Me Myself
Back to my username
I disagree with that percentage.
Of course you do, he made it up.
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I disagree with that percentage.
Psychologist Lev Vygotsky proposed that children learn through interactions with their surrounding culture. This theory, known as the socio-cultural perspective, states that the cognitive development of children and adolescents is enhanced when they work in their Zone of Proximal Development (ZPD for short). To reach the ZPD, children need the help of adults or more competent
individuals to support or scaffold them as they are learning new things.
To be fair, though, 92.57% of all statistics are made up on the spot.Of course you do, he made it up.
Isn't it in the rules that you have to cite copied-and-pasted sources like this?
"Psychologist Lev Vygotsky proposed that children learn through interactions with their surrounding culture. This theory, known as the socio-cultural perspective, states that the cognitive development of children and adolescents is enhanced when they work in their Zone of Proximal Development (ZPD for short). To reach the ZPD, children need the help of adults or more competent individuals to support or scaffold them as they are learning new things."
(source)
Here's a question I don't believe I've seen in this thread: What if a child, who is maybe 5 or 6 years old (possibly even younger), asks if he can be part of the faith. Do you believe that a small child in Kindergarten is old enough to choose a faith? What if he or she asks if he or she can join a different faith than the parents?
Cognitive development isn't my specialty (I don't think I've ever done a study with infants, actually), but I'm not totally ignorant of it. Outdated doesn't always (or even usually) mean the person isn't used at all. But Piaget's ideas were formed largely through anecdotal observation and therefore (naturally) many have been shown to be false. The work with infants by Renee Baillargeon and Elizabeth Spelke in particular was groundbreaking, not just for revising our theories regarding cognitive development but also because they were the two foremost developers of modern experimental paradigms (the big one being habituation). A lot of what Piaget held to be true was based on the fact that infants are slower to develop their motor skills than their cognitive skills. As such, they can't show their cognitive skills unless the proper experiments are done such that they don't have to use motor skills. Thanks to some ingenious techniques, we now know that things (e.g., object permanence) that Piaget thought were learned later seem to be present almost from birth. Piaget just didn't know how to test these things.Piaget outdated? His theories are STILL used to this day.
I figured you probably meant something else. I tend to type too fast and leave out words or combine words I didn't mean to so I'm used to doing the same thing.Yes silly me there is only cognitive thinking I meant cognitive development and logical thinking.
Behaviorism is a small part but it a big reason why parents will want their children to learn about their religion.
Sounds reasonable to me.I would like to mention I am against FORCING religion on children but see zero issue with children involvement.
Cognitive development isn't my specialty (I don't think I've ever done a study with infants, actually), but I'm not totally ignorant of it. Outdated doesn't always (or even usually) mean the person isn't used at all. But Piaget's ideas were formed largely through anecdotal observation and therefore (naturally) many have been shown to be false. The work with infants by Renee Baillargeon and Elizabeth Spelke in particular was groundbreaking, not just for revising our theories regarding cognitive development but also because they were the two foremost developers of modern experimental paradigms (the big one being habituation). A lot of what Piaget held to be true was based on the fact that infants are slower to develop their motor skills than their cognitive skills. As such, they can't show their cognitive skills unless the proper experiments are done such that they don't have to use motor skills. Thanks to some ingenious techniques, we now know that things (e.g., object permanence) that Piaget thought were learned later seem to be present almost from birth. Piaget just didn't know how to test these things.
I figured you probably meant something else. I tend to type too fast and leave out words or combine words I didn't mean to so I'm used to doing the same thing.
Maybe conditioning is a big reason why. It is generally acknowledged that the behaviorists did get certain things right and conditioning is a very real thing. However, behaviorism refers not just to the processes behaviorists studied but to the idea that this is all that there is: the mind is a blackbox that cannot be studied. These things are no longer believed. Certainly, you are correct that parents do recognize their children are impressionable and want them to learn what they believe is correct. This includes religion. I was raised Catholic. I'm glad I was, even though I'm not a believer. I'm even more glad my parents, particularly my father, played devil's advocate so often to try to get us to think critically.
Sounds reasonable to me.
To be fair, though, 92.57% of all statistics are made up on the spot.
[I know, I know and I'm sorry. I just couldn't resist]
What a silly post. Clearly something I or someone else said has caused you to feel insecure, so much so that you had to write a bunch of irrelevant blather simply to prove you've read some stuff, regardless of whether it has any bearing on the claim in question (it does not). Do I want more of it? Not unless you can manage to say something that even remotely has something to do with what I've said.Children are not capable of understanding the relevant issue? Child development degrees don't fail me now!
... Want more? Do your own damn research.
Who would've imagined that, eh? Mind-blowing.Have you happened to have heard of the ecological theory/chart espoused by Brofenbrenner?? ... Essential our community helps shape who a child is.
Also a shocking observation- and yet, clearly this doesn't mean that you want to involve your child in EVERY aspect of your life; there are some things that are age-appropriate, and some things that are not.Now add this in with Erik Erkisons psychological stages. The first of which is trust vs mistrust, IE how well does the child trust their caregiver. This will in turn alter how a child will react to the new stimuli when they come into contact with their community. Having a strong bond with their care givers give them a strong sense of safety and an increased level of curiosity and adventure making them MORE apt to want to learn new things. So involving your child in as much about your life will help to build this bond and thus determine whether your child will grow to be securely attached or insecurely attached or detached completely
I can't wait.Next we will discuss Lev Vygosky and the "proximal zone of development".
Again, very enlightening stuff, but not relevant.Psychologist Lev Vygotsky proposed that children learn through interactions with their surrounding culture. This theory, known as the socio-cultural perspective, states that the cognitive development of children and adolescents is enhanced when they work in their Zone of Proximal Development (ZPD for short). To reach the ZPD, children need the help of adults or more competent individuals to support or scaffold them as they are learning new things.
Through the use of cultural norms we can help children establish a strong backbone of future learning. People are creatures of habit and structure, children are no different.
While I'm pleased you've finally worked your way around to finally addressing the matter at hand, none of this implies that at ages 2-11 children are in a position to critically evaluate ethical and metaphysical proposals, such as those offered by religion/lack of religion. Hell, many adults aren't in a good position to do this- the whole matter is murky at best. And since oftentimes much of a person's self-image and worldview is influenced by ones religious commitments, having a child have to decide the issue when they are ill-equipped, or have effectively had their parents make the decision for them (as is often the case, when children begin their religious education at the same age they begin formal education), seems inappropriate and irresponsible.Next I will gladly discuss your idea that children are "unable to understand the relevant issue" with one of my favorite theorists Jean Piaget. There are 4 levels of cognitive development in children
sensorimotor,
preoperational,
concrete operational,
formal operational
preoperational-Concrete operation is the general age parents would take their children to church and they will be old enough to to take in the words and be "indoctrinated", age 2-11. This is the part that will begin the development of cognitive thinking. IE they begin to understand complex ideas and their general place in the world. Formal operational is right after this, this in when children begin the branch off on their own and think abstractly, using the building knowledge they had HOPEFULLY developed in the previous two stages. As stated before by Lev Vygotsky we need to help our children to "learn how to learn", the use of our culture is one of the MOST used by parents.
Your use of Skinner here is a stretch at best. In any case, you've managed to show that you probably attended college for at least some period of time, or at least are competent at using Google, but are not capable of synthesizing or bringing anything you've read to bear on a given topic. But you're feeling insecure, and had an emotional reaction to what I said and felt you needed to say something, even if it was largely irrelevant blather. Now, perhaps if you'd like to continue now that you've had a moment to cool off, you can address why you think young children are cognitively or emotionally equipped to critically and responsibly evaluate and decide on the sorts of complicated ethical and metaphysical questions raised by religion- or why you don't think this is a problem.Next is probably my favorite Skinner, or the behaviorist. Through the use of conditioning we can condition responses to arise from an organism. Like it or not it IS a parents job to generate a positive behavior for their children so that they are capable to act as proper citizens. Some parents do believe in the use of religion to do this. Whether they talk about religion or not the conditioning of the parents WILL BE influenced by their beliefs. We learn from Skinner that intelligent beings like humans tend to learn better when things are presented in a logical way, to tell a child not to do something but never explain why will leave little impression on their growing minds (refer back to Jean Piaget). So the use of explanation (religious creed being a chief explanation tool in our world) will help create a longer lasting bond in their brain.
I would like to mention I am against FORCING religion on children
They're certainly not "merely" that. And I'd be interested to find out why you think that religious beliefs enable spiritual formation at all... though you'd first need to tell us what you mean by "spiritual formation", since it sounds like a term that can be taken many ways.I disagree. Spiritual formation is one of those things that is fundamental to the identity of a person, but not religious beliefs. Religious beliefs are merely structures for enabling spiritual formation.
A child raised in a home with religious parents already has a "cultural context". We're talking about cases where the parents go one step beyond this and insist that the child give intellectual assent to the same beliefs they do.Why? If a cultural context is necessary for healthy socialization, then what's wrong with the cultural context in which the parents thrive? it's as if you're saying that there's something inherently wrong with the Catholic, Jewish, or Muslim context.
If you're going to respond to my posts, please actually read them all the way through first. I'm not a teacher; I was a volunteer coach. And the decisions about the party weren't made by me; they were made by the teacher in charge.You've got it backward, though. As a teacher, your primary responsibility is to know your students and to accommodate their religious beliefs. It was wrong of you to offer a party that was in violation of the sincerely-held religious beliefs of your students -- not wrong of the parents to rear their child with sincerely-held religious beliefs. You were the cause of the conflict -- not the parents or their beliefs.
You've got it backward, though. As a teacher, your primary responsibility is to know your students and to accommodate their religious beliefs. It was wrong of you to offer a party that was in violation of the sincerely-held religious beliefs of your students -- not wrong of the parents to rear their child with sincerely-held religious beliefs. You were the cause of the conflict -- not the parents or their beliefs.
What a silly post. Clearly something I or someone else said has caused you to feel insecure...
This claim was neither made nor implied by what he posted- which was, as I said, simply a bunch of irrelevant blather trying to demonstrate that he's read some experts on some subject, even if it has no bearing on the claim he was objecting to. I guess he was hoping that I was one of those folks who gets intimidated by citations of experts, or technical speak- unfortunately, while I don't have a degree in child development or psychology, I'm not unfamiliar with Skinner or Piaget, and, more importantly, I am quite capable of identifying bull$ht when I see it.I am not sure it was a silly post. I think that he was connecting the dots for you to see that any parent raising children will indoctrinate their child. However, in child development they refer to this as socialization. If we are going to stretch the definition of indoctrination to encompass the preferential treatment given to one religion that might later bias a child's religious choice then all teaching of children even facts are also indoctrination.
This claim was neither made nor implied by what he posted- which was, as I said, simply a bunch of irrelevant blather trying to demonstrate that he's read some experts on some subject, even if it has no bearing on the claim he was objecting to. I guess he was hoping that I was one of those folks who gets intimidated by citations of experts, or technical speak- unfortunately, while I don't have a degree in child development or psychology, I'm not unfamiliar with Skinner or Piaget, and, more importantly, I am quite capable of identifying bull$ht when I see it.
Simply dropping some names doesn't turn a post into a sound argument- and its hard to find a more perfect example of this than the post in question.
That may well have been the intent- unfortunately, as we can see, things didn't go as planned, since nothing he said contradicted my claim. That communities are crucial in child development, that parent/child interactions build bonds and trust, and assist in learning, that children begin developing complex/abstract reasoning during a certain age, and so on, do not form an argument against my claim that religious indoctrination at a young age is an unnecessary compromise of the childs autonomy and right to self-determination of their own self-image and personal identity (or, at best, such an argument would be non-sequitur).however, I think that the intent was to show that many different areas of child psychology disagree with a suggestion that this "indoctrination" is something we should avoid.
do not form an argument against my claim that religious indoctrination at a young age is an unnecessary compromise of the childs autonomy and right to self-determination of their own self-image and personal identity
You've never watched Toddlers & Tiaras, have you?Self identity is subjective, the parents are free to create it at will and it is not immoral inless it is clearly harmful. They will put on a lot of other subjective things in there like values and likes and dislikes for several things on hir life and surroundings.