The PhD in Transformational Learning is designed to assist a new generation of faculty and educational leaders as they develop teaching, learning, and leading approaches that result in transformational learning in diverse person, institutions and cultures. It is of particular interest to those preparing to teach or provide educational leadership in colleges, seminaries, or other faith based organizations. Students are invited to participate in a rich multicultural community to learn from one another and with professors who are well qualified to facilitate the transformational learning process.
Program Level Outcomes The program will:
o Guide participants to reflect on their own experience, think critically and creatively, and act with empathy and passion;
o Support students as they develop and embrace a philosophy of learning that facilitates transformation;
o Assist a new generation of faculty and educational leaders to develop teaching, learning, and leading approaches which result in transformational learning in diverse individuals, institutions, and cultures;
o Lead students to integrate spiritual, biblical, theological dimensions of learning as the core of holistic transformation;
o Prepare graduates who are well grounded in sound theory and practice, and will consistently reflect critically on their practices and theories, continually strengthening both.
Core Competencies Outcomes Students who successfully complete the degree will demonstrate:
o Expertise in understanding and practicing transformational learning in their God-given vocation in the contemporary Asian context, and beyond;
o Critical thinking skills used in the classroom and in life;
o A contextualized biblical worldview that informs teaching, learning, leading, and practice;
o Healthy relationships demonstrating sensitivity to human diversity;
o Skills in communication, teaching, organization, leadership, mentoring, and disciple making;
o The ability to lead and model a life of Christ-like maturity.
Core Values of the Program It is the intent of the program to:
o Treat students as adult learners, respecting the knowledge and experience they bring to the learning process;
o Create classroom environments that empower learners, providing a safe open space for dialogue that is not dominated by teacher-talk;
o Provide opportunities for multicultural and interdisciplinary learning;
o Seek student participation and ownership of the program;
o Foster the ongoing holistic formation of the learners;
o Tie theory to practice both within and outside the classroom walls.
o Value shared leadership within learning groups over individual focus.