May 21, 2018 | Direction
A cornerstone of Child-Centered Spirituality is this conviction: We are born with the capability to connect with the divine, and this activity is centered in our soul or spirit.
New York Times columnist David Brooks adds his observations about humanity’s innate spirituality: “Of course people are driven by selfish motivations—for individual status, wealth and power. But they are also motivated by another set of drives—for solidarity, love and moral fulfillment—that are equally and sometimes more powerful.”
I’ve summarized Brooks’ thoughts below and you can read his entire column here.
People have a moral sense.
“They have a set of universal intuitions that help establish harmony between people. From their first moments, children are wired to feel each other’s pain. You don’t have to teach a child about what fairness is; they already know. There’s no society on Earth where people are admired for running away in battle or for lying to their friends.”
People have moral emotions.
“They feel rage at injustice, disgust toward greed, reverence for excellence, awe before the sacred and elevation in the face of goodness.”
People yearn for righteousness.
“They want to feel meaning and purpose in their lives, that their lives are oriented toward the good.”
People are attracted by goodness and repelled by selfishness.
“NYU social psychologist Jonathan Haidt has studied the surges of elevation we feel when we see somebody performing a selfless action. Haidt describes the time a guy spontaneously leapt out of a car to help an old lady shovel snow from her driveway.”
“One of his friends, who witnessed this small act, later wrote: ‘I felt like jumping out of the car and hugging this guy. I felt like singing and running, or skipping and laughing. Writing a beautiful poem or love song. Telling everybody about his deed.'”
Your child’s spiritual development is vital. Your efforts are neither wasted nor ignored.
One of the things I particularly like about this column is Brooks’ way of communicating the universally recognized nature of morality. We all instinctively recognize it when we see it. He captures our natural yearning for good, which still recognizing how challenging it can be to live out. It’s not easy, but it is worth it… and so is teaching it to our children. Moral teaching fits with what they already know on an instinctive level and helps them make sense of the world.
Tweetable: Child-Centered Spirituality champions balance in our efforts to guide a child’s physical, spiritual, intellectual and emotional development. Here NY Times columnist David Brooks shares observations about spiritual (moral) development. Click to Tweet
Jan 11, 2016 | Nourishment
If you have been following this blog for any length of time, you know the spiritual development of a child begins and ends with the choices of the child. We cannot (and should not try to) force a child into a particular belief or spiritual practice.
Yet we can walk beside them to provide support their their journey of discovery. They want trusted adults to act as sounding boards and coaches as they work out their spiritual questions and ideas.
Specifically, what is the adult’s role?
In this next series of blog entries, you can browse 8 different components or categories within human spirituality and select ways to engage with the important children in your life.We will look at one each week for the next eight weeks.
8 Components of Spirituality
- Personal transformation
- Authentic relationships
- Generous living
- Spiritual responsiveness
- Sacrificial service
- Guiding others
- Community transformation
- Experiencing God
For each of these general areas we’ll provide lists, specific examples, and ideas you can take and use to strengthen the child’s human spirit. You decide which are best for you.
Cull our lists.
Recognize you may need to adapt certain items to fit well with your spiritual tradition or beliefs. For example, if sacred writings are mentioned, which ones do you mean? Or if showing hospitality or caring for the earth aren’t values or important parts of your tradition, are there other values you substitute for them?
Above all, remember never to force.
The adult’s role is to model, initiate conversations, and provide resources and opportunities. The adult’s role is not force or indoctrination.
Take your time.
Spiritual development takes a lifetime and cannot be crammed. Be careful not to push kids where they’re not ready. A checklist of ideas is not something you can go through in a month or a year.
Chart your path forward.
Focus more mindfully on spiritual development now and your decisions can improve the child’s future.
Tweetable: New series directs adults to the priority moral values a child needs for spiritual proficiency. Click to Tweet
Sep 28, 2015 | Direction
My friends Laura and Mamitte (not their real names) were having coffee at Mamitte’s apartment while their 7-year-old boys and a neighbor boy played in the courtyard. Mamitte walked out to check on them and discovered that they had smashed a bunch of snails. She said to them, “Oh, I am so saddened by this,” and returned to the apartment to figure out, along with Laura, what to do about it.
What’s really important, they decided, is the greater lesson of how we treat creatures.
When both women went outside, the boys began to play “he said/she said” about who actually smashed and who watched. But Mamitte asked them if they were willing to gather the snails’ bodies and put them to rest in God’s earth. The boys said they were willing to participate.
They gathered the snails’ bodies.
As they did, they had time to process and look at what they had actually done. They then put the snails in the specified resting place.
Mamitte asked them if they wanted to say something.
- Ethan said, “We ask God to forgive us for how we treated the snails.”
- Raul said, “And forgive me for not protecting them.”
- Logan sang a little song and said, “And that God would give them a home and love them in heaven.”
Then they all said Amen.
The moms decided to take it one step further.
Because the snails had been smashed all over a long bench in this courtyard where everyone sits, Mamitte got out rags and a cleaning solution to disinfect the bench and brought those out to the boys.
As they sat on the ground, scrubbing different parts of the bench, they bounced ideas back and forth to each other. It was all Mamitte and Laura could do to keep their mouths shut (a very important parenting skill).
The boys figure it all out on their own.
- One says, “Gosh, I don’t want to be doing all this WORK right now. This is so much WORK and we could be playing.”
- Another says, “Well, that’s what happens when we make bad choices.”
- And as they’re going back and forth, the third boy says, “I. will. never. do. this. again.”
Those are the huge connections that we want–
- They are experiencing the consequences of their actions.
- The heart issue, the core of it, is that we shouldn’t treat other beings like that.
The two moms celebrated silently, standing behind the boys so they couldn’t see.
When they returned to their coffee cups in the apartment, they asked each other, “How did we do that—It worked so effectively?!”
Here’s what they came up with:
- Our parenting was not reactive. Laura said, “My first instinct had been to take my son, rip him out of the courtyard, put him in the car and say, ‘Well, if you’re going to act that way over here, we can’t be over here.'”
- We asked if they would be willing. Mamitte said to Laura, “When you approached them and stopped the bickering, you asked if they would be willing to gather the snails’ bodies. I was shocked, thinking, “I can’t believe she’s asking them because they aren’t going to do it.” And they all chose it! It wasn’t anything forced.
- We found a teachable moment. Natural consequences are often the teachable moments. We guided them, we didn’t punish. We invited them to take responsibility to care for the snails’ bodies.
Tweetable: See how three boys increase in respect for all creatures at a memorial service for snails. Click to Tweet
Mar 23, 2015 | Nurture
If there is one thing that will ruin children’s lives, it’s greed. Teach them how to pull the plug on greed and you will have prepared them to thrive in the real world. –Mary Hunt
Mary Hunt, the “Everyday Cheapskate” offers timely advice, condensed here, on one aspect of character development.
Greed is the feeling of desire, of wanting everything you can think of.
Greed is like a very bad disease. It starts small and if allowed to grow it will take over your life. Greed will make you miserable. It causes temper tantrums and makes people self-centered and arrogant. It is very sneaky.
Children know that twinge of envy when their best friend shows a new phone. Or says really loud at lunch that Dad is buying a new car for their graduation gift. Multiply that feeling by 10 and you’ll have a good idea of what full-blown greed feels like. It is not good.
Greed is hazardous to their futures.
The problem with greed is that it drives us to do things that are hazardous to our futures. Greed says it is OK to have everything we want now and to figure out how to pay for it later. Greed is something every child has to deal with and the sooner you can show a child how to defeat that enemy the better off and happier the child will be.
The antidote for greed is to be thankful for what you already have.
You prove your gratitude when you are willing to give away part of your resources. Everyone, no matter how young or how poor, has time, talent and possessions.
When children give to others it helps them to be grateful for what they have.
- Help a younger child to read.
- Visit senior citizens at a care facility.
- Clean up and bring toys you don’t play with to a shelter or hospital.
- Regularly give part of your allowance to a charitable or religious organization.
If you want to make sure your children are never defeated by greed, show them how to be givers.
Tweetable: Greed is like a very bad disease.If allowed to grow it will take. Here’s an antidote for your kids. Click to Tweet
Jan 5, 2015 | Nurture
One man remembers doing something wrong when he was young, and having his parents feel bad and embarrassed about it. They were essentially taking responsibility for his actions. They felt that their son’s wrongdoing reflected on them.
Do you see how this response displaces the guilt?
It becomes all about how the parents look instead of about what the child is learning. This type of negative reinforcement encourages the child to hide his future wrongdoings, so as to not bring shame on his parents.
Conversely, a child of a different temperament might respond differently
In this same situation, she might act out and misbehave in an active attempt to bring shame to her parents. She might also develop a pattern of placing the blame for her own actions onto others: “It’s the teacher’s fault I failed.” “My friends made me do it.”
Instead, put the responsibility back on the child
“Wow, yes, that is messed up! How are you going to fix that?”
And then listen to their response with real curiosity, because it is ultimately up to them to try to make things right. No one else can fix it for them.
When you feel responsible for your kids’ actions, something is wrong.
Granted, we are responsible to teach and model right behavior for them. But when they mess up, it’s up to them to take responsibility for their actions, not us. Yes, someone might think we are bad parents. But it’s better for the long-term development of the child.
Tweetable: When you feel responsible for your kids’ actions, something is wrong. Find a different perspective here. Click to Tweet
