CS on "Social Dynamics"

The second half of chapter 20 talks about the Social Dynamics of Childhood Spiritual Formation (James Riley Estep, Jr.).

Backtracking a little:
In the first half of this chapter, in my futile attempt to keep it short, I didn't tell you their take on the negatives of using the concept of "spiritual formation" in ministry. They list 4 considerations:
1) It implies a responsibility of people to form spirituality in other people [mh: as opposed to God accomplishing this?].
2) It's often based on a linear model "suggesting that if certain experiences or activities are planned, then specific desired spiritual outcomes will be achieved."[mh: as opposed to growth that may not be based on cause-and- effect?]
3) if you use it as an objective you assume it can be measured and often people who set goals and objectives assume that any goals or objectives that can't be measured are less than adequate [mh: or not important?].
4) it's usually seen as a progressive process in which higher levels of achievement can be clearly identified [mh: which may not necessarily be the case?].

Random notes:
Apparently, social scientists over the past decades haven't paid much attention to social, cultural and historical influences on human learning and development. Researchers are beginning to accept that these influences are just as important as genetics, biology, and environment. (L. Vygotsky) (CS p. 334)

Another different way of thinking (L. Vygotsky) is that the ability to learn isn't based on developmental level but the process of learning facilitates cognitive development. Learning requires that the child process the socio-cultural context in which he/she lives. (CS p. 334)

"[intentional] teaching facilitates learning that in turn advances the process of cognitive development" which comes as a child appropriates his/her socio-cultural context. (CS p. 334)

"The community of faith is an essential and primary element for spiritual formation. Spiritual formation is dependent on conducive relationships that help advance faith. . .Childhood faith is a dependent faith, dependent not only on individuals as care-givers and spiritual role models, but on the community of faith as a preservative of the corporate tradition of spirituality it embraces and embodies." (CS p. 337)

"Spiritual formation is not simply an internal process, but begins with the process of acquiring the spiritual tradition of the community of faith in which the individual engages."(CS p. 337)

"...spiritual formation in the child is not simply to be seen as an age-related, staged and sequenced phonomenon, but as an individual journey taken in the company of others that may or may not be strictly tied to age." (CS p. 337)

It is holistic. It is "not linear or unidirectional." They prefer to use zones, as opposed to steps or stages. Spiritual growth occurs or faith growth occurs when the community communicates the message and when the child experiences the message of faith in ways that are social, psycho-motor and behavioural. (CS p. 338)

They see acquiring spiritual vocabulary as an essential tool for spiritual formation, definately for talking about it. (CS p. 339)

"More-mature-others and deliberate instruction are essential for spiritual formation" particularly in the cognitive realm. This includes older children working with younger children and other forms of mentoring. (CS p. 339)

"Spiritual maturity is a life-long process." It's seen more as a spiral than as a line with a beginning and end. The hope is to transform instinct and lower thought - process to higher, spiritual, Christ-like thinking. (CS p. 340)

The focus is more on spiritual formation (application), less on defining "spirituality." Not neccessarily new to our experiences but apparently a new approach to Learning Theory as applied to spirituality and spiritual formation. I tend to say, that if we look at the scriptures, much of this is there. Interesting?