How Children Co-Construct a Religious Abstract Concept with Their Caregivers: Theological Models in Dialogue with Linguistic Semantics
In acquiring a meaningful and rich religious language, children need to build up semantic knowledge about religious words. Most religious concepts do not refer directly to visible entities. Instead, their meanings are often abstract and emerge from the social observation of the world. In our pilot s...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Published: |
MDPI
2023
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| In: |
Religions
Year: 2023, Volume: 14, Issue: 6 |
| Further subjects: | B
social co-construction
B Religious Education B Semantics B theological models B language acquisition B Contextualization B Psycholinguistics B Religious Language B abstract words B religious words |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a In acquiring a meaningful and rich religious language, children need to build up semantic knowledge about religious words. Most religious concepts do not refer directly to visible entities. Instead, their meanings are often abstract and emerge from the social observation of the world. In our pilot study, we investigate the acquisition of the religious word merciful in 7–8-year-olds during dialogic reading of a biblical story. Merciful is a prototypical religious concept and therefore a fruitful subject for research on the acquisition of religious concepts. First, following the perspective of religious education, we present theological models that identify relevant semantic aspects that constitute mercy. Two of these models relate to interpersonal behavior, which is most common in contemporary understanding. In a second step, we analyze which theological models of mercy are evoked in dialogic reading between caregivers and their children and how they are expressed linguistically. In a third step, we designed a picture story test that allowed us to investigate how children apply their knowledge to novel (secular) contexts and which theological models are evident in children’s problem solving. Our results show that two different theological models of mercy prevail during dialogic reading: the model of forgiveness and the model of compassion. Although the model of forgiveness is central in our settings, the language data show that the model of compassion is also present in the caregiver’s and children’s language. During dialogic reading, the frequency of the semantic aspects of the model of forgiveness expressed between child and caregiver is significantly related. In the picture story test, children are more likely to select semantic aspects of the model of forgiveness in religious contexts than in secular contexts. Interestingly, in secular contexts, children chose semantic neighbors more often, indicating a more diffuse understanding of merciful. | ||
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