Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2016 Tammie Marie Grimm School of Arts, Languages and Cultures Research carried out at Nazarene Theological College Manchester Contents Chapter Outline ………………………………………………………………………2 Tables and Figures……………………………………………………………………6 Abbreviations…………………………………………………………………………7 Abstract……………………………………………………………………………….8 Declaration……………………………………………………………………………9 Copyright…………………………………………………………………..………..10 Acknowledgements………………………………………………………………….11 Chapter One: The Dilemma of Disciple Making……………………..…….……13 Introduction…………………………………………………………..…..…13 The Need forTransformation………………………….…………………….13 Classical Christian Discipleship…………………………………………….17 Wesley’s Model of Discipleship……………………………………….……20 Transformative Learning Theory……………………………………………24 Methodology and Chapter Outline………………………………………….27 Chapter Two: Discipleship in Christian Education……………..………..……..33 Introduction……………………………………………..…………………..33 United Methodist Christian Religious Educators ……………..……………35 Other Methodist and Wesleyan Christian Educators………………………..39 Transformative Learning and Christian Education………………………….45 Conclusion…………………………………………………………………..50 !2 Chapter Three: The Practice of Wesleyan Discipleship……………………..…..52 Introduction……………………..…………………………………………..52 Defining the Practice of Discipleship……………………………………….52 The Presence and Role of the telos………………………………….56 The Presence and Role of Virtue ..………………………………….58 The Presence and Role of the ethos…………………………………60 The Presence and Role of the Disciplines……..……………………61 Building a Framework for Wesleyan Discipleship ………..………………..63 The Relationship of Virtues and Disciplines………………………..64 The Relationship of ethos and telos …………..……………………66 The Construction of a Discipleship Matrix..……………..…..……..69 Discipleship as Holy Transformation…………………….…………..….….69 The Process of Sanctification……………………………………….69 Divine Grace and Human Effort…………………………………….76 A Lifelong Endeavour ………………………………………..…….79 Conclusion…………………………………………………………………..81 Chapter Four: The Fragmentation of Discipleship………..……………..…….. 83 Introduction …..…………………………………………………………….83 Imbalances in the Transformed Life ..………………………………………86 Tending Towards Quietistic Traps…………………………………..86 Tending Towards Nominalistic Traps……………………………….89 Tending Towards Legalistic Traps…………………………………..92 Tending Towards Antinomianistic Traps……………………………94 Partial Visions of the Transformed Life……………………………………..97 Tending Towards Pietistic Traps…………………………………….98 Tending Towards Enthusiastic Traps …..………………………….102 Tending Towards Formalistic Traps …..………………………..…106 Tending Towards Rationalistic Traps..…………………………….108 Conclusion…………………………………………………………………111 !3 Chapter Five: Transformative Learning Theory (TLT)..…….…………..…… 115 Introduction ..………………………………………………………………115 Adult Education……………………………………………………………115 Context for Learning……………………………………………….116 Learning Theories………….……………………………..………. 120 Transformative Learning.………………………………………..……….. 123 Defined ………………………………………………..…………..123 Philosophical Foundations ……………………………..………….124 Core Components of TLT………………………………………………….126 The Role of Experience ..………………………………………….126 The Role of Critical Reflection …………….……..………………129 The Role of Rational Discourse ………………..…………………131 Development of TLT .………..…………………………………………….131 The Initial Wave of the Theory..…..……………………………….131 The Integrity of a More Unified Theory ..…………………………133 The Influence of Emancipatory Educators ..………………………134 The Inclusion of Extra-Rational Knowledge..…………………..…136 The Insight of a Planetary Worldview……………………………..143 Identifying Growing Edges for Further Development ……..……..145 Conclusion ……………………………………………………..………….146 Chapter Six: The Practice of Wesleyan Discipleship and TLT in Dialogue…..148 Introduction ….……………………………..……………………………..148 Theological Reflection on TLT regarding the telos .……………..………..148 Theological Reflection on TLT regarding Virtue………………………….153 Theological Reflection on TLT regarding the Disciplines ………………..157 Theological Reflection on TLT regarding the ethos ………………………163 Conclusion ….………..……………………………………………………172 !4 Chapter Seven: The Practice of Transformative Discipleship……………..….174 Introduction .…………………..…………………………………………..174 Contributions of TLT to Wesleyan Discipleship …………………………..175 The Role of a Discrepant Event ..….………………………………176 The Role of Critical Reflection……………………………………180 The Role of Rational Discourse……………………………………185 The Coordinated Response……………………………………….. 188 Contributions of Wesleyan Discipleship to TLT …………………………..191 Non-formal and Informal Nature of Wesleyan Discipleship …….. 192 The Presence of a Coherent telos …………………………………194 Conclusion…………………………………………………………………198 Chapter Eight: Christian Education as a Transformative Ministry….……….199 Introduction……………………………………..…………………………199 Diagnosing the Situation..…………………………………………………199 Confronting the Situation………………………………………..……….. 202 Conclusion…………………………………………………………………213 Bibliography ………………………………………………………………..….…216 Final Word Count: 74,614 !5 Tables and Figures Figure 1 The Loci of the Discipleship Matrix……….…………….………….63 Figure 2 The Vertical Axis ……………………………………………………66 Figure 3 The Horizontal Axis…………………………………………………67 Figure 4 The Centre of the Discipleship Matrix…………………..………….69 Figure 5 Quietistic Traps…………………………………………………..….86 Figure 6 Nominalistic Traps……………………………………………..……89 Figure 7 Legalistic Traps………………………………………………..….…92 Figure 8 Antinomianistic Traps……..…………………………………..….…95 Figure 9 Pietistic Traps.………………………………………………….……98 Figure 10 Enthusiastic Traps………………………………………………….102 Figure 11 Formalistic Traps ……………………………………………..……106 Figure 12 Rationalistic Traps …………………………………………………109 Chart 1 Types of Education ……………………………………………..….116 Figure 13 The Discipleship Matrix and TLT ………………………..…..……189 Figure 14 A Theory of Christian Transformation.……………………….……205 !6 Abbreviations CEJ Christian Education Journal Rules The General Rules of the United Societies SDL Self-Directed Learning TLT Transformative Learning Theory UMC The United Methodist Church Works The Bicentennial Edition of The Works of John Wesley (Nashville: Abingdon Press, 1984 -) WTJ Wesleyan Theological Journal !7 University of Manchester Tammie Marie Grimm Doctor of Philosophy Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory 2016 The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism in particular. A basic premise is that contemporary discipleship efforts are perceived as ineffective in spite of the numerous strategies that exist within the field of Christian education. The contention of this thesis is that the current situation is rooted in a failure to address the holistic and integrated nature of Christian transformation, which from a Wesleyan perspective is understood as the process of sanctification. This thesis explores a more holistic vision for discipleship, drawing upon methodology proposed by Richard Osmer to do theological reflection as it engages Wesleyan theology and transformative learning theory (TLT), a contemporary adult educational theory. The result is a contribution to the field of Christian education that has implications for disciple making ministries in the local congregation. Alasdair MacIntyre’s theory of practice is developed as a means of accounting for the present incoherence within discipleship ministries, and to resource the development of a more holistic approach to the process of Wesleyan discipleship. As a result, discipleship is conceived of as a single complex practice comprised of four inseparably related and integrally connected dimensions: virtues, disciplines, ethos and telos. The theoretical framework also provides insight into contemporary discipleship efforts by systematically isolating each component and investigating the particular emphasis that is stressed, thus truncating the practice of discipleship. Putting this framework into conversation with TLT provides a way for theological reflection that can broker a cross-disciplinary dialogue between TLT and Wesleyan discipleship. The resulting discourse discerns which relevant aspects of TLT can be appropriated within a Wesleyan context and how TLT contributes to the field of Christian education. Contributions that Wesleyan discipleship can make to the field of TLT are also explored. The thesis develops an educational theory that views discipleship as a single coherent complex practice that is consistent with the process of sanctification in the Wesleyan tradition. Such a theory overcomes the current situation that results in isolating various discipleship efforts by prompting the field of Christian education to consider discipleship as sanctification that transforms persons and their contexts in holistic ways. !8 Declaration No portion of the work referred to in the thesis has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning. !9 Copyright Statement I. The author of this thesis (including the appendices and/or schedules to this thesis) owns certain copyright or related rights in it (the “Copyright”) and she has given The University of Manchester certain rights to use such Copyright, including for administrative purposes. II.