The purpose of this study is to explore a christian spiritual education model. In recent years, there has been an increasing interest in the spirituality, which has evoked a discourse in modern world. It has been pointed out that the characteristics of spirituality as a social discourse can be understood in terms of human arts such as philosophy, ideology, and so on. Throughout the process of history, the tradition and style of the Christian spirituality has been divided into three traditions in general, Eastern Church, Western Church, and Protestant Church. Although there has been an different expression to represent their mode of spirituality, it is clear that the common paradigm of spiritual development, which contains a schema, ‘purgation-illumination-union with God’, has been appeared in the ‘three ways’ spiritual development stages. The paradigm has been founded in the spiritual development stages of the early christian fathers’ spiritual formation and also has been originated on the basis of Bible. A schema of three ways that contains an orders of salvation and a process of sanctification, which shows a seeking process of the spiritual exerciser, reflects on an aspect of psychological self-actualization.
C. G. Jung develops the Freud’s concept of unconscious into his unconscious concept which contains a religious and transcendental dimension. Jung’s theory about individuation can be regarded as a theory of the psychotherapy and the hermeneutics of the human growth, which it can help people (to) find their true real-self, that is called self-realization. The theory of Jung gives two possibilities for the Christian spirituality education. First, it provides an idea for christian spirituality educator with a psychological developmental task in process of individuation. From the psychological point of view, we argues that it is not all that express the outward of men but hear the voice of the inward of men which means the awareness of unconscious. In this way, the theory of individuation psychologically shows us what happened to the mental problems in each stages of three ways : ‘purgation - illumination - union with God’ or ‘repentance - sanctification - glorification’. Second, the applications of analytical termsfor example, consciousness, awareness, recognition, confrontation, differentiation, assimilation, and integration, are very useful in the Christian spiritualty education. The applications of these psychological terms in spiritual education help us to understand mental-spiritual conditions of the learners and teachers. On the basis of the two points of views, I suggest that the reconstructed 7 movements which instruct the strategy in my spiritual education is deeply related to the three ways spiritual development stages.
In conclusion, I insist that the ‘transfiguration - union with God’ spiritual education model will contribute to make an useful meeting and dialogue between the psychological self-actualization which derives from a Jung’s theory of individuation and the theological self-actualization which comes from three ways. In this regard, my suggestion belongs to the spiritual developmental theory and also is can be helpful for the christian educator to recover a real-self as an image of God in our spiritual experience.