Adolescent Spirituality Human development

1. Adolescent SpiritualityHuman development

2. Adolescent SpiritualityHuman development Each unique individual, gifted by God, responds in freedom to the relationships, circumstances and events of their life. Scientific studies of human development have discerned different stages that appear to be common to us all but in general terms.

3. Adolescent SpiritualityHuman development We are made in the image and likeness of God. We hopefully grow in wisdom and in grace as we age. BUT WE ALL MOVE AT OUR OWN PACE “I am confident of this, that the one who began a good work in you will continue to complete it until the day of Jesus Christ.” (Phil 1:6)

5. Adolescent SpiritualityHuman development Who are they? Where are they? How do they think? Physically Socially Morally Emotionally Intellectually

6. Hierarchy of NeedsAbraham Maslow (Motivation and Personality, 1954) BASIC NEEDS Needs met by factors outside the individual Growth Needs Needs met by factors within the individual

7. If our basic needs are not met we are not able to realize the higher level needs Deficiency Needs

8. NEEDS vs WANTS Needs are Objective They are “conditions requiring supply or relief” for the maintenance of our well being. They are essential. (John H. Peatling, Religious Education in a Psychological Key, 1981) Desires (wants) are subjective They are important but are only necessary for our self-gratification. We can do without.

9. How do catechists fit in? The person whose basic needs are met can actualize their potential through out their lifetime. The ultimate need is the desire to mature What is the role of the catechist in meeting the needs of the adults and children in religious education?

10. Cognitive Learning TheoryJean Piaget, Six Psychological Studies

11. It describes the inner operational structure by which a person thinks • These stages are overlapping, hierarchical and sequential • Each extends the preceding, reconstructs it at a new level and surpasses it to a greater degree His theory outlines the way that intellectual development proceeds in stages and is parallel to physical development.

12. COGNITIVEPiaget

13. Cognitive Learning TheoryJean Piaget, Six Psychological Studies How does this theory help us understand how children learn?

14. Study of Moral ReasoningLawrence Kohlberg Studied the ways males made moral decisions using the reasoning process • Claims there are three levels of moral reasoning each with two stages • As a person moves through the stages, they increase in ability to differentiate and to universalize • Action and behavior grow closer to equality as moral awareness grows The ultimate decision making principle is Justice. Morality is reduced to judgment or decision

15. MORALKohlberg

16. Study of Moral ReasoningLawrence Kohlberg How does this theory help us understand how one’s conscience is formed?

17. Faith Development Models “Essentially, development in faith is the process by which one’s relationship with the Father becomes more like Jesus. It means becoming more Christ like” (Sharing the Light of Faith, para 175)

18. Faith Development Models • James Fowler describes six stages of faith development • Movement through the stages occur when a life experience cause some new awareness. • This leads to a different understanding of God • John Westerhoff discusses four distinctive styles of faith • Faith can grow if certain relationships and experiences are present

19. FAITHFowler

20. FAITHWesterhoff

21. Faith Development Models These theories help us to understand how a person generally responds to God’s gift of faith. Faith is seen as a human universal, broader than any organized expression of it What do these stages of faith teach us about faith formation?

22. Influences which effect human development Our development is effected by both internal and external circumstances which are often beyond our control but We each have special gifts given by God These theories are not meant to prescribe a sort of normalcy for all people or imply a value judgement about a persons stage of development

23. How do we apply these theories to the learning environment? • Be aware of the developmental level of the age group • Develop teaching methods based on that developmental level • Foster a healthy religious education environment within this method “Encourage a maturing development of faith in people that is living, conscious and active”

24. The Core Is Still Conversion Foster a life-changing encounter with the paschal mystery parish programs parish structures the hearts of parish members Display the seductive call of God who longs to enter into covenant relationship with us in the blood of Christ

25. The Core Is Still Conversion The responsibility of an initiating community is broadly educative and informative, but every pastoral effort is at the service of conversion, the heart of the matter

26. The Core Is Still Conversion Help Children Grow In Relationship Help children discover that God has initiated a love relationship with them on a personal level. The person of Jesus is where they will encounter the face of God JESUS IS THE CENTER

27. The Core Is Still Conversion Ask and listen to their experience of God Use their language, their images, their stories, their beliefs, their observations Communicate with each other and with God PRAY WITH THEM!