Formation through Purposeful Education and Human Development

---

by Dr. Daniel T. Lewis

Published 07/22/2026

Freedom and empowerment alone cannot foster human flourishing (Lewis, 2022 & Yang, 2015). The process of human development depends on a purposeful approach to education (Bandura, 1977, 1986, 1997; Erikson, 1950, 1968; Piaget, 1950, 1952, 1954; Vygotsky, 1962, 1978). The incorporation of the foundation of faith and a Biblical worldview prevents cultural decline and cultivates the ability to identify objective truth (Schaeffer, 2005).  The synthesis of faith and reason helps learners expand understanding, while enabling them to make wise choices in life (Adler and Van Doren, 1972/2014; Plato, 1952). Through the learning process, learners acquire knowledge, develop skills, refine their understanding of the world, and discover their unique abilities and potential (Lewis, 2022). Beyond preparing individuals for successful careers, effective education prepares individuals for meaningful lives (Sire & Hoover, 2020 & Wolterstorff, 2002). This website explores how learning theories, leadership practices, and instructional strategies can be integrated to help learners of every age grow intellectually, professionally, spiritually, and personally. The educational development of children lays the foundations for learning as adults (Bandura, 1977, 1986, 1997; Bloom, 1956; Erikson, 1950, 1968; Piaget, 1950, 1952, 1954; Vygotsky, 1962, 1978). Adult learners possess unique characteristics that impact how they learn (Cross, 1981 &1986). Teaching adults requires different approaches from those used to teach children (Knowles, 1975 & 1980; Knowles, et. al., 2020). Establishing learning on the principles of empowerment encourages active participation in the learner's development, while equipping them to solve problems, think critically, and collaborate effectively with others (Lewis, 2022). This website provides resoures to help individuals understand and guide their own learning and the learning of others. 

References

Adler, M. J., & Van Doren, C. (1972). How to read a book: The classic guide to intelligent reading. Simon & Schuster. 

Bandura, A. (1977). Social learning theory. Prentice Hall.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: Cognitive domain. David McKay. 

Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. Jossey-Bass.

Cross, K. P. (1986). A proposal to improve teaching. AAHE Bulletin, 39(4), 9-15.

Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.

Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (Rev. ed.). Cambridge Books.

Knowles, M. S., Swanson, R. A., & Holton, E. F., III. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge. 

Lewis, D. T. (2022). The impact of followers’ sense of empowerment on their perception of eudaimonic happiness [Doctoral dissertation, Trevecca Nazarene University]. ProQuest Dissertations & Theses Global.  

Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press. (Original work published 1936)

Piaget, J. (1954). The construction of reality in the child (M. Cook, Trans.). Basic Books. (Original work published 1937)

Plato. (1952). The works of Plato. In R. M. Hutchins (Ed.), Great books of the Western World (Vol. 7). Encyclopaedia Britannica. 

 Schaeffer, F. A. (2005). How should we then live? The rise and decline of Western thought and culture (L’Abri 50th anniversary ed.). Crossway. 

Vygotsky, L. S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). MIT Press. (Original work published 1934)

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.

Yang, I. (2015). Positive effects of laissez-faire leadership: Conceptual exploration. Journal of Management Development, 34(10), 1246-1261. https://doi.org/10.1108/JMD-02-2015-0016