Formation, Transformative Learning & Theological Education

Abstract

This research applied Mezirow’s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A field study among minority Christian women attending a Bible school in Pakistan found that the transformative pedagogy contributed to the formational aspects of the theological education programme and helped to integrate the fragmented curriculum, and the separation of theology and spirituality. Students’ epistemological, theological, and personal assumptions were identified at the beginning of the course and changes in these assumptions tracked over the year of study. Five areas of formation, namely relationship with God, thinking theologically, communicating the gospel, relationships with others, and self-understanding, were identified as a way of assessing how changes in assumptions impacted on formational change. Transformation occurred over the range of assumptions and areas of formation. Students’ assumption change was found to be idiosyncratic, responding to the transformative environment created by the teachers, according to particular developmental and formational needs students had. Fostering reflective ability, and the inclusion of reflection activities, as well as mentoring, contributed to students’ formation in the use of transformative learning pedagogy. Transformative learning proved effective even among students with less developed cognitive ability. The South Asian earthquake of 2005 was a significant trigger event which impacted on student formation in developing care and concern, understanding ministry, theodicy, and in developing epistemological complexity. Implications for further research on the use of transformative learning in different theological education settings, and to compare changes over a longer term are also considered.