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Essay / Research Paper Abstract
A 25 page research paper that discusses spiritual development, what is known about this topic and how this knowledge can be applied for the betterment of children and adolescents. The writer offers a discussion of the theoretical models of development proposed by Piaget, Kohlberg and Fowler. Bibliography lists 17 sources.
Page Count:
25 pages (~225 words per page)
File: D0_khspdeca.rtf
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Unformatted sample text from the term paper:
on a spiritual level. When religious educators follow a "prescribed developmentally-determined curriculum-just as school teachers follow a fixed curriculum-" they may run the risk of overlooking the "spiritual or emotional
needs" of the children whom they are instructing (Ratcliff, 2000, p. 57). As this indicates, there is a definitive difference between "spiritual development" and "religious training," and one is
not necessarily synonymous with the other. Individuals can "go through the motions" of Christian observance, and in their private display a plethora of conduct, such as adultery, that is not
in keeping with the moral and religious tenets that they espouse. This consequence suggests the need for examining spiritual development, what is known about this topic and how this knowledge
can be applied for the betterment of children and adolescents. However, before proceeding to a direct examination of literature, it is helpful to establish the parameters of this
investigation, as well as to define how terms are defined within this examination. First of all, there are two ways of understanding the title of this paper, as the "development"
of spirituality in children and adolescents can refer to a linear progression that is characterized by increases in understanding, or it can mean how best to "develop" spirituality in children,
that is, promote and nurture this factor. While this examination will touch on the latter meaning, this emphasis is on the former, as the following discussion of the definition of
"development" indicates. Development: "Development," as Kwilecki points out, is an "academic construct used to impose order on chronological change" (Kwilecki, 1990, p. 439). For the purposes of this examination,
this definition of "development" will be used, but also "development" will be used as a term that denotes the a, more or less, linear process that culminates in the individual
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