Part one: Link
That still leaves us with the problem of how to teach kids to be religious. Given the limitations of the “lifespan faith development” approach, should we jettison it and try a completely new model? If so, which model? Or can we find a less drastic approach?
I’d like to suggest a less drastic approach. “Faith development” — or, as I prefer to call it, religious development — does have useful tools for us to place in our toolboxes. But developmentalism cannot be the only approach we use to teach kids how to be religious; nor can it even be the primary approach. Those of us who are concerned with religious education, spiritual growth and exploration, and religious development can’t limit ourselves to one approach or one way of doing things. We have to consider a range of models and methods for teaching kids how to be religious.
I’d like to consider three broad models and methods for teaching kids how to be religious. These three models and methods are all firmly rooted in congregational life. They are not mutually exclusive, but represent an ecology of mutually interdependence:– which is to say, you can’t do one without the other two. Each of the three grows out of the insights of psychological theory and research. Each of the three has implications for religious professionals, lay leaders, parents/guardians, and for kids.
The three models and methods can be summarized as follows:
(1) Safety and security. Drawing on Abraham Maslow’s model of the hierarchy of needs (and other models), physical and emotional well-being must be secured.
(2) Developmentally-based programs. Drawing on the insights of Jean Piaget and related developmental psychologists, the psychological development of individuals is nurtured.
(3) Distributed cognition. Drawing on the insights of Lev Vygotsky and theorists of distributed cognition, the whole congregation is understood as teaching kids how to be religious.
I’ll look at each of these three models, and their associated methods, in the next three installments of this essay.