Christian Spiritual Formation as Educative Practice

Abstract

Christian spiritual formation (CSF) is typically defined as the process of becoming more like Christ. Most definitions and literature are Christocentric, describing what Christlikeness is and the disciplines and practices that help believers achieve it. However, the literature says little about the nature of the process itself. Arguing that CSF is essentially an educative process, I employ learning theory to craft a framework for CSF based on an educative paradigm. I explored the process of CSF through thirty-four semi-structured interviews during which research participants describe their most spiritually formative experiences, barriers to spiritual formation, outstanding “God moments,” and pivotal experiences. Their narratives identified CSF has three dimensions: mystical, educative, and communal. By mapping these dimensions into learning models, such as Kolb’s experiential learning cycle and Illeris’s 3-dimensional model of learning, I constructed an educative paradigm of CSF. The educative paradigm of CSF through its three formative dimensions shows how the imago Dei is restored to full effect and function as the believer is spiritually formed. Throughout that process, one adopts the posture of a learner, facilitating reflection and the pursuit of phronēsis or wisdom (knowing), sanctification or holiness (being), and praxis or right action (doing). Practical application of the framework for CSF is helpful to individuals making choices about the disciplines and practices that are most beneficial to their formation, and to local congregations and higher education institutions in the design of more balanced and spiritually formative curricula.