Faith & Spirituality Development. Michael Galvin Shelby Kruczek

Transcription

1 Faith & Spirituality Development Michael Galvin Shelby Kruczek

2 Setting the stage Terminology is not consistent in the literature, even recently (definitions depend on the theorist) Historically fundamental in first higher ed institutions in the U.S. (training clergy, religiously grounded education) Speck (2005) s reasons/errors for its absence as topic in higher ed: Separation of church and state prevents discussion on what could be construed as religious Emphasis in higher ed on objectivity and rationality Most educators lack of preparation Upward trend in the lit over the past decade

3 Fowler (1981) 6 stages, 1 pre-stage Age-linked but not prescriptive (one might enter faith much later in life) Spiral through staircase Transitions between stages have 3 phases Endings Disengagement Disidentification Disenchantment Disorientation Neutral zone New beginnings Received much criticism

4 Parks (1986, 2000) Argued for young adulthood stage: unique search for belonging, integrity, and contribution to and in changing society Elements: spiral and multidimensional 5 forms of knowing (cognitive: relationship between self and authority) 4 forms of dependence (affective and social: how one feels and interacts) 5 forms of community (interpersonal, social, and cultural) 5 moments in imagination (process of naming images, creating life) Faith: the constant patterning, testing, and recomposing of meaning; validated through lived experiences Spirituality: a hunger for authenticity and reconciliation between inner and outer lives

5 Cartwright (2001) Connects Neo-Piagetian and postformal theories of cognitive development and spiritual development to explain an individual s understanding of his/her relation to a Higher Power Postformal theory: progress from subjective to objective modes of thought (Piaget) but then in adulthood transcend formal reasoning by integrating the subjective and objective forms Stages parallel Piagetian theory plus postformal mode of thinking Sensorimotor Preoperational Concrete operational Formal operational Postformal: let go of culturally transmitted views to consider multiple versions of reality and select one that is appropriate to self

6 Astin & Astin (2011) Collected data from 14,527 students from 136 colleges and universities nationwide (interviews, surveys, focus groups) Most growth in spiritual qualities if students engage in inner work (self-reflection, meditation, contemplation, etc.) and if faculty support/encourage their spiritual development 5 Spiritual Qualities Equanimity Spiritual quest Ethic of caring Charitable involvement Ecumenical worldview 5 Religious Qualities Religious commitment Religious engagement Religious/social conservatism Religious skepticism Religious struggle

7 Astins at Mason

8 Dalton et al. (2006) Focuses on role of higher education in students inner development Importance of religion and spirituality for college students today 5 developmental factors in process of spiritual search Identity: Who am I? Destiny or Calling: Where am I going? Personal Faith: What can I believe in? Wholeness: How can I be happy? Mattering: Will my life make a difference? 2 forms of spiritual search In the context of religion Outside direct connection to any religion

9 Dalton s 4 Student Spiritual Seekers Religious Seekers Faith centered seekers: those who engage in spirituality solely within the context of their own particular religious tradition Multi-religious seekers: those who seek to deepen their religious spirituality through interfaith and multi-religious exploration, dialogue, and practice Secular Seekers Mindfulness seekers: those who focus in their inner search on ways to heighten self-awareness and understanding Wellness seekers: those who engage in spirituality activities in order to achieve a more holistic, healthy, and integrated way of life Solitude vs. Social

10 Dalton s Matrix

11 Poll!

12 Implications for Students Why should higher education have a role in students inner/spiritual development? What are the types of challenges of discussing faith and spirituality in a higher education setting? How can student affairs professionals better address their students spirituality in co-curricular spaces? How can faculty better address their students spirituality in (or outside) the classroom? What is George Mason already doing to address the spirituality of its students? What can you do to better equip yourself to address the spiritual needs (as appropriate) of the students in whom you invest?

13 References Astin, A. W. (2004). Why spirituality deserves a central place in liberal education. Liberal Education, 90(2), Astin. A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the spirit: how college can enhance students inner lives. San Francisco: Jossey-Bass. Benson, P. L., Roehlkepartain, E. C., & Rude, S. P. (2003). Spiritual development in childhood and adolescence: Toward a field of inquiry. Applied Developmental Science, 7(3), doi: / S XAD20703_12 Cartwright, K. B. (2001). Cognitive developmental theory and spiritual development. Journal of Adult Development, 8(4), 213. Dalton, J. C., Eberhardt, D., Bracken, J., & Echols, K. (2006). Inward journeys: Forms and patterns of college student spirituality. Journal of College and Character, 7(8). Retrieved from xml?format=INT Ebstyne King, P. (2003). Religion and identity: The role of ideological, social, and spiritual contexts. Applied Developmental Science, 7(3), doi: /s xads0703_11

14 References, cont. Evans, N. J. (Ed.). (2010). Development of faith and spirituality. In Student Development in College: Theory, Research, and Practice (2nd ed., pp ). San Francisco, Jossey- Bass. Love, P. G. (2002). Comparing spiritual development and cognitive development. Journal of College Student Development, 43(3), Love, P., & Talbot, D. (1999). Defining spiritual development: A missing consideration for student affairs. Journal of Student Affairs Research and Practice, 37(1). doi: / Mayhew, M. J. (2004). Exploring the essence of spirituality: A phenomenological study of eight students with eight different worldviews. NASPA Journal, 41(3), Parks, S. D. (2011). Big questions, worthy dreams: Mentoring emerging adults in their search for meaning, purpose, and faith. San Francisco, CA: Jossey-Bass. Roehlkepartain, E.C. (2006). The handbook of spiritual development in childhood and adolescence. SAGE.