ABSTRACT
Foreword
Goals and preconditions. The primary goal of this theory is to foster spiritual development. It is intended for use with adolescents.
Values. Some of the values upon which this theory is based include:
the young person as gradually advancing in perfection in (somewhat artificial) stages,
fostering spiritual development, especially in adolescents,
student-centered, psycho-educational methods.
Methods. These are the major methods this theory offers for each of the three stages of spiritual development:
The Purgative Stage
The goal is to cleanse oneself from a false sense of self, particularly from low self-esteem.
Use inventories that “measure” self-esteem as a springboard for discussion about self-worth.
Hold retreats for adolescents that deal with self-image and nurture a sense of self-worth.
Have a talk by an older teen or young adult on their own defense mechanisms or “masks” and the destructive power of the flight from self
Have small-group discussions on their own defenses.
Have students verbalize or write concrete affirmative statements about each other.
Have students be members of a peer ministry team to help them feel significant in the lives of others.
The Illuminative Stage
The goal is to help adolescents move from self-preoccupation to establishing and nourishing a relationship with God.
Impose a regimen of silence and short periods of meditation.
Use “fantasy trips” and breathing exercises as preludes to meditation.
Use guided meditation until the adolescent is able to meditate on his or her own.
Do “scripture sharing “ in which a circle of trusting friends read a section of scripture and discuss how it applies in their own lives.
Hold a weekend retreat that uses such methods as guided meditation, journal keeping, solitude, scripture sharing, and shared prayer to foster a personal relationship with God.
Have an adult mentor or guide assist the adolescent in establishing a personal relationship with God.
The adult needs to initiate the mentoring relationship.
The Unitive Stage
The goal is to help adolescents come to feel at one with God and all His living creation.
Provide cultural exposure in groups, entailing direct human interaction with (a) people of a lower income level and/or (b) people having significant differences within the same income level, and have group reflection on the experience.
Hold a weekend retreat on topics of social justice, using talks, audio-visual material, and small-group discussion.
Expose adolescents to the broad spectrum of social issues by offering them speakers and films on a variety of topics, being sure to communicate the complexity of issues, not just the point of view we would like them to reach.
Major contributions. Holds spiritual development as an important dimension for instructional theory to address. Conceives of stages of spiritual development, each of which requires different methods of instruction.
Special Comment. This chapter deserves three special comments.
First, spiritual development is conceived here as the gradual advancement of the soul, and as such is distinct from religious education. It is something which all religions seem to address to some extent. * But it can also occur in the absence of any religion. Fostering spiritual development does not require advocacy of any particular religion. And it has nothing to do with religious doctrine or indoctrination.
Second, the inclusion of this chapter in this volume does not in any way imply that spiritual development should be included in public education. Human learning and development of all kinds are fostered in many kinds of settings other than public education, and all the theories in this book can be applied in many different settings. The choice of setting in which to apply a theory is independent of the theory itself. But the belief that religion should not be taught in public schools does not dictate that we should omit from instructional theory any and all guidance for fostering spiritual development, for it might be highly valued in other settings.
Third, most of the existing guidance for fostering spiritual development has come from organized religions. It is natural that experts in such guidance would view it from the perspective of their respective religions. The author of this chapter writes from a Christian perspective, but I hope that the reader will be able to look beyond any trappings of Christianity to see the more universal ideas he offers for fostering spiritual development.
—C.M.R.
