Psycho religious connotations of human development

Abstract

Religiosity individuals varies widely. Due to the complexity of the phenomena similar manifestations may occur at different times of development. However, the separation of these periods in human life presupposes a concept of his religion, which involves a question of the structure of religious experience, specific mechanisms of development, especially the propriety of the transformations taking place in the respective periods. Their knowledge is essential in the formulation of proposals pastoral and catechetical, while making appropriate pastoral activities as well as religious education, and the designation forms of educational work with children, youth and adults with people. The development of human religiosity depends primarily on the general principle of continuity and uniformity of action and fun atmosphere created by its immediate surroundings, especially by parents and carers. Then come to the actions of other educators and significant people in the child's life. Theyare pastors, catechists, teachers, but can be influenced by other people, such as peer groups. During the beginning of adult life from his youth seems to be the most important personal engagement of a person in matters concerning religion. The impactsof all components of child development and its own activity give some direction as to the next stage of development becomes conscious self-education. Thus, in religious education is rather to awaken religious feelings and needs, rather than trying to meet them. Religiosity to man in various stages of development, and especially during adolescence and throughout adulthood, is largely the result of its own activity, rather than effects of external factors which play a role in supporting this development only.