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Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”

Authors: OJEWOLE Afolarin , Ikouba , Oladini , Nwaka , Adesanya A.

Publication Type: Chapters in Books

Journal: Sustaining Tertiary Education, Ed. Samuel Okere, 133-164.

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Abstract

The new trend in University education around the world has shifted in favor of holistic education for students. This emphasizes the harmonious development of body and soul, enhancing mental, emotional, social, spiritual, civic, political, moral, and ethical capacities and encouraging character and service to God and humankind. Many universities, however, do not place emphasis on spiritual development. This study revisits Fowler’s faith development theory as a springboard from which spiritual development can be achieved and sustained in institutions of higher learning. The study reviews the impact of the Division of Spiritual Life (DSL) in the Babcock University (BU) with regards to spiritual experience, spiritual care giving and worship attendance for the undergraduate students in the light of the above mentioned theorist. This study explores how faith development theory can aid spiritual caregivers to develop a more effective, context-specific spiritual plan that will improve spiritual care giving and impact.

Quantitative techniques (survey) were used in gathering data for the study. A twenty (20) item-scale was developed to measure the impact of spiritual care on BU community. A total of 750 questionnaires were administered to students out of which 513 were filled and returned correctly representing 68.4%. A majority of respondents in the 15-25 age group survey demonstrated a great level of conformity to their primary faith beliefs (synthetic–conventional stage). In the 15-25 year old group, 268 (57.7%) of students only kept up with the religious practices expected of them on campus. The 26-35 year category recorded the highest average percentages of positive attitude to worship attendance at 53.4% thereby exhibiting personal responsibility for their beliefs, a distinct characteristic of Fowler’s individuative- reflective stage (stage 4).

The smallest percentage of the entire sample (36-46 years) displayed the highest average percentage on positive spiritual experience (49.9%) and a responsible and autonomous attitude to worship attendance (66.7%). Respondents in this stage showed conformity to Fowler’s individuative–reflective and conjunctive stages of faith (stages 4 and 5).

The study proffers several recommendations to enhance general spiritual care in BU and maintain a sustainable educational system.

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OJEWOLE,A. Ikouba,S. Oladini,O. Nwaka,P. Adesanya,A. . (2014). Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”, 1 (), 133-133.

OJEWOLE,A. Ikouba,S. Oladini,O. Nwaka,P. Adesanya,A. . "Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”" 1, no (), (2014): 133-133.

OJEWOLE,A. and Ikouba,S. and Oladini,O. and Nwaka,P. and Adesanya,A. and . (2014). Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”, 1 (), pp133-133.

OJEWOLEA, IkoubaS, OladiniO, NwakaP, AdesanyaA, . Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”. 2014, 1 ():133-133.

OJEWOLE,Afolarin , Ikouba,S. , Oladini,O. , Nwaka,P. , and Adesanya,A. . "Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”", 1 . (2014) : 133-133.

O.Afolarin I.S. O.O. N.P. & A.A. , "Faith Development Theory and Spiritual Care of Students in a Sustainable Educational System: Babcock University Situation, 2011/2012 Academic Session.”" vol.1, no., pp. 133-133, 2014.

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