Abstract
In recent decades, theological schools have demonstrated increased interest in educational models that not only transmit knowledge and skill to students, but also prepare them to have the character and virtue dispositions needed to successfully navigate the moral challenges that await them in future ministry settings. This shift is reflected in the most recent 2020 accreditation standards of the Association of Theological Schools (ATS), which highlight the importance of “personal and spiritual formation” as a key facet to seminary programs. Research conducted by the ATS (2018) into how seminaries understood the terms “personal and spiritual formation” revealed that over 40% of seminaries do not have a formal or working institutional definition of personal and spiritual formation. While this finding may be understandable given the complexities of terms and definitions in light of diverse Christian spiritual traditions, it also highlights an area of crucial need given the centrality of spiritual formation to the mission of theological education. Accordingly, the aim of this present paper is to support work in this area and to stimulate a larger discussion into the topic of spiritual formation within the seminary context by articulating and putting forth four different institutional perspectives on the topic (from Fuller Theological Seminary, George Truett Theological Seminary, Talbot School of Theology, and Trinity Evangelical Divinity School).
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