Drawing upon the recent scholarly call to incorporate Christian practices into teaching, we contend that such practices should also be incorporated into the administration of Christian institutions. In particular, we explore the rationale for integrating the practice of Christian confession into the life of a university to address institutional sin. We then describe two types of confessional practice, ritual and situational, that perhaps should be grafted into the life of Christian educational institutions.
AmstutzM. R. (2005). The healing of nations: The promise and limits of political forgiveness. New York: Rowman & Littlefield.
2.
BrueggemannW. (1978). The prophetic imagination. Minneapolis: Fortress.
3.
GlanzerP. L. (2008). Why we should discard the integration of faith and learning: Rearticulating the mission of the Christian scholar. Journal of Education and Christian Belief12(1), 41–51.
4.
JacobsenD. G.JacobsenR. H. (Eds.). (2004). Scholarship and Christian faith: Enlarging the conversation. New York: Oxford University Press.
5.
KanpolB. (1998). Confession as strength: A necessary condition for critical pedagogy. Educational Foundations, 12(2), 63–75.
ReamT. C.GlanzerP. L. (2007). Christian faith and scholarship: An exploration of contemporary developments. ASHE-ERIC Higher Education Report. Jossey-Bass: San Francisco.
12.
ShabazzA. (1996). One for the crows and one for the crackers: The strange career of higher education in Houston, Texas. The Houston Review, 18(2), 124–143.
13.
SmithD. I.SmithJ. K. A. (Eds.). (2011). Teaching and Christian practices: Reshaping faith and learningGrand Rapids, MI: Eerdmans.
14.
SmithJ. K. A. (2009). Desiring the kingdom: Worship, worldview, and cultural formationGrand Rapids, MI: Baker Academic.
15.
WolterstorffN. (1999). Reason within the bounds of religion (rev. ed.). Grand Rapids, MI: Eerdmans.
