At a Boston College retreat, sophomores are asked three questions: What are you good at? What brings you joy? Who does the world need you to be? The exercise is part of a program called “Half-time” meant to help students begin a lifelong process of vocational discernment. For Jesuit universities such as BC, this type of formative education, defined as “educating whole persons for lives of meaning and purpose,” is part of the fabric. It is now the focus of a new academic department at BC called the Department of Formative Education (DFE). 

The department extends BC’s leadership in formative education, expanding the focus from the practice of undergraduate education to research on “life-wide and lifelong” formative education. Housed within the Lynch School of Education and Human Development, DFE features an undergraduate major (Transformative Educational Studies), a master’s program (Learning, Design, and Technology), and the first ever Ph.D. program in Formative Education.

“Our programs tackle big formative issues,” said Chris Higgins, the Department’s founding chair. “How can we nurture vision and values? What are the dispositions that sustain democracy? How do we co-evolve with technological tools? How can we cultivate a sustainable relationship to the earth? What does it mean to flourish as a human being?” 

Such questions, Higgins explained, demand an interdisciplinarity approach, spanning anthropology, design thinking, history, the learning sciences, philosophy, and the psychological humanities.

Stanton Wortham is the inaugural Charles F. Donovan, S.J., Dean of the Lynch School. An anthropologist by training, Wortham spent several years at the University of Pennsylvania, where he worked with scholars of varying disciplines within the liberal arts on how their expertise applied to education. When he arrived at BC, he was able to continue this work of integrating the liberal arts into scholarly inquiry on education, with the blessing of BC President Father Leahy. In creating the new department within the Lynch school at BC, Wortham was inspired by the Jesuit reverence for the liberal arts and its emphasis on formative education.  

“Most of our education ignores the multi-dimensional nature of how people learn,” he said. “Formative education is this notion that people have several different types of development—social, emotional, ethical, spiritual—and all of those things are going on in a young person’s life at the same time.”  

“Most of our education ignores the multi-dimensional nature of how people learn.”

Wortham believes the optimum form of human development is when all these dimensions are aligned—a state he refers to as “wholeness.” The other two pillars of formative education are purpose, which helps young people explore what will bring them both meaning and a living; and community, the recognition that this discernment about life’s purpose happens together with others. Character and ethics are naturally woven in.  

“Too often at an institution, we tell young people that if they just learn a lot of stuff and get a good job, then everything is going to be fine. And it’s just not true if you’re not connected to something that has bigger meaning,” said Wortham. “We can’t tell students what to believe, but it is our job to help them ask questions about what is ultimately important to them.”

Wortham envisioned a department known both for its research and its teaching. He wanted to convene a group of liberal arts faculty that would bring diverse disciplinary perspectives to the study of formative experience, practice, and aims. This research on holistic development then enriches courses aiming to inspire students to think about education in this formative way.  

To lead the department, Wortham recruited Higgins, a philosopher, who had been leading the Transformative Education Studies program (TES). Now part of the Department of Formative Education, TES is growing with 95 majors to date. “‘Transformative education’ names both what we study and how we study,” Higgins explained.

“Our courses explore questions about personal and social transformation. Questions such as, what does it mean to be an educated person? And what kind of schools do we need in a democratic society? At the same time, we want these classes themselves to be transformative experiences, spaces where our students can reflect on their own efforts to form themselves into somebody who can lead a flourishing life.” 

Higgins shares Wortham’s perspective that education has grown too narrow and instrumental. His recent book, Undeclared, calls out the contemporary university, with its “credentialing mindset,” for paying only lip service to the idea of general education. Far from being encouraged to explore, students get the message that they had better “pick a lane and step on the gas!” Instead, he offers a vision for an educational renaissance in which “soulcraft,” described as “the quest to understand, cultivate, and enact ourselves in lives worth living,” is the primary focus.  

Higgins’ creative energy is reflected in the department itself, down to its name which he said is intentionally ambiguous. “Formative education is open for interpretation,” he said. “I don’t want to determine the kinds of questions that my colleagues want to explore.” 

Those questions are wide-ranging and include topics one might not immediately think of. Professor Marina Bers studies how children can develop ethically and interpersonally through engagement with coding and robotics. Caity Bolton, a cultural anthropologist, is studying what holistic human and social development looks like through Islamic education in East Africa and the Arab World. DFE affiliate faculty member Belle Liang has developed a “purpose app” for college students.  

Just in its second year, the DFE doctoral program is already producing notable research. For example, Ph.D. student Harrison Mullen has received a grant from the N.C.A.A. to study the experience of athletes forced to retire from the sport that has been so central to them. Framing the issue in formative terms, Mullen considers how practices such as sports help us make sense of what it means to lead a worthwhile life. In interviews with retired athletes, he explores the deep sense of loss that accompanies this life transition.

At the Department of Formative Education, as at BC overall, personal reflection is fundamental. “It’s the Jesuit thing,” said Higgins. “We are devoted to careful study of the ‘what’ and the ‘how’—but we also never forget the ‘why’ and the ‘who.’ Why does this matter? And how does this help you understand who you are and what you stand for? 

Higgins offered examples of TES courses and their activities. “In ‘The Educational Conversation,’ we invite students to reflect on their key formative influences through an educational autobiography. In ‘Spiritual Exercises,’ we introduce students to a range of spiritual practices, starting with the exercises devised by the founder of the Jesuits, Ignatius of Loyola.”

For Wortham and Higgins, the time is ripe to reconsider the hyperfocus on academic achievement. They believe educators in a variety of settings are looking for a richer, formative language to describe their practices and aims. To this end, the Lynch School is launching the Transformative Education Lab, which will share research and best practices around whole-person education. Wortham and Higgins hope that the lab will extend Boston College’s leadership in formative education to new audiences, helping to recenter questions of meaning and value in educational debates. 

“Academic achievement is critical. Subject matter knowledge is critical,” said Wortham. “But these students we are teaching and testing are people. We need to consider their mental health, how they will build relationships with others—all the things that make them thrive as human beings.”