One hundred years of research related to children's spirituality and religion are surveyed for key themes, with the conclusion that serious theological work is needed to complement existing research. The value of theologians and social science scholars working together in this area is considered. Open dialogue related to children's spiritual development and experience, and cooperative development of research programs across these disciplines and others, are likely to produce innovative topics and approaches to this important area of work.

Insight is an important and repeated component of most qualitative research studies. Yet insight is often a vague concept that is not well articulated in textbooks and research reports. The late James Loder of Princeton University posited a theologically-based process he termed ‘the transforming moment’ that identifies predictable phases in a wide variety of transformations, including those of a psychological, scientific, and spiritual nature. This process corresponds at many levels with the role of insight in qualitative research. As a result, (...) careful examination of Loder's outline of the transformative process can help clarify what is meant by insight and how it informs research activities. (shrink)

In recent years, scholars have urged those working in Christian higher education to attend more purposefully to student spiritual and character formation. Anchored by the belief that college is a formative time for the development of values, commitments, identity, and life purpose, these calls have taken many different forms. One consistent theme, however, has been the need to expand character formation beyond ethical training and moral decision-making. While such tools are necessary, these scholars note, there is also a pressing need (...) for the development of righteous virtues, affections, commitments, and patterns of living rooted in a right understanding of God and self. How can professors encourage spiritual attentiveness and transformation within the academic setting of a college classroom? What assignments foster spiritual focus and growth into Christlikeness? What helpful practices from the historic Christian tradition can be included in syllabi and course experiences? As professors committed to educationally-based spiritual formation, we are concerned with how to best encourage student spiritual growth. This article is the culmination of conversations, as well as trial and error in our classrooms, in an attempt to answer these questions. (shrink)