kcea workshop 2012 09 28 presentation

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Multi-Dimensional Spiritual Development

Timothy L. Cooley

Keystone Christian Education Association39th Annual Christian Education ConferenceDoubleTree / Willow Valley, Lancaster, PA

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What Is A Good Education?What Is A Good Education?

Development of Development of IntelligenceIntelligence

Development of Development of CharacterCharacter

Development of Development of LivelihoodLivelihood Skills Skills

Development To Fit In One’s Development To Fit In One’s CultureCultureRetrieved September 19, 2012 from http://www.kcea.com/position/good_education

Dr. Ted E. Clater

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Spiritual Transformation

is the shaping of the interior life —

Cognition,Commitment,

Character/Conscience, Communion, and

Compassion

— so that life flows out in an integrative wholeness (head, hand, and heart)

increasingly more like Christ

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A Multi-Dimensional Spiritual Assessment

• Cognition

• Commitment

• Character/Conscience

• Communion • Compassion

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Bloom’s Domains

Cognitive

AffectivePsychomotor

RememberingUnderstanding

ApplyingAnalyzingEvaluatingCreating

ReceivingResponding

ValuingOrganizing

Internalizing

PerceptionReadiness to ActGuided Response

Complex ResponseAdaptationOrigination

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Dettmer’s Suggested Domains

Cognitive

Affective

Sensorimotor

Social

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Domain Cognitive Affective Sensorimotor Social UNIFIED

Process thinking feeling sensing and moving interacting doing

Content Intellectual emotional physical sociocultural holistic

Purpose expand thinking enhance feeling cultivate senses and movement

enrich relationships optimize potential

Goal to gain knowledge to develop self-understanding

to nurture self-expression

to cultivate socialization

to realize self-fulfillment

Ideational Learning: Phases 6, 7, 8 with original construction/production Characterized by IdealismTo what do learners aspire?

GenerativeINNOVATION. New. Is to be personalized for every learner. Educator facilitates, learner generates.The content is novel, the process is open ended, and the domain supports uniqueness. Diverse outcomes of accomplishment are anticipated and encouragement is offered to enable learner fulfillment.

Phase 8 Create Aspire Innovate Convert Originate

Phase 7 Imagine Wonder Improvise Initiate Venture

Phase 6 Synthesize Characterize Harmonize Collaborate Integrate

Applied Learning: Phases 3, 4, 5, with far (high-road) transfer of learning. Characterized by PragmatismWhat can learners do?

DevelopmentalUTILIZATION. Complex. Is to be individualized for each learner. Educator guides, learner grows. The content is important, the process is flexible, and the context domain determines suitability. Variable stages of achievement are expected and learning opportunities are provided that challenge every student.

Phase 5 Evaluate Internalize Authenticate Adjudicate Validate

Phase 4 Analyze Organize Adapt Negotiate Differentiate

Phase 3 Apply Value Act Participate Use

Basic Learning: Phases 1 and 2 with near (low-road) transfer of learning. Characterized by RealismWhat should learners know?

Essential ACQUISITION. Rudimentary. Is requisite for all learners. Educator teaches, learner masters. The content is necessary, the process is structured, and the context domain designates the standard(s). Time is provided for mastery and compensatory alternatives are supplied as needed if mastery is not possible.

Phase 2 Comprehend Respond React Communicate Understand

Phase 1 Know Receive Observe Relate Perceive

Baseline Cognizant Sentient Conscious Aware Viable

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James Fowler’s Stages of Faith

Based on the developmental theories of

• Jean Piaget - cognitive

• Erik Erikson - psychosocial

• Lawrence Kohlberg - moral

• Robert Selman - perspective

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Primal Foundational Faith

• Ages 0 to 4

• Foundations of Faith are Nursed, through being held and cared for

• “We are loved into knowing and feeling.”(Compare Robert Karen, Becoming Attached)

Fowler Faith Pre-Stage

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Intuitive Impressionistic Faith

• Ages 3/4 to 7/8

• Assorted Impressions, not Organized Logically

• Fantasy not Distinguished from Reality

• Primary Attachment is to Caregivers

The InnocentThe Innocent

Fowler Faith Stage 1

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Literal Narrative Faith

• Ages 6/7 to 11/12 and some adults• Begin –

connecting Events into Meaningful Patterns distinguishing Fantasy from Reality relying on own Logic and Judgment

• Story-Telling is Important• Realm of Authority extends beyond Family

The LiteralistThe Literalist


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Conventional Conforming Faith

• Ages 11/12 to 17/18 and many adults• Interpersonal Relationships very important• Not yet Reflected on their Beliefs and Values

(Formal Thinking just emerging)• “Faith-crowd” provides much of their Meaning

The LoyalistThe Loyalist


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Individuative Choosing Faith

• Ages 17/18 and onward (or 30s/40s and onward)

• Evaluating their Beliefs and Values

• Cannot Tolerate Second-Hand Belief

• Faith Becomes their Own

• Transition to this Stage can be long and traumatic

The SearcherThe Searcher


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• Form of Logic – the way we think and reason • Perspective Taking – our ability to adopt another

person’s perspective

• Moral Judgment – the way in which we think about moral issues

• Social Awareness – how and where we set the limits to our own “community of faith”

• Relation to Authority – where we find authorities for our lives and faith, and the way in which we relate to them

• Form of World Coherence – our way of holding things together and forming a single, workable “worldview”

• Symbolic Function – our way of understanding and responding to symbols

7 Windows into Faith Structures that Change as one Progresses

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Sharon Parks’ Dimensions within Fowler’s Faith Stages

Form of Knowing

Form of Dependence

Form of Community

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Attachment Theory John Bowlby

Mary Ainsworth

Robert Karen

The way a person relates to the primary caregiver in childhood

develops a perceptual filter that tends to govern all other

relationships even toward God.

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Dilemma

• If spiritual transformation, or Christian formation, is a summary category that includes everything . . . .

• If spiritual transformation is a separate category . . . .

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Qualitative Research?

or

Quantitative Research?

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Likert-type Response Ratings

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Spiritual Transformation

is the shaping of the interior life —

Cognition,Commitment,

Character/Conscience, Communion, and

Compassion

— so that life flows out in an integrative wholeness (head, hand, and heart)

increasingly more like Christ

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Romans 12:2

Be ye transformed (metamorphosed)

by the renewing of your mind,

that ye may prove what is that

good, and

acceptable, and

perfect, will of God.

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II Corinthians 3:18

But we all, with open face

beholding as in a glass

the glory of the Lord,

are changed (metamorphosed)

into the same image

from glory to glory,

even as by the Spirit of the Lord.

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A Multi-Dimensional Spiritual Assessment

• Cognition

• Commitment

• Character/Conscience

• Communion • Compassion

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Cognition

Propositional truth (doctrine) cognitively grasped and believed about God (as personal and Trinitarian), humans (as free moral agents), sin (as both act and nature), salvation (received by grace through faith) as a present relationship, sanctification (including a Wesleyan understanding of entire sanctification as

an instantaneous purging of one’s nature, as well as the ongoing process of becoming more and more like Christ), personal assurance of one’s relationship with

God, eternity (as duration and as destination), ultimate meaning, even general knowledge of

creation as it connects with ultimate meaning.

Propositional truth (doctrine) cognitively grasped and believed about God (as personal and Trinitarian), humans (as free moral agents), sin (as both act and nature), salvation (received by grace through faith) as a present relationship, sanctification (including a Wesleyan understanding of entire sanctification as

an instantaneous purging of one’s nature, as well as the ongoing process of becoming more and more like Christ), personal assurance of one’s relationship with

God, eternity (as duration and as destination), ultimate meaning, even general knowledge of

creation as it connects with ultimate meaning.

Cognition

Propositional truth (doctrine) cognitively grasped and believed

about God (as personal and Trinitarian), humans (as free moral agents),

sin (as both act and nature), salvation (received by grace through faith) as a present relationship, sanctification,

personal assurance of one’s relationship with God, eternity, ultimate meaning, even

general knowledge of creation as it connects with ultimate meaning

Propositional truth (doctrine) cognitively grasped and believed

about God (as personal and Trinitarian), humans (as free moral agents),

sin (as both act and nature), salvation (received by grace through faith) as a present relationship, sanctification,

personal assurance of one’s relationship with God, eternity, ultimate meaning, even

general knowledge of creation as it connects with ultimate meaning

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Commitment

Personal commitment to God and His Word as having “supreme value for me”; personal choice, going beyond a conventional, second-hand faith (based more on family, church, and friends) to a convictional faith (based on personal reflection)

(Fowler, 1981/1995); personal commitment to Jesus Christ, to His commands and His commission; practice of the spiritual disciplines; and self-discipline (disciplined choosing of the more

excellent, choosing even against one’s own short-term gain, and willingness to suffer for spiritual

value).




value).

Commitment




value).




value).

Commitment

Personal commitment to God and His Word as having supreme value for the

individual; personal choice, going beyond a conventional, second-hand faith (based

more on family, church, friends) to a convictional faith (based

on personal reflection) (Fowler, 1981/1995); personal commitment to Jesus Christ, to His

commands and His commission; spiritual disciplines; self-discipline, disciplined

choosing of the more excellent, choosing even against one’s own short-term gain, willingness to suffer for spiritual value

Personal commitment to God and His Word as having supreme value for the

individual; personal choice, going beyond a conventional, second-hand faith (based

more on family, church, friends) to a convictional faith (based

on personal reflection) (Fowler, 1981/1995); personal commitment to Jesus Christ, to His

commands and His commission; spiritual disciplines; self-discipline, disciplined

choosing of the more excellent, choosing even against one’s own short-term gain, willingness to suffer for spiritual value

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Character/Conscience

Integrity, consistent living out or “incarnating” one’s faith and values,

obedience to Scripture; conscience as consciousness, conscious sensitivity to

moral right and wrong; openness to the direct dealing of the Spirit; conformity to Christ, fruit of the Spirit; wisdom, discretion,

choosing the things that are excellent; personal stewardship of time, talent, and

treasure (financial responsibility)

Integrity, consistent living out or “incarnating” one’s faith and values,

obedience to Scripture; conscience as consciousness, conscious sensitivity to

moral right and wrong; openness to the direct dealing of the Spirit; conformity to Christ, fruit of the Spirit; wisdom, discretion,

choosing the things that are excellent; personal stewardship of time, talent, and

treasure (financial responsibility)

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Communion

Koinonia (Gr. ) with God (prayer, worship, personal trust in God, sense of

forgiveness from God), and koinonia with one’s spiritual community, with family, with people in general (including acceptance of

others, forgiveness toward them, and global acceptance of the full diversity of humans

as created in the image of God); acceptance of self; relationship to spiritual authority

Koinonia (Gr. ) with God (prayer, worship, personal trust in God, sense of

forgiveness from God), and koinonia with one’s spiritual community, with family, with people in general (including acceptance of

others, forgiveness toward them, and global acceptance of the full diversity of humans

as created in the image of God); acceptance of self; relationship to spiritual authority

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Compassion

Willingness to serve Christ through serving others

(servanthood),

sympathy

for the suffering, the poor, and

the imprisoned

Willingness to serve Christ through serving others

(servanthood),

sympathy

for the suffering, the poor, and

the imprisoned

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What should be?

How to Close the Gap?

What is?

Assessment and

Planning Cycle

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Spiritual Assessment should be

• Couched in Biblical terms or concepts

• Aligned with your theological and ecclesiastical commitments

• Linked to your spiritual formation program

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Can we assess

Spiritual Transformation?

We can only assess

“Spiritual Indicators”

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Very untrue of me Mostly untrue of me More untrue than true of me More true than untrue of me Mostly true of me Very true of me

1very

untrueof me

2mostly untrueof me

3more

untrue than true of me

4more true than

untrue of me

5 mostly true of me

6 very true of me

Likert-type Scale

Trait is Characteristicof student

Six-point Likert-type Scale

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The Study Analyzed

• The level of students’ Spiritual Transformation

• Their rating of the Bible College Experience

• The correlation between these two

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Spiritual Transformation Component Means (#2-6)

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Spiritual Disciplines (#7)

Exercise 2x week or more 1x day or

more

• Devotional Prayer 91% 70% #7a

• Devotional Bible Reading88% 60% #7b

Exercise 2x week or

more

• Church Attendance 91% #7c

• Chapel Attendance 96% #7d

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Spiritual Disciplines (#7 continued)

Exercise 1x week or

more

• Small Group Fellowship/Prayer 63% #7e

Exercise 1x month or

less

• Witnessing . . . 51% #7f

• Fasting and Prayer 59% #7g

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Bible College Experiences (#8)

• School Revivals . . . 5.34 #8d

• Fellowship w other students 5.04 #8c

• Christian Service 5.01 #8k

• Academic Courses 4.97 #8a

• Chapel Services 4.93 #8e

• Campus Atmosphere Great Commission 4.89 #8j

• Fac/Stu Interaction outside of class 4.86 #8b

• Visiting Ministers/Missionaries 4.78 #8i

• Campus Prayer Meetings 4.64 #8h

• Discipleship Groups 4.54 #8g

• Dormitory Life 4.29 #8f

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Bible College Experiences (#8 continued)

• Mean of All Lines #8a-k 4.84 #8a-k

• Correlation of Mean of #8a-k and Mean of #2-6 Pearson r = .512

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Campus Atmosphere (#9)

#9b The faculty are devoted to serving the Lord 5.78

#9c The general staff are devoted to serving the Lord 5.72

#9h The faculty are devoted to serving the students 5.48

#9e The faculty and staff make students feel loved and accepted 5.41

#9i The campus atmosphere encourages everyone to spiritual growth 5.38

#9f The students make each other feel loved and accepted 5.02

#9a The students are devoted to serving the Lord 5.01

#9d The students are quick to help each other 5.01

#9g The students are committed to the spiritual purpose of the school 4.86

Mean of all line items relating to faculty and staff (#9b, #9c, #9,h, #9e)

5.60

Mean of all line items relating to students(#9f, #9a, #9d, #9g)

4.97

Mean of all line items 5.30

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Summary

• Students who enrolled in these Bible Colleges were already aligned with the mission before coming.

• Students rated their own spiritual transformation very highly.

• Students testified that they are practicing many of the spiritual disciplines usually associated with spiritual growth.

• Students testified that Bible College Experiences and the Campus Atmosphere are contributing to their spiritual growth.

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• Participants who rated their own level of spirituality higher also tended to rate the impact of the Bible College experiences more highly.

• Age, number of semesters, and gender made very little difference in the way students rated their own spirituality, the Bible College Experiences, and the Campus Atmosphere.

Summary (continued)

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Implications

• Are students are growing spiritually?

• Are students aligned with your mission?

• Are your recruitment efforts bringing the kind of students you want?

“Teaching is for spiritual formationTeaching is for spiritual formation” (Estep, 2002)

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Recommendations• Further development and use of the instrument

• Related article in 2012 Biblical Higher Education Journal and another submitted for 2013 issue

• Today’s paper and presentation available

• Dissertation available by pdf file

• Author email: [email protected]

mailto:[email protected]

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May the Lord

prosper your efforts

to increase students’

spiritual growth!— Timothy L. Cooley, Sr.

Email: [email protected]

mailto:[email protected]

kcea workshop 2012 09 28 presentation

Documents

fowler faith stage

foundations of faith

secondhand belief faith

emerging faithcrowd

community of faith relation

learning opportunities

learner fulfillment

learner masters