Luther Seminary Digital Commons @ Luther Seminary Doctor of Philosophy Theses Student Theses 2015 Deep in the Burbs : a Participatory Action Research Project Exploring How the Social Trinity Impacts Spiritual Formation in Suburban ELCA Congregations Steven P. Thomason Luther Seminary Follow this and additional works at: http://digitalcommons.luthersem.edu/phd_theses Part of the Christian Denominations and Sects Commons, Christianity Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Thomason, Steven P., "Deep in the Burbs : a Participatory Action Research Project Exploring How the Social Trinity Impacts Spiritual Formation in Suburban ELCA Congregations" (2015). Doctor of Philosophy Theses. 22. http://digitalcommons.luthersem.edu/phd_theses/22 This Thesis is brought to you for free and open access by the Student Theses at Digital Commons @ Luther Seminary. It has been accepted for inclusion in Doctor of Philosophy Theses by an authorized administrator of Digital Commons @ Luther Seminary. For more information, please contact [email protected]. DEEP IN THE BURBS: A PARTICIPATORY ACTION RESEARCH PROJECT EXPLORING HOW THE SOCIAL TRINITY IMPACTS SPIRITUAL FORMATION IN SUBURBAN ELCA CONGREGATIONS by STEVEN P. THOMASON A Thesis Submitted to the Faculty of Luther Seminary In Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY ST. PAUL, MINNESOTA 2015 © 2015 by Steven P. Thomason All rights reserved ABSTRACT Deep in the Burbs: A Participatory Action Research Project Exploring How the Social Trinity Impacts Spiritual Formation in Suburban ELCA Congregations by Steven P. Thomason Deep in the Burbs is a participatory action research project that gathered members from three upper-Midwest suburban ELCA congregations to explore how engagement with the social Trinity might impact the research team’s ideation or praxis of spiritual formation. The research team pursued this question through the practice of Dwelling in the Word—specifically in select passages from the Upper Room Discourse (John 13-17)—various modalities of communicative learning, and communicative action projects in the community. The data indicate three major themes that became important to the research team: the essential nature of relationships, the necessity of reflection, and the awareness of the Holy Spirit’s agency in the world. These findings indicate that the process of participatory action research itself is a Trinitarian praxis that empowered the research team to shift from a vertical-personal ideation and praxis of spiritual formation to a horizontal-communal ideation and praxis of spiritual formation. This shift demonstrates the self-transcendence inherent in spiritual formation. These findings also provide practical implications for leaders of the missional church who seek to engage the suburban neighbor in the Gospel of peace—to the glory of God, through Jesus, and in the power of the Holy Spirit. ii ACKNOWLEDGMENTS February 5, 2007. 3:00am. I was in bed and awakened to hear a voice. “Steve,” the voice said, “move to Minnesota and get your PhD.” I looked over at my wife, Lona. She was sound asleep. “Lord,” I responded, “have you met my wife?” This is the woman who told me she would never move to Minnesota. We lived in Nevada, where it was warm and sunny. The next morning I told her about my experience. She said, “If that is what God wants us to do, then I am not going to stand in the way.” Eight years later she is still supporting me on this journey. We moved to Minnesota, with our four children, dog, and two birds. She braved the frigid winters to honor God’s leading. I could not have completed this dissertation without her love, support, and encouragement. So many nights she told me to get back to the study when all I wanted to do was sit on the couch with her and watch television. She sacrificed many evenings by being alone so that I could get more work done. This dissertation happened because of her loving faithfulness and encouragement. I must also acknowledge my four wonderful children that made the journey with us. Three of them have graduated from high school since that day in 2007. They, too, cheered me on and pretended to be interested when I shared my latest theological discovery at the dinner table. Each one of them helped me come to understand the communicative rationality that I argue in this paper. They taught me how to listen, to embrace new ideas, and how to find a third way of love in a changing, postmodern world. iii My parents have also been key to this project. They welcomed us to Minnesota and offered us their home when we first arrived. They have been a constant source of encouragement and support every step of the way. My mother continually asks questions and allows me to rehearse new ideas. Her curiosity is refreshing. My father, too, has been a rock of stability for me. I don’t know how I could have processed this journey without my weekly coffee meetings with him. His spiritual perception, openness to the leading of the Holy Spirit, and adaptability to the changing culture has been a source of inspiration to discern the movement of the Triune God. Many of the ideas expressed in this paper are the result of those coffee talks with him. I must also give special thanks to Pastor Mark, to the congregation that I serve, and to the many individuals who have supported me, both financially and prayerfully. These people have sacrificed so much to create space for me to focus on this research. My benefactors, both in our local congregation and from other parts of the country, are true partners in ministry. It is my hope and prayer that the findings from this research will be the fruit of their generosity that will be seeds for future fruit in the Kingdom of God. My family and friends have supported me along this journey, but my academic mentors cleared the theological path for me. Dr. Craig Van Gelder welcomed me into the Congregational Mission and Leadership (CML) department at Luther Seminary and advised me through the coursework. He shaped my understanding of the missional church and set the standard for the life of the scholar. Dr. Gary Simpson introduced me to the conversation of the social Trinity and its essential connection to the missional church. Dr. Patrick Keifert first introduced me to Dwelling in the Word at a conference in 2006, and then reconfigured my understanding of the theological task as it relates to the local iv congregation during our work in the CML program. Finally, my thesis advisor, Dr. Mary Hess, has been a constant source of encouragement along they way. She introduced me to the work of Robert Kegan, to the practice of participatory action research; she expanded my understanding of spirituality and adult learning, and has been a co-conspirator in the role of digital media in higher education. I have soaked up as much of the knowledge and wisdom as possible from these scholars and teachers of the church. I pray that the work in this paper will honor them and bring glory to God—Creator, Redeemer, and Sustainer. v TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENTS ................................................................................................. iii LIST OF ABBREVIATIONS ........................................................................................... xii LIST OF ILLUSTRATIONS ........................................................................................... xiii PROLOGUE ......................................................................................................................xv 1. INTRODUCTION ..........................................................................................................1 The Story of the Question ......................................................................................2 Every Story has a Prologue ...................................................................................4 How am I Writing This? .................................................................................5 To Whom am I Writing? ................................................................................5 To the Research Team .............................................................................5 To the Academy ......................................................................................7 To God ....................................................................................................7 To the Accidental Reader ........................................................................8 Why am I Doing This? ...................................................................................9 I Love God ..............................................................................................9 I Love the Church..................................................................................10 I Love the World ...................................................................................11 Why is this Question Important? ..................................................................11 Personal Importance ..............................................................................12 Academic Importance ...........................................................................12 Congregational Importance ...................................................................12 The Dangers of Studying Spirituality ..................................................................13