In recent years, scholars have urged those working in Christian higher education to attend more purposefully to student spiritual and character formation. Anchored by the belief that college is a formative time for the development of values, commitments, identity, and life purpose, these calls have taken many different forms. One consistent theme, however, has been the need to expand character formation beyond ethical training and moral decision-making. While such tools are necessary, these scholars note, there is also a pressing need (...) for the development of righteous virtues, affections, commitments, and patterns of living rooted in a right understanding of God and self. How can professors encourage spiritual attentiveness and transformation within the academic setting of a college classroom? What assignments foster spiritual focus and growth into Christlikeness? What helpful practices from the historic Christian tradition can be included in syllabi and course experiences? As professors committed to educationally-based spiritual formation, we are concerned with how to best encourage student spiritual growth. This article is the culmination of conversations, as well as trial and error in our classrooms, in an attempt to answer these questions. (shrink)

While Christian college students often develop a worldview that emphasizes both individual and social flourishing for the Kingdom of God, there are a number of barriers that may prevent them from living lives committed to others’ flourishing. In particular, many of their regular practices generate dispositions that lead in the direction of personal advancement, material security, and devotion to a narrow sphere of family and friends. The development of an others-focused Christian worldview may not be enough to combat these deeply (...) rooted and self-focused dispositional tendencies. Instead, faculty, staff, and mentors must recognize the importance of students’ spiritual practices and the ways these can develop inclinations that both foster commitments to others’ flourishing and combat the self-focused dispositions that block such commitments. This article highlights some of those practices and addresses the ways in which these can help bridge the gap between students’ worldviews and their concrete “ways of life.”. (shrink)

The theme of “family religion” has been a staple of Puritan historiography. Yet while scholars have traced many dimensions of family devotional life, they have largely neglected the role of prayer in familial spiritual formation. This article, therefore, looks at Cotton Mather's recommendations and practices related to two critical parental tasks: prayer for children and the instruction of children in prayer. It looks first at Mather's concern about the decline in both practices, locating this neglect in a loss of sensitivity (...) to the supernatural dimensions of child faith. It then explores Mather's attempts to shore up the “priestly” practice of parental prayer for children, analyzing his perspectives on intercession and his own practices within his family. Furthermore, it looks at parents’ “prophetic” role in teaching their children how to pray. The article concludes with reflections on how Mather's proposals and practices can revitalize current thinking about the role of prayer in familial spiritual formation. (shrink)

In his later years, Puritan pastor Richard Baxter developed a perspective on spiritual formation that highlighted the centrality of the love of God. Interestingly, Baxter emphasized the ways in which a delight in earthly pleasures—such as nature, relationships, and food—could help Christians cultivate the love of God. He viewed these pleasures as “love-tokens” from God, sent in order to help human beings see his goodness and expand their love for the giver of these gifts. While he recognized the potential of (...) such earthly delights to lure hearts away from God, he also recognized that they could serve as powerful “glasses” through which earth-bound creatures could see God’s beauty and goodness and thus grow in godly delight. In the end, Baxter was able to forge a pathway between asceticism and materialism, encouraging Christians to grow their love for God by tracing earthly mercies back to their divine source. (shrink)

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and faith, (...) and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. (shrink)