soul, which he has forgiven my sins and giving me eternal life by dying for us in the cross, which was a loving sacrifice for us.

Now that I have accepted these things, there are generally many causative factors. Some of those factors have been seeing the truths of Jesus Christ modeled in the lives of not only me but other Christians, I think that other factor is being convinced of the truth about Jesus as taught in the Bible, working through the rational and chronological issues of truth in Christianity, and personal experiences where Jesus has intervened in my life. I do agree with Dr. Harris because one of the most basic things that we must understand in order to accept Jesus Christ as Lord and Savior is to know what God has accomplished for us through Jesus.

Claire Frist, a very known lady in the mountains of North Carolina. Served me as a guide while I was hiking with her and my friends in the Mount Mitchell. Mount Mitchell is is the highest peak of the Appalachian Mountains and the highest peak in eastern North America, Mount Mitchell is located near Burnsville in Yancey County, North Carolina, in the Black Mountain subrange of the Appalachians, and about 32 kilometres (20 mi) northeast of Asheville. The mountain was named after Elisha Mitchell, a professor at the University of North Carolina, who determined its height in 1835 and fell to his death at nearby Mitchell Falls in 1857, having returned to verify his earlier measurements.

The Integration of Faith and Learning

Dr.Harris Article <-- Click here for Reference(Collado)

Why focusing on Integration Faith and Learning so important?



There is an answer for that, according to Robert Harris. Students should drive out of fear of their minds before fear develop full a disaster on them. “There is sometimes an assumed tension or even conflict between learning and faith. And it is not only some members of the Christian subculture who suffer from such a perceived split. Many academics on secular campuses appear to believe that faith and learning are incompatible also, to such a degree that they take it upon themselves to attempt to "liberate" entering students from their faith. Faith is often represented by these people as an obstacle to the modern world of "facts".
The integration of faith (or knowledge) is an activity performed by everyone who understands the need for a coherent worldview, by everyone who knows that believing conflicting claims is not reasonable.

“If we want our students to love truth and pursue it freely, we must liberate them from this fear of learning by showing them that learning can strengthen and extend their faith. They must come to understand that not only does truth belong to God, meaning that there is no need to fear it, but that the spiritual battle for the modern world is taking place in a sophisticated intellectual and philosophical marketplace that requires well trained and well informed minds to engage the combat.”

What happens without the Integration of Faith and Learning?

If students do not learn to integrate faith and learning during their undergraduate years, then it will never occur. “In graduate school and professional life, students may adopt the current paradigms of the field without realizing that those paradigms include a set of metaphysical assumptions, often naturalistic and humanistic, that conflict with Christian truth—not because there is a conflict between faith and fact but because there is a conflict of worldviews, producing a conflict of interpretations and assumptions.”

Without integration, students will tend to exhibit a passive acceptance of current cultural values, lacking an active engagement and response to them, unable to separate entertainment values from moral and artistic values. Cultures with unfixed standards of reference move inevitably toward extremes, "pushing the envelope" without taste or decency. A faithfully integrated heart and mind can discern the difference between a cultural step forward and a mere click of the ratchet of excess.

Integrating Faith & Learning in Higher Education

Dr. David S. Dockery Article<-- Full Article & Reference (Collado)

According to David S. Dockery, “the integration of faith and learning is at the essence of authentic Christian higher education and should be wholeheartedly implemented across the campus and across the curriculum. This was once the goal of almost every college in America.” In the early 19th century, every college begins in the United States based on a Christian college committed to reveal the truth, with the omission of the University of Pennsylvania and the University of Virginia. “All of that changed with the rise of secularization and specialization, creating dualisms of every kind—a separation of head knowledge from heart knowledge, faith from learning, revealed truth from observed truth, and careers from vocation.”
“What happened was a loss of world view in the academy. There was a failure to see that every discipline and every specialization could be and should be approached from the vantage point of faith, the foundational building block for a Christian worldview. The separation of faith from learning and teaching was the first step toward creating the confused and disconnected approach to higher education, even in church-related institutions.”

The Renaissance period was a cultural movement that spanned roughly the 14th to the 17th century, beginning in Italy in the late Middle Ages and later spreading to the rest of Europe. The term is also used more loosely to refer to the historic era. But According to Dockery and perspective view of it, “the renaissance period emphasized the revival of Greek and Roman literature with the addition of newer subjects developed during the medieval period like arithmetic, geometry, and music. The Reformation and Post-Reformation period placed all aspects of education within the context of a Christian worldview. Higher education reached its zenith, building on what had gone before, in America. Early American colleges governed by trustees from related religious groups provided education within the context of faith and grounded in the pursuit of truth (VERITAS).” Some of the included schools were:


• The Institution of Harvard (Massachusetts) founded in 1636.
• The William and Mary (Virginia) founded in 1693.
• Yale Institution (Connecticut) founded in 1701.
• Princeton (New Jersey) founded in 1746.
• Columbia (New York) founded in 1754.
• Brown (Rhode Island) founded in 1765.
• Rutgers (New Jersey) founded in 1765.


During the 19th Century state supported higher education began to flourish, following the University of Virginia model, which had separated the theological influence from the curriculum by abolishing the chair of divinity in its reorganization of 1779. The University of Michigan adopted a credit point system; Harvard introduced an elective curriculum, and majors and specializations followed as we moved into the 20th Century.

Alexandria & I






These past two months have been awesome since Iv'e been spending a lot of time with Alex. I love spending time with her, doing random things like watching The Office and going to JV soccer games on sundays when I should be doing homework lol!!! :-P. She always makes me smile and knows what to say at the right time, and even though shes bad at bowling I love being around her.

Snowing On October 27TH, Random Snow:






Montreat is known for it's cold winters and snow in the months of December to February but snow in the last week of October was exciting. On this surprising night you could find college students catching snowflakes on their tongues, hiding behind bushes with snowballs or making miniature snowmen.