Humanness and Non-Humanness in Children's Drawings of God: A Case Study from French-Speaking Switzerland
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2023
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-030-94429-2_4
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info:eu-repo/semantics/altIdentifier/isbn/9783030944285
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info:eu-repo/semantics/altIdentifier/isbn/9783030944292
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info:eu-repo/semantics/altIdentifier/pissn/2367-3494
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info:eu-repo/semantics/altIdentifier/urn/urn:nbn:ch:serval-BIB_FBD86B4C6BE66
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Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Grégory Dessart et al., « Humanness and Non-Humanness in Children's Drawings of God: A Case Study from French-Speaking Switzerland », Serveur académique Lausannois, ID : 10.1007/978-3-030-94429-2_4
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Résumé
Past research on children’s concepts of God has suggested a develop- mental tendency moving from anthropomorphic to non-anthropomorphic represen- tations. Besides replication, we tested a model of de-anthropomorphization. Methods. We collected drawings of God (N = 532) from 5- to 17-year-old children in French-speaking Switzerland and constructed a model of anthropomorphism and de-anthropomorphization. Age, gender, and religiosity (i.e., schooling) were uti- lized as predictor variables in logistic regression analyses. Results. Consistent with past research, both age and religious schooling facilitated the occurrence of non- anthropomorphic God representations. Analyses on de-anthropomorphization revealed that age had a positive effect on most strategies (with one exception), and that schooling did not play a significant role in that regard, neither did gender. Discussion. The current findings move beyond binary oppositions concerning anthropomorphic God figures, which appear to be conceptually much more com- plex than previously anticipated. Theoretical as well as practical implications are discussed.