Influence of secularization tendencies on spiritual practices at Evangelical Theological Colleges in Australia

Abstract

As a cultural process, secularization defines the contexts of Westernized countries in which theological colleges exist and thrive. It is a phenomenon by which religion or godliness declines. It undermines the institutions’ formational goal and transformational agenda. Its growth underpins the diminishing of spiritual values and practices. This study explored spiritual practices at evangelical theological colleges in Australia. Firstly, it sought to understand how the institutions were aware and alert to secularization in the post-secular era and to adjust their program accordingly. Secondly, it sought to interrogate the priority and contextual relevance of spiritual practices. Thirdly, it posed an inquiry on the appropriateness of learning to students’ needs so they are developed holistically to adequately engage their secularized contexts. The retooling process is a practical theological task. As a praxis model, the task demands that we reflect upon the practices and their everchanging cultural context, which leads to more consecrated practice and reflection. As a social science inquiry, the interpretivist paradigm was utilized, and a qualitative approach was deployed using Osmer's 'descriptive-empirical tasks' in the field of practical theology. In its theory of epistemology, the study constructed reality out of the knowledge that emerged from the meanings the participants brought to their lived experience. It used a case study approach to the three Higher Education Providers in the sample. The data was captured through a triangulated data collection method: face-to-face interview, documentary study, and observational research. The key findings indicated the need for awareness and relevance to secularized contexts. There were challenges as the institutions were distracted by academic pressures and criticized for imbibing the culture they sought to evangelize or being irrelevant to social contexts. More critically was the inadequate ongoing research on spiritual practices and the Evangelicals' notions of a secular-sacred divide. Thus, the study's original contribution to knowledge reflected on the institutions' awareness and relevance to contexts, such that students are adequately transformed and equipped. It constructed a preparedness for robust engagement while providing recommendations for implementation and future research. The study established that current practices were not strongly aware and relevant, and therefore, not fully engaged.