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Best practices of faculty in the spi...

Royael, Christopher George.

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Best practices of faculty in the spiritual formation of Master of Divinity students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Best practices of faculty in the spiritual formation of Master of Divinity students./
Author:	Royael, Christopher George.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0558.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163181
ISBN:	0542018624

Best practices of faculty in the spiritual formation of Master of Divinity students.
Royael, Christopher George.

Best practices of faculty in the spiritual formation of Master of Divinity students. - 173 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0558.

Thesis (Ed.D.)--Oral Roberts University, 2005.

Purpose, scope and method of study. The changing needs and profile of today's seminary student along with the Association of Theological Schools degree standards have raised many questions regarding faculty roles and responsibilities for promoting spiritual formation within the academic setting. Even though there is a growing awareness of the need for an intentional, multifaceted approach to spiritual formation within theological education, the literature provides few examples of how seminary faculty may promote spiritual formation within the classroom through their respective disciplines. The purpose of this study is two-fold: (a) to identify and describe the practices of exemplary faculty who promote the spiritual formation of Master of Divinity students within the classroom through their respective disciplines, and (b) to analyze these descriptions of practices in view of current literature on spiritual formation within theological education. A basic interpretive qualitative research design is used to explore the research questions (Merriam, 1998). The participants of the study are 10 seminary faculty members who teach Master of Divinity or Master of Theology students at five theologically diverse, ATS-accredited seminaries located in the Southwest. After conducting semi-structured, in-depth interviews, the researcher analyzed the data and identified several common themes.

ISBN: 0542018624Subjects--Topical Terms:

783747
Education, Teacher Training.

Best practices of faculty in the spiritual formation of Master of Divinity students.
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500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0558.
500 $a Adviser: Hallett Hullinger.
502 $a Thesis (Ed.D.)--Oral Roberts University, 2005.
520 $a Purpose, scope and method of study. The changing needs and profile of today's seminary student along with the Association of Theological Schools degree standards have raised many questions regarding faculty roles and responsibilities for promoting spiritual formation within the academic setting. Even though there is a growing awareness of the need for an intentional, multifaceted approach to spiritual formation within theological education, the literature provides few examples of how seminary faculty may promote spiritual formation within the classroom through their respective disciplines. The purpose of this study is two-fold: (a) to identify and describe the practices of exemplary faculty who promote the spiritual formation of Master of Divinity students within the classroom through their respective disciplines, and (b) to analyze these descriptions of practices in view of current literature on spiritual formation within theological education. A basic interpretive qualitative research design is used to explore the research questions (Merriam, 1998). The participants of the study are 10 seminary faculty members who teach Master of Divinity or Master of Theology students at five theologically diverse, ATS-accredited seminaries located in the Southwest. After conducting semi-structured, in-depth interviews, the researcher analyzed the data and identified several common themes.
520 $a Findings and conclusions. All of the participants recognize the importance of promoting the spiritual formation of their students within the classroom through their respective disciplines. They accomplish this task through various pedagogical techniques: lectures, reflective writing assignments, group discussions, group work, utilizing art/music, and field trips. In addition, classroom environment, the activities of the instructors, the selection of textbooks, and the evaluation of student's spiritual formation emerged as components that contribute to the integration of spiritual formation within the classroom. While pedagogy is important, the deeper issues of educational philosophy and genuine pastoral concern for the students are the necessary foundation upon which the effective classroom practices are built. The researcher concludes that in addition to training in adult education principles, faculty would benefit from further discussion on the theological and philosophical foundations of spiritual formation and its relationship to theological education.
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