Developing
-Building Relationships -Growing SpirituallyApplying
-Participating -Contributing Spiritual EnvironmentSpiritual Integration: Arriving at a Definition
Before presenting an explanation of The Spiritual Integration Model, it is important to explain how I arrived at a definition of spiritual integration. This effort required the
development of a definition for spirituality as well as one for a Bible college’s spiritual environment – both of which were integral to the definition of spiritual integration.
Spirituality defined. In the data collection phase of the study, participants were asked questions regarding Schreiner’s (2000) spiritual integration indicators. As the study progressed and themes began to emerge, participants were asked what they considered to be indicators of individual spirituality – specifically of undergraduate Bible college students. During the coding process, answers to these queries were gathered together within a concept titled “Spirituality.” There were 23 different responses within the concept with six as the most useful for developing a definition of student spirituality. These became the three spirituality indicators of (a) Christ-like behavior, (b) authenticity, and (c) interest in studying and talking about God’s word.
The first was “Christ-like behavior,” or actions speak louder than words, how they talk and interact, they loved one another, and always fruit. When asked what he would look for to assess spirituality, Noah said “actions speak louder than words, so I'm going to look toward the life they live . . . . Are they in the Word daily?” While David said, “But if you say you are Christian, I need to see it in your acts, uh, maybe the way you talk, your interaction with me as we deal with people.” Ruth focused on prayer and stated, “Or just like how much time they spend in prayer?” Felix wanted to know, “How they are interacting with others. Are they ‘me motivated?’ Or, are they ‘others motivated?’” As for love for one another Luke opined that “It’s a subtle answer here, I think. And you have to really look for it. The description in the Book of
Acts at Antioch – they loved one another.” Finally, in always fruit, Omar related his view of, “Do they have fruit that is of God? Do they have passion? Are they peacemakers?”
As for “authenticity,” or who we see them as, Hermes stated that “Um, because I really do feel like you can say one thing, but I just really want to see how you live it out.” Ruth was also concerned about how people acted when they were not in the presence of other Christians when she shared “Having people or someone they worked with before being able to tell them this is who we see them as.”
The final indicator of “interest in studying and talking about God’s word” was given emphasis by Gideon when he said, “I believe that would be the main thing. You and I start talking out here, and um, and we are both – are Christians – and we didn’t mention God or nothing.” Also included in the concept of talk about God was Matthew’s point that spiritual Christians should be talking about God when he asked “Does the Lord ever come up?” Hermes, in the concept interest in studying the Word, wanted to know if they studied the Word of God while Ruth was interested in, “Are you reading your … Like how much time do you spend reading the Bible per week?”
When I contemplated the three spirituality indicators as descriptors of a student’s Christian spirituality, I was able to develop a definition: A person who exhibits spirituality, in regards to Christianity, responds to situations exhibiting Christ-like behavior, demonstrates love and encouragement in his or her speech and actions, constantly shows an interest in cultivating a knowledge of God’s word, and behaves the same way when around fellow Christians or non- Christians.
The spiritual environment defined. Developing a definition of the spiritual environment relied more on looking at the resultant categories holistically and interpreting
participant data to create what I believe to be a very general description of the atmosphere at a Bible college. This included a quote from Andrew that best encapsulated the foundation of a Bible college when he said that, “I think there’s enough of an integral Christ focus here that you couldn’t come here and be anti-Christ and stay.” The three-word term of “integral Christ focus” I believed best described what the faculty, staff, and students, along with the curriculum, must embrace in order to foster Christian discipleship and spiritual growth. This commitment was espoused on the College of the Bible’s website when it informed prospective students that the college offered a Christ focused education. Also, the behavior of people who learn and teach at a Bible college must be spiritual in nature – which was already discussed when I defined
spirituality. Therefore, my definition of a Bible college’s spiritual environment: The spiritual environment at a Bible college consists of the integral Christ focus of the college’s curriculum, faculty, staff, and students. This environment encourages Christian discipleship, Bible-centered instruction, spiritual growth, and authentic Christian behavior by all persons attached to the college. Before moving on, it is important to consider the fact that the spiritual environment is not a stand-alone category within the process that students undergo as they spiritually integrate into their Bible colleges – it is more an overall Christ-centered attitude that permeates the Bible college environment and includes elements from almost every aspect of the process discussed in detail in the following text.
Spiritual integration defined. Since I was trying to define a type of integration, Van Gennep’s (1960) integration model was used as the foundation for spiritual integration. As stated before in Chapter Three, an individual departs from one group and joins another through three stages. These stages were (a) separation from the original group, (b) transition into the new group, and (c) incorporation of the new group’s expectations and norms (Van Gennep, 1960).
Figure 3, is a simple model of integration that I created, from Van Gennep’s (1960) description, for illustrative purposes:
Figure 3. Simple model of integration adapted from Van Gennep (1960).
While Van Gennep’ (1960) model stated that a person must incorporate the new group’s
expectations and norms, I viewed this as a student’s acceptance of the spiritual environment at a Bible college. Indeed, the spiritual environment is where the student will encounter the
expectations and norms of a Bible college as embodied in biblical discipleship, instruction, and spiritual growth and must accept that environment to spiritually integrate.
The definition of a spiritually-integrated student relies on the building blocks of spirituality, the spiritual environment, and knowledge of Van Gennep’s (1960) integration model. The definition of spiritual integration is: Spiritual integration of Bible college
undergraduate students occurs when they perceive that their spirituality, whether possessed by them upon their enrollment and/or formed during their attendance, has aligned with the spiritual environment of their college and therefore have accepted their place in that environment.
The Spiritual Integration Model Explained
The reader may notice in The Spiritual Integration Model (Figure 2) how the student processing through the model can move from discovering to either developing or applying before moving on to accepting. This was added to the model to show that students, perhaps those who
have been Christian throughout most of their lives and are familiar with contributing to charitable causes or to their church, may start contributing right away before actually building relationships or growing spiritually in their Bible colleges. The dotted line that surrounds the entire process represents the core category of desire to honor God. The core concept of desire to honor God touches every major theme within the spiritual integration process undergraduate students may experience in a Bible college. Bible college students, or prospective students, exhibit a desire to honor God whenever they direct their thoughts and actions toward pleasing God in their personal and professional lives. The other dotted line that surrounds the major categories of discovering, developing, applying, and accepting represents the spiritual
environment. This shows that students will begin to perceive the spiritual environment, found mostly in the Bible college, only after they arrive and begin the spiritual integration process and eventually accept or decline their place in the college. Finally, the reader will observe the re- integrating loop at the bottom of the model. This allows a student to fall back and revisit an earlier theme in the event they encounter difficulty while progressing through the spiritual integration process. For example, a student who is contributing to the Bible college through a service learning project may return to developing so that she can build a relationship with a faculty member in order to perform the service learning requirement at a more enhanced level of understanding. Also, a student may return to seeking another Bible college if they have a
negative experience in building relationships with their fellow students.
Table 6 provides a tabular representation of The Spiritual Integration Model with the major categories expanded to better illustrate the various concepts within the model and where they reside. I developed The Spiritual Integration Model to be free from jargon and
reader who has experienced the spiritual environment at a spiritually-oriented college or university could easily understand where they may fall within the model’s continuum.
Table 6
Tabular Representation of the Spiritual Integration Process
Seeking Discovering Developing Applying Accepting
Seeking God -Knowing God -Calling Family -Caring Faculty -Devoted Faculty -Caring Peers Building Relationships -Building Relationships with: God, Faculty, Peers
Participating -Give and Take -I speak at his/her Church -Study Groups Spirituality Status Seeking a Spiritual Education
-Bible College Students -Need Spiritual Education
College Environment -Appealing College -Focusing on God -Collaborating with Faculty and Peers
Growing Spiritually -Challenge
-Internal/External -Wrestling with Faith -Worldview
Development -Change
-Incorporation of Faith into Life -Bible College Attendance -Personal Change -Christian Identity Contributing -Learning to Help -Helping
-Not Just Coming to School
College Fit
Readers may want to review Table 4, which contains a list of the study’s final sample of 28 student and seven faculty participants’ pseudonyms and demographic data. Reviewing this table may assist readers in maintaining their understanding and awareness of the quoted
interviewees and perhaps provide some additional context. The list includes student participants’ gender, age, race, which site they attend as students, whether they are traditional or
nontraditional students, their marital status and their year of enrollment during the time of their interviews. This list will also provide faculty participants’ gender, age, race, and the site where they taught during their interviews.
Seeking
Prospective students want to know more about God and have experienced a sense of guidance by God, or a calling, to attend a Bible College. They express a desire to attain an education, even a formal degree, with a spiritual or biblical foundation that would equip them with the necessary knowledge and skills to share what they learned with others.
Seeking God. Prospective students wanted to know more about their Creator creating the desire of knowing God better. They believed they were led by God or heard a calling to attend a Bible College.
Knowing God. Knowing God was a concept that students experienced in childhood or recently in adulthood where they wanted to know God better. This came about because they did not have any experience with God, such as Bartholomew who described from his childhood how his grandmother would take him to church:
And she would take me to church every once in a while, but we would have to work on Sundays. And I knew about God, but I didn’t have really the experience
of God, so it was like I knew that there was a God, but I didn’t experience – I would just go to church.
Participants found themselves wanting more in-depth knowledge of Him through personal and collegiate Bible study. Bernice began a personal study of the Bible as an adult:
I wanted to know more about God. I said, ‘I’m going to read the Bible.’ I was determined after I bought my house. I’m retired, I do not have to do anything. I’m going to read the Bible from Genesis to Revelation. So I just started reading the Bible on my own, just reading it.
Later, Bernice wanted to augment that with formal study at a Bible college when she remarked, “You know, riding around, saw the How to Study the Bible on the signage here at [College of the Bible] and came in took the class and just stayed with it.”
After they began their journey to know God, in these cases by finding and enrolling in a Bible college, students could see His hand in their lives resulting in their knowing God on a personal level. This is how Aaron knew, through a staff member at the College of the Bible, that God touched his life after his enrollment:
I was talking to [staff member’s name]. She works there. We were talking about that and she said, ‘I remember the first day you came here, and look at you now. It’s like I can see God. His hand is on you, working in your life.’ Wow. It’s just amazing.
Calling. Calling was a concept where students were led by God to attend Bible college – even when that was not in the students’ plans, as was the case with Judith:
It turns out that this is the only school that worked out, like my paperwork wise, because God had a plan for me to be here. So, He made sure that all the other doors closed, so this is how I ended up kind of here.
The same was true with Isaiah who was not expecting to go to Bible college but was happy he did, “And, me personally, you know, I found it as something that was cool . . . something
interesting. So, you know, in my life I didn’t expect that . . . God had other plans and steered me in that direction.”
These students shared how they felt the Holy Spirit prompting them to learn more about God or clearly heard God tell them to attend a particular college as they drove by. Aaron believed he was called to a Bible college:
I pass by my present church where the school is and I hear God clearly tell me, “I want you to take the course ‘How to Study the Bible.’” I brush God off, keep going . . . Finally, I said ‘Okay, Lord. I’m going to go [College of the Bible] and get this class.’ And, uh, three and a half years later, I got four classes to graduate with my bachelor’s.
Felix sensed a calling to preach and attend Bible college to prepare for ministry:
I have been called, I believe, called of God to preach and . . . it was my determination to prepare effectively for that. I felt that I can have a call but not prepare – that wouldn’t be honoring the Lord. And so . . . if you’re going to do that I think it’s important that you do it right. And, so, that is why I’m coming to Bible college.
God led them toward formal education through loved ones who told them to follow God’s guidance or sensed the Holy Spirit’s influence to attend during their first visit to their
college. Judith was reminded by her father, who was concerned that she was staying home to care for her mother, that she was heeding God’s call by going to Bible college:
So, uh, and my dad was like, ‘I know what you’re doing, you’re going to try and stay local because you need to take care of mom.’ And he’s like, ‘I know how you want to go to [Northern Bible College], and I know how you’re scared, but you need to do what God wants you to do and if that’s stay here, then that’s stay here. But, do not close your mind to somewhere far away because that might be the place where you need to be.’ And, he’s like ‘It’s okay. Like, you can be scared to go – but if God tells you to go and then you better go.’
Later on, when Judith visited the Northern Bible College, she mentioned how she and her friends felt compelled to stay:
And once [we] stepped on campus we all got like this weird feeling that this was home. Which is like super weird and there’s nothing you can [ascribe] it to, but the Holy Spirit telling you this is where you need to be.
This calling results in their learning more about God through study at a Bible college and following God’s plan for their lives.
Seeking a spiritual education. Prospective Bible college students express a desire to attain an education, even a formal degree, with a spiritual or biblical foundation. This need for spiritual education will lead them to a place that will equip them with the necessary knowledge and skills to share what they learned with others.
Bible college students. Bible college students exhibited certain characteristics that drew them to a Bible-centered institution of learning. Prospective Bible college students may have come from Christian homes, had parents who were believers but never attended church, or had
parents who were not believers. Quartus provided an illustration of growing up in a Christian home where the importance of studying the Bible was ingrained during his early years:
So I was homeschooled for the first nine years of my schooling. And every day we would have a Bible lesson to start the day. We usually would do family devotions around the dinner table every night. That’s something I remember. We would each get our Bibles out. We’d read a passage. We’d talk about it. Usually my dad would end up kind of wrapping things up with a lesson because he was a pastor and that was how he did things. But, yeah, most, um, every day of my life somehow or another my family would integrate the Bible in.
Esther’s parents believed in God but did not attend church:
I did not grow up in a church family. My mother and father both believed in God and so I had that foundation that I believe in God, but my mother and father just had a different idea of religion.
Need for spiritual education. Whether they grew up in a Christian home or not, most of these prospective students sensed a need for an education – even a degree – with a spiritual basis. This need may arise due to an individual’s call to a ministry while lacking a formal biblical education. Gideon, who spoke English as his second language, was already serving as a pastor following a failed attempt to finish a degree at another college:
We heard the commercial for the, at time, the [College of the Bible’s original name]. And I say, ‘Well I want to try it again.’ My wife encouraged me because we needed to, to be better prepared. So, we come here to try it and we like it. We started learning and we stay until we finish the bachelor degree. So, um, the reason that I believe [I came here] is I, I felt the need to be better equipped.