Teaching and Doing Justice Globally
normative and strategic thinking, which provides both critical appreciation and appreciative
criticism. Here student learning is formed by Christian faith, community, traditions and
scriptures. Students themselves thus become acculturated into the Christian community and
tradition (Heie 2007, 257 & 259).
A similar view comes from Walzer, in The Revolution of the Saints. Walzer advances
what she terms imbricating faith and learning, which involves overlapping knowledge (across
disciplines and approaches with faith truths) to apply faith and affect habits, disciplines and
affections. The goal is to decentralize the integration of faith and learning so that it helps us to
reflect upon the bodies of knowledge behind the truths we hold, the tradition-based character of
our scholarly rationality and the rational character of our Christian traditions. Thus, imbrication
of faith registers awareness that we are made up of multiple vocabularies, some of which
overlap, others of which do not, but all of which are manifestations of the self (Walzer, 2006,
41). Thus, according to Walzer, Christian learning should help us to go out to engage with the
world.
Priority #2: Adult Learners
Second, since its founding the Campolo College of Graduate and Professional Studies
(CCGPS) has targeted adult-learners. CCGPS delivers approximately 25 academic programs
through five schools or institutes and offers a variety of Associates, Bachelors and Masters
Degrees. Approximately 40 full-time faculty, 10 part-time faculty and 300 adjunct faculty
deliver these programs, reflecting heavy but not exclusive reliance on practitioners. Although
only established in 2001, CCGPS enrolls approximately 1600 students, or 40 to 45 percent of the
total Eastern University student body. Approximately 60 percent of CCGPS students are full-
time and 40 percent part-time. When counted with Palmer Seminary and Esperanza College,
8
Convention