The concept of God: A factor-analytic approach
B Spilka, P Armatas, J Nussbaum�- Review of Religious Research, 1964 - JSTOR
B Spilka, P Armatas, J Nussbaum
Review of Religious Research, 1964•JSTORGrowth, then, may be described as a process of revision by evolution. Each critical event
provides the child with an approximate view of the world. As he works out the possibilities for
each perspective, he also finds its limitations. Sooner or later, each view of the world
becomes unsatisfactory and demands a new perspective. Religious educators may discover
that how we teach concepts is more crucial than we had formerly thought. It is not so much a
matter of knowing how early a concept can be taught, but rather, how it shall be taught within�…
provides the child with an approximate view of the world. As he works out the possibilities for
each perspective, he also finds its limitations. Sooner or later, each view of the world
becomes unsatisfactory and demands a new perspective. Religious educators may discover
that how we teach concepts is more crucial than we had formerly thought. It is not so much a
matter of knowing how early a concept can be taught, but rather, how it shall be taught within�…
Summary
Growth, then, may be described as a process of revision by evolution. Each critical event provides the child with an approximate view of the world. As he works out the possibilities for each perspective, he also finds its limitations. Sooner or later, each view of the world becomes unsatisfactory and demands a new perspective.
Religious educators may discover that how we teach concepts is more crucial than we had formerly thought. It is not so much a matter of knowing how early a concept can be taught, but rather, how it shall be taught within the context of the developmental cycle.
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