Date
5-1-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Laura Jones
Keywords
spiritual direction, Ignatian spirituality, transformative learning, critical reflection, knowledge acquisition, knowledge reintegration, spiritual practice, wellbeing, curriculum and instruction, self-realization, inner work
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Arends, Traci, "Understanding the Lived Experiences of Post-graduates of a Spiritual Direction Training Program Rooted in Ignatian Spirituality: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6888.
https://digitalcommons.liberty.edu/doctoral/6888
Abstract
The purpose of this hermeneutic phenomenological study was to understand and explain the lived experiences of the graduates of the Spiritual Direction Training Program at the Ignatian Ways Center for Spirituality (IWCS). The theory guiding this study was Mezirow’s theory on transformative learning as it informs the transformative journey for the graduates. With this in mind, the central research question was, “What are the transformative learning experiences of graduates of the Spiritual Direction Training Program at the IWCS?” This qualitative design was appropriate because it considered the nature of the problem. The study utilized purposeful sampling of the lived experience of the graduates of the Spiritual Direction Training Program. Data collection was conducted via individual interviews, letter-writing, and focus groups to support data triangulation. The data analysis revealed transformative experiences for the graduates related to the curriculum and instruction and ongoing transformation post-graduation. In addition to the three identified themes, four subthemes emerged for each theme. The three identified themes were creating intentional community for individual and collective wellbeing, healing through the pursuit of spirituality, and critical reflection as a catalyst for personal growth. The tools leveraged for the data analysis were audit trail, memoing, member checking, and coding. The study revealed that an essential element in student transformation is a willingness to be open and fully engaged in the curriculum and instruction. This ongoing and intentional engagement allowed students to move toward a self-realized state of showing up in the world.
