Erickson- On becoming Science-Informed Theologians : The Intersection of Emotion, Relationships,and Intellectual Community in the theological Formation of Emerging Adult Christians

2020·1 MB·English

by  Siri Celine Erickson

ON BECOMING SCIENCE-INFORMED THEOLOGIANS:
THE INTERSECTION OF EMOTION, RELATIONSHIPS, AND INTELLECTUAL
COMMUNITY IN THE THEOLOGICAL FORMATION OF
EMERGING ADULT CHRISTIANS

A Practical Research Project
presented to
the Faculty of
Claremont School of Theology

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Ministry

by
Siri C. Erickson
May 2020
Copyright © 2020 by Siri C. Erickson
NT S C HOOL OF
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This professional project completed by

SIRI C. ERICKSON

has been presented to and accepted by
the Faculty of the Claremont School of Theology
in partial fulfillment of the requirements
of the degree

DOCTOR OF MINISTRY

Faculty Committee
The Rev. Dr. Sheryl Kujawa-Holbrook, Chairperson
Dr. Andrew Schwartz

Dean of the Faculty
The Rev. Dr. Sheryl Kujawa-Holbrook

May 2020
ABSTRACT

ON BECOMING SCIENCE-INFORMED THEOLOGIANS:
THE INTERSECTION OF EMOTION, RELATIONSHIPS, AND INTELLECTUAL
COMMUNITY IN THE THEOLOGICAL FORMATION OF
EMERGING ADULT CHRISTIANS
by
Siri C. Erickson

This study will show that science-loving Christian high school students enjoy becoming
science-informed theologians as they explore and develop ideas about God through positive
relationships with their peers, intellectual engagement with scientific and religious knowledge,
and tending to their emotions. This process/post-intentional phenomenological study of high
school students at the Gustavus Academy for Faith, Science, and Ethics explores how theological
imagination develops as a process in and through these various relations. This project was set
within the context of the Gustavus Academy for Faith, Science, and Ethics’ 2019 summer
intensive on the campus of Gustavus Adolphus College, where the theme was “Faith and Science
in a Changing Climate: Modeling a Just Response.” Over fifty-five high school students
participated in the 2019 summer intensive at the Gustavus Academy; sixteen of these students
participated in this study by writing in daily reflection journals, engaging in facilitated
theological conversations in response to expert presentations, describing their experience at the
Gustavus Academy in researcher-led individual interviews, and creating and delivering oral
presentations at the end of the summer intensive. The researcher is the Director of the Gustavus
Academy for Faith, Science, and Ethics and Chaplain of the College at Gustavus Adolphus
College in Saint Peter, Minnesota.
Acknowledgements
I would like to begin by thanking Marjorie Suchocki, my professor and academic advisor
during my Master of Divinity degree program at Claremont School of Theology, who
encouraged us to help every Christian become a theologian. I am grateful to all of the people
who have supported my pursuit of this doctor of ministry degree, including my husband, Seth
Erickson, and all of my amazing colleagues at Gustavus Adolphus College. Thanks to the Lilly
Endowment for funding the Gustavus Academy for Faith, Science, and Ethics and for our whole
Gustavus Academy team, including our Gustavus students who work as mentors in the summers,
who collaboratively built this Academy out of a wild idea five years ago. Most of all, I would
like to thank all of the high school students who have taken a chance on the Gustavus Academy
and joined us in the journey of becoming science-informed theologians. You continue to inspire
me and give me hope.

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“I think that if God has a vision for the future, it is one where love and justice are centralized and
followed to the extent that human imperfection allows.”

–Ivy, 2019 Participant at the Gustavus Academy for Faith, Science, and Ethics

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Contents

Chapter 1: Beginning in the Middle 1
Researcher Reflections – A Passion for Science-Informed Theologies
Academy Dreams
Faith, Science, and Emerging Adults
Building the Gustavus Academy for Faith, Science, and Ethics
The Research Problem and Question
Chapter 2: Theories, Theologies, and Philosophies I am Thinking With 16
On Becoming
On Becoming (High School) Theologians
On Becoming Science-Informed Theologians
On Becoming Science-Informed Theologians in a Changing Climate
Researcher Reflections – Process-Relational Approaches to Providence and Eschatology
Chapter 3: A Process/Post-Intentional Phenomenological Research Methodology 31
On Measuring Becoming
Project Design – Faith and Science in a Changing Climate: Modeling a Just Response
Co-Participants
Phenomenological Materials Gathered
Journals
Interviews
Small Group Conversations
Student Presentations
Researcher Reflections – The Joy (and Chaos) of Collaborative Research
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Chapter 4: On Becoming Science-Informed Theologians 46
The Gustavus Academy Context
The Role of Tending Emotions
The Role of Peer Relationships
The Role of Theological Insights
Researcher Reflections – Thinking Theologically at the Intersection with Science
Chapter 5: On Becoming Communities that Nurture Science-Informed Theologians 77
Trustworthiness and Triangulation
Process/Post-Intentional Interpretations
Significance and Implications for Faith Communities
Additional Research Questions
Concluding Reflections – Hopes for the Future of our World
Appendix A: Sermon Given by Siri Erickson at Gustavus Academy Sunday Worship 2019 87
Appendix B: 2019 Gustavus Academy Summer Intensive Schedule
Appendix C: 2019 Summer Intensive Biblical and Theological Readings
Appendix D: 2019 Senior Fellows Training Schedule
Appendix E: Worship Team Plan and Sample
Appendix F: Curriculum Team Plan and Sample
Appendix G: Recreation Team Plan
Appendix H: Experts’ Presentation Themes
Appendix I: Mentor Training Schedule
Appendix J: Participant Invitation Letter and Consent Form
Appendix K: Participant Journal Protocol
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Appendix L: Participant Journal Questions
Appendix M: Small Group Theological Conversation Observation Protocol and Questions
Appendix N: Interview Protocol and Questions
Appendix O: Presentation Description and Observation Protocol
Appendix P: Phenomenological Material Coding Scheme and Sample Quotes
Bibliography 132
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Chapter 1
Beginning in the Middle

“I believe that with this lack of theology and science in my life, there is a part of me that
is missing. It is a feeling that I can only talk about my faith when I am at church and
science when I am at school. If I try to mix the two, I feel as though I will be judged for
it.”1

– Callie

My earliest memories of church are an entanglement of discontent, beauty, and questions.
These are not the words I would have used to describe my experiences in Christian worship and
faith formation settings at the time, but looking back with the distance of time and the wisdom of
experience, these words seem apt. I have always loved singing, and the beauty of music has
consistently been a spiritual practice that connects me to God, community, and my own inner
emotional life. When church seemed baffling or boring, it was singing in choirs, ensembles, and
congregations that kept me from leaving the church completely. As a child and emerging adult, I
was the kid in Sunday School and Confirmation who always had what felt like troubling
questions about God and God’s relationship with the world. I am an introvert, so I usually did
not raise these questions to my peers or adult mentors or parents. I also did not hear other people
verbalizing questions about God, so I did not have a chance to work through my theological
concerns in community with others.
When I went to college, I encountered a whole new community of theologians who wrote
books about their theological questions and concerns, and I met professors and peers who wanted
to discuss things like feminist perspectives on God and the Bible, the use of inclusive language

1 Participant 8 Journal Entry, June 23, 2019.
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