Critical Thinking Reflection

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Find three credible sources that discuss critical thinking. One source should be from the assigned and/or optional readings, (Topic 1 study materials), and the other two should be found through your own research from within the library. Read the three sources and consider how they define critical thinking.

In 300-500 words, define critical thinking and expand on what skills are needed to work through the critical thinking process and/or how critical thinking is enhanced. Keep the following guidelines in mind:

  1. The sources you found in your research may influence your definition, but your own ideas should be evident. In other words, your process should be: a) Read some definitions and descriptions of critical thinking; b) Comprehend or digest the information; and c) create a synthesized definition of critical thinking.
  2. Paraphrasing is preferred. Include an in-text citation whenever paraphrasing or using a direct quote. Keep direct quotes between 0-3 per essay.
  3. A reference page that documents the three sources you found (and any other resources you used) is required. Remember, all sources must be cited both in-text and on your reference page.

(Note: Do not simply reword the definitions you read. Consider how you will explain what critical thinking is.)

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

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Asment Instructions

***** Course Project Research TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

RESEARCH REASONING

Overview

For this assignment, you will:

· Analyze and compare the research methods you will use to collect data for your project.

Instructions

Arrange your assignment in a single document with two headings:

1. Part 1: What If?

2. Part 2: Qualitative vs. Quantitative Research.

Complete the following under the heading “Part 1: What If?”:

· Explain how course project research could be conducted if quantitative data were collected instead of qualitative data.

***** Course Project Research TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

. This is a hypothetical explanation. You will not conduct quantitative research for your course project, but it is useful to consider how quantitative data could contribute to your project.

· Explain the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups.

. Describe specific differences between these two types of methods (surveys vs interviews or focus groups) as they apply to your topic.

. What might your data collection have looked like if you had chosen to conduct descriptive survey research (i.e., quantitative surveys)?

. What would your sample need to look like in terms of number of participants and who the participants were?

. Why would a quantitative design be appropriate in relation to the purpose of your study?

. What would your anticipated outcomes be? In other words, what do you think the surveys might reveal, and why would they be useful instead of a qualitative study with interviews or focus groups?

· Compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.

. Describe the purpose for which the issue might be researched with a quantitative survey approach.

. Describe the educational setting involved (type of environment, age and level of learners, and other relevant characteristics).

. Describe the purpose for which the issue might be researched with a quantitative survey approach.

. Describe a purpose for which the issue or problem might appropriately be researched with a qualitative method.

. What would your anticipated outcomes be? In other words, what do you think the surveys might reveal, and why would they be useful instead of a qualitative study with interviews or focus groups?

Complete the following under the heading “Part 2: Qualitative vs. Quantitative Research”:

Begin by completing the following according to your Creswell and Creswell (2018) text:

· Compare quantitative, qualitative, and mixed methods research approaches and their differences.

. See Creswell, pages 16–21.

. Reflect on the role of the literature review as it relates to the different research methodologies.

· Discuss a project that brings together a worldview, designs, and methods.

. Address a topic that you would like to study.

. Apply the worldviews, designs, and research methods in Figure 1.1 (Creswell, page 5).

. Identify whether this would be quantitative, qualitative, or mixed methods research.

. Use the typical scenarios that we have explored in this course as a guide.

· Develop a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment.

. Draw a visual model of the variables in the theory using the procedures for causal model design discussed in Creswell (pages 49-73).

. Provide a diagram for your quantitative proposal based on what you learned about diagrams from reading Creswell.

· Paraphrase or summarize to represent ideas from external sources.

. Refer to Creswell and other relevant sources in your discussion.

. Clearly apply ideas from external sources to your own interpretation of a topic or scenario.

Additional Requirements

In addition to the requirements outlined above, your assignment should meet the following:

· Written communication: Written communication should be scholarly, professional, and consistent with expectations for members of professional contexts.

· Introduction: Before submitting, prepare a brief introductory paragraph for your paper.

· APA format: Follow current APA Style and Format, including a cover page, headings, and a hanging indent for all citation entries

· References: Follow applicable instructions of 4-7 references or more.

· Font and font size: Times New Roman, 12 points.

 

Research Reasoning Scoring Guide

Due Date: End of Week 5 Percentage of Course Grade: 15%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain how course project research could be conducted if quantitative data were collected instead of qualitative data. 13% Does not identify how course project research could be conducted if quantitative data were collected instead of qualitative data. Identifies how course project research could be conducted if quantitative data were collected instead of qualitative data. Explains how course project research could be conducted if quantitative data were collected instead of qualitative data. Explains how course project research could be conducted if quantitative data were collected instead of qualitative data, and includes examples or citations to support the explanation.
Explain the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. 13% Does not identify the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. Identifies the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. Explains the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. Explains the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups, and includes examples or citations to support the explanation.
 

 

Compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method. 13%

  

Does not compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.

  

Provides unclear or partial comparison of applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.

  

Compares applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.

  

Compares applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method, including examples or citations to support the conclusions.
Compare quantitative, qualitative, and mixed methods research approaches and their differences. 13% Does not compare quantitative, qualitative, and mixed methods research approaches and their differences. Provides unclear or partial comparison of quantitative, qualitative, and mixed methods research approaches and their differences. Compares quantitative, qualitative, and mixed methods research approaches and their differences. Compares quantitative, qualitative, and mixed methods research approaches and their differences, including examples or citations to support the conclusions.
 

 

 

Discuss a project that brings together a worldview, designs, and methods. 14%

  

 

 

 

Does not describe a project that brings together a worldview, designs, and methods.

  

 

 

 

Describes a project that brings together a worldview, designs, and methods.

  

 

 

 

Discusses a project that brings together a worldview, designs, and methods.

  

 

 

 

Discusses a project that brings together a worldview, designs, and methods, and refers to scenarios explored in this course as context and support.
Develop a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. 14% Does not describe a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. Describes a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. Develops a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. Develops a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment, and provides a visual model of the variables in the theory using the procedures for causal model design discussed in Creswell.
 

 

 

 

Paraphrase or summarize to represent ideas from external sources. 10%

  

 

 

 

 

Does not refer to external sources.

  

 

 

 

 

 

Refers with partial clarity to ideas from external sources.

  

 

 

 

 

 

Paraphrases or summarizes to represent ideas from external sources.

  

 

 

 

 

 

Paraphrases or summarizes to represent ideas from external sources, and effectively applies external ideas to provide insight into other topics or scenarios.
Communication is clear and precise, adhering to APA formatting rules and APA writing style with correct grammar, usage, and mechanics. 10% Communication is not clear and precise and does not adhere to APA formatting and APA writing style. Does not use correct grammar, usage, and mechanics. Inconsistent communication in terms of clarity and precision. Inconsistent use of APA formatting and APA writing style. Contains substantial errors in grammar, usage, and mechanics. Communication is clear and precise, adhering to APA formatting rules and APA writing style with correct grammar, usage, and mechanics. Communication in terms of clarity and precision is exemplary, exhibiting strict and nearly flawless adherence to APA formatting rules and APA writing style with correct grammar, usage and mechani

· Implications for Educational Practice

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Write a 3 to 4-page paper in current APA format that conveys what is meant by a biblical worldview and a Christian philosophy of education. Also, discuss the implications of these principles in their application to educational practice. Page length requirement begins with the introductory paragraph and ends with the conclusion; it includes neither the title page nor the reference page. An abstract is not required. In addition to the Bible, cite a minimum of four references that represent the body of literature supporting and explaining biblical worldview and Christian philosophy of education. No more than 15% of the paper is to include direct quotes; therefore, you should do much more summarizing and paraphrasing than quoting. Citations are required both for direct quotes and for summarized ideas drawn from references. The format of the paper is to include the sections below with headings that follow current APA format.

· Title Page

· Introduction

Present a strong, clear thesis statement. The focus of this paragraph is to introduce the reader to the thesis statement. The remainder of the paper should support and illustrate the main point(s) of the thesis statement.

· Biblical Worldview

Based upon your readings of the Bible and literature on the topic of biblical worldview, convey the foundational elements of a worldview that is based distinctively on a perspective of life drawn from Judeo-Christian scriptures. Do not focus on the field of education in this section. A common error is for writers to neglect the discussion of a biblical worldview by focusing too much on the field of education, which is to be addressed in subsequent sections of the paper.

· Christian Philosophy of Education

Based upon your readings of the Bible and literature on the topic of Christian philosophy of education, convey a basic understanding of the elements of an educational philosophy that is based distinctively on a perspective drawn from Judeo-Christian scriptures. Address metaphysical and axiological issues. Metaphysical issues relate to questions of meaning and purpose. Axiological issues relate to questions of values. Minimize the discussion of practical application to the field of education in this section. A common error is for writers to neglect the discussion of a Christian philosophy of education by focusing too much on the implications for educational practice, which will be addressed in the subsequent section.

· Implications for Educational Practice

Discuss the implications of a biblical worldview and Christian philosophy for practical application to the overall field of education. Ensure that you discuss these implications for the field in general, but you may also proceed to specify implications for your particular area of interest. For example, if you are preparing to serve as a content area teacher, a special education teacher, an administrator, or a school counselor, you may—after addressing implications for the overall field of education—address implications for your area of service.

· Conclusion

An effective conclusion affirms the thesis statement and leaves the reader with a clear idea of how thoughts in the paper fit together to make a specific point.

· Reference Page

Cite the Bible in the body of the manuscript, but—per current APA—the Bible and other classical or holy scriptures are not to be listed on the reference page. List here 4 references other than the Bible.

Important Information

Academic integrity: Plagiarized papers will be rejected, even self-plagiarized papers. Every paper will be evaluated for originality by SafeAssign, which reports to the professor the degree to which your paper is suspected of plagiarism. The following tips will help you avoid any problems with plagiarism:

Direct Quotes: No more than 15% of your paper should be made up of direct quotes. Therefore, do more summarizing and paraphrasing than quoting. Short quotes should be in quotation marks and longer quotes should be indented (see current APA style guide). If you do not set off direct quotes in this manner and/or do not cite them, it is plagiarism.

Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, summarize or analyze the idea in your own words.

Submission: Submit the document by the due date in Blackboard through SafeAssign, which is a program that checks for plagiarism.

References and Citations: Below are links to sources you might find helpful as you prepare:

· Articles and Websites 

o What’s a Christian Worldview? (Focus on the Family)

o Biblical Worldview: What It Is, and What It Is Not (Christian Worldview Journal)

o Developing a Biblical Worldview (Foundations for Living)

o What Is a Christian Worldview (Israel Wayne)

o The Importance of a Christian Worldview (The Gospel Project)

o On Education (Francis Schaefer)

o Writings in Christian Education (Calvin College)

· Journals: Many journals on the topic are available via Liberty Databases.

o Christian Worldview Journal (BreakPoint: The Chuck Colson Center)

o ICCTE Journal (International Christian Community of Teacher Education)

o Christian Education Journal (Biola University)

o Christian Perspectives in Education (Liberty University, School of Education)

· LU’s Jerry Falwell Library: Click this link to search Liberty Databases of academic sources. Recommended search terms: biblical Christian worldview, Christian philosophy of education.

· Bibliography: Books on Biblical Worldview and Christian Philosophy of Education

· Course Readings: Relevant readings from present and past courses may be incorporated as appropriate, e.g., textbooks and articles.

Mate Selection Reflection Paper

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54 M a r r i a g e

r e p o r t e d t h a t ” f e m a l e s r a t e d i n t e l l i g e n c e , s t a b i l i t y , c o n s c i e n t i o u s n e s s, h e i g h t ,

e d u c a t i o n , social s k i l l s , a n d p o l i t i c a l / r e l i g i o u s c o m p a t i b i l i t y s i g n i f i c a n t l y higher

t h a n males, w h e r e a s males r a t e d g o o d l o o k s h i g h e r t h a n f e m a l e s ” (262).

Wenzel a n d E m e r s o n (2009, 341) r e p o r t t h a t socially a n x i o u s i n d i v i d u a l s

believe o t h e r s are less l i k e l y t o select t h e m w h e n c o m p a r e d t o s o c i a l l y n o n –

a n x i o u s i n d i v i d u a l s . M c G e e a n d S h e v i n (2009, 67) f o u n d t h a t persons w i t h

a g o o d sense o f h u m o r are perceive d as m o r e a t t r a c t i v e as p o t e n t i a l mates.

M o n t o y a (2008, 1315) i n d i c a t e s t h a t ” a t t r a c t i v e perceivers e x p e c t e d t o date

m o r e a t t r a c t i v e t a r g e t s w h i l e u n a t t r a c t i v e perceivers e x p e c t e d t o d a t e less at-

t r a c t i v e t a r g e t s . ”

A Christian Perspective on Mate Selection

T a k e n t o g e t h e r , t h e v a r i o u s s o c i o l o g i c a l t h e o r i e s o f m a t e s e l e c t i o n c o m p o r t

w e l l w i t h t h e t h e o l o g i c a l m o d e l o f f a m i l y r e l a t i o n s h i p s t h a t w e presented i n

chapter 1 . T h i s w i l l becom e clear as w e describe w h a t m a t e s e l e c t i o n w o u l d

be l i k e i f i t d e v e l o p e d a c c o r d i n g t o t h e p r i n c i p l e s suggested i n o u r t h e o l o g i c a l

m o d e l : c o m m i t m e n t , grace, e m p o w e r m e n t , a n d i n t i m a c y .

A t the b e g i n n i n g o f c o u r t s h i p , t h e r e is a m i n i m a l degree o f c o m m i t m e n t

b e t w e e n t h e p a r t n e r s . W i t h a n i n c r e a s e d degree o f c o m m i t m e n t comes a n

increased sense o f t r u s t a n d security. A n d as m u t u a l c o m m i t m e n t increases,

grace can be e x p e c t e d t o g r o w p r o p o r t i o n a t e l y Grace is e x p e r i e n c e d t h r o u g h

acceptance a n d a p p r e c i a t i o n by t h e p a r t n e r . T h e presence o f grace p r o m o t e s

a f e e l i n g o f s e c u r i t y because d i f f e r e n c e s are respected a n d because there is an

a t m o s p h e r e o f forgiveness w h e n e v e r f a i l u r e occurs. T h e p a r t n e r s are valued

a n d accepted f o r w h o t h e y are a n d n o t f o r w h a t they m i g h t be o r d o f o r the

o t h e r .

O u t o f grace emerges a m u t u a l e m p o w e r m e n t process. I n t h e early stages

o f c o u r t s h i p , t h e c o u p l e may o p e r a t e o n a q u i d p r o q u o basis ( s o m e t h i n g f o r

s o m e t h i n g ) , w i t h each a t t e m p t i n g t o have p e r s o n a l needs m e t t h r o u g h the

r e l a t i o n s h i p . W h e r e t h e r e is a m i n i m a l degree o f c o m m i t m e n t a n d accep-

tance, p a r t n e r s are l i k e l y t o t h i n k m o r e i n t e r m s o f w h a t t h e y c a n get f r o m

a r e l a t i o n s h i p r a t h e r t h a n w h a t t h e y c a n c o n t r i b u t e t o i t . T h e e m p o w e r m e n t

m o d e l is h o p e f u l i n t h a t i t shows t h a t love c a n be elevated above self-centered

exchange. A d e p t h o f c o m m i t m e n t a n d grace can i m b u e e a c h p a r t n e r w i t h

a genuine desire t o e m p o w e r by b o t h g i v i n g t o a n d r e c e i v i n g f r o m the other.

T h i s involves b e i n g interested i n t h e g r o w t h o f the o t h e r p e r s o n a n d f i n d i n g

ways t o e n c o u r a g e t h e p a r t n e r t o r e a c h h i s o r her greatest p o t e n t i a l a n d thus

t o be a l l t h a t G o d created h i m o r h e r t o b e .

M.ik- S e l e c t i o n a n d C o h a b i r a t i o n 55

Some c o u r t i n g r e l a t i o n s h i p s are n o t e m p o w e r i n g b u t r a t h e r are based o n

i n i i i i i a l d e p e n d e n c y W h e n c o u p l e s are overly d e p e n d e n t o n each other, t h e y

u i u l t o d e m a n d t h a t the p a r t n e r m e e t t h e i r every n e e d . T h e y f a i l t o d e v e l op

i l u i r o w n resources as they l o o k t o each o t h e r t o m e e t a l l t h e i r needs. T h e

I ‘ x p c c t a t i o n s a n d d i s a p p o i n t m e n t s are e x t r e me w h e n p a r t n e r s focus solely o n

each o t h e r . T h e t e n d e n c y t h e n is t o be possessive a n d d e m a n d i n g r a t h e r t h a n

c i i i p o w e r i n g . Such a desperate n e e d f o r the o t h e r p u t s g r e a t pressure o n t h e

i c l . i i i o n s h i p a n d o f t e n results i n t u r m o i l , jealousy, a n d c h a o s .

( : o d e p e n d e n c y is the exact o p p o s i t e o f d i f f e r e n t i a t i o n as n o t e d i n t r i n i t a r –

i.ui t h e o l o g y , w h e r e distinctiveness a n d u n i t y are i n t e r m i n g l e d . D i f f e r e n t i a t e d 11.1 r i n e t s are r e s p o n s i b l e t o G o d f o r t h e i r lives a n d t h e r e f o r e b r i n g u n i q u e g i f t s I I 1 1 he c o u p l e r e l a t i o n s h i p . T h e y act i n t h e i r r e l a t i o n s h i p o u t o f s t r e n g t h r a t h e r ill.111 d e f i c i t . T h e y are able t o ask f o r w h a t they w o u l d l i k e w i t h o u t d e m a n d – i n g the p a r t n e r p r o v i d e i t . B e i n g c e n t e r e d i n C h r i s t gives t h e m confidence t h a t

( K K ! is t h e best resource t o g u i d e , e m p o w e r , n u r t u r e , i n s p i r e , a n d soothe. T h e y

l i i o k to G o d f o r p e r s o n a l g r o w t h b u t also o p e n l y share a n d o f f e r themselves

lo t . i c h o t h e r i n t h a t process. W h e n spouses c l i n g t o each o t h e r f o r dear l i f e

III a r a g i n g r i v e r , t h e y p e r p e t u a t e a n e n a b l i n g system i n w h i c h t h e y b o t h are likely t o d r o w n together. B u t w h e n s u f f i c i e n t l y d i f f e r e n t i a t e d , t h e y are a s t r o n g

resource f o r each o t h e r so t h a t w h e n o n e is s t r u g g l i n g , t h e p a r t n e r is s t a n d i n g

cm s o l i d g r o u n d t o e x t e n d a h e l p i n g h a n d .

I’.cclesiastes 4 : 9 – 1 2 refers t o t h i s idea t h a t t w o s u f f i c i e n t persons are b e t –

i n i j i a n o n e a l o n e . Because t h e y b r i n g t h e i r u n i q u e s t r e n g t h s t o the u n i o n ,

i l i i y can be t h e r e f o r each o t h e r r a t h e r t h a n be d r a g g e d d o w n i n a n o v e r l y

dependent r e l a t i o n s h i p . ” T w o are b e t t e r t h a n o n e , because t h e y have a g o o d

icvv.ird f o r t h e i r t o i l . For i f they f a l l , o n e w i l l l i f t u p t h e o t h e r ; b u t woe t o o n e

w h o is a l o n e a n d falls a n d does n o t have a n o t h e r t o h e l p . A g a i n , i f t w o l i e

l(| ‘̂,l•ther, t h e y keep w a r m ; b u t h o w c a n one keep w a r m alone? A n d t h o u g h

(ine m i g h t p r e v a i l against a n o t h e r , t w o w i l l w i t h s t a n d o n e . A t h r e e f o l d c o r d I N not q u i c k l y b r o k e n . ” B e i n g u n i t e d i n u n i q u e strengths a n d m a k i n g G o d t h e

c r n t e r o f t h e i r r e l a t i o n s h i p (a t h r e e f o l d c o r d ) presents a w o n d e r f u l i m a g e o f

i n . i r i t a l p a r t n e r s h i p a n d u n i o n .

We l i v e i n a s o c i e t y t h a t e n c o u r a g e s p e o p l e t o t h i n k t h a t t h e y can have

i n s i . i n t g r a t i f i c a t i o n . T h i s m e n t a l i t y c a r r i e s over i n t o t h e d a t i n g r e l a t i o n s h i p ,

v\I re p e o p l e l o o k f o r i n s t a n t s e x u a l i n t i m a c y . T h e p r e v a l e n c e o f a n i n s t a n t

x c x i i a l g r a t i f i c a t i o n e t h i c has r e s u l t e d i n t h e e m e r g e n c e o f t h e c o n c e p t o f

” h o o k i n g u p , ” d e f i n e d as i n t i m a t e p h y s i c a l b e h a v i o r o u t s i d e o f a c o m m i t –

i i i l r e l a t i o n s h i p . H o o k i n g u p seems t o be less a b o u t d a t i n g i n o r d e r t o g e t

ii> k n o w t h e o t h e r a n d m o r e a b o u t s e x u a l f u l f i l l m e n t . Research o n h o o k i n g

np . i i n o i i g c o l l e g e s t u d e n t s r e p o r t s t h a t i t can r e s u l t i n b o t h p o s i t i v e a n d

 

 

56 M a r r i a g e

n e g a t i v e experiences, ” w i t h w o m e n b e i n g m o r e l i k e l y t o r e p o r t i t as a n e g a –

t i v e e x p e r i e n c e t h a n m e n ” ( O w e n a n d F i n c h a m 2 0 1 1 ) . N e g a t i v e e m o t i o n a l

r e a c t i o n s w e r e r e l a t e d t o ” r e p o r t s o f depressive s y m p t o m s a n d f e e l i n g s o f

l o n e l i n e s s , ” w h i l e p o s i t i v e e m o t i o n a l r e l a t i o n s h a d t o d o w i t h h o p e f o r t h e

p o s s i b i l i t y o f a c o m m i t t e d r e l a t i o n s h i p (321). T h i s f i n d i n g seems t o p o i n t o u t

t h e i m p o r t a n c e o f the b i b l i c a l w i s d o m t h a t s e x u a l i n v o l v e m e n t is best w h e n

p a r t o f a c o m m i t t e d r e l a t i o n s h i p .

I n o u r t h e o l o g i c a l m o d e l , i n t i m a c y e n t a i l s a d e e p level o f k n o w i n g a n d

b e i n g k n o w n t h r o u g h u n d e r s t a n d i n g , l i s t e n i n g , c a r i n g , a n d s h a r i n g . I t is n o t

s i m p l y a p h y s i c a l o r s e x u a l e n c o u n t e r b u t a d e e p l y f e l t process o f b e c o m i n g

k n o w n . A c c o r d i n g l y , i n t i m a c y b u i l d s o n c o m m i t m e n t , grace, a n d e m p o w –

e r m e n t . U s i n g these f o u n d a t i o n a l b i b l i c a l c o n c e p t s , p e o p l e w h o t r u s t t h e

c o m m i t m e n t , w h o e x p e r i e n c e acceptance a n d f o r g i v e n e s s d u r i n g c o u r t s h i p ,

a n d w h o f i n d t h e i r p a r t n e r i n t e r e s t e d i n a n d a c t i v e l y a f f i r m i n g e m p o w e r m e n t

d u r i n g t h e c o u r t i n g p r o c e s s w i l l feel safe e n o u g h t o be m o r e h o n e s t a n d

r e v e a l i n g . T h e y are w i l l i n g t o t a k e o f f t h e i r m a s k s a n d resist t h e t e m p t a –

t i o n t o p u t o n pretenses. T h e y share w i t h a d e s i r e t r u l y t o k n o w each o t h e r .

T h e c o u p l e is m o r e i n t e r e s t e d i n a r e l a t i o n s h i p w i t h t h e o t h e r p e r s o n t h a n

i n t h e m e r e pleasure t h a t p e r s o n can give i n a s u p e r f i c i a l sexual e n c o u n t e r .