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Christian theological training institutions broadly agree that they provide holistic education which fosters students' spiritual formation. The integration of spiritual formation and academic study is augmented through experiential learning facilitated in community-based settings. Bringing together biblical, ethical and pedagogical insights, this paper examines the complexities of formally assessing students' spiritual formation in confessional theological education within UK Higher Education contexts. It asks questions as to what extent, and how, meaningful character assessment is possible, especially when students might engage with community-based practice settings that may not occupy a Christian worldview. Finally, it makes recommendations to move the conversation forward.
Maguire et al. (Fri,) studied this question.