Abstract
In this thesis I explore the challenges faced by adult learners in reconciling their doctrinal convictions and personal beliefs when confronted by opposing worldviews. Focusing on the context of theological education, this study aims to better understand the importance of effective learning strategies that facilitate critical thinking and self-awareness in students. The concept of transformative learning is investigated, emphasising the role of a disorienting dilemma and the subsequent reorientation of a person’s worldview or frame of reference.
Using Paul's Damascus Road experience as an example of a disorienting dilemma, this thesis analyses the profound transformative shift in beliefs and worldview that occurred as a result of Paul's encounter with Christ as he underwent a fundamental change in his understanding of reality. The mindset of Paul as he sets out on his journey to Damascus is examined from the perspective of his Jewish identity, his Pharisaic beliefs, and his messianic expectations. The analysis finds that although Paul’s transformative encounter was a life changing experience, his subsequent writings do not focus on the details of the process of transformation, rather Paul focuses on the consequences of the change upon his subsequent behaviour and purpose, and his new life in Christ. The analysis offers valuable insights into the various aspects of transformation, highlighting that as disciples our values and beliefs are likewise to be transformed into alignment with Christ for the purpose of our spiritual growth and formation.
The study acknowledges the limitations of analysing a historical figure and highlights the speculative nature of interpreting Paul's encounter as a transformative learning experience, emphasising the need for cautious interpretation based on available evidence.
This thesis briefly examines the implications for theological education, considering the potential value of promoting transformative learning as a framework for addressing the challenges encountered by theological students as they confront and grapple with conflicting ideas and worldviews during the process of discipleship growth. By investigating the transformative learning process exemplified by Paul's experience, this thesis contributes to the discourse on theological education, offering insights for educators into effective approaches for facilitating critical thinking and self-awareness within their students in the context of deeply held doctrinal convictions, divergent backgrounds, and personal belief systems.