by Lynn Lease, PhD

In previous posts, we explored Bloom’s Taxonomy, Krathwohl and Bloom’s Affective Taxonomy, and Dave’s Psychomotor Taxonomy and their role in writing effective learning objectives. Today, I am introducing a taxonomy specifically designed for faith and learning integration in Christian higher education. This taxonomy aims to help faculty move beyond classroom activities to focus on student learning outcomes in the realm of faith integration.

Starting with the end in mind is just as crucial in faith integration as it is in general education. Identifying the desired level of faith integration is a key step in designing courses, programs, and institutional experiences that truly transform students’ understanding and application of faith in their academic pursuits.

This taxonomy can be a valuable tool in the quest to create meaningful faith integration outcomes.

Just as Bloom’s Taxonomy classifies levels of learning, our Faith and Learning Integration Taxonomy classifies levels of integration, moving from basic recognition to transformative embodiment. This taxonomy posits that most students can achieve deep integration of faith and learning when faculty create favorable conditions and use effective teaching practices.

The practice of faith integration starts with effectively written learning outcomes, guided by this new taxonomy.

This Faith and Learning Integration Taxonomy is represented as a progression, with lower levels of integration at the beginning (Recognition and Understanding), and higher levels of integration toward the end (Synthesis, Evaluation, and Transformation). The premise is that educators should scaffold faith integration experiences, offering favorable conditions that support students as they progress through these levels.

Here are the levels of our Faith and Learning Integration Taxonomy, from basic to advanced:

• Recognition: Identifying connections between faith and academic content
• Understanding: Comprehending how faith and academic disciplines intersect
• Application: Using faith-based principles in academic contexts
• Analysis: Examining academic content through a faith-based lens
• Synthesis: Integrating faith and academic knowledge to create new insights
• Evaluation: Assessing academic theories or practices based on faith principles
• Transformation: Allowing the integration of faith and learning to change one’s worldview and actions

Each level represents a deeper integration of faith and learning. For example, a student might start by recognizing biblical themes in literature (Recognition), progress to explaining how scientific theories relate to religious beliefs (Understanding), and eventually reach a point where they’re modifying their professional practices based on an integrated understanding of faith and academic principles (Transformation).

As with Bloom’s Taxonomy, this framework should guide the creation of learning objectives and the selection of appropriate verbs to accurately capture the desired levels of faith integration. For instance:

• Recognition: Identify, List, Recognize
• Understanding: Explain, Describe, Interpret
• Application: Apply, Use, Demonstrate
• Analysis: Analyze, Examine, Investigate
• Synthesis: Integrate, Combine, Develop
• Evaluation: Assess, Critique, Judge
• Transformation: Modify, Reorient, Embody

By using this taxonomy, Christian higher education faculty can more effectively design courses, programs, and institutional experiences that foster deep integration of faith and learning. It provides a framework for moving beyond classroom activities to focus on measurable student outcomes in faith integration.

More on assessment strategies and specific applications in future posts.

For now, consider how this taxonomy might apply to your discipline. How might you use it to craft learning objectives that promote deeper faith integration? How could it shape your approach to curriculum design and assessment?

By intentionally addressing these levels of faith integration, we can create more meaningful and transformative educational experiences for our students, truly embodying the mission of Christian higher education.