I just finished perhaps the most important recent book for those concerned about the spiritual life of college students, Cultivating the Spirit: How College Can Enhance Student’s Inner Lives, by Alexander A. Astin, Helen S. Astin, and Jennifer A. Lindholm, published by Jossey-Bass this fall.
Despite the liberal arts’ penchant for educating the “whole person” and students’ desire that their campus encourage personal expression of spirituality, provide for their emotional development, and enhance their self-understanding; many institutions try to distance themselves from overtly spiritual or religious descriptions or activities. This book may help in stimulating discussions about college’s role in cultivating the inner life of students.
The book reports the findings of “the first national longitudinal study of undergraduates’ spiritual growth,” a ten year study funded by the Templeton Foundation and conducted by the Higher Education Research Institute at the University of California at Los Angeles.
Despite the liberal arts’ penchant for educating the “whole person” and students’ desire that their campus encourage personal expression of spirituality, provide for their emotional development, and enhance their self-understanding; many institutions try to distance themselves from overtly spiritual or religious descriptions or activities. This book may help in stimulating discussions about college’s role in cultivating the inner life of students.
The book reports the findings of “the first national longitudinal study of undergraduates’ spiritual growth,” a ten year study funded by the Templeton Foundation and conducted by the Higher Education Research Institute at the University of California at Los Angeles.
A survey was administered to about 3,700college freshmen in 2003, and those results were used to develop measures of spiritual and religious qualities. Over 112,000 first year students from 236 institutions were surveyed in 2004. Three years later they did a follow up survey of 14,527 students from 136 institutions. They conducted interviews and focus groups and interviewed faculty at selected institutions. Since one of the study’s goals was to investigate what college experiences were most likely to promote students’ spiritual development, additional faculty input was desired. In 2005, 65,000 faculty from over 400 institutions were surveyed.
As a result of the initial survey, they developed measures to be able to separate and assess spirituality as well as religiousness. “Whereas religion is characterized by group activity that involves specific behavioral, social, doctrinal, and denominational characteristics, spirituality is commonly conceived as personal, transcendent, and characterized by qualities of relatedness.” (p. 5) Making this distinction allowed for more fruitful engagement with academe. Colleges are engaged in students’ hopes, dreams, character and values development, even when they shy away from “religion.”
Here’s how the Study organized their analysis:
As a result of the initial survey, they developed measures to be able to separate and assess spirituality as well as religiousness. “Whereas religion is characterized by group activity that involves specific behavioral, social, doctrinal, and denominational characteristics, spirituality is commonly conceived as personal, transcendent, and characterized by qualities of relatedness.” (p. 5) Making this distinction allowed for more fruitful engagement with academe. Colleges are engaged in students’ hopes, dreams, character and values development, even when they shy away from “religion.”
Here’s how the Study organized their analysis:
The Five measures of Spiritual Life:
“... an active quest for answers to life’s “big questions” (Spiritual Quest), a global worldview that transcends ethnocentrism and egocentrism (Ecumenical Worldview), a sense of caring and compassion for others (Ethic of Caring) coupled with a lifestyle that includes service to others (Charitable Involvement), and a capacity to maintain one’s sense of calm and centeredness, especially in times of stress (Equanimity).” (Key Findings, p. 2)
The Five measures of Religious life:
the extent to which beliefs play a central role in their life (Religious Commitment); religious behaviors such as praying and attending religious services ( Religious Engagement); questioning the notion of life after death, or that the universe arose by chance (Religious Skepticism); feeling unsettled about religious matters, questions beliefs , or disagreeing with family about religious matters (Religious Struggle); and their position on such issues as abortion, casual sex, atheism, and proselytizing (Religious/Social Conservatism) .
A few of the findings:
Student’s level of Religious Commitment changes very little during college. Religious Engagement, particularly in attendance at religious services, shows a sharp decline. Most spiritual qualities appear to be enhanced by the college experience. (p99)
the extent to which beliefs play a central role in their life (Religious Commitment); religious behaviors such as praying and attending religious services ( Religious Engagement); questioning the notion of life after death, or that the universe arose by chance (Religious Skepticism); feeling unsettled about religious matters, questions beliefs , or disagreeing with family about religious matters (Religious Struggle); and their position on such issues as abortion, casual sex, atheism, and proselytizing (Religious/Social Conservatism) .
A few of the findings:
Student’s level of Religious Commitment changes very little during college. Religious Engagement, particularly in attendance at religious services, shows a sharp decline. Most spiritual qualities appear to be enhanced by the college experience. (p99)
Students who score high on Religious Skepticism tend to be nonreligious, while those engaged in Religious Struggle are often highly religious. (p. 113)
“One of the surest ways to enhance the spiritual development of undergraduate students is to encourage them to engage in almost any form of charitable or altruistic activity.” (p.147)
Students who professors encourage them to explore questions of meaning and purpose show larger than average increases in Spiritual Questing, although most students (62%) report that their professors “never” encourage discussions of religious / spiritual matters. (p. 37)
Faculty who encourage and involve students in conversations about matters of meaning and purpose in life, and who engage them in discussions of religion and spirituality play a critical role in student’s growth in the Ethic of Caring and Ecumenical Worldview measures. (p. 75)
And So:
On one hand, there are few surprises here for those of us engaged in the religious and spiritual questing of our students. There is substantial quantitative support for increasing the education of faculty and student affairs administrators on the positive impact increased spiritual and religious life has on both the academic enterprise as well as the campus community.
The importance of faculty in student’s spiritual development is greater than the faculty’s perception.
How can college “enhance student’s inner lives”, that is “cultivating the spirit”?
First, by continuing those activities and experiences which have such a positive effect on student’s academic life, leadership development, and satisfaction with college: study abroad, interdisciplinary courses, service with a reflective component, and having professors who encourage students to explore questions of meaning and purpose.
Second, by finding ways to help students spend time in contemplation, meditation, and self-reflection.
Read more about it at the book’s website, and the very helpful and informative Key Findings brochure.
“One of the surest ways to enhance the spiritual development of undergraduate students is to encourage them to engage in almost any form of charitable or altruistic activity.” (p.147)
Students who professors encourage them to explore questions of meaning and purpose show larger than average increases in Spiritual Questing, although most students (62%) report that their professors “never” encourage discussions of religious / spiritual matters. (p. 37)
Faculty who encourage and involve students in conversations about matters of meaning and purpose in life, and who engage them in discussions of religion and spirituality play a critical role in student’s growth in the Ethic of Caring and Ecumenical Worldview measures. (p. 75)
And So:
On one hand, there are few surprises here for those of us engaged in the religious and spiritual questing of our students. There is substantial quantitative support for increasing the education of faculty and student affairs administrators on the positive impact increased spiritual and religious life has on both the academic enterprise as well as the campus community.
The importance of faculty in student’s spiritual development is greater than the faculty’s perception.
How can college “enhance student’s inner lives”, that is “cultivating the spirit”?
First, by continuing those activities and experiences which have such a positive effect on student’s academic life, leadership development, and satisfaction with college: study abroad, interdisciplinary courses, service with a reflective component, and having professors who encourage students to explore questions of meaning and purpose.
Second, by finding ways to help students spend time in contemplation, meditation, and self-reflection.
Read more about it at the book’s website, and the very helpful and informative Key Findings brochure.
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