Education, Discipleship, and Spiritual Formation in Ministry

Defining Education, Discipleship, and Spiritual Formation

There are a number of ways to define education, but one of the most useful formulations came from John Dewey in the early twentieth century. Dewey stated that education, in its most general sense, is the means through which the goals, aspirations, and habits of one generation are passed on to the next (Dewey, 1916). He also believed that students attended school in order to experience real and guided events that allowed them to interact with others socially, learning how to contribute to society through those actions and interactions.

Discipleship, on the other hand, can often be understood as the following of a person or individual and the spreading of that individual's theology or beliefs by those who become disciples. Regarding disciples of Christ, one could say that a disciple of Christ is the individual who not only believes in and follows Christ's teachings, but who is also one with Christ — one who lays down the worries of the world and follows Christ in all things.

Spiritual formation is a cross between both education and discipleship. A recent article states that spiritual formation is "a showing how" (Vann, 2009, p. 56) — in other words, an education in how to worship the Creator through worshiping alongside others who are both similar and different. We learn by example, and that example becomes a part of us that in turn becomes a part of others through the same process. We show others how to become more Christ-like through our actions; this process leads to spiritual formation.

Similarities Among the Three Concepts

As described above, the similarities among all three concepts should be clear. Each is a method of not only learning the teachings of Christ, but also of modeling what is learned so that others might benefit from that learning as well.

Spiritual formation can be accomplished through example, as can discipleship, while education is fundamentally grounded in example. One recent study determined that "most programs of adult Christian learning today expect students to engage in theological reflection" (Williams, 2011, p. 54), which is equally a part of education, discipleship, and spiritual formation.

Key Differences Between the Concepts

These three concepts differ from one another as well. Discipleship is often described as a complete giving over of oneself to one's beliefs in Christ and a focusing of one's entire life on proclaiming Christ's teachings to others. Both education and spiritual formation, by contrast, are forms of learning and living certain teachings without the total commitment to spreading the gospel that discipleship requires. Additionally, spiritual formation is the art of learning through watching the examples of others, while education can be described as a structured course of study — not necessarily learning by example. For instance, a professor could conceivably teach gospel principles while not living them.

A recent study raises the question: "How do the varying factors in one's life such as family history, education, work context, family situation, and personal beliefs get incorporated into the process of choice?" (Schutte, 2008, p. 415). Schutte goes on to explain that when we are fostering a life of purpose, we are often forced to make difficult choices. As Schutte notes, "The claims between work and family do compete … one cannot easily replace the other, and sometimes both are not an option" (p. 415). The same tension applies to the purpose of ministry, both from the perspective of the student and from the perspective of the instructor. The purpose of the overall educational institution or community should also be considered when determining which course to take.

Conclusion: Allowing Students to Chart Their Own Path

Ultimately, the relationship among education, discipleship, and spiritual formation in a ministry context is one of complementary pathways rather than competing priorities. Each concept offers a distinct but overlapping means of drawing students closer to Christ and equipping them to live and share their faith. The ministry's most meaningful contribution is not to prescribe a single path, but to provide a rich, biblically grounded environment in which all three forms of growth are possible. By honoring individual differences and allowing students to discern their own direction, the ministry fulfills its deepest purpose: guiding each person toward spiritual maturity at their own pace and in their own time.

References

Dewey, J. (1916). Democracy and education. The McMillan Company. (Copyright renewed 1944 by John Dewey.)

Hull, J. E. (2009). Education for discipleship: A curriculum orientation for Christian educators. Journal of Education and Christian Belief, 13(2), 155–168.

Moran, G. (1997). Showing how: The act of teaching. Trinity Press International.

Schutte, K. J. (2008). Fostering an integrated life of purpose in Christian higher education. Christian Higher Education, 7(5), 414–433.

Vann, J. R. (2009). Liturgical spiritual formation across the generations. Liturgy, 24(2), 54–62.

Williams, J. (2011). The mirror of learning: Towards a theology of reflection in Christian education. Journal of Education and Christian Belief, 15(1), 53–64.