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Religious Thinking from Childhood to Adolescence (Seabury Paperback, Sp 53)

por Ronald Goldman

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First published in 1964, Religious Thinking from Childhood to Adolescence describes the capacities of pupils of varying ages, abilities and backgrounds to understand religious truths. How concepts of the Bible, of God, of Jesus, of Prayer and of the Church developed from the early years is seen within the psychological context of maturing thought, and the implications for religious education, which are provocative and far-reaching, are explored. Teachers, clergy and parents will find this book a challenge to reconsider not only how the growing child views what he is taught but also the reasons why he frequently misunderstands religious teaching. By presenting a systematic account of religious thinking from 6 to 17 years, Dr. Goldman adds a new dimension to our insights into child development.… (más)
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this book is academic, not the most riveting read. If you press on with it you may find the best chapter is the one about concepts of church. This book comes from a liberal standpoint, and I do not agree with its assumed position that understanding Christianity and the Bible in a liberal way is the best way. However, some points are made which help us to understand the need not to have a 'childish' religion or associate the Bible with childishness. It is of course dated now, and concepts have changed massively since the Britain of the late 1950s / early 1960s in which he was working. It does give insights into society then. For that, and to keep me on my toes it was worth the effort to read it. But this is not for the average reader, I would not recommend it to others. ( )
  matthewgray | Dec 1, 2014 |
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First published in 1964, Religious Thinking from Childhood to Adolescence describes the capacities of pupils of varying ages, abilities and backgrounds to understand religious truths. How concepts of the Bible, of God, of Jesus, of Prayer and of the Church developed from the early years is seen within the psychological context of maturing thought, and the implications for religious education, which are provocative and far-reaching, are explored. Teachers, clergy and parents will find this book a challenge to reconsider not only how the growing child views what he is taught but also the reasons why he frequently misunderstands religious teaching. By presenting a systematic account of religious thinking from 6 to 17 years, Dr. Goldman adds a new dimension to our insights into child development.

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