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Books on the topic 'Spiritual formation programs'

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Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Lost in the woods: A 12 step approach to spiritural growth. Lima, Ohio: Fairway Press, 1994.

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2

Brady, Tom. Thir sting for wholeness: The spiritual journey of addiction and recovery. Deerfield Beach, Fla: Health Communications, 1992.

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3

Living spiritual praxis: Foundations for spiritual formation program development. Eugene, Oregon: Pickwick Publications, 2013.

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4

Ni, Maoshing. Golden message: A guide to spiritual life with self-study program for learning the integral way. Santa Monica: Shrine of the Eternal Breath of Tao, 1992.

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5

Joos, Raimund. Katholische Hochschuldbildung: Vorüberlegungen für ein interdisziplinäres Programm. Augsburg: Wissner Verl., 2000.

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6

Wild, Robert A. The chambers of her heart: Madonna House and priestly formation. Combermere, Ont: Madonna House Publications, 1998.

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7

Major, Patricia. Spiritual Meatloaf. EM Riley Publications, 2005.

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8

M, Buckley Suzanne, ed. Sacred is the call: Formation and transformation in spiritual direction programs. New York: Crossroad Pub., 2005.

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9

Buckley, Suzanne. Sacred is the Call: Formation and Transformation in Spiritual Direction Programs (Crossroad Book). Crossroad, 2005.

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10

Gast, Douglas. Lost in the Woods: A 12-Step Approach to Spiritual Growth. Fairway Press, 1995.

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11

Aquino, Frederick D. Spiritual Formation, Authority, and Discernment. Edited by William J. Abraham and Frederick D. Aquino. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199662241.013.26.

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An important feature of spiritual formation involves finding reliable processes, people, practices, and materials that put one in the best position to cultivate the spiritual life and to achieve the specified goals (e.g. purity of heart, discernment, and the vision of God). Accordingly, this chapter draws attention to some works that connect philosophy (including some epistemological themes and issues) and spirituality (including the topic of spiritual formation). It also spells out some of the main features of John Cassian’s (c.360–435 ce) account of spiritual formation. In particular, it focuses on his understanding of the penultimate and ultimate goals of spiritual formation, of the importance of relying on others for making epistemic progress in the spiritual life, and of the three indicators that help determine whether a person is a reliable spiritual authority. The chapter concludes by identifying briefly three areas that deserve further epistemological attention.

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12

Hiesberger, Jean Marie. To Live in Christ: Facilitator's Leadership Guide (Spiritual Formation Program). Paulist Press, 2007.

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13

Champlin, Joseph M. To Live in Christ - Eucharist: Growing in Daily Spirituality (Spiritual Formation Program). Paulist Press, 2007.

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14

O'Malley, Sj. To Live in Christ - Jesus: Growing in Daily Spirituality (Spiritual Formation Program). Paulist Press, 2007.

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15

Fabing, Sj. To Live in Christ - Discipleship: Growing in Daily Spirituality (Spiritual Formation Program). Paulist Press, 2007.

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16

Dougherty, Ssnd. To Live in Christ - Prayer: Growing in Daily Spirituality (Spiritual Formation Program). Paulist Press, 2007.

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17

Reichert, Richard. To Live in Christ - Baptism: Growing in Daily Spirituality (Spiritual Formation Program). Paulist Press, 2007.

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18

Miller, John P. Education and the Soul: Toward a Spiritual Curriculum. State University of New York Press, 1999.

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19

Education and the Soul: Toward a Spiritual Curriculum. State University of New York Press, 1999.

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20

Farina, Marianne, and Robert W. McChesney. A Contextual Model for Interreligious Learning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0020.

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The Jesuit School of Theology of Santa Clara University (Berkeley) features an interreligious immersion program that offers students unique opportunities to study a religious tradition other than their own in local settings. The program focuses on the sacred teachings and historical developments of a tradition, along with comparative spiritual practices and experiences of religious communities. Recent destinations include India, Indonesia, the Middle East, and Nepal. Central to program goals is the conviction that the experience is formative. Students develop a deeper understanding of religious traditions, interreligious dialogue, and the importance of understanding the complex realities of these traditions in actual settings. All of these spheres of learning impact the students’ studies and ministry training.

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21

Strijbos, Sytse. Systems Thinking. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.24.

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Systems thinking was launched by Ludwig von Bertalanffy and others in the 1950s as an interdisciplinary movement with a broad and bold scientific program. The movement attempts to overcome the dominating mechanistic world picture and related reductionism in the sciences which is regarded as one of the main causes of the problems of the modern world. This chapter discusses the sixty-year history of systems thinking and sketches some main lines of its three domains: systems science, systems approach in technology and management, and systems philosophy. This interdisciplinary movement has stimulated fruitful theory formation in the first mentioned domain, although it has not succeeded in achieving its original far-reaching goals. Furthermore, integrative, interdisciplinary systems approaches in technology and management have become well accepted. Finally, recent developments signal a return to the intellectual-spiritual roots of the systems movement aiming for a renewal of its scientific agenda.

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