Faith Development

2018 ◽  
Author(s):  
Sharon Daloz Parks
Keyword(s):  
Faith Development ◽  
Developmental Psychology ◽  
Meaning Making ◽  
Development Theory ◽  
Erik Erikson ◽  
Mature Adult ◽  
The Social ◽  
Constructive Developmental ◽  
Robert Kegan ◽  
Constructive Developmental Psychology

This chapter describes the emergence, critiques, and some of the key implications of faith development theory as pioneered by James W. Fowler and informed by W. C. Smith, H. Richard Niebuhr, Erik Erikson, Jean Piaget, Lawrence Kohlberg, Robert Selman, Robert Kegan, Carol Gilligan, and others. Faith (differentiated from belief) is described as meaning-making in its most comprehensive dimensions. Constructive-developmental psychology, the role of imagination (content), and the social field all contribute to a multi-faceted understanding of the development of faith across the lifespan. Critiques and expansions of Fowler’s work are explored including gender perspectives, the linearity of stages, and the positing of an emerging adult stage. It addresses the need for the formation of mature adult faith as integral to the practice of self-critical community and citizenship and points toward a reassessment of the purposes of education and religion in a changing world.

A Faith Development/Self-Development Model for Pastoral Assessment

1987 ◽  
Vol 41 (4) ◽  
pp. 329-340 ◽  
Author(s):  
Steven S. Ivy
Keyword(s):  
Diagnostic Criteria ◽  
Faith Development ◽  
The Self ◽  
Assessment Model ◽  
Development Model ◽  
Development Theory ◽  
Symbolic Communication ◽  
Self Development ◽  
Faith Development Theory ◽  
Robert Kegan

Details and recommends an assessment model based on the faith development theory of James Fowler and the self development theory of Robert Kegan. Provides pastoral diagnostic criteria in the areas of symbolic communication, in styles of community, and for style-specific pastoral care. Offers a brief case to illustrate one part of the model.

Faith Development across the Life Span: Fowler's Integrative Work

1997 ◽  
Vol 25 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Scott Lownsdale
Keyword(s):  
Moral Development ◽  
Life Span ◽  
Significant Contribution ◽  
Faith Development ◽  
Developmental Psychology ◽  
Development Theory ◽  
Religious Educators ◽  
Faith Development Theory ◽  
Basic Understanding ◽  
History Of

Fowler's faith development theory is a relatively recent achievement in cognitive developmental psychology, based on the earlier work of Piaget and Kohlberg in cognitive and moral development, and is a significant contribution to the integration of theology and psychology. In this article, an attempt is made to acquaint the reader with (a) some major reasons for the scientific study of faith development, (b) a brief history of the contributions of theorists prior to Fowler, and (c) a basic understanding of faith development theory, in terms of the concepts and stages described by Fowler. In conclusion, several implications of Fowler's work for psychotherapists and religious educators are discussed.

scholarly journals The Social Production of Invited Spaces: Toward an Understanding of the Invitational Character of Spaces for Citizens’ Initiatives

2021 ◽  
Author(s):  
Vivian Visser ◽  
Jitske van Popering-Verkerk ◽  
Arwin van Buuren
Keyword(s):  
Public Administration ◽  
Meaning Making ◽  
Social Production ◽  
Government Officials ◽  
Public Value ◽  
The Social ◽  
Self Organizing ◽  
Formal Rules

AbstractThe rise of citizens’ initiatives is changing the relation between governments and citizens. This paper contributes to the discussion of how governments can productively relate to these self-organizing citizens. The study analyzes the relation between the social production of invited spaces and the invitational character of such spaces, as perceived by governments and citizens. Invited spaces are the (institutional, legal, organizational, political and policy) spaces that are created by governments for citizens to take on initiatives to create public value. We characterize four types of invited spaces and compare four cases in Dutch planning to analyze how these types of invited spaces are perceived as invitational. From the analysis, we draw specific lessons for governments that want to stimulate citizens’ initiatives. We conclude with a general insight for public administration scholars; in addition to formal rules and structures, scholars should pay more attention to interactions, attitudes and meaning making of both government officials and citizens.

scholarly journals Revisiting a Boy Named Jim

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691880916
Author(s):  
Katherine Bischoping
Keyword(s):  
Narrative Analysis ◽  
Health Research ◽  
Meaning Making ◽  
Vicarious Traumatization ◽  
Childhood Experience ◽  
Good Story ◽  
Common Criteria ◽  
Qualitative Health Research ◽  
The Social ◽  
Analysis Strategies

Using examples from qualitative health research and from my childhood experience of reading a poem about a boy devoured by a lion (Belloc, 1907), I expand on a framework for reflexivity developed in Bischoping and Gazso (2016). This framework is unique in first synthesizing works from multidisciplinary narrative analysis research in order to arrive at common criteria for a “good” story: reportability, liveability, coherence, and fidelity. Next, each of these criteria is used to generate questions that can prompt reflexivity among qualitative researchers, regardless of whether they use narrative data or other narrative analysis strategies. These questions pertain to a broad span of issues, including appropriation, censorship, and the power to represent, using discomfort to guide insight, addressing vicarious traumatization, accommodating diverse participant populations, decolonizing ontology, and incorporating power and the social into analyses overly focused on individual meaning-making. Finally, I reflect on the affinities between narrative – in its imaginatively constructed, expressive, and open-ended qualities – and the reflexive impulse.

Based on the Sustainable Development of the Fiber Art Design Method Study - Taking Patchwork as Example

2013 ◽  
Vol 694-697 ◽  
pp. 3224-3227
Author(s):  
Pei Li ◽  
Chun Mao Wu
Keyword(s):  
Sustainable Development ◽  
Design Method ◽  
Work Design ◽  
Development Theory ◽  
Fiber Art ◽  
The Sustainable Development ◽  
The Social ◽  
Art Design ◽  
Social Scientific ◽  
Scientific Technology

Under the development of the social scientific technology, it endangered the environment by the developed mechanism and mass-product which produced many wastes. People should review the design, especially the way of patchwork design. More and more people appreciate the modern fiber art design works which including the patch work design. So, it applies a more expansive space for design developing course. In the thesis, firstly it researches on the fiber art currency and property. Secondly, study the innovative ideas of the patchwork design thought. Lastly, it applies an inspiration on the patchwork design method which based on the sustainable development theory.

scholarly journals A Field Guide for Teaching Evolution in the Social Sciences

2018 ◽  
Author(s):  
Cristine Legare ◽  
John Opfer ◽  
Justin Busch ◽  
Andrew Shtulman
Keyword(s):  
Social Sciences ◽  
Natural Selection ◽  
Developmental Psychology ◽  
Cultural Practices ◽  
Social Scientists ◽  
Teaching Evolution ◽  
Field Guide ◽  
Theory Of Evolution ◽  
The Social ◽  
Evolution Understanding

The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers, and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.

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