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Abstract
There is a paucity of empirical studies on the impact of Black spirituality on adult learning, and a gap in the literature on church leaders’ growth and epistemological development (Harrison, 2010; McKenna et al., 2007). Therefore, the purpose of this study was to explore how a group of Black church lay leaders interpreted their transformative learning experiences in a leadership development program and the possible role of Black spirituality in their meaning-making. The study sought to understand how Black church leaders can grow and develop capacity for more effective leadership. Two questions guided the study: (1) How did Black church lay leaders experience perspective transformation? (2) What role, if any, did Black spirituality and faithing play in their perspective transformation? Using the Critical Incident Technique, this qualitative study conducted semi-structured interviews with nine graduates of the program.
The findings showed five major themes. First, participants’ incidents of perspective transformation (Mezirow, 1978) were triggered by two types of events: namely, epochal disorienting dilemmas and slow awakenings. Second, the process of perspective transformation occurred through integrated steps of critical examination of assumptions, critical self-reflection, and liberatory actions. Third, the participants viewed perspective transformation as the beginning of a continuous journey, not a destination. Fourth, four core symbols of Black spirituality played a role in the framing of perspective transformation: namely, the sacred text, worship, piety, and authority of the pulpit voice. Fifth, participants experienced four progressive stages of faithing through new perspectives of God’s love, self, others, and the faith community (Fowler,1981). There were two major conclusions from the study: (1) Black church lay leaders’ experiences of perspective transformation were a combination of conscious and unconscious occurrences, and (2) the Black church lay leaders’ consciousness of Black spirituality framed every aspect of their perspective transformation and created new understandings of freedom.
The outcomes of this study present Black spirituality as a significant influence on adult learning. The study highlights spirituality is not a homogenous construct and requires further delineation in future scholarship on adult education. This empirical study contributes to the scholarship on adult education, transformative learning, and religious education
The findings showed five major themes. First, participants’ incidents of perspective transformation (Mezirow, 1978) were triggered by two types of events: namely, epochal disorienting dilemmas and slow awakenings. Second, the process of perspective transformation occurred through integrated steps of critical examination of assumptions, critical self-reflection, and liberatory actions. Third, the participants viewed perspective transformation as the beginning of a continuous journey, not a destination. Fourth, four core symbols of Black spirituality played a role in the framing of perspective transformation: namely, the sacred text, worship, piety, and authority of the pulpit voice. Fifth, participants experienced four progressive stages of faithing through new perspectives of God’s love, self, others, and the faith community (Fowler,1981). There were two major conclusions from the study: (1) Black church lay leaders’ experiences of perspective transformation were a combination of conscious and unconscious occurrences, and (2) the Black church lay leaders’ consciousness of Black spirituality framed every aspect of their perspective transformation and created new understandings of freedom.
The outcomes of this study present Black spirituality as a significant influence on adult learning. The study highlights spirituality is not a homogenous construct and requires further delineation in future scholarship on adult education. This empirical study contributes to the scholarship on adult education, transformative learning, and religious education