
Contents
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Introduction Introduction
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Definitions and Boundaries: Are Religious and Spiritual Development the Same? Definitions and Boundaries: Are Religious and Spiritual Development the Same?
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Religious and Spiritual Experience: Definably Distinct, Together Religious and Spiritual Experience: Definably Distinct, Together
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Is There a Positive Psychology of Religion and Spirituality? What Might Religious and Spiritual Development Be Good For? Is There a Positive Psychology of Religion and Spirituality? What Might Religious and Spiritual Development Be Good For?
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How Are Religion and Spirituality Associated with Well-Being in the Adult Years? How Are Religion and Spirituality Associated with Well-Being in the Adult Years?
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Psychological Science and Religious and Spiritual Development Psychological Science and Religious and Spiritual Development
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Early Research: Piagetian Procedures, Stage, and Subjects’ Interpretations of Religious Images and Concepts Early Research: Piagetian Procedures, Stage, and Subjects’ Interpretations of Religious Images and Concepts
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Faith Development and Religious Judgment Development: Two Neo-Piagetian Paradigms Faith Development and Religious Judgment Development: Two Neo-Piagetian Paradigms
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Religious, Spiritual, and Moral Development: Conceptual and Empirical Relationships Religious, Spiritual, and Moral Development: Conceptual and Empirical Relationships
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Piagetian and neo-Piagetian Models: Conceptual, Methodological, and Empirical Challenges Piagetian and neo-Piagetian Models: Conceptual, Methodological, and Empirical Challenges
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The Model of Hierarchical Complexity and the Psychology of Religious, Spiritual, and Moral Development The Model of Hierarchical Complexity and the Psychology of Religious, Spiritual, and Moral Development
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Cognitive Complexity, Religious, Spiritual, and Moral Development: Recent Studies and Findings Cognitive Complexity, Religious, Spiritual, and Moral Development: Recent Studies and Findings
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Religious and Spiritual Development and Learning in Adulthood: Postformal Stages, Cognitive Complexity, Religious Issues, and Moral Problem-Solving Religious and Spiritual Development and Learning in Adulthood: Postformal Stages, Cognitive Complexity, Religious Issues, and Moral Problem-Solving
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Religious and Spiritual Development in Psychological Science: Complementary Models and Methods Religious and Spiritual Development in Psychological Science: Complementary Models and Methods
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Object Relations Theory, Religious Experience, and the “Transitional” Object Relations Theory, Religious Experience, and the “Transitional”
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Attachment Theory: Empirical Evidence for the Importance of Early Relationships in the Religious and Spiritual Experience and Development of Adults Attachment Theory: Empirical Evidence for the Importance of Early Relationships in the Religious and Spiritual Experience and Development of Adults
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Sociocultural Models of Religious and Spiritual Development: Narrative, Voice(s) and Identity Sociocultural Models of Religious and Spiritual Development: Narrative, Voice(s) and Identity
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Religious, Spiritual, and Moral Development and Learning in Adulthood: Whither the Field for Research and Practice? Religious, Spiritual, and Moral Development and Learning in Adulthood: Whither the Field for Research and Practice?
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Future Directions Future Directions
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Acknowledgments Acknowledgments
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References References
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17 Religious, Spiritual, and Moral Development and Learning in the Adult Years: Classical and Contemporary Questions, Cognitive-Developmental and Complementary Paradigms, and Prospects for Future Research
Get accessJames M. Day, Health and Psychological Development, Universite Catholique de Louvain.
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Published:18 September 2012
Cite
Abstract
Religious and spiritual development, and their relationship(s) to moral development, have been of interest to psychologists since the inception of psychological science, including its experimental, personality, social, developmental, and clinical practitioners. Meanwhile, the psychology of religion, burgeoning with the renewed visibility and attention to the impact of religious beliefs and practices, has reinvigorated longstanding debates about religious influence on psychological well-being. What is religious and/or spiritual development as psychologists have defined them? How might development best be measured, assessed, and its mechanisms and processes charted across the life cycle? What is specific about religious development in the adult years, and in what way can it be said to be related to adult learning? Does moral development, as some writers central to this field have asserted, “precede” religious development because of the moral components in religious and spiritual dimensions of human conduct? Are there correctives for problematic areas in “traditional” developmental theories, having to do with constructs, measurement, and application? Does religion, as some have asserted, lead to the “dumbing-down” of humans’ capacity to grapple with complex problems? In what ways are religious and spiritual development meaningfully related to learning? What are the implications of these questions, and of research in this domain, for education, training, counseling, and psychotherapy? These and other questions, at once classic and contemporary, form the basis of this chapter.
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