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This would make it easier to check nuances and follow up points of particular interest and sensitivity. Accordingly, the interviews were two-fold in form, one in writing and the other oral. e. ') • an invitation to try to picture God and then to explain what had been drawn or declined • a list of questions about age, family background and institutional religious involvement. This was followed by an hour-long individual interview for a religiously denominated subset of those who had completed the written interview some 340 of the 1500 who engaged in the written exercise.
The Theory in Practice. A Reader, New York, 13-35; Silver, Harvey F/Strong, Richard/Perini, Matthew J (2000), So Each May Learn. Integrating, Learning Styles and Multiple Intelligences, Trenton). To Gardner the goals of human education are: enhance understanding and enhance the nature of truth, beauty and goodness (Gardner, Howard (2000), The Disciplined Mind. Beyond Facts and Standarized Tests, the K-12 Education that Every Child Deserves, Harmondsworth, 115-138). 43 understanding the differences between children and the multiple ways mental representations are recognized in the external world, representations such as art, drawing and so on?
As well as revealing some interesting characteristics about developmental patterns in children’s thinking, it conveyed much about the process and content of believing. Its most substantial finding was its highlighting of the complex and interweaving nature of children’s understanding of the world and religion’s part in it – hence my choice of words in the title of: Religion in the child’s own core curriculum. So much for the lateral extension of religion across the whole span of a person’s contemporary life.