The development of human spiritual formation involves the work of the Holy Spirit and the effort of human beings. Under this model an individual must come to recognize the inner state of the self in order to truly engage in spiritual development. In Chinese culture, the element of self-awareness in pursuit of spiritual formation is not emphasized or taught in depth. In a culture in which obedience to the authority and adaptation to the norm are highly regarded, the development of self-awareness among students needs some clear and solid educational models. By means of a thorough presentation of all the recent literature in chapter two, this study has explored the educational means of self-awareness in Christian spiritual formation together with other educational factors that may contribute to the development of self-awareness in the context of Chinese immigrant Christians. In the review of thirty empirical studies of educational factors of self-awareness, it has been suggested that self-awareness is better enhanced through certain behavioral practices and cognitive exercises in the process of constructivist learning within the context of social constructivist learning. Constructivist learning and social constructivist learning greatly emphasize the development of self-awareness. Furthermore, self-reflective educational methods, skills of mindfulness, and spiritual exercises were found to be associated with the development of differentiation of self (DoS). These educational activities were found to be the educational factors for self-awareness as well. The brief examination of integrative points from social sciences that pertain to Christian theology in chapter three provides the reader an integrative Christian perspective of spiritual formation. The goal of this inquiry has been to synthesize these findings in order to draw some educational implications for theological educators. In chapter four, implications of educational practices to spiritual formation in Chinese immigrant seminaries were discussed, including: (a) training in self-reflective skills in the curricular design, (b) the practice of mindfulness in co-curricular activities, (c) social constructivist learning of self-awareness through small-group community, (d) faculty development to educate for self-awareness, and (e) the student's personal development and assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]