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The Impact of Intentional Learning Experiences for Personal Spiritual Formation on Seminary Students Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2001 The Impact of Intentional Learning Experiences for Personal Spiritual Formation on Seminary Students Carol M. Tasker Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Education Commons, and the Practical Theology Commons Recommended Citation Tasker, Carol M., "The Impact of Intentional Learning Experiences for Personal Spiritual Formation on Seminary Students" (2001). Dissertations. 724. https://digitalcommons.andrews.edu/dissertations/724 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Andrews University School of Education THE IMPACT OF INTENTIONAL LEARNING EXPERIENCES FOR PERSONAL SPIRITUAL FORMATION ON SEMINARY STUDENTS A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Carol M. Tasker December 2001 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3074699 Copyright 2002 by Tasker, Carol Margaret All rights reserved. __ ___ __ <© UMI UMI Microform 3074699 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O.Box 1346 Ann Arbor, Mi 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ©Copyright by Carol Margaret Tasker 2002 All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE IMPACT OF INTENTIONAL LEARNING EXPERIENCES FOR PERSONAL SPIRITUAL FORMATION ON SEMINARY STUDENTS A dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Carol Margaret Tasker APPROVAL BY THE COMMITTEE: Co-ch Jane Thayer Dean^School of Education Karen Graham. Co-chair/ Jerome D. Tha' Member: Shirldy A. Freed Member: J. H. Denis Fortin' /A External: Joseph Fwidder Date approved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT THE IMPACT OF INTENTIONAL LEARNING EXPERIENCES FOR PERSONAL SPIRITUAL FORMATION ON SEMINARY STUDENTS by Carol M. Tasker Co-chairs: Jane Thayer, Jerome Thayer Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University School of Education Title: THE IMPACT OF INTENTIONAL LEARNING EXPERIENCES FOR PERSONAL SPIRITUAL FORMATION ON SEMINARY STUDENTS Name of researcher: Carol M. Tasker Name and degree of faculty co-chairs: Jane Thayer, Ph.D., Jerome Thayer, Ph.D. Date completed: December 2001 Problem Many seminary students describe their time in seminary as a spiritual desert. Most Protestant seminaries do not provide spiritual formation classes for their students, thinking that such measures are unnecessary or inappropriate for theological education, or assuming that the church is the place for spiritual formation to take place. Nevertheless, pastors are expected to be spiritual leaders, and the pastor’s spirituality is ranked by laity as the highest priority needed by seminary graduates for effective church ministry. A literature survey of theological education shows that, in the last 150 years, students have consistently recognized their need for help with personal spirituality, yet Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. these needs remain largely unmet, with faculty feeling ill-equipped and uncertain about how to offer personal help for the spiritual life. The purpose of this study was to investigate the impact of a 10-week required class in personal spiritual formation for pastors in training. Method More than 2,100 pages of data were collected from 120 students (40 nationalities) over a period of 2 years. Pre-course questionnaires, field notes, weekly journals and reading reports, transcribed focus groups and interviews, reflection papers, and follow-up questionnaires revealed the impact of the four major intentional learning experiences in the class: the day-retreat, the learning about spiritual disciplines, the required 4 hours (weekly) of practicing spiritual disciplines, and the weekly accountability small groups. Results The retreat was the catalyst for increasing honesty and openness with God, self, * and others. Learning about different spiritual disciplines through lectures and reading brought increased enthusiasm and variety to personal devotional times, while cultivating habits of consistency increased appreciation for God’s love and character. The small groups brought many benefits including accountability and mutual encouragement. The positive impact of the class extended to family members, church members, future ministry plans, and the unchurched. The uniqueness of impact on individuals was portrayed in student vignettes. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Conclusion Students grew personally and spiritually in diverse yet beneficial ways, and were grateful for life-changing attitudes, perceptions, and habits, regarding spiritual formation as a highlight in their seminary experience. The teacher’s own authenticity and commitment to personal spirituality were seen as crucial factors. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dedicated to my husband, David, my wonderful encourager and supporter who always had time to deal with my computer problems— even in the middle of Hebrew exegesis and writing his dissertation! And to our delightful children who were students with us for four years, and then in the final year of writing all left the nest— Stephen to learn Spanish in Argentina; Nathan & Janel for their first year of marriage in Oregon. It has been a rich and unforgettable journey for us all— Our God is an awesome God. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS LIST OF FIGURES....................................................................................................... xiii LIST OF T A B L E S ....................................................................................................... xiii ACKNOWLEDGMENTS........................................................................................... xv Chapter 1. INTRODUCTION ........................................................................................... I Expectations for Spirituality in the Sem inary ............................................ I Student Concerns ................................................................................. 1 Administrator, Faculty, and Staff Concerns ......................................... 2 Concerns of the Church M embers ........................................................ 3 Competing Priorities for Pastoral Training ............................................... 4 The Need of Spiritual Formation for the Pastor ......................................... 5 Statement of the Problem ........................................................................... 9 Research P u rp o se ........................................................................................ 10 Research Question ........................................................................................ 11 Assumptions ................................................................................................. 11 Significance ................................................................................................
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