Doctoral Dissertations

Date of Award

12-2003

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Ralph G. Brockett

Committee Members

David Dungan, Colleen Gilrane, Marla Peterson, Mary Ziegler

Abstract

This study sought to understand the transformative learning experiences and faith development of students at a graduate theological seminary. The theories of Jack Mezirow and James Fowler were used in constituting a conceptual framework. The Barnes Fowler-Scale, an instrument designed to place individuals at a particular stage of faith development, was distributed to the whole school population. Several volunteer students from faith stages 2 through 5 were selected to be interviewed. A semi-structured interview protocol was used to learn more about the interviewees’ learning experiences in seminary.

The reliability of the Barnes Fowler-Scale was found to be very low with this population (a=.30). It was suggested that the instrument be used as a conversation starter, rather than as a stable indicator of faith development stage, until it had undergone more testing and revision.

A pictorial model of the overall student seminary experience was constructed after analyzing the interviews using qualitative research methods. Themes in three major life roles emerged—the Seminary Setting, the Personal Role, and the Professional Roles. Some themes explored in the Seminary Setting included curriculum, Bible, reasons for graduate education, importance of community, and the juggling/balancing act. In the Personal Role, the themes of reason, spiritual practices, why that particular seminary, support of family, personality, reflection, the past, and the future were explored. The themes of academia, prior Christian education, and the best education for a minister were examined in the academic domain under Professional Roles. In the ministerial domain under Professional Roles, the following themes were reviewed: dichotomies, denomination, and women in ministry. Faith development and transformative learning were discussed in each of the three major life roles.

Catalysts and supports for transformative learning and faith development were identified and explored in more detail. Recommendations for institutional and instructional practice were offered, and suggestions for further research in both faith development and transformative learning were made.

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