Transformative learning and Christian spirituality - Towards a model for pedagogical and theological clarity

Oct 15, 2026

Uploaded by Rizky

Ever since transformative learning entered adult education discourse, this paper extends that conversation by examining how Christian spirituality can clarify and deepen the relationship between pedagogy and theology. It explores how transformative learning can be pursued through both cognitive and affective development via clear, accessible biblical teaching in a church-based adult learning programme. The study aims to address “missing” big-life questions while advancing a model linking personal and corporate transformation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Methodology

Transformative learning and Christian spirituality: Towards a model for pedagogical and theological clarity? colin meneely Abstract Ever since Jack Mezirow introduced the incipient, and then more developed idea, of transformative learning to the discussion on adult education more than thirty years ago, the parameters of its theory and practice have been pushed out further and further. The introduction of spirituality and learning to this discussion is not a new one, but this paper explores further the possibilities of the inter-connectedness and inter-dependency of pedagogy and theology, when part of the pedagogical approach of transformative learning is viewed alongside the theology of Christian spirituality in a church based adult learning programme. The quest for pedagogical (and theological) clarity is pursued through attempts to forge learning in both the cognitive and affective domain, through clear and accessible biblical teaching in the local church. Introduction Tisdell (2012) believes something is missing from the discourses of adult education and transformative learning and suggests what it is: ‘ …thus far in the field there’s been limited attention to the Big Questions of life…what gives life meaning, why we’re here, and the meaning of the universe…’(p.27) . These are important questions, for behind them is the quest for learning transformation of sometimes epochal proportions defined by Mezirow (2000) partly as “a sudden, dramatic, reorienting insight”(p.21) thus indicating a person’s being and identity undergoing a paradigmatic transformative shift in habit of mind, leading to a new identity and accompanying actions. Questions such as these have occupied much new ground in pushing out the knowledge parameters of transformative learning, ever since Mezirow (1978) first introduced the idea initially through the concept ‘perspective transformation’ –“a structural reorganisation in the way that a person looks at himself and his relationships”(p.162) to adult learning, and they continue tobe important questions for all who would aspire to teach to transform in adult learning.Within this context this paper will briefly consider part of the connection between transformative learning and Christian spirituality, with a particular interest in the integration of pedagogy and theology and the idea of personal transformative steps as part of, or a prelude to, what might later become in pedagogical terms: ‘ …structural…and conscious shifts that dramatically and permanently alters our way of being in the world’(O’Sullivan 2002:11), and viewed in biblical terms as: ‘…be transformed by the renewing of your mind’(Romans Chapter 12, verse 2). Pedagogically and theologically these could be considered as leading to, or becoming, epochal. Might this integration of Christian theological spirituality and pedagogy be a way of addressing some of the ongoing questions concerning missing knowledge around transformative learning and adult education from a theoretical and practical perspective, as well as advancing new knowledge on the subject? And, perhaps more importantly for adult learning in the church, could this be a continuing reminder that a serious engagement with the pedagogical perspectives, along with the theological perspectives, be a means for developing new interest in church teaching and learning experiences, by encouraging a participatory, active involvement rather than a passive, spectator, involvement where very little learning and change takes place, and where there is often a polarisation between teaching and learning? Whilst a significant amount of work into the various theory, research, and practice of transformative learning have been presented (Taylor, Cranton & Associates, 2012), the idea of Christian spirituality as part ofa transformative pedagogy, with significant incremental and sometimes instantaneous epochal dimensions, is still relatively new and developing and is the one considered by this paper.

FAQs

What “missing issues” does the paper aim to address in adult education and transformative learning?

It addresses limited attention to life’s “Big Questions” and pursues pedagogical and theological clarity in transformative learning, especially through the integration of Christian spirituality with learning in a church setting.

How does the paper connect transformative learning with Christian spirituality?

It frames Christian spirituality as closely linked to transformative pedagogy, viewing changes as involving both structural shifts in thinking and renewal of the mind through biblical teaching in the local church.

What approach does the methodology describe for exploring the proposed model?

It outlines a theoretical framework and explains a work-based, short-term programme that uses clear and accessible biblical teaching, reviews evidence from church learning, and considers how theological spirituality and pedagogy interact to produce transformative experiences.

Oct 15, 2026

Uploaded by Rizky