How Long to Read Theological Educators as Facilitators of Whole-person, Redemptive Transformation

How Long Does it Take to Read Theological Educators as Facilitators of Whole-person, Redemptive Transformation?

It takes the average reader to read Theological Educators as Facilitators of Whole-person, Redemptive Transformation by Seth J. Nelson author

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Description

This study explores how seminary professors in North America perceive their role as facilitators of whole-person, redemptive transformation. Little research exists which explores the intersection between a “formational model” of theological education (Aleshire 2021) and an increasing interest in transformative learning (TL) theory (Mezirow 1991; Hoggan 2016a) by theological educators. Unlike most studies relying upon Mezirow’s theory, this study offers a redemptive transformational learning (RTL) approach based on a biblical-theology of transformation and James Loder’s (2018) meta-theology of redemptive transformation. Additionally, key literatures in the history of theological education, whole-person formation, and formational studies in theological education, including the Program of Priestly Formation (2005) and Foster, et al.’s (2006) Educating Clergy, are considered. The study proceeded according to a basic qualitative research design and sought to discover how professors, as facilitators of whole-person, redemptive transformation, described: 1) their convictions about holistic student formation, 2) their relational engagement with their students, and 3) their educative practices. The researcher conducted in-depth interviews with twenty-four seminary professors in thirteen different institutions in North America. The participants were convicted about the formation of Christomorphic Kingdom leaders, an ultimate dependency upon the Holy Spirit, contextual constraints upon formation, the necessity of a “thick gospel,” and six essential dimensions of formation. They described their relational engagement with students as collegial, pastoral, prayerful, attentive to the Holy Spirit’s guidance, and as modeling formation. They described their educative practices as shaped by trust, navigating assumptions and disorientation, transforming moments, integration, reflection, and dialogue. They deployed their educative practices through interactive and spiritually formative learning experiences. The researcher proposes a new conceptual framework (“Hosting a Theologically-Transformative ‘Feast’”), suggesting how seminary professors perceived facilitation of whole-person, redemptive transformation. The study’s findings resonate and extend beyond the precedent literatures’ themes. Practice implications for theological educators, but also for other seminary constituents, include deepening of prayer and reliance upon the Holy Spirit, engagement with all dimensions of seminarian formation, and the integration of experiential, ministerial, and spiritual learning through dialogue along with cultivating transforming moments. Suggestions for further research include studies in global theological education contexts and studies focused on whole-person transformational experiences of seminarians.

How long is Theological Educators as Facilitators of Whole-person, Redemptive Transformation?

Theological Educators as Facilitators of Whole-person, Redemptive Transformation by Seth J. Nelson author is 0 pages long, and a total of 0 words.

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How Long Does it Take to Read Theological Educators as Facilitators of Whole-person, Redemptive Transformation Aloud?

The average oral reading speed is 183 words per minute. This means it takes to read Theological Educators as Facilitators of Whole-person, Redemptive Transformation aloud.

What Reading Level is Theological Educators as Facilitators of Whole-person, Redemptive Transformation?

Theological Educators as Facilitators of Whole-person, Redemptive Transformation is suitable for students ages 2 and up.

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