FAITH AND REASON: ABEL DAMINA’S APPROACH TO ENLIGHTENING SOCIETY ON DOCTRINAL MISCONCEPTIONS

FAITH AND REASON: ABEL DAMINA’S APPROACH TO ENLIGHTENING SOCIETY ON DOCTRINAL MISCONCEPTIONS

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

For centuries, religious belief and rational inquiry have been portrayed as opposing forces, with faith often characterized by unquestioning acceptance of doctrine and reason by critical analysis. Abel Damina, founder of PowerCity International Church, challenges this dichotomy by integrating theological reflection with critical reasoning, encouraging congregants to interrogate doctrinal “truths” that lack scriptural or logical foundation (Adhikari, 2020). His platform emphasizes that genuine faith need not forsake intellect but can be deepened through evidence-based exegesis and philosophical discourse.

 

Such an approach aligns with emerging models of “faith seeking understanding,” which posit that believers should actively engage with historical context, original languages, and ethical implications of scriptural texts (Clair, 2018). In the Nigerian setting—where doctrinal misconceptions about topics like prosperity, healing, and gender roles can fuel disillusionment or exploitative practices—Damina’s melding of faith and reason offers a path toward a more informed, resilient Christianity (Schwadel & Anderson, 2022).

 

Psychologically, fostering cognitive congruence between belief and understanding reduces existential anxiety and bolsters a sense of agency, enabling adherents to articulate their convictions persuasively and navigate challenges to their faith with confidence (Arango et al., 2018). Yet, the effectiveness of Damina’s reasoned pedagogy in correcting widespread doctrinal errors and its impact on individual faith journeys remain under‐researched.

 

1.2 Statement of the Problem

Despite Abel Damina’s prominence as a proponent of faith‐and‐reason integration, there is limited empirical evidence on how his approach addresses specific doctrinal misconceptions among Nigerian Christians. Anecdotal feedback highlights increased theological literacy among his followers, but systematic data on changes in belief accuracy, scriptural engagement, and cognitive dissonance are lacking. Without such insight, religious educators cannot gauge the broader impact of reasoned theology on doctrinal clarity and spiritual well‐being.

 

1.3 Objectives of the Study

To identify the principal doctrinal misconceptions targeted by Abel Damina’s teachings.

 

To evaluate the extent to which his reasoned approach enhances congregants’ theological understanding and corrects erroneous beliefs.

 

To assess the psychological effects—such as reduced anxiety and strengthened faith—that result from harmonizing faith with reason.

 

1.4 Research Questions

Which common doctrinal errors does Abel Damina address in his sermons and teaching materials?

 

How do congregants report changes in their understanding and confidence in doctrine after engaging with his faith‐and‐reason curriculum?

 

In what ways does integrating critical reasoning into faith practice influence psychological well‐being and religious commitment?

 

1.5 Significance of the Study

Religious Educators & Pastors: Will gain evidence‐based strategies for integrating rational methods into doctrinal teaching, enhancing congregational literacy.

 

Congregants: Improved theological clarity can reduce confusion, strengthen personal faith, and foster mature spiritual growth.

 

Theologians & Psychologists: Insights into the interplay between cognitive processes and belief formation can inform cross‐disciplinary approaches to religious education.

 

1.6 Scope and Limitation of the Study

Scope: Adult members of PowerCity International Church in Lagos and Port Harcourt who have participated in Damina’s “Faith and Reason” series over the past two years.

 

Limitations:

 

Self‐Selection Bias: Participants attracted to reasoned theology may already possess higher baseline theological literacy.

 

Temporal Change: As Damina’s curriculum evolves, findings may reflect a particular phase of his pedagogical development.

 

1.7 Definition of Terms

Doctrinal Misconception: A belief about religious doctrine that deviates from historical, linguistic, or logical interpretations (Clair, 2018).

 

Faith‐and‐Reason Integration: The pedagogical approach that combines scriptural fidelity with critical, evidence‐based analysis.

 

Cognitive Dissonance: Mental discomfort experienced when individuals hold conflicting beliefs or engage with information that challenges existing convictions.

 

Theological Literacy: Competence in understanding, interpreting, and applying doctrinal teachings accurately.

 

Existential Anxiety: Psychological distress arising from uncertainty about meaning, purpose, or truth claims (Arango et al., 2018).

 

List of References

Adhikari, B. S. (2020). Fear in religion. Misión Jurídica, 13(18).

 

Arango, C., Díaz‐Caneja, C. M., McGorry, P. D., Rapoport, J., Sommer, I. E., Vorstman, J. A., … Carpenter, W. (2018). Preventive strategies for mental health. The Lancet Psychiatry, 5(7), 591–604.

 

Clair, M. (2018). Stigma. Core Concepts in Sociology, 318–321.

 

Schwadel, P., & Anderson, A. L. (2022). Religion and Americans’ fear of crime in the 21st century. Review of Religious Research, 64(1), 145–162.