Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Peachey, John Stephen (2020) Journeying together towards goodness: participant understanding of practices and narratives in a University of the Nations Discipleship Training School. PhD thesis, Middlesex University / Oxford Centre for Mission Studies. [Thesis] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/30867/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. 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See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy Journeying Together Towards Goodness: Participant Understanding of Practices and Narratives in a University of the Nations Discipleship Training School John Stephen Peachey OCMS, PhD March 2020 ABSTRACT This study develops a new hybrid theoretical framework and uses it for an empirical moral inquiry. By investigating participants’ understandings of social practices and narratives in the University of the Nations (UofN) Discipleship Training School (DTS) using a multiple individual case study approach, this research infers how processes of moral development and identity formation may be working. Alasdair MacIntyre’s philosophical framework for the rationality of virtue formation in a particular tradition is deepened by inserting Vygotsky’s theories of genetic analysis and mediation in the Zone of Proximal Development (ZPD) and Wertsch’s unit of analysis of mediated human action to research how students use cultural tools to negotiate the intermediate steps of becoming virtuous. Learning and identity formation are explored in an alternative model of higher education using Lave and Wenger’s social learning theory of Legitimate Peripheral Participation (LPP) in a Community of Practice (CoP). Resources in practical theology, such as works by Dykstra and Bass, ground this study in the Christian tradition. Particular attention is given to DTS participants’ pursuit of moral purpose, action in the world, and virtuous character as they learn to relate to those who are ‘other’. A composite summary of participants’ understanding of a good learning community may guide attempts to cultivate virtuous learning communities that nurture non-coercive rearrangements of desire and human freedom. Rising interest in the place of spirituality and religion in the post-secular academy, the global growth of educational institutions in the Pentecostal/Charismatic movement, and the under-researched expression of UofN education taking place in 112 countries in 55 languages indicate potential international impact. This study enables MacIntyre’s virtue ethics framework to be applied in empirical research using sociocultural and activity theories to investigate the processes of learning to become good persons together. Journeying Together Towards Goodness: Participant Understanding of Practices and Narratives in a University of the Nations Discipleship Training School by John Stephen Peachey BA (Goshen College) PGDip (University of Surrey) Primary Supervisor: Professor David I Smith, PhD Second Supervisor: Professor Mark Pike, PhD PhD Stage Leader: Dr David Singh, PhD House Tutor: Dr Paul Woods, PhD A thesis submitted in partial fulfilment of the degree of Doctor of Philosophy in Middlesex University March 2020 Oxford Centre for Mission Studies DECLARATIONS This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. STATEMENT 1 This thesis is the result of my own investigations, except where otherwise stated. Where correction services have been used, the extent and nature of the correction is clearly marked in a footnote. Other sources are acknowledged by midnotes or footnotes giving explicit references. A bibliography is appended. STATEMENT 2 I hereby give consent for my thesis, if approved, to be available for photocopying by the British Library and for Inter-Library Loan, for open access to the Electronic Theses Online Service (EthoS) linked to the British Library, and for the title and summary to be made available to outside organizations. DEDICATION When I was a young man, I thought I heard God ask me to give all my money away. After one week, the voice spoke again. This time I replied, ‘Well, Lord, if that is you, then tell me where you want me to give it.’ Immediately, three names came to mind, but I argued that I did not want to give it to them. In my opinion, they all handled money unwisely and did not deserve it. Then I heard a question, ‘John, did you deserve the gifts and abilities I gave you?’ After replying that I certainly did not deserve them, I heard, ‘Then John, I want you to learn to be generous, even as I am generous.’ I dedicate this thesis to the generous God I have begun to know as Father, Son, and Holy Spirit whose lovingkindness and grace towards me are totally undeserved. ACKNOWLEDGMENTS So many gave generously of their encouragement, time, expertise, and resources to enable me to complete this research journey. I want to express my profound gratitude to several individuals. My wife, Suzi, and our children Seth, Joel, Naomi, and Lily have all provided a loving, supportive family that kept the PhD from dominating our life together. I am grateful to my parents, John and Carol, for instilling in me the values of hard work and faithful persistence. Some early mentors encouraged and inspired me with their ‘godliness and good learning’. I want to remember Dr Alan Kreider, Rev Stanlee Kauffman, Dr Günter Krallmann, and Rev Dr Don Augsburger. Father Macarius faithfully prayed for me for many years, and his example and teaching have brought ancient Christian practices to life. I am hugely indebted to my primary supervisor, Professor David I Smith, whose regular video calls and constant challenges to write and think with greater precision strengthened my desire for excellence in intellectual virtues. My second supervisor, Professor Mark Pike, provided encouragement and methodological guidance at critical points for which I am very grateful. Oxford Centre for Mission Studies provided a superb community of Christian scholarship. I want to thank the faculty and staff, both past and present. Dr Bill Prevette and Drs Wonsuk and Julie Ma warmly welcomed me. Dr Damon So and Dr Brainerd Prince guided the early part of my research. Dr Bernard Farr encouraged me in my ambitious effort to connect MacIntyre and Vygotsky. Dr David Singh faithfully guided my PhD stage. Dr Paul Woods served as my house tutor and, along with Dr Stuart Judge, carefully read the entire thesis enabling a mock viva. Dr Ben Knighton provided many detailed answers regarding primary sources, software, and formatting. Dr Paul Bendor-Samuel’s leadership created a friendly and visionary organizational culture. I have enjoyed many meals and excellent discussions with these and other faculty such as i Dr Tom Harvey, Dr Hae-Won Kim, Dr Tim Keene, and Dr Guichun Jun. It is, however, the staff behind the scenes who make it possible to complete our studies. I am so grateful for the examples of faithful service I saw in Rev Andrew Anderson, Mr Ralph Bates, Mr Andrew Buck, Miss Nicky Clargo, Mrs Blanche Marslin, Mrs Rachel McIntyre, Miss Irim Sarwar, Mrs Nadine Woods, and fellow candidates Terry Garde and Usha Reifsnider. Excellence in practice requires resources, and I was humbled by three sacrificial gifts from my friends, Dr Mark and Katie Sampson, when Mark was still studying. I am grateful for the Lee scholarships at OCMS and assistance from the Mylne Trust, River Trust, and St Barnabas Church. Lynn and Marti Green encouraged and prayed faithfully, and other leaders at YWAM Harpenden gave freedom to pursue this research on a part-time basis. Kind and generous hospitality, by Liz West in the early years and Felicity Gunn in the last year, made my residencies in Oxford possible. Oxford University faculty, Professor Harry Daniels and Associate Professor Ian Thompson, warmly welcomed me to participate in the Oxford Sociocultural and Activity research group seminars and discussions. The librarians and resources at several Bodleian