ERIC Number: EJ904206
Record Type: Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: 13
What Happens to Children's Faith in the Zone of Proximal Development, and What Can Religious Educators Do about It?
Religious Education, v105 n5 p491-503 Oct 2010
This article mingles stories and concepts of young Jewish Israeli children about God, with reflections on the roles of faith, memory, imagination, and cognitive development in children's Religious Education. The stories are meant to illustrate, among other things, the purity and innocence of young children's faith, which is largely untroubled by fact. Then, using Vygotsky's notions of children's spontaneous concepts and the development of more mature and accurate conceptions in the "zone of proximal development," a central dilemma in Religious Education will be explored. How can religious educators help young people acquire accurate historical information, textual skills, and theological methods of inquiry, while at the same time nurturing the precious flame of faith? Can we do better at combining systematic learning with pure faith? Toward this purpose, three complementary goals of Religious Education will be suggested: cognitive, practical/moral, and spiritual.
Descriptors: Jews, Religious Education, Cognitive Development, Child Development, Developmental Stages, Foreign Countries, Role, Memory, Moral Values, Educational Objectives, History, Skill Development
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Israel