Looking back on my students over the past 25 years, I often reflect on those who professed a love for Jesus while in my classroom but later turned away from their faith. While many former students are still following Him, a significant number are not.
Research from George Barna, Pew Research, and other sources reflects what I’ve observed anecdotally. According to NPR, “When Americans are asked to check a box indicating their religious affiliation, 28% now check ‘none.’ A new study from Pew Research finds that the religiously unaffiliated—a group comprised of atheists, agnostics, and those who say their religion is ‘nothing in particular’—is now the largest cohort in the U.S., more prevalent than Catholics (23%) or evangelical Protestants (24%).”
I’m also deeply concerned about the gap between what students and adults know about the Bible in theory and how they actually live out their faith. Although this disconnect can’t be measured directly, it’s one we can’t afford to ignore. My high school Bible teacher referred to individuals who show their faith only when it’s convenient as “closet Christians.” They would bring out Jesus when it suited them, then set Him aside whenever unbiblical desires took over. God’s grace is free, but true discipleship comes at a significant cost. Seeing this disconnect saddens me and compels me to consider what I can do differently to nurture genuine faith formation in my current students.
Inspired by Jim Collins’ Good to Great, I aim to outline a leadership framework that can guide your school from good to great in the area of spiritual formation. For me, greatness means that teachers are teaching Christianly (pedagogy), resulting in students who live out a Christ-centered worldview. I believe God is calling the Christian education community to pursue deeper impact—to shape more students into fully devoted followers of Jesus.
I’m also deeply concerned about the gap between what students and adults know about the Bible in theory and how they actually live out their faith. Although this disconnect can’t be measured directly, it’s one we can’t afford to ignore.
As John Van Dyk states in The Craft of Christian Teaching, “The purpose of our classroom efforts is the whole-person equipping of our children for knowledgeable and competent discipleship in a hurting world.”
My personal journey in Christian education has been deeply motivated by a desire to see students live out their faith in tangible and enduring ways. Reflecting on the successes and struggles of past students, I’ve come to understand that effective faith formation requires more than my passion—it demands a thoughtful, systematic approach. Out of this realization came a desire to develop frameworks that help educators intentionally design learning experiences that invite students to engage their faith. One such framework is the Faith Formation Flywheel, which offers a powerful tool for understanding how interconnected practices can create lasting momentum in faith formation.
Bringing systems thinking to faith formation: The flywheel concept
The flywheel concept, initially popularized by Jim Collins, comes from the world of business. At its heart, the flywheel represents a set of interconnected elements that must work together in a cyclical and reinforcing way to achieve an organization’s mission. Over time, these elements build momentum; eventually, faith formation in the classroom becomes self-sustaining.
For example, during my undergraduate studies, I set a goal to avoid student debt. To achieve this, I started a lawn care business. The success of my business relied on four key components: customer acquisition, reliable equipment, quality service, and customer feedback.
These components were interdependent. Without acquiring new customers, there would be no lawns to mow. Without reliable equipment, I couldn’t provide consistent, quality service, a problem that would result in unhappy customers. And without customer feedback, I wouldn’t have the input to improve or meet the needs of my clients.
The process formed a cycle: As customers provided feedback, I could better meet their needs. When customers were satisfied, they referred me to others, bringing in new business. With additional customers, I could buy better equipment. With each referral, the system began to generate momentum, and what started as endless hard work eventually became a self-sustaining operation. Over time, the flywheel gained speed, requiring less effort to maintain and continuing to drive growth.
This concept extends beyond business. In Christian education, the flywheel can be applied to the essential components of faith formation. Initial efforts to integrate these elements may feel challenging, but as they align and build on one another, the process takes on a life of its own. The flywheel gains momentum with ever-increasing efficiency and impact, propelling the development of faith formation. The Faith Formation Flywheel is not a checklist but a rhythm—each component feeding the next in a cycle of continual growth.
The flywheel offers an important lesson: while the initial work for administrators and teachers may feel overwhelming, persistence pays off. Once the system gains momentum, it begins to generate its own energy—but sustaining that momentum requires ongoing attention and reflection. By continuing to refine, align, and learn from evidence, schools can keep the cycle of faith formation strong and growing over time.
Applying the flywheel concept to the Christian school classroom
When applied to Christian education, the flywheel concept illustrates how three essential components—planning, implementation (teaching Christianly/pedagogy), and evidence—form a self-sustaining system that nurtures faith.
Each of these components requires equal attention and intentionality from both teachers and administrators. When planning, teaching, and evidence work together, they form a rhythm—a continuous, reinforcing process that drives faith formation forward. The Faith Formation Flywheel diagram illustrates how these elements connect, showing how momentum builds as each part strengthens the others.
The next post in this series will explore how intentional planning—through essential questions and teaching Christianly—creates meaningful opportunities for faith engagement in the classroom. The final post will focus on how gathering and reflecting on evidence sustains that growth and keeps faith formation thriving over time.
Note: I am looking for fellow teachers who want to join me in implementing evidence-based practice in the area of spiritual formation. If you would like to join me in a cohort (at no cost), please email me at kentezell@myfaithjourney.com.
