At its inception, the training model in the Graduate School of Clinical Psychology at George Fox University was informed by the approach inaugurated at Fuller Theological Seminary School of Psychology in the 1960s. In the original model, training in Christian religion/spirituality and theology accompanied training in professional psychology. In the interim, our culture, psychological knowledge, perceived psychological needs, and training programs have changed greatly. Here we report changes in religion/spirituality training and integration over the last two decades. We describe our (...) current spiritual formation structure and process, and program evaluation efforts. Over the past several years the GSCP has shifted from relying mainly on a cognitive approach involving Bible and theology courses toward a more personal-experiential approach that includes team teaching of the theology and religion courses, an individualized spiritual direction experience spread over two years, and more intentional integration of R/s and spiritual formation components throughout the program. We anticipate this may be an ongoing area for further development in coming years as we seek to meet the needs of a changing student body with greater R/s diversity and largely postmodern worldviews. (shrink)

Dallas Willard makes the claim that spiritual formation “refers to the Spirit-driven process of forming the inner world of the human self in such a way that it becomes like the inner being of Christ himself.”1 Can this claim be substantiated and stand up to close scrutiny, or is Dallas Willard selecting an idea of his own fancy and making this the cornerstone of his understanding of spiritual formation? How can this claim be tested and anchored? In this (...) article we will seek to answer these questions by looking at the Apostle Paul in his function as spiritual director. Although it is patently anachronistic to speak of Paul as spiritual director, can we legitimately understand him in this role? We will propose a generative understanding of spiritual direction and then proceed to examine the Apostle Paul and his aims based on that generative understanding. We will also argue that at the core of Paul's functioning as a spiritual director lies a strong appeal to examine and imitate his life and character and to follow his ways. This appeal by Paul for others to imitate him is anchored in Paul's own imitation of Christ himself. Paul's call to imitation thus provides a window into discovering how Paul understood his role as spiritual director and also provides us the means to discern his goals in spiritual direction. (shrink)

Classical Christian education has ancient roots in the Christian church. In recent days, Christians have attempted to recover this classical tradition. Many cite the intellectual rigor vis-à-vis public schools as the reason for choosing classical Christian education. However, intellectual rigor is only one part of the classical tradition. More importantly, classical Christian education seeks to develop morally upright Christians. This education forms the character of Christians so that they may live faithfully in the world. This article describes how classical Christian (...) education works at Highlands Latin School in Louisville, KY. Specifically, the implementation of the classical curriculum in middle school Latin and Greek courses is addressed with an eye toward spiritual/moral formation. (shrink)

The telos of Christian spiritual formation is to love God and to love one’s neighbor as oneself. However, racism undermines loving one’s neighbor, which weakens the Christian witness and contributes to division within American culture and the church. Unfortunately, racism is seldom viewed as a spiritual formation issue, nor is it specifically addressed as such in the spiritual formation literature. Therefore, this essay focuses on four primary areas: spiritual formation and race from a biblical perspective, including (...) a definition of terms; biblical examples of racial reconciliation; four critical periods of US history that have contributed to racial trauma and inequality; and suggested steps toward racial reconciliation. Healing collective racial wounds begins with recognizing the truth related to America’s past and requires a disposition to listen, learn, lament, repent, repair, and relate to one another. (shrink)

Can the phenomena of the human mind be separated from the practices of spiritual formation? Research into the nature of moral and spiritual change has revived in recent years in both the worlds of psychology and theology. Rooted in a year-long discussion held by Biola University's Center for Christian Thought (CCT), this volume bridges the gaps caused by professional specialization among psychology, theology, and philosophy.

Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what the (...) faith community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them. CONTRIBUTION: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church. (shrink)

The link between human nature and human flourishing is undeniable. "A healthy tree cannot bear bad fruit, nor can a diseased tree bear good fruit" (Matt. 7:18). The ontology of the human person will, therefore, ground the nature of human flourishing and thereby sanctification. Spiritual formation is the area of Christian theology that studies sanctification, the Spirit-guided process whereby disciples of Jesus are formed into the image of Jesus (Rom. 8:28-29; 2 Cor. 3:18; 2 Peter 3:18). Until the nineteenth (...) century, there was an overwhelming consensus among Christian thinkers that some form of mind-body (or soul-body) dualism is true of human beings. Recently, that consensus has eroded, and with it the availability of a shared body of knowledge about spiritual formation. Some Christian physicalists argue that dualism is incompatible with central elements of spiritual formation. Neuroscientist Warren Brown and psychologist Brad Strawn offer the only substantive account of spiritual formation from the view of Christian physicalism and its accompanying objections to dualism. It is on their arguments that this chapter focuses. We argue that Brown and Strawn fail to support their incompatibility thesis. Additionally, we argue that Christian physicalism stands in tension with important philosophical and theological foundations of Christian spiritual formation. In doing so we offer a specific form of dualism, the bodily soul view, and explain how this view illuminates the importance of embodiment, our neurological and social development, and hence the important physical aspects of Christian spiritual formation. (shrink)

Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what the (...) faith community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them. CONTRIBUTION: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church. (shrink)

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and (...) faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. (shrink)

In this article, we contribute to a conversation in global Christianity. Majority World pastors want access to training so they can more effectively care for their communities. But how? In this article, we create a context for spiritual formation rooted in virtue theory. We offer a humility-based, cross-cultural, relationally oriented model for training indigenous leaders while they are rooted within their locales, communities, and ministry contexts. We highlight a method that we believe to be culturally, educationally, and psychologically hearty. (...) We explore the non-formal training model and curriculum of Training Leaders International as a test case. TLI provides a structured program of training in spiritual growth and hermeneutical and communication skills to Christian leaders in the Majority World within their indigenous contexts. But it develops and delivers this training in a manner that causes two key factors to rise to prominence that are widely applicable in the cross-cultural development of Christian leaders: cultural humility and Christian-adapted virtue development, both relationally oriented. This article is meant to inspire and enable other ministries. (shrink)

Religiously affiliated colleges and universities typically take spiritual formation and soul care very seriously and are usually intentional about the spiritual and religious development of not only their students but of their faculty and staff as well. The religious tradition, size of the campus community, financial and other resources, along with the will of senior administrators, donors, trustees, and the general university community all determine how these interests and agendas are nurtured and developed as well as the kinds (...) of programing offered. The purpose of this article is to highlight the strategies to support and nurture spiritual formation and soul care at Santa Clara University, a Catholic and Jesuit university in the heart of Silicon Valley, with elements of this care found at most, if not all, Jesuit higher education institutions throughout the nation and world. At Santa Clara, the Ignatian Center is the primary, although not the only, home for these spiritual formation and soul care offerings and will be highlighted here. (shrink)

Athletic participation provides a unique forum for the practice of spiritual disciplines. Central to Dallas Willard’s robust theory of spiritual formation is the critical role the body plays in effectively engaging in spiritual disciplines and thereby cultivating Christlikeness. I outline the central themes of Willard’s theology and philosophy of spiritual disciplines, with particular attention to how they bear on athletic participation. I distinguish between classical and novel spiritual disciplines and show how the latter are usefully (...) appropriated towards the ordinary activities of daily life, and particularly towards the arena of athletics. Using basketball as a case study, I show in detail how this activity can be fruitfully reappropriated as a set of novel spiritual disciplines. (shrink)

This article is an account of the teaching and practice of a course on Christian spirituality and ministry at Trinity Theological College in Singapore. It introduces the design of the course, discuss its theological foundations and practicums, and explains how it is delivered and assessed. The course adopts a historical-theological approach to the introduction of Christian spirituality and traces its development from the early church until the Protestant and Catholic Reformations. It introduces spiritual exercises from each epoch of the (...) Christian tradition and engages the student in their practice through week-long practicums. An important feature lies in the immediacy of feedback given to the student after they submit a reflection on their practicums. The course has been taught as a three-credit hour, sixteen-week semester-long course each academic year for the past three years. The students come from a broad range of nationalities and cultural contexts, as well as from different stages of life and denominational backgrounds. The course contributes to an overall emphasis on Christian spiritual formation at the college. (shrink)

As a distortion of God's created designs, sexual abuse carries a unique devastation-factor. Abuse that is sexual in nature damages a spectrum of internal and external aspects of personhood. In particular, the core realities of: self-identity, community, and spiritual communion with God can be deeply fractured through SA. In light of the significance of the image of God, movement toward healing includes strengthening personal agency, processing profound boundary ruptures, and managing disillusionment with God. Due to the multi-faceted trauma of (...) sexual abuse spiritual formation programs must not only plan for the unique profile of abuse victims, but also need to incorporate a fuller understanding and praxis of the realities of embodiment, ritual, and theocentric metaphor into their transformational goals. Analysis includes first-person experience, anthropological science, and theological reflection. (shrink)

Ghosn, Margaret In the process leading up to the first Maronite diocesan assembly, a survey was sent to all Maronite parishes and schools in order to provide valuable feedback on what issues were foremost in the minds of the people. This was then to form the basis for the diocesan assembly to be held 12-14 April 2018. The survey sought to ascertain the demographics of those who participated, and parish attendance patterns and participation at parish and diocesan levels. It assessed (...) social services that were accessed, youth needs and family concerns, and offered opportunities for any further feedback. This article examines the responses of the survey and what they reveal about Maronite parishes across Australia, their areas of strength and areas needing improvement, the role of committees, and the needs and vision of the parishioners. (shrink)

In response to the common assumption of perpetual moral and spiritual failure in human life, this article offers a view of personal transformation and, in particular, of the role of the human will in such formation, that clears a way forward in progressive conformity to the character of Christ. Drawing from St. Paul's understanding of the “flesh” and the human “spirit,” distinctions are made between the impulsive, the reflective, and the embodied will. It is the embodied/reflective will of the (...) person that is captured by Christ through inner transformation, such that the crucifixion of the flesh and walking by the Spirit brings about routine, easy obedience to Christ, from the inside out. (shrink)

The Pentecostal understandings of baptism in the Holy Spirit hold potential for a more substantively pneumatological understanding of spiritual formation, but there are conceptual barriers to overcome before this potential can be realized. Specifically, the emphasis of revivalism on crisis experience and individualistic piety must be set within a larger framework that is more expansively ecclesiological and eschatological. A more expansively eschatological view of Spirit baptism can provide this framework, opening breathing room for prioritizing a pneumatological vision of (...) class='Hi'>spiritual formation in the life and mission of the church. Spirit baptism can still refer to new breakthroughs in the life of the Spirit but those experiences would be couched within a larger vision of spiritual formation. (shrink)

C. S. Lewis called for spiritual formation long before the term became popular: “Every Christian is to become a little Christ. The whole purpose of becoming a Christian is simply nothing else”. Lewis's call to become little Christs recalls Paul's exhortation to “put off” the old self and “put on” Christ. This paper explores what this change of costume involves from the perspective of what a “theodramatic” approach to theology that I have developed in The Drama of Doctrine and (...) Faith Speaking Understanding. I there argue that the role of doctrine is to indicate what is in Christ and direct those in Christ to participate in Christ by playing their parts in the drama of redemption. This theatrical model raises an important issue concerning the disciple's self-understanding: Is it healthy for Christians to think in terms of “acting out” what is “in Christ” or does this encourage a false sense of self – a “put on”? I respond to this question in four steps where I present a theodramatic anthropology, describe discipleship as the project of growing into/putting on Christ, consider three objections to my previous work about the relationship between persons/roles and role-playing, and respond to the objections by offering a dogmatic description of putting on Christ in soteriological, pneumatological, and eschatological terms. (shrink)

Some followers of Christ claim that sports are pointless activities and even spiritually dangerous, given some of the values that are present within them. Other Christians look more favorably upon the value of sports. In this paper, I defend the latter view. I focus on the manner in which sports can provide a context for and be exercises in Christian spiritual formation. I then examine the practical implications this has for Christians who are athletes, coaches, and parents of children (...) who participate in sports, and conclude that sports can offer a unique way for us to glorify God. (shrink)

In the recent literature on formation in online theological education, a number of thematic strands can be delineated: the apologetic, didactic, pedagogical, empirical, and geographical strands. However, apart from the early apologetic stage of the discussion theological reflection plays a minor role in the literature. In this article, I argue that theology plays a limited and superficial role in contemporary writings about formation in online theological education. Yet, spiritual formation in online theological education needs theological grounding. Given the accelerated (...) shift to forms of online education across the world, such theological grounding is an urgent task. In this renewed theological engagement, three areas especially call for sustained attention: the multi-faceted nature of spiritual formation; the question of agency in spiritual formation and the consequences for the theological curriculum; and engagement with theological traditions that offer ample material to guide our contemporary thinking about spiritual formation. (shrink)

The following article outlines spiritual formation as it occurs at His Mansion Ministries, a communal ministry centered on Jesus Christ that focuses on helping men and women struggling with life-controlling behaviors and attitudes. Spiritual formation is argued to be a beautiful movement from self to other, a movement that is rooted in a conversion of the self to God. This movement is displayed in the community of His Mansion and the relationships therein. This spiritual movement is also (...) seen in the work and learning that is accomplished at His Mansion. The experience of relationships, work, and learning in the world is typically oriented around the self. At His Mansion Ministries, we believe that spiritual formation happens as a person, in submission to God and his love, moving from being oriented around the self to being aware of and acting for the good of others. (shrink)

“Do not let sin reign in your mortal body that you should obey its lusts, and do not go on presenting the members of your body to sin as instruments of unrighteousness; but present yourselves to God as those alive from the dead, and your members as instruments of righteousness to God. For sin shall not be master over you, for you are not under law, but under grace.” 2.

Spiritual formation currently lacks a robust epistemology. Christian theology and philosophy often spend more time devoted to an epistemology of propositions rather than an epistemology of knowing persons. This paper is an attempt to move toward a more robust account of knowing persons in general and God in particular. After working through various aspects of the nature of this type of knowledge this theory is applied to specific issues germane to spiritual formation, such as the justification of understanding (...) spiritual growth on an integrative and holistic (heart and mind) model, the reality of hearing God’s voice, and knowing his activity, as well as how such a theory should change the shape of sermons, evangelism, and apologetics. (shrink)

This article is intended to serve as a reminder of the themes that have been present in Christian spiritual formation through the centuries. In a WISDOM orientation we ground our approach to CSF in Scripture, in theology, and in “best practices,” yet we also seek to thoughtfully locate CSF within specific contexts. The WISDOM acronym reminds us that formation must involve: Wise planning, where the leaders prayerfully seek to implement what is needed in a specific situation; Intentionality, calling people (...) to commit to walk differently from the ways of the world; Scripture, salvation, and Spirit, where the Salvation message and the Spirit-led mission of the whole of Scripture provides the framework for CSF; Discipleship, where the end of CSF is the imitation of Jesus Christ; Optimism, where we pursue our formation in an atmosphere of hope and expectation of change; and Means. (shrink)

Storytelling is one of the favorite means the Apostle Paul frequently employs in his letters to enrich the spiritual formation of his converts. Philippians demonstrates this well. In this letter Paul presents not just stories of his own personal experiences–-whether in the past or present. He also talks about Christ Jesus, about his coworkers, about the Philippian brothers and sisters, and about the false teachers. The story of Christ in particular provides a theological foundation for all kinds of formation (...) experiences taking place in the individual, ecclesial, and societal contexts. In this paper, I attempt to demonstrate how Paul interweaves this metastory with other stories for the multilayered spiritual formation of Christ-believers in Philippi and suggest implications for pastoral ministry today. (shrink)

Spiritual formation occurs in the routines of daily living. We are formed by choices made at the grocery store, as we reach for our medicine cabinet, as we consider whether to drive ten minutes or walk thirty. Such seemingly insignificant choices reflect assumptions held about who we are, and how we are supposed to live in the world. Spiritual formation, like notions of civic duty, develops from within a cultural context. Cultural environments give us largely unquestioned taken-for-granted assumptions (...) about how the world is and how we should live in it. This essay explores three of the many Western 21st century assumptions that affect spiritual formation. Knowing how we are seeing a thing helps us better interpret what we are seeing and how it influences decisions we make. The hope is that in knowing, we can make choices with more intention, understanding that our decisions shape and form our soul. (shrink)

Spiritual formation requires intentionality, especially at the programmatic level. This article explores insights gained from a novel experiment in theological education where spiritual formation played a central role in shaping all aspects of a seminary’s structures and curriculum. Seminary of the East offered a unique glimpse into how an institution’s vision for spiritual formation can determine all dynamics including campus infrastructure, enrollment goals, faculty rank, in order to better support spiritual formation. Practitioners and administrators can gain (...) insights from the lessons learned by a small seminary’s continually improving efforts at modeling and teaching spiritual formation. (shrink)

The rhetoric of eschatology was formative of early Christian spirituality. Through such discourse the New Testament writers reshaped the community's perception of time and space, and enabled their audiences to “learn Christ.”.

In 2004, a group of American women were challenged by the vision of designing spiritual formation curricula for women in China who were serving as leaders in their churches. This article describes the highly relational context from which the curricula came, and the premises that informed the design of the curricula based on two series of five retreats each held within fifteen months. In addition, the methods by which the curricula are regularly evaluated in order to meet the current (...) needs of the women in China are described. The results have been ongoing use of the curricula since 2007 with documented positive effect upon the women of China, samples of which are included in the article. The curricula will continue to be in use in China and in other Asian nations as opportunity presents itself. (shrink)

One of the most considerable changes in the contemporary European educational mentality is a person's disconnection from spiritual life. Christian formation has been replaced with religious pluralism, in terms of syncretism influenced by global economic ideologies. Some consequences are low resilience and low spiritual resistance to contemporary challenges, associated with mental traumas or social behaviour deficits. Is it possible to restore the modern person's spiritual education? There is no evolution in the modern individual's social life without a (...) horizon of spiritual expectation and fulfilment, different from the strictly material one. Moreover, conscious education cannot deprive people of cultivating the spiritual part of their consciousness from which the real values of existence are born. A series of arguments for renewing the relation between school and the mature, Scripture-based Christian thinking in the spirit of the European pedagogy are revealed by the factual historical analyses. Both Eastern and Western European experiences have met after 13 years of evolving into two antagonist geopolitical spheres. Their lessons in the education field could be an appropriate model, academically applied at the cultural mentality and the European pedagogy level. CONTRIBUTION: With this study, I want to highlight the historical and conceptual frameworks of the Christian religious education meaning in the context of the rediscovery of Orthodox Christianity by the international theological culture in post-communism. Orthodox Christianity, forgotten in dictionaries and syntheses by the Western theological elite, brings in a spiritualisation of education according to the Lord Jesus Christ's Gospel and not of the ideological cultural interests. (shrink)

The theory of servant leadership with its key concepts of servanthood and leadership has emerged during the last few decades. A person who has a heart for people and serves them whilst leading them practices servant leadership. Servant leaders are not motivated by attaining higher positions but by serving people. Leaders call people to follow a set vision. In the church, that vision ought to be a God vision, premised on the Word of God. Leaders in the church should lead (...) people according to the guidance of the Bible and inspiration from God. He is the one who calls people, gives them an assignment and will require an account from them. The church has been in the spotlight in recent times because of the conduct of their leaders, who are the pastors assigned with the task of leading believers. Understanding the principles of servant leadership can contribute to spiritual formation of theological students in contextualisation of 21st century theological training. The article begins with a reflection on the findings of an empirical study, followed by a short view on the servant leadership of Moses, David, Paul and Jesus Christ. Thereafter, the article focuses on servant leadership characteristics and competencies or skills according to contemporary scholars, and the article concludes with a proposed model for servant leadership as part of spiritual formation of theological students.Contribution: Although the article is context specific to the Faculty of Theology, Mahikeng campus, the principles of servant leadership can contribute to the spiritual formation of all theological students and is especially relevant to the discourse of contextualised 21st century theological training. (shrink)

The question of measuring growth in human and spiritual formation in Catholic seminaries has a history. In this article, we walk through three recent stages of that history to illuminate the potential of current approaches and clarify what still remains to be done.