And when parents ask about this they tend towards being taken off-guard by the notion that their kids are asking those questions and forming their own conceptions of the answers to such things. You never walk alone autism dad shirt Their parents, in other words, are surprised that their kids don’t still want to crawl but are instead trying to swing.
You never walk alone autism dad shirt
Nowhere did the speaker suggest not to teach, guide, or love as a parent. Quite the opposite. At the beginning he points out, that many parents when their children become teenagers “want to continue crawling” while the teenager is past crawling and “wants to swing.” In other words, the teenager is ready and wants to learn more, and learn more difficult things, while the parents want to go back in their kids’ development instead. You never walk alone autism dad shirt You can’t teach someone if you don’t meet them where they’re at and then guide them on the next steps. You can’t teach someone to swing by crawling, and you can’t teach a child to run by only letting them crawl.
If you refuse to answer difficult questions, or recognize that older kids are ready and waiting for more challenges, then you don’t teach them anything at all. And often with religion especially, adults don’t recognize what matters to kids. As an example, I do teach catechism classes. The curriculum focuses on recognizing basic connections in the Bible, which is great, and we do that, but I set aside time for freebie questions and have therefore had questions such as “Why does pain exist if God is truly the source of all good?” And “If someone dies by suicide due to the pain in their lives, can all the blame really be placed on them? Does the church teach that they’ll go to Hell?” And “Why does the concept of Hell exist and how does that work with God being all good and all merciful?” Etc. And I give them answers based on the knowledge I have available.
I’ve referenced philosophers and theologians that aren’t touched on in the set curriculum, and have also guided them along in class discussions on these sorts of questions so that they can develop their own critical thinking skills and get a better grasp of *why* we hold certain things to be true. We have also discussed the application of different talents and skills, vocations, and the concept of spirits within the faith. For reference, these kids are twelve. These are the conversations that they find a need to have right now. The seventh grade teachers apparently had a discussion a couple weeks back on metaphysics, and previously had discussions on the concepts of physical and spiritual division and connection in relation to the concept of “I am not a body with a soul, but a soul with a body,” and the nuance of personal ownership and responsibility within a theological context.
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