Sharon Daloz Parks Faith Development Theory 1

Faith Development Theory

Sharon D . Parks

Marv Fox Jr.

Sharon Daloz Parks Faith Development Theory 2

Abstract

This paper examines faith developmental theorist Sharon Dolaz Parks. Parks theory is built on

Fowler cognitive developmental theory. Parks added the young adult stage to Fowler cognitive

development model. She proposed a four staged model emphasizing the contributions of

affective, cognitive, and social factors of in faith development (Schuh, J. & Jones, S. & Harper,

S. 2011). This paper also briefly describes a conflict/resolution concept (imagination).

Sharon Daloz Parks Faith Development Theory 3

As student affairs evolved after the World War II, the profession experienced great

theoretical contribution. James W. Folwer emerged as an expert in human and spiritual

development in the 1980s. He is best-known for his book, Stages of Faith: The Psychology of

Development and the Quest for Meaning. Fowler viewed faith as a process of making meaning

out of lifes experiences (Schuh, J. & Jones, S. & Harper, S. 2011). Fowler looked at faith across

an entire life span. Sharon D. Parks work built on Fowlers theory, adding a stage of young

adulthood that she felt was missing from his approach (Schuh, J. & Jones, S. & Harper, S. 2011).

Sharon D. Parks is a theologian who worked as a teacher, counselor, and minister in a

college environment. She currently serves as the director of Leadership for the New Commons,

an initiative of the Whidbey Institute. She speaks and consults nationally in the area of leadership

and ethics for corporate, non-profit, and other professional groups across sectors, especially in

business, higher education, and religion. In addition to consulting and public speaking, S. Parks

is also an author. Her most influential literary work is entitled: Big Questions, Worthy Dreams:

Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. In the book, S. Parks

discusses young-adulthood and the making meaning process that builds faith and reveals

purpose. Parks first work in the area of spiritual development, The Critical Years: Young Adults

and the Search for Meaning, Faith and Commitment, publish in 1986, before the current surge in

spirituality (Love, P.G. 2002). Consequently, Parks work was ignored in student affairs (Love,

P.G. 2002). However, the mid 90s experienced a reemergence of spiritual fulfillment in society

and higher education. Parks revisited her early work and published Big Questions, Worthy

Dreams in 2000.

Faith, defined by Parks is the activity of seeking and discovering meaning in the

comprehensive dimension of our experiences (Parks, S., 2000). In addition to adding to Fowlers
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framework for cognitive theory, Parks also built her concepts on other theorist. Parks was

influenced by theorist Carol Gilligan (interpersonal theory) and her stance on moral

development. Gilligans theory has three stages: caring about ones self, caring about others, and

balancing care for self and others. Parks was also influenced by William Perry (cognitive theory)

and his stance on intellectual development for college students. Perrys theory discusses three

stages: dualism, multiplicity, and relativism. Finally, Parks was influenced by Robert Kegan

(Interpersonal theory) and his stance on self-evolution. Kegans theory has five orders of

consciousness: Perception, Concrete, abstractions, abstract systems ideology, and dialectical.

Parks most noted work is ground in psychosocial and cognitive structural tradition relative to

student development theory (Love, P.G. 2002). She based her concepts on the integration of

cognitive development, affective states, and interpersonal, social, and cultural influences.

Parks extended the work of Fowler and created another phase (young adult) between

adolescent and adulthood. The young adult phase has four age-stages of development: 1)

adolescent/conventional, 2) young adult, 3) tested adult, 4) mature adult. Each stage is

compromised on three components (forms): form of knowing, form of dependence, and form of

community. Form of knowing (reasoning aspects of faith development) refers to the ones

relationship to knowledge and authority. Form of dependence (affective and social aspect of faith

development) refers to acquiring relationships through which we discover and change views of

knowledge and faith (Love, P.G. 2002). Form of community (social aspect of faith development)

refers to ones desire for connection, intimacy and belonging (Love, P.G. 2002). Each of the four

stages of young adult is described relative to the three forms.

The Spiritual Development Theory model is intricate. In addition to the four faith

developmental stages and three forms of development, Parks include other theoretical concepts
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to make sense of her faith development theory. The following will provide summary for three

forms of development relative to the four stages and their sub-levels.

Adolescent/Conventional

Forms of knowing indicate pre-adolescents and adolescents are authority bond and trust

unknown authorities. In an attempt to find security, this group will blindly trust figures that

evoke safety. Simultaneously, this group will also experience unqualified relativism. Unqualified

relativism refers to the realization that not all authority figures can be trusted. Forms of

dependence focuses on how people feel. Children will display a need for dependence or counter

dependence. Dependence indicates the needs for authority figures to determine how they should

feel. Counter dependence indicates the need for children to rebel against authority figures and

their views. Forms of community speak to relationship one has with the people around them.

Conventional (pre-adolescent) youth will adhere to the values and cultural norms provided by

their community. Face to face occurrences are a key factor relative to who will influence the

child. As the children become adolescent they become diffused, branching off from their

previous community and seeking new ways of being. During this search, relationships are hard to

maintain as a result of the adolescents constant change of perspective. In summary, the

adolescent/ conventional stage is an exploratory phase in which children rely on older/ influential

people to develop a sense of self. Children use external forces to create their personality. As

children become older, some teens may rebel by challenging adults as a means of establishing

identity.

Young Adult
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Young adulthood in the form of knowing is displayed by probing commitment.

Commitments for young adults are centered on future plans such as: relationships, vocation, and

faith. Their sense of obligation and selflessness is still under developed. Young adults express

dependency through fragile dependence; developing appreciation for opposing views. Mentors

confirm identity and develop overall awareness. Communities play a critical role in the lives of

young adults by providing support systems, recognizing beliefs, and encouraging behaviors that

evoke those beliefs. Young adults in this stage recognize their need for mentorship to enhance

their beliefs systems. Although young adults are more open to opposing opinions, they will

quickly adjust their preference in community if there are not supported and validated in their

beliefs.

Tested Adult

In tested commitment, forms of knowing translate to commitments becoming more

secure. The concept of obligation and purpose takes on dipper meaning. Grownups in this phase

acquire more responsibilities and our forced to add more structure and security to their lives.

Tested adults also experienced confident inner dependence. An adult in this phase becomes more

dependent on themselves as a result of increased awareness. This phase of life also lends itself to

vocation recognition (purpose). Test adults function within their communities by strategically

selecting like-minded acquaintances (self-selected groups). The tested adult describes a person

30-50 years of age. Life for the tested adult evokes a heightened sense of self and purpose.

Similar to young adults, tested adults seek like-minded company however; tested adults are more

accepting of personalities differences and opposing views.

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Mature Adult

Forms of knowing for the mature adults result in convictional commitment. The mature

adult operates in a society with a clear vision of self and purpose relative the world around them.

The mature adult is considered to be past mid-life (50 years of age and above). This group

evokes wisdom as a result of appreciation for ones own knowledge and the knowledge of others.

Interdependence refers to developing a healthy dependence on the beliefs and values of others as

well as ones own. Appreciation for others opinion is also exemplified in seeking a community

of diversified opinion. Some people in this group enjoy and thrust for more knowledge through

other human experiences. Mature faith involves the recognition of ones interdependence and

interconnectedness with communities and individuals beyond ones perceptual scopes (Love,

P.G. 2002).

Parks (2000) stressed the role of imagination in faith development, identifying five steps

in act of imagination. Step one (conscious conflict) is acknowledging the problem. Step Two

(pause) is reflection. Step three (image) is the moment when all aspects of the situation begin to

make sense. Step four (re-patterning and release of energy) is moving pass the conflict by using

new perspectives as motives for adjustments. Step five (interpretation) is being able to share the

new found insights with others. In conclusion, Parks theory explains how people development a

sense of self and meaning through lifes experiences. This development occurs through three

forms: knowing, dependence, and community. Conflicts arise and create a need for imagination.

Spiritual development combined with imagination creates the ongoing nonlinear process that

determines spirituality through the process of making meaning.

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References

Love, P. G. (2002). Comparing Spiritual Development and Cognitive Development. Journal of

college student development, 43(3), 357-73.

Parks, S. Big Questions, Worthy Dreams (2000) p.10

Schuh, J. & Jones, S. & Harper, S. and Associates (2011) Student Services A handbook for the

Profession 5th ed. p. 182