Published 08/21/2026 | by Dr. Daniel T. Lewis

Why does this matter? Understanding the process of human formation as it relates to the pursuit of human flourishing makes that pursuit more effective.

How can I apply it this week?  You can discover ways to enhance your overall development as a person and apply that knowledge to your personal pursuit of human flourishing.

Introduction

While freedom provides the agency for formation, formation shapes how individuals exercise that agency in the pursuit of human flourishing. Freedom allows individuals to choose a course of action, but individuals do not enter life possessing all the knowledge, character, wisdom, habits, skills, and competencies necessary for flourishing. These characteristics develop over time through engagement in formative activities (Aristotle, 1952). Faith helps individuals distinguish good from bad choices (Lewis, 1952). Freedom enables individuals to choose. Formation develops the whole person who makes those choices. Empowerment provides individuals with the capacity to translate their choices into meaningful action. Human flourishing emerges through purposeful and meaningful engagement in life (Aristotle, 1952; Seligman, 2011).

Formation therefore extends beyond the cognitive development typically associated with education. Formation describes the lifelong process through which individuals develop the character, knowledge, wisdom, abilities, habits, and competencies necessary to become who God created them to become and effectively pursue human flourishing. Education contributes significantly to this process by developing knowledge and abilities through learning and experience (Dewey, 1916), while guided learning can orient individuals toward truth, wisdom, and the good (Plato, 1952). Education therefore contributes to formation through intellectual development (Dewey, 1916; Luke 2:52; Plato, 1952), but formation encompasses the development of the whole person through character, virtue, relationships, experiences, spiritual development, habits, reflection, and practice (Romans 12:2; Slaughter, 2008).

The Five Dimensions of Formation

Framing formation as the development of the whole individual requires understanding that holistic formation occurs across five dimensions: comprehension, conviction, character, connection, and competence. Comprehension describes what individuals need to know and understand and provides the intellectual foundation necessary for the pursuit of human flourishing. Scripture connects growth in knowledge with the development of wisdom and understanding (Proverbs 2:6; Colossians 1:9–10). Conviction addresses the development of what individuals believe and value, establishes what matters, and gives life meaning. The development of conviction is closely linked to the development of faith and, as such, extends beyond the acquisition of spiritual knowledge to the cultivation of a life shaped by that knowledge (Romans 12:2; James 1:22). Character describes the kind of person an individual ought to become and shapes how one lives. Sound character develops as individuals translate their convictions into virtues, habits, and patterns of behavior that guide their choices and actions (Galatians 5:22–23; 2 Peter 1:5–8). Connection describes how individuals develop meaningful relationships with others and participate in families, communities, and society. In practice, connection arises partly from one’s character because character shapes how individuals interact with, serve, and respond to others (John 13:34–35; Philippians 2:3–4). Finally, competence describes the development of the knowledge, skills, abilities, and practical capabilities necessary to act effectively. Scripture recognizes the importance of developing abilities and applying them effectively to meaningful work and service (Exodus 35:30–35; Colossians 3:23–24). When formation develops comprehension, conviction, character, connection, and competence, the whole person moves toward becoming who God created them to be and gains the capacities necessary to pursue human flourishing effectively (Ephesians 2:10; 4:13–15).

The Relationship of Formation to the Three Dimensions of Human Flourishing

The previous section described the five dimensions of formation: Comprehension, Conviction, Character, Connection, and Competence. Drawing on research concerning purpose, personal expressiveness, and meaningful engagement, this framework conceptualizes human flourishing across three dimensions: sense of purpose, purposeful personal expressiveness, and effortful engagement (Damon, 2008; Duckworth et al., 2007; Waterman et al., 2010). Formation develops the capacities necessary to attain each dimension of human flourishing.

Formation of Sense of Purpose

This ongoing spiritual formation progressively reshapes what believers value, the purposes they pursue, and the way they pursue them. Simply recognizing one’s purpose, however, does not automatically equip the person to fulfill it. Individuals gain insights into their calling and sense of purpose from training, relationships, experiences, faith, reflection, successes and failures, mentors, and opportunities. Research identifies many of these experiences as important contributors to adult learning and development (Cross, 1991; Knowles, 1980). Individuals need to understand the difference between knowing their purpose and being prepared for that purpose (Maxwell, 2017). Formation develops the character and competencies necessary to carry it out. Therefore, formation develops an emerging sense of purpose into an increasingly clear, refined, and actionable direction for life while building the capacity necessary to live purposefully (Orenstein & Lewis, 2022). Once individuals understand what is worth pursuing, formation also helps them discover how their unique identities, gifts, and abilities can express that purpose, providing a bridge from a sense of purpose to purposeful personal expression.

Discover

Comprehension helps individuals understand an emerging sense of purpose; conviction helps them evaluate whether that purpose aligns with what they believe; character shapes how they respond to that purpose; connection allows relationships and community to confirm, challenge, and develop it; and competence provides evidence of their developing capacity to pursue it. As individuals develop and exercise competencies aligned with their sense of purpose, successful experiences can strengthen their confidence in their capacity to pursue that purpose. Christians place their confidence in what God wants to accomplish through them, rather than in what they can accomplish on their own (2 Corinthians 3:5; 12:9). Formation, therefore, contributes to the discovery of one’s sense of purpose while providing the means to progressively clarify that purpose.

Clarify

The discovery of one’s sense of purpose means little without clarity. Clarity means comprehending one’s sense of purpose at a deeper and more practical level, where the individual begins to understand how that purpose applies to life. Clarifying one’s sense of purpose also brings greater clarity to one’s convictions. At this point, convictions begin coalescing into a coherent ethical system and worldview. Faith increasingly informs and grounds these developing convictions. As purpose becomes clearer, it also contributes to the continuing formation and reshaping of character. Clarity of purpose also changes the nature of an individual’s connections with others, increasingly orienting those relationships toward love, service, mutual flourishing, and purposes that extend beyond the self. The priorities underlying these connections increasingly extend beyond earthly and material gains toward relationships characterized by love, service, and participation in God’s purposes. Clarity of purpose helps individuals identify the competencies they need to develop while recognizing their ultimate dependence upon God in exercising those competencies. John the Baptist observed, “He must increase, but I must decrease” (John 3:30; KJV). Clarity of purpose must ultimately remain grounded in divine revelation. Proverbs 29:18 states, “Where there is no vision, the people perish: but he that keepeth the law, happy is he” (KJV). The Hebrew ḥāzôn (חָזוֹן), translated “vision,” refers to prophetic vision or divine revelation rather than merely a personal vision for life. Likewise, esser (אֶשֶׁר), translated “happy,” conveys happiness or blessedness and parallels the concept expressed by the Greek makarios (μακάριος). Proverbs 29:18 therefore connects blessedness with ordering one’s life according to God’s revealed instruction. Psalm 1 and the Sermon on the Mount (Matthew 5–7) further develop this biblical picture of the blessed individual. Thus, faith informs purpose by orienting one’s personal vision and mission toward God’s revealed purposes.

Refine

 While clarification identifies and explains one’s sense of purpose, refinement progressively narrows the goals, priorities, and activities through which that purpose should be pursued. Refining one’s sense of purpose helps transform abstract aspirations into clearly defined objectives (Locke & Latham, 1990). Refinement helps individuals focus their energy on what matters, select activities aligned with their goals, and eliminate activities that divert them from their objectives (Becker, 2022; Hays, 2019; Tracy, 2001). This focus can reduce wasted time and help individuals distinguish activities that advance their purpose from those that distract from it (McKeown, 2014). Evaluating whether activities align with one’s sense of purpose becomes easier as that purpose becomes clearer. Refining which activities matter creates a feedback loop that helps to further clarify and refine one’s sense of purpose. For Christians, refining one’s sense of purpose involves not merely gaining a better understanding of personal desires but gaining a clearer understanding of God’s purposes for one’s life (Psalm 140:8; Proverbs 16:9; Proverbs 19:21; Romans 12:2; James 4:15). Refinement of one’s sense of purpose helps identify the activities and goals worth pursuing.

Pursue

Formation integrates individuals’ comprehension of their sense of purpose with conviction, character, connection, and competence, helping them discern what is worth pursuing. As their understanding of purpose deepens, it shapes convictions that guide their choices about what to pursue and what to reject. In Galatians 5:16–17, Paul describes the conflict between the desires of the flesh and the Spirit. Paul also observed, “Being confident of this very thing, that he which hath begun a good work in you will perform it until the day of Jesus Christ” (Philippians 1:6; KJV). Regeneration gives believers new spiritual life, sanctification progressively conforms them to the image of Christ, and glorification ultimately completes that transformation (Romans 8:29–30; 2 Corinthians 3:18; Philippians 1:6; Colossians 3:3–4; 1 Thessalonians 5:23–24; 1 John 3:2–3).

Simply recognizing one’s purpose does not automatically equip the person to fulfill it. This ongoing spiritual formation progressively reshapes what believers value, the purposes they pursue, and the way they pursue them. Simply recognizing one’s purpose, however, does not automatically equip the person to fulfill it. Individuals gain insights into their calling and sense of purpose from training, relationships, experiences, faith, reflection, successes and failures, mentors, and opportunities. Research identifies many of these experiences as important contributors to adult learning and development (Cross, 1991; Knowles, 1980). Individuals need to understand the difference between knowing their purpose and being prepared for that purpose (Maxwell, 2017). Formation develops the character and competencies necessary to carry it out. Therefore, formation develops an emerging sense of purpose into an increasingly clear, refined, and actionable direction for life while building the capacity necessary to live purposefully (Orenstein & Lewis, 2022). Once individuals understand what is worth pursuing, formation also helps them discover how their unique identities, gifts, and abilities can express that purpose, providing a bridge from a sense of purpose to purposeful personal expression.

Formation of Purposeful Personal Expressiveness

When a sense of purpose motivates the individual to engage in meaningful action, it manifests as purposeful personal expressiveness (Marcia, 1966; Waterman et al., 2010). The holistic formation of the individual includes the growth of comprehension, conviction, character, connection, and competence. Drawing on research concerning self-efficacy, internalization, and purposeful personal expressiveness, the integration of these dimensions of holistic formation enables individuals to discover, clarify, refine, and pursue opportunities for such expressiveness (Bandura, 1997; Deci & Ryan, 2000; Waterman et al., 2010). Formation develops competence by cultivating God-given abilities through learning, experience, and disciplined practice. As individuals develop these abilities and learn to rely on God’s enabling work in their lives, they develop confidence to act effectively while recognizing that their ultimate sufficiency comes from God (2 Corinthians 3:5). In this way, formation develops capable human agency without equating capability with self-sufficiency, enabling individuals to express their sense of purpose through activities that reflect their convictions, employ their God-given abilities, strengthen their connections with others, and depend ultimately upon God for the capacity to flourish.

The previous section explored how a sense of purpose provides direction by helping individuals identify the course of action most worth pursuing. Purposeful personal expressiveness connects that purpose to the individual by helping them recognize how their identity, values, interests, gifts, abilities, and experiences can be expressed through meaningful activities. As individuals learn to align their activities with the purpose that gives them meaning, they experience purposeful personal expressiveness (Waterman et al., 2010). Purposeful personal expressiveness connects purpose to the individual by helping them recognize how their identity, values, interests, gifts, abilities, and experiences can be expressed through meaningful activities (Sharp et al., 2007; Waterman, 1990, 2004). Individual engagement in activities that reflect one’s identity and allow one to develop and realize one’s potential facilitates purposeful personal expressiveness (Waterman et al., 2010).

Discover

As comprehension increases, an individual learns more about their identity and the relationship of their identity to activities worth pursuing (Aristotle, 1952; Marcia, 1966; Waterman et al., 2010). Comprehension of one’s identity requires more than identifying personal preferences or activities that produce immediate enjoyment; it involves understanding oneself in relation to God and discerning how God-given gifts and abilities can be faithfully exercised according to His purposes (Psalm 139:13–16; Romans 12:2–8; Ephesians 2:10). Gaining a comprehensive understanding of one’s interests, values, abilities, limitations, and aspirations begins by allowing God’s Word to shape one’s understanding of self and by reflecting on evidence of His work throughout one’s life (Psalm 139:13–16, 23–24; Romans 12:2–8; Guinness, 2018; Willard, 2002). As one considers one’s personal experiences, God reveals how He developed these expressions and provided ways to find expression through them. Furthermore, reflecting on the relationships, feedback, and shared experiences God brings into one’s life deepens one’s understanding of past experiences (Proverbs 27:17; Romans 12:2–8; Willard, 2002). Past experiences play a vital role in adult learning and development (Cross, 1991). Specifically, in the process of forming purposeful personal expressiveness, the crystallization of comprehension establishes the framework for recognizing activities that give voice to meaningful expression (Marcia, 1966; Waterman et al., 2010). The discovery process unfolds across all five dimensions of formation. Enhancing comprehension heightens awareness of one’s identity, values, interests, gifts, and abilities (Bandura, 1997; Waterman et al., 2010; Romans 12:3–8).

The Charter guides the ways individuals choose to respond to opportunities to express themselves, and grounding character in Biblical precepts ensures that self-expression brings glory to God (Aristotle, 1952; Matthew 5:16; 1 Corinthians 10:31; Willard, 2002). Investing in meaningful connections with fellow Christians, family, friends, mentors, communities, and others affirm, challenges, and deepens one’s understanding of self (Bandura, 1997; Bonhoeffer, 1954; Proverbs 27:17; Hebrews 10:24–25). Connections with family, friends, mentors, communities, and other meaningful relationships allow one to affirm, challenge, and expand one’s understanding of self (Bandura, 1997; Bonhoeffer, 1954; Erikson, 1968). Supported by empirical evidence, competence helps individuals identify the activities that best enable efficacious self-expression (Bandura, 1997; Waterman et al., 2010; 1 Peter 4:10).

For Christians, formation grounds the process of understanding oneself in one’s relationship with God, recognizing that personal identity finds its proper context in who God created, redeemed, and calls the individual to become (Galatians 2:20; 2 Corinthians 5:17; Ephesians 2:10; Colossians 3:1–4). The Bible describes talents, abilities, and gifts not merely as personal possessions but as capacities entrusted to individuals for purposeful use (Romans 12:4–8; 1 Corinthians 12:4–7; 1 Peter 4:10). Scripture presents talents, abilities, and gifts as capacities entrusted by God that carry a stewardship responsibility to cultivate them faithfully and employ them in service to others (Matthew 25:14–30; Romans 12:6–8; 1 Peter 4:10; 2 Timothy 1:6). While secular theories of personal expressiveness often emphasize the discovery and realization of individual identity and personal potentials, a biblical understanding begins with God as the source of identity, calling, and giftedness and asks how individuals can faithfully develop and exercise what God has entrusted to them (Ephesians 2:10; 1 Peter 4:10; Guinness, 2018; Veith, 2002; Waterman et al., 2010). The process of discovering purposeful personal expressiveness involves identifying the distinctive ways in which an individual’s developing identity, gifts, values, relationships, and abilities can contribute to purposes worthy of pursuit, and clarifying them.

Clarify

Throughout the formation process, individuals discover possibilities for purposeful personal expressiveness (Waterman et al., 2010). However, not every possible expression of the self contributes equally to human flourishing (Aristotle, 1952; Waterman et al., 2010). Through the process of clarification, individuals evaluate possibilities for purposeful personal expressiveness and determine which expressions faithfully reflect their God-given identity, developing potential, and sense of purpose (Romans 12:2; Deci & Ryan, 2000; Marcia, 1966; Waterman et al., 2010). From a Christian perspective, authentic purposeful personal expressiveness does not consist of simply acting according to one’s natural desires. Rather, it requires discerning which desires, abilities, and aspects of the self should be expressed and developed and which require transformation, redirection, or restraint in accordance with God’s revealed purposes (Romans 12:2; Galatians 5:16–17; Ephesians 4:22–24; Luther, 1525/1957; Willard, 2002). Convictions provide the values and beliefs by which individuals evaluate possible expressions of the self and determine whether those expressions align with what they understand to be good and worthy (Aristotle, 1952; Deci & Ryan, 2000). When grounded in the Bible, convictions allow individuals to evaluate possible expressions of the self and determine whether those expressions align with God’s revealed standards and purposes (Romans 12:2; Philippians 4:8; 1 Thessalonians 5:21–22). Character helps align personal expression with Biblical virtues that guide how individuals use their freedom and abilities to glorify God (Galatians 5:13, 22–23; 1 Corinthians 10:31; 2 Peter 1:5–7; Aristotle, 1952; Willard, 2002). Connections reveal how personal expression affects others and place the individual within relationships and communities that provide affirmation, correction, and responsibility (Proverbs 27:17; Ephesians 4:15–16; Hebrews 10:24–25; Bonhoeffer, 1954). Competence helps distinguish aspirations from capacities while identifying abilities that require further development (Proverbs 22:29; 1 Timothy 4:14–15; Bandura, 1997; Ericsson et al., 1993).

Self-determination theory provides an important psychological foundation for this process. Internalization allows individuals to move beyond behavior determined primarily by external rewards or pressures toward actions they personally understand and endorse (Deci & Ryan, 2000). Personal expressiveness similarly becomes more meaningful when activities reflect deeply held values rather than merely external expectations. Research on eudaimonic identity theory further associates personally expressive activities with identity development and the realization of individual potentials (Waterman et al., 2010).

For Christians, clarification also requires evaluating personal expression in light of God’s purposes rather than treating self-expression as an end in itself. Scripture calls for personal transformation through the renewing of the mind so that individuals may discern “what is that good, and acceptable, and perfect, will of God” (Romans 12:2, KJV). Christian vocation likewise places abilities, work, and individual distinctiveness within the larger context of God’s calling and service to others (Guinness, 2018; Keller & Alsdorf, 2012; Veith, 2002). Clarification therefore connects personal identity with purpose by establishing why particular expressions of one’s identity, gifts, and abilities deserve development. Yet knowing what authentically and purposefully expresses the self does not determine how those capacities can best be developed and exercised. That requires refinement.

Refine

Within the formation process, clarification identifies forms of personal expression consistent with meaningful purposes, while refinement develops God-given capacities so they can be expressed with increasing maturity and effectiveness (1 Timothy 4:14–15; 2 Timothy 1:6; Bandura, 1997; Ericsson et al., 1993). God-given interests, abilities, and aspirations reveal possibilities for purposeful personal expressiveness, but these capacities require faithful cultivation and development before reaching mature expression (1 Timothy 4:14–15; 2 Timothy 1:6; Bandura, 1997; Ericsson et al., 1993). The process of formation involves difficulties, reflection, feedback, practice, correction, and continued development (Proverbs 27:17; Hebrews 12:10–11; James 1:2–4; Bandura, 1997; Dewey, 1910; Ericsson et al., 1993; Schön, 1983).

Comprehension becomes more accurate as experience reveals strengths, limitations, interests, and opportunities for growth (Bandura, 1997; Dewey, 1910; Schön, 1983). Convictions become more deeply rooted and refined as individuals encounter circumstances that require them to apply their values to real-world decisions (Romans 12:2; Deci & Ryan, 2000; Schwartz, 1992). Character develops as individuals repeatedly practice virtues necessary to express themselves responsibly and consistently (2 Peter 1:5–8; Aristotle, 1952; Willard, 2002). Connections provide feedback, encouragement, accountability, modeling, and opportunities for service (Proverbs 27:17; Hebrews 10:24–25; Bandura, 1997; Bonhoeffer, 1954). Competence develops through learning, practice, feedback, and the application of abilities to increasingly challenging activities (1 Timothy 4:14–15; Bandura, 1997; Ericsson et al., 1993).

Refinement also requires individuals to distinguish between limitations that should be accepted and capacities that can be developed (Bandura, 1997; Dweck, 2006). Failure does not necessarily demonstrate that an activity is inconsistent with one’s identity or purpose; setbacks can instead provide opportunities for learning, perseverance, and further formation (Proverbs 24:16; James 1:2–4; Bandura, 1997; Sitkin, 1992). They can provide information about abilities requiring further development, strategies requiring adjustment, or assumptions requiring reconsideration (Bandura, 1997; Schön, 1983; Sitkin, 1992). Reflective examination of experience therefore helps individuals progressively align their developing abilities with meaningful opportunities for purposeful personal expression (Bandura, 1997; Schön, 1983; Waterman et al., 2010).

Within Christian formation, refinement involves stewardship (Guinness, 2018; Veith, 2002). Gifts and abilities provide opportunities for development and service rather than grounds for self-exaltation (Keller & Alsdorf, 2012; Veith, 2002; 1 Peter 4:10). Paul instructed Timothy not to neglect the gift that had been given to him and to meditate upon and give himself wholly to his responsibilities so that his “profiting may appear to all” (1 Timothy 4:14–15, KJV). Similarly, 2 Timothy 1:6 calls upon Timothy to “stir up the gift of God.” These passages portray giftedness as something entrusted by God that requires recognition, cultivation, and purposeful exercise in service to others (Romans 12:6–8; 1 Corinthians 12:4–7; 1 Peter 4:10; Guinness, 2018; Veith, 2002).

Refinement therefore moves purposeful personal expressiveness beyond simply discovering one’s gifts or declaring an identity (Waterman et al., 2010). It progressively develops the comprehension, convictions, character, connections, and competence necessary to translate God-given potential into increasingly mature and effective personal expression (Romans 12:3–8; 1 Peter 4:10; Bandura, 1997; Ericsson et al., 1993). Yet even refined capacities remain unrealized until individuals faithfully employ them in meaningful activity (Matthew 25:14–30; 1 Timothy 4:14–15; Aristotle, 1952; Waterman et al., 2010). Refinement must therefore lead to pursuit.

Pursue

Purposeful personal expressiveness reaches fuller realization when individuals voluntarily employ their developing identity, values, gifts, and abilities in activities consistent with meaningful purposes (Deci & Ryan, 2000; Waterman et al., 2010). Personal expressiveness thus moves from self-understanding to purposeful action (Aristotle, 1952; Waterman et al., 2010). From a Christian perspective, individuals do not merely recognize who they are or what they can do; they faithfully exercise their God-given gifts and developing abilities through the choices they make, the work they perform, the relationships they cultivate, and the contributions they make in service to God and others (Romans 12:6–8; 1 Corinthians 10:31; 1 Peter 4:10; Bandura, 1997; Guinness, 2018; Veith, 2002).

Comprehension enables individuals to recognize opportunities consistent with their developing identity and purpose (Ephesians 2:10; Marcia, 1966; Waterman et al., 2010). Convictions provide reasons for choosing some opportunities while rejecting others (Romans 12:2; Deci & Ryan, 2000; Schwartz, 1992). Character governs how abilities are exercised and directs personal expression toward virtuous action (Galatians 5:22–23; Aristotle, 1952; Willard, 2002). Connections provide contexts in which personal expression can contribute to others’ lives (Romans 12:4–8; 1 Peter 4:10; Bonhoeffer, 1954). Competence enables individuals to translate intentions and abilities into increasingly effective action (1 Timothy 4:14–15; Bandura, 1997; Ericsson et al., 1993). Purposeful personal expressiveness, therefore, integrates the individual’s internal formation with outward participation in meaningful activity (Aristotle, 1952; Deci & Ryan, 2000; Waterman et al., 2010).

This distinction is especially important because purposeful personal expressiveness does not equate human flourishing with the unrestricted expression of one’s existing desires, preferences, or capacities (Aristotle, 1952; Deci & Ryan, 2000; Waterman et al., 2010). The fullest expression of the individual occurs not merely when people act according to their desires but when they develop and exercise their capacities through activities consistent with worthwhile purposes (Aristotle, 1952; Waterman et al., 2010). From a Christian perspective, personal gifts achieve significance through their faithful development and exercise in accordance with God’s purposes and in service to others (Guinness, 2018; Keller & Alsdorf, 2012; Veith, 2002). First Peter 4:10 instructs believers, “As every man hath received the gift, even so minister the same one to another,” directly connecting individual giftedness with stewardship and service. Likewise, Romans 12:4–8 places differing gifts within a community in which each contributes according to the gifts given by God.

This distinction is especially important because purposeful personal expressiveness does not equate human flourishing with unrestricted self-expression (Aristotle, 1952; Deci & Ryan, 2000; Waterman et al., 2010). The fullest expression of the individual occurs not merely when people do what they desire but when they exercise their developing capacities in activities consistent with worthwhile purposes (Aristotle, 1952; Waterman et al., 2010). From a Christian perspective, personal gifts find their significance through faithful exercise in accordance with God’s purposes and in service to others (Guinness, 2018; Veith, 2002; 1 Peter 4:10). 1 Peter 4:10 instructs believers, “As every man hath received the gift, even so minister the same one to another,” directly connecting individual giftedness with stewardship and service. Likewise, Romans 12:4–8 places differing gifts within a community in which each contributes according to the gifts given by God.

Purposeful personal expressiveness therefore transforms individual potential into meaningful action by aligning who individuals are becoming with what they consider worthy of pursuit (Aristotle, 1952; Waterman et al., 2010). Through the formation process, individuals progressively comprehend their God-given identity and abilities, deepen convictions about how those abilities should be exercised, develop the character necessary to use them responsibly, establish connections that provide opportunities for contribution, and increase the competence necessary for effective expression (Romans 12:2–8; 1 Peter 4:10; Aristotle, 1952; Bandura, 1997; Deci & Ryan, 2000; Waterman et al., 2010; Willard, 2002).

The relationship between formation and purposeful personal expressiveness is reciprocal. Formation develops the capacities necessary for meaningful personal expression, while participation in personally expressive activities provides experiences through which individuals discover more about themselves, test and deepen their convictions, develop character, strengthen connections, and increase competence (Aristotle, 1952; Bandura, 1997; Deci & Ryan, 2000; Ericsson et al., 1993; Waterman et al., 2010). Purposeful personal expressiveness consequently becomes both a product of formation and a continuing means of further formation as developed capacities are exercised, evaluated, and further refined through experience (Hebrews 5:14; Dewey, 1910; Schön, 1983; Waterman et al., 2010).

In this way, purposeful personal expressiveness occupies an essential position between sense of purpose and effortful engagement. Sense of purpose identifies what is worth pursuing (Damon, 2008; Frankl, 2006). Purposeful personal expressiveness describes how the developing individual can contribute to that pursuit by expressing identity, values, gifts, and abilities (Waterman et al., 2010). Effortful engagement provides the sustained and disciplined action necessary to continue pursuing it (Bandura, 1997; Duckworth et al., 2007). Together, their formation develops the capacities through which individuals progressively pursue human flourishing (Aristotle, 1952; Deci & Ryan, 2000; Waterman et al., 2010).

Formation of Effortful Engagement

Holistic formation develops comprehension, conviction, character, connection, and competence, helping individuals discover, clarify, refine, and pursue activities worthy of effortful engagement. The previous section examined how a sense of purpose helps individuals identify activities worth pursuing. The development of purposeful personal expressiveness helps individuals identify how their identity, gifts, and abilities contribute to the fulfillment of their sense of purpose (Lewis, 2022; Waterman et al., 2010). Effortful engagement extends this process by developing the willingness and capacity to invest attention, energy, discipline, and perseverance in meaningful pursuits (Duckworth et al., 2007). A deeper level of comprehension helps individuals recognize that meaningful pursuits frequently require sustained effort rather than immediate gratification. Formation therefore helps individuals move beyond the pursuit of immediate rewards toward the sustained investment of effort in activities they recognize as meaningful and worthwhile.

Discover

Comprehension and reflection help individuals recognize activities worthy of sustained effort (Dewey, 1910). Increased comprehension sharpens convictions, matures character, strengthens connections, fosters voluntary cooperation, and creates opportunities to contribute to others’ well-being. Sharpened convictions clarify why specific activities matter. Matured character develops the discipline and perseverance necessary to continue when effort becomes difficult. Strengthened connections provide encouragement and accountability, while voluntary cooperation contributes to strong communities. Finally, opportunities to contribute to others can foster personal fulfillment, stronger social bonds, and a shared sense of purpose (Aristotle, 1952; Putnam, 2000; Tocqueville, 1990).

Effective and holistic formation also helps individuals discover that meaningful pursuits frequently require sustained effort rather than immediate gratification. Recognizing this reality changes one’s outlook toward difficulties, failures, and challenges. What initially appears to be an obstacle to human flourishing can become an opportunity to test commitment, identify areas requiring further formation, and develop the capacities necessary for continued pursuit (Aristotle, 1952; Duckworth et al., 2007; Frankl, 2006). The Bible similarly connects worthwhile accomplishment with diligence, perseverance, and endurance (Proverbs 13:4; Romans 5:3–5; James 1:2–4). Discovery of effortful engagement therefore involves identifying pursuits meaningful enough to justify a sustained investment of one’s time, abilities, and energy.

Clarify

Understanding effortful engagement helps individuals identify activities and pursuits that are worthy of their time, abilities, and energy. It delineates what a meaningful pursuit requires. However, comprehension alone may fall short of establishing why individuals should commit themselves to a particular course of action or how they find purpose in that commitment (Aristotle, 1952; Deci & Ryan, 2000; Frankl, 2006).

Clarification forges the essential bond between effort and purpose. Clarity of one’s convictions establishes why pursuit of a goal justifies sustained effort (Deci & Ryan, 2000). The formation of virtuous character develops the fortitude and commitment necessary to persevere in the face of difficulties (Aristotle, 1952). Reinforcement of connections clarifies responsibilities toward others and extends purpose beyond strictly personal achievement (Damon, 2008). Increasing competence helps individuals recognize the abilities they possess and those they must further develop to act effectively (Bandura, 1997).

Previous research has examined individual components of this process. Framing clarification within the five dimensions of comprehension, conviction, character, connection, and competence integrates these components into a theoretical framework explaining how formation contributes to human flourishing. In the absence of clarity of purpose, effort risks becoming exertion without meaningful direction (Damon, 2008; Frankl, 2006). Research has also demonstrated an association between placing greater relative importance on extrinsic aspirations and poorer well-being indicators (Kasser & Ryan, 1996). Rather than emphasizing material or extrinsic aspirations alone, a Christian approach to human flourishing calls for the faithful investigation and application of one’s abilities in activities consistent with God’s purposes (Guinness, 2018; Keller & Alsdorf, 2012; Veith, 2002). Scripture similarly calls Christians to approach their labor wholeheartedly and as service to the Lord (Colossians 3:23–24).

Clarity, therefore, transforms effort from mere exertion into purposeful engagement by connecting what individuals do to why their work matters (Deci & Ryan, 2000). Clarification helps individuals understand why certain activities deserve sustained effort. Questions concerning where, when, how, and how much of that effort to invest, however, require further refinement.

Refine

While clarification reveals why an activity deserves sustained effort, refinement helps individuals determine where, when, how, and how much of that effort to invest (Ericsson et al., 1993; Gollwitzer, 1999). Because individuals possess finite capacities for sustained effort, human flourishing does not require continuous maximal exertion but rather the purposeful and sustainable allocation of effort toward activities worth pursuing (Aristotle, 1952; Kurzban et al., 2013; Sonnentag & Fritz, 2007). Holistic formation helps individuals distinguish wasted toil from productive work by developing the wisdom and discernment necessary to direct their efforts effectively (Proverbs 2:3–5; 4:5–7; 14:23).

As comprehension grows, individuals become better equipped to evaluate progress and identify more effective strategies. Prudent reflection on failures and setbacks can inform adjustments to strategies toward worthwhile goals (Bandura, 1997; Schön, 1983). Growth in comprehension can also contribute to greater competence as individuals identify weaknesses, acquire knowledge, practice skills, and improve the quality and effectiveness of their performance (Ericsson et al., 1993). Refinement of deeply rooted convictions sharpens attention toward outcomes considered worthy of continued pursuit (Deci & Ryan, 2000).

Character also requires refinement. The discipline and resilience necessary for sustained effortful engagement develop through formative practices that move beyond merely punitive external control toward God-guided discipline that supports continued growth (Hebrews 12:5–11; Willard, 2002). Meaningful connections provide feedback, accountability, encouragement, and support. These relational needs operate in both peer-to-peer and leader-follower relationships. Scripture likewise describes perseverance as developmental: trials can produce patience, tested character, and increasing maturity (Romans 5:3–5; James 1:2–4).

Refinement therefore directs effort away from unproductive activity and toward increasingly effective engagement with meaningful goals (Ericsson et al., 1993; Locke & Latham, 2002). It distinguishes productive from unproductive activity based on predetermined, meaningful goals and objectives. Yet identifying how to invest effort effectively remains incomplete without the willingness and discipline to continue investing that effort over time. Refinement must therefore lead to pursuit.

Pursue

Effortful engagement deepens when individuals voluntarily and persistently invest their abilities in challenging activities they consider worthy of pursuit (Csikszentmihalyi, 1990; Deci & Ryan, 2000; Duckworth, 2016). Individuals develop the capacity to persist in meaningful pursuits even when enthusiasm fades, obstacles emerge, or results remain delayed (Deci & Ryan, 2000; Duckworth et al., 2007). A holistic approach to individual formation integrates the capacities necessary for such sustained engagement.

Awareness of one’s goals arises from comprehension (Ephesians 5:15–17). Convictions provide justification for perseverance (2 Timothy 1:12). Character provides the discipline necessary for sustained action (2 Peter 1:5–7), while patience and resilience demonstrate the development of character (James 1:2–4). Connections with God and others provide encouragement and strength (Ecclesiastes 4:9–12), and meaningful relationships create opportunities for accountability (Proverbs 27:17). Deepening connections through the bond of unconditional love encourages voluntary cooperation and service toward others (Galatians 5:13). Finally, increasing competence enables individuals to translate intention and effort into increasingly effective action (Ecclesiastes 10:10).

Within Christianity, perseverance functions as both an expression and a product of spiritual formation. Consequently, a holistic approach to human formation extends beyond physical and psychological development to include spiritual formation. Scripture frequently employs imagery of sustained effort to describe the Christian life. In Philippians 3:12–14, Paul portrays spiritual progress as a purposeful and persistent pursuit of a clearly defined goal. Similarly, Hebrews 12:1 calls Christians to “run with patience the race that is set before us.”

Formation therefore develops the capacities necessary to transform meaningful purpose and personal expressiveness into sustained, disciplined, and effective action. Through effortful engagement, individuals persist in worthwhile pursuits and progressively develop the comprehension, conviction, character, connection, and competence necessary for human flourishing (Aristotle, 1952; Bandura, 1997; Deci & Ryan, 2000; Duckworth et al., 2007).

The relationship between formation and effortful engagement is therefore reciprocal rather than merely linear. Formation develops the capacities necessary for effortful engagement, while sustained engagement provides opportunities to further develop comprehension, deepen convictions, strengthen character, reinforce connections, and increase competence. In this way, effortful engagement becomes both a product of formation and a continuing means through which formation contributes to human flourishing.

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