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| Child Incarnate-child Divine: A Cross-cultural Investigation of Development and Spirituality | ||
| 作者 | Richardson, Janet Rolph (著) |
|---|---|
| 出處題名 | Dissertation Abstracts International |
| 卷期 | v.54 n.7 Section B |
| 出版日期 | 1994 |
| 出版者 | ProQuest LLC |
| 出版者網址 | https://www.proquest.com/ |
| 出版地 | Ann Arbor, MI, US [安娜堡, 密西根州, 美國] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 英文=English |
| 學位類別 | 博士 |
| 校院名稱 | California Institute of Integral Studies |
| 指導教授 | Gadon, Elinor |
| 附註項 | 137p |
| 關鍵詞 | Childrearing Practices; Human; Child; Cross Cultural Differences; Buddhist vs Western perspective; Childhood Development; Tibet; Population terms; Child development & spirituality, childrearing from Tibetan |
| 摘要 | From a Western cognitive and analytic developmental perspective, the child is a biological organism whose development begins at birth and ends with death. Children enter the world in a state of ignorance and undifferentiated consciousness. Knowledge acquisition proceeds in an orderly and universal sequencing of cognitive and psychosexual stages. Through language, the world is categorized and self is distinguished from other. Hence, the child moves from undifferentiated union to differentiated separateness in the material world. Maturity in development involves a capacity for rational thinking and behavior. Movement away from the rational (away from differentiated reality toward unitive reality) is considered regressive. The role of the teacher or caregiver is to maximize movement toward the rational and to minimize regressive movement. Because spirit is a unitive force and spirituality involves unitive reality, spiritual development, in this perspective, must be judged regressive. From a Western transpersonal developmental perspective, children enter the world in touch with Spirit, the cosmic unitive reality. They grow away from this spiritually-charged state as reason begins to develop. After maturing through the normal integrative stages toward ego management and a capacity for rational thinking, the goal of development becomes one of transcending ego and rational thinking. The teacher or caregiver's role is to present stage-appropriate material and experience so that Spirit/Mind is encouraged, not crippled. Spirituality is primarily age-related, the luxury of a spiritual elite (of undifferentiated infancy, of children whose atavistic psychism is harnassed, of saints or elderly mature adults who successfully transcend ego). The Tibetan Buddhist perspective expands the narrative of human development to a larger context of spiritual development over many lifetimes toward full realization of Mind, the ultimate maturity. Incarnate experience serves a spiritual objective. The child, embodying Mind, is born with spiritual knowing. The teacher or caregiver's duty, governed by karmic contract, is to help the child to remember. Thus, relationships are sacred and unitive experience is primary. Based on taped interviews and ethnographic fieldwork data, the Tibetan perspective is explored, particularly in the ideals and practice of lay and monastic child-rearing among Tibetan refugees in Northern India. |
| ISBN | 9798209417460 |
| 點閱次數 | 158 |
| 建檔日期 | 1998.04.28 |
| 更新日期 | 2022.04.13 |
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