liz3564 wrote:Wade wrote:Apparently, some parents see their mission is to teach their children to be cynical, distrusting, and unbelieving, while other parents see their mission is to teach their child to be just the opposite (loving, trusting, and believing).
If both sets of parents are successful in their mission, which of their children do you suppose will be most likely to succeed in life as well as be instrumental in diminishing many of life's disparities (enabling the starving Africans to attain food, the sick to heal, and help the war and violence-ridden communities to find peace)? Which of the children will be best suited to uplift and improve themselves as well as help others do the same? Which of the children may best be able to find comfort and solace for themselves and give the same to others following a broad range of sorrows and tribulations?
Just something to think about.
Thanks, -Wade Englund-
I agree with your idealism.
I appreciate that. However, I wasn't thinking so much in idealistic terms as I was in pragmatic and functional terms (i.e. what is in the best interest of the children--what kinds of parental instruction will best position the children to succeed in life and improve the world as a whole).
While some parents may be well-intended in wishing to teach their children cynicism, distrust, and disbelief (so as to protect them from being too gullible and duped), they may not be congnizant of how specific applications of cynicism and skepticism may be generalized by the children, and may come back to "bite" all parties concerned. A lesson on disparity as justification for cynicism, disbelief, and distrust in loving God, may get translated in the child's mind as disparity being a justification for disbelief and distrust in self and others--including one's parents. It is not much of a stretch for children to translate "starvation in Africa means there is no loving God" and apply the same "logic" to mean "some of the kids in my school have a lot of things I don't have and can do alot of things I can't, so their parents must love them more than mine....and those kids may be more lovable than me".
I am not suggesting that cynicism, or rather skepticism, shouldn't be taught to children. I believe a healthy dose of skepticism is good. However, I see it as best being taught as a temporing mechanism, rather than a primary epistemic approach. I see it as minor point of parental consideration and instruction (particularly during the earlier stages of child development), rather than a principle parental "mission".
But, others like Sethbag may disagree.
Your argument here would actually fit in well on PP's thread, "Does the Teaching in LDS Primary equal Brainwashing?"
Here is the link:
http://www.mormondiscussions.com/discus ... php?t=2615
Thanks, I will take a look.
But Wade, do you think it's wise for parents to bring children up to the stand and have them parrot a testimony on a regular basis, or do you think it's better for them to develop it on their own? Also, as I mentioned to Kevin earlier, I believe that the Church actually came out with some official statements against this practice. In my Ward, it's more the exception than the rule.
Do you happen to remember, by chance, when that directive was made?
I am not familiar with the directive, but I have no problem either way--I can see value in children "parroting" what the parents say (this is not an uncommon form of effective pedagogy) as well as value in restricting the practice during Fast and Testimony meetings (reserving such things for other occasions like Family Home Evening or Primary).
Thanks, -Wade Englund-