The religious education most appropriate for adolescents According Psychology Development

The religious education most appropriate for adolescents According Psychology Development INTRODUCTION: According to developmental psychology, religion is not something innate in human beings. It is an acquired phenomenon. Like Smith, JJ (1941) point of view, is like any other quality that is acquired by a child while growing up. "A child is not religious at the time of birth, because it is not moral, not aesthetic, not to think. He inherited none of these qualities in a functional form, but gradually acquire experience. 'It is one of the development conces to address studies the evolution of religious concepts with age and how originated, developed and refined through the ages. These changes can be observed from the results of research Harms on the stage of their religious beliefs. He has developed a triple structure.Stage 1 - (3 to 6 years) - The tale stage of religion. Here God is seen as a great king, the father of all children living in the clouds, etc.. Step 2 - (7 to 12 years) - The stadium realistic. The child is more able to adapt to institutional religion.Stage 3 - (12 and over) - The stadium individualistic. Children show a series of interpretations of the traditional notion of creativity and mystical.The above show that there is a constant evolution, or development in the way of understanding religion. This process in a larger extent also depends on the religious education offered to students at various stages of growth. Therefore, it is the responsibility of religious education for their right to know in time. You should keep in mind that religious education is offered or too elementary, or beyond the power of arrest of a particular group. This paper will discuss the kind of religious education that is most appropriate for the development of adolescent Studies.RELIGIOUS traits ADOLESCENCE: It is important to take a brief look at the religious can be identified among teenagers, before plunging into the debate on religious education that is the most appropriate for teens. Adolescence is the period beginning with puberty, which is about 13 years, until about 18 years. E 'stato Stanley Hall (1882), the first that the correlation between the age of puberty and experience of conversion. This experience of conversion in May in three different types, as explained by Allport: 1) the conversion of crisis or experience2) type of emotional stimulus awakening when an event or an important factor may be attributed to a religious awakening or re - orientation3) gradual awakening that no occasion where there is a sudden conversion.Therefore adolescence is not only one of age sexual maturity, but also a period of spiritual transformation. The religious belief that is in fiaba develops gradually in step realistic. This step is a crucial step, when the change in attitudes of young people from egocentrism to altruism. " Moreover, adolescents at this stage, the subject of intellectual and moral crisis to justify his attempts between scientific knowledge and traditional notions of an omnipotent creator God.Few other characteristics that can be identified are: the faith that goes from shaky self-affirmation self - abnegation, fanatical devotion to religion, get rid of traditional doctrines, such as feelings of alienation from parents and the church or a religious institution; serious moral judgments and questions about the problems of evil and the existence of God will be predominant. Erickson second stage is a stage of "identity confusion." RELIGIOUS EDUCATION: The religious educator must have a clear understanding of the nature and needs of adolescents, as discussed above so that the education offered is really to promote growth in the individual. As for religious education is conceed, there is always the danger that the filling on students with the historical facts, doctrines, chronological details and information about the religion. Bouët Pierre (1878-1965) wrote, "The first task of religious education is not the inculcation of the doctrine, but the love of transmission and evocation of love." You also need to be careful, "How to teach young people," because it is also important that " ; what is taught?. The most common is that of adolescents, they are treated like children. Adolescence is a time when there is a search for identity and the need to prove that they are somebody. They are trying to project, as adults. Therefore, they should be treated equally, if challenged, in this regard, there is the danger of a refusal to accept what is taught. Instead of spoon feeding them, they should be allowed to reflect on their own. Their tendency to question and study the problems and verify the truth must be used positively rather than limit their abilities. Dr. Hilliard suggests that "The teacher must now begin deliberately and systematically to help students explore the meaning of stories, events, ... Myths, magic, miracle, ... angels, evil spirits and heavenly voice of all these phenomena should be discussed in terms of which the couple can agree reflexive "and understand that the old ways in which religion was expressed.GOAL of religious education: It is important that education religion offered at this stage allows a sign or vocation. By vocation, not necessarily religious consecration, in contrast to marriage, but the universal call, the vocation to follow a real God and to love and serve the society, his religious vocation as a person and as a professional. The religious education should help to understand for those who have or have only a "creation" and not the "creator" and teach humility, and what is to become, for the good of humanity. In other words, should lead to a "common identity". It should help to transcend the banality of the rules and reach maturity and the realization of the call to love and that the purpose of life. According to Hall, "To love and be more interested in things that are more worthy of love and interest that is the end of life." It should also build the individual, a trust, initiative, industry , identity and education integrity.CONTENT: The content of religious education should be decided taking into account the aforementioned objective. The intellectual of a teenager is abstract thought, and thus to understand the truths of faith and belief system. Adolescents at this stage will be able to integrate religious values into their life.Therefore two main areas of interest, which should facilitate the inculcation of religious values and the realization of his vocation would be the beginning 1) scriptural themes and 2 ) Vita Themes.1) scriptural ISSUES: Young people should be trained in their Scriptures and be helped to identify themes as forgiveness, Scripture, salvation, life, prayer, law, morality, charity , interpersonal, relationship with God, marriage, etc., is the responsibility of educators to ensure the religious motivation for the student to appreciate and to accept these values as life guidance. In addition to providing adolescents with the history of religion, must also be made aware of the results of the Scriptures and their religious leaders have on the world. This is to give students an idea of what is expected of them as a follower of any religion.2) LIFE ISSUES: religious education can bear fruit, or rather, can only begin when the students are exposed the problems of the world. The religious education should include social awareness. It should be a religion as something real and enacted in everyday life offers life.Haold Loukas ten themes of life: "The friendship, sex, marriage, snobbery, money, work, leisure, prayer, death , suffering and leaing. "People should be able to examine their attitude toward each of these issues and, if one is with respect to them. This discussion should gradually lead to self-realization. Outside of self leads to the achievement of adolescents should be involved in practical approaches related to social issues and needs, how to help the sick, orphans and the elderly who have no one to care, AIDS patients, people with disabilities and refugees, and so forth. This would help to recognize and disce how we can serve humanity. However, if these values are not included in the religion of young persons are entitled to ignore religion as unrealistic and unnecessary daily life.EDUCATION on other religions: After the religious education must contribute to the maturity of the individual. A certain degree of maturity can be measured by its ability of tolerance for other religions. Today? The world with the vast movement of people around the world to another and filling with immigrants in various parts of the world, forced to come into contact with different religions, cultures and religions other than their own. Since adolescence is a period in which the attitudes and the religious education of the basic values are formed at this stage should inculcate tolerance and respect for other religions and faiths while remaining true to its religion.CONCLUSION: In this test, we tried to get a brief overview of religious education that is appropriate for adolescents. But is all that religious education is important? "In today's world is a spectacle in terms of the sordid and ruthless behavior of men. This is just the human race in May degenerate into a state of low bestial existence "and not the animals that can descend to a lower status. This curse on mankind is the freedom he has enjoyed. This unrestrained freedom without principles and guidelines to address check, a shift in this "means the existence." This is where the role of education is called. The primary objective of all the disciplines of education should be to raise one in a state worthy of human beings. Therefore, you must realize the seriousness of religious education, which is essential for the manufacture of a fully human and to help maintain its status as a human being, expanding the horizons of the capacity for love through their relationship with the Divine . It is not only the stage of adolescence that is important, but also in other stages of life that must be studied so that a religious education can be used to all.PS Notes for this article referred to above are available upon request. For more articles and notes on religion, psychology, philosophy of the visit:   G., The individual and Religion, Macmillan Company, New York, 1961.BERRIDGE, DM, grow to maturity, Bues & Oates, London, 1969. BROWN, L, B, (RED), psychology and religion, education Penguin, Australia, 1973.BROWN, L, B., The Psychology of Religion An Introduction, SPCK, London, 1988.GOLDMAN, R. Preparation of Religion, Routledge & Kegan Paul Ltd, London, 1970.GOLDMAN, R., thought religious childhood to adolescence, Routledge & Kegan Paul, London, 1968.WULFF, DM, psychology, religion, John Wiley & Sons , New York, 1991. Zunino, G., Man and his religion, Geoffrey Chapman, London, 1969.END NOTES Available on request.Analytical Thinker!