Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Stephen Vincent Bloemeke (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: This research explored the phenomenon of learning transformation as it arises in the context of conversion to Catholicism. The theory of transformative learning describes a process of learning and reflection , in which an individual's frame of reference or way of making meaning changes to become more justified in interpreting their life experiences. This research used a phenomenological design to study the essential experience of the transformative learning process in thirteen adults who entered the Roman Catholic Church through the Rite of Christian Initiation of Adults (RCIA) , the process implemented in Catholic parishes around the globe to guide prospective converts. The participants shared their conversion experiences through a series of one-on-one interviews , which were then coded and analyzed for shared themes and understanding of the learning processes they experienced. The testimonies of these converts all described a transformative learning experience deeply embedded in their conversion process , showing that the theory is well-suited to describe the general movements of the participants' learning process. The participants' stories evidenced deep , broad , and enduring changes in the way they made meaning in their lives. Learning outcomes were identified across a range of domains including cognitive , experiential , spiritual , and social dimensions. Changes in self-knowing played a seminal role , serving as a cornerstone on which other outcomes were formed. Participants described deep , epistemic transformation in the ways they understood themselves , their place in the world , their moral responsibilities , and their spiritual needs. The analysis also explored the relationship between the learning transformation and engagement in the formal curriculum of their respective RCIA programs. While knowledge transfer played a role in all cases , its import was generally underemphasized by the testimonies of the participants. The programs were most influential when there was a clear impact on the perspective transformations of the converts. Sense of community , group discussion , opportunity for critical reflection , and the ability to connect the content to their new sense of self all play a fundamental role in deepening the transformative learning outcomes the of the converts , regardless of their current place in the process. These findings provide a justification for using transformative learning theory as a framework for understanding adult religious education. It also offers a foundation for measuring the efficacy and relationship between formal instruction and learning outcomes in the context of religious conversion.

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Language: English

Date: 2017

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