Exploring the Conceptual Compatibility of Transformative Learning Theory in Accounts of Christian Spiritual Renewal at Wheaton College in 1995

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Autor/in	McLaughlin, Richard J.
Titel	Exploring the Conceptual Compatibility of Transformative Learning Theory in Accounts of Christian Spiritual Renewal at Wheaton College in 1995
Quelle	(2014), (409 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Biola University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7867-1
Schlagwörter	Hochschulschrift; Dissertation; Transformative Learning; Christianity; Interviews; Biblical Literature; Audio Equipment; Educational Theories; Spiritual Development; Religious Education; World Views; Church Related Colleges; Archives; Teacher Attitudes; Student Attitudes; Religious Factors; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pädagogische Transformation; Christentum; Interviewing; Interviewtechnik; Bibel; Audio-CD; Educational theory; Theory of education; Bildungstheorie; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; World view; Weltanschauung; Kirchliche Hochschule; Archivwesen; Archiv; Lehrerverhalten; Schülerverhalten
Abstract	This research explored the conceptual compatibility of Transformative Learning Theory in accounts of Christian spiritual renewal at Wheaton College in 1995. The literature review examined two domains: Transformative Learning Theory (TLT) and renewal of spiritual life in American students. TLT was applied as quadrants of experience, critical reflection, rational dialogue, and action. In the data collection, the rational dialogue and action quadrants numerically showed the strongest conceptual compatibility; substantiated by all 28 participants. A Christian worldview integration chapter also shows an inter-relationship of Mezirow's educational theory with a Christian biblical framework for renewal. Three biblical passages (Psalm 77:1-20; Romans 12:1-2; 2 Corinthians 4:7-18) are exposited and provide insights into the educational theory and biblical theology inter-relationship. An information-rich sample was selected from campus renewal audio archives from the Billy Graham Center Archives at Wheaton College. These audio interviews involved 28 people and totaled 30 interviews, since one highly involved student and one highly involved professor were interviewed both in the general interview and wider testimony categories. The findings confirmed a strong compatibility between TLT and these accounts of Christian spiritual renewal at Wheaton College in 1995 making what occurred look like a laboratory for transformative learning. The presentation of this data was reduced to 11 prominent themes and summarized by one statement for each quadrant: TLT Quadrant #1: God's active presence initiated, motivated, and empowered the revival's transformative learning (26 people, 343 comments). TLT Quadrant #2: Christian renewal participants had their hearts, expectations, and understanding meaningfully stirred by Bible teachings and church history examples (27 people, 241 comments). TLT Quadrant #3: Unexpected levels of vulnerability in confession became contagious in a safe relational context (28 people, 511 comments). TLT Quadrant #4: Participants were drawn to God and to each other through intercessory prayer and celebratory worship experiences (28 people, 495 comments). Findings were discussed related to TLT and Christian spiritual renewal literature, and adapted into educational implication questions. The study culminates with quadrants of personal openness to Christian spiritual renewal including a prioritization of prayer through the inter-connected and circling stages of disorienting experience, critical reflection, rational dialogue, and action. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01