THEOLOGY OF CHILDHOOD: METHODOLOGICAL CHALLENGES AND FUNCTIONAL POTENTIAL
DOI:
https://doi.org/10.31392/cult.alm.2025.1.22Keywords:
childhood, child, theology, theology of childhood, child theology, methodological challengesAbstract
This article examines the socio-cultural challenges that shape the development of the theology of childhood.Particular attention is given to the methodological complexities of enhancing children’s activity, collaboration, and participation as subjects and co-researchers in theology.The practice of theology for children with necessitates actualizes the paradigm shift in how children and childhood are perceived within classical systematic theology. The article extends philosophical reflections on the methodological distinctions and semantic clarifications of the concepts of “children’s theologies”, “theology of childhood”, “theology for children” and “child theology”. While these terms may seem interchangeable at first glance, a closer methodological examination reveals clear differences between them. Specifically, the primary objective of the theology of childhood is to foster an understanding of children and childhood, as well as to uphold theological commitments toward children themselves.It is emphasized that theology with children should not be confined to religious education but should instead be regarded as an integral aspect of all theological disciplines, necessitating active listening of children. At the same time, this approach seeks to shift the objectification of young people in theological reflection toward their re-subjectification, enabling them to act as agents of theology, shaping religious discourse alongside educated adults.Modern theological practices with children are increasingly being developed according to the principles of the hermeneutic circle. The article provides examples of the implementation of inclusive methodologies for engaging children in theological discussions. One of the key aspects of the functional potential of theology with children is identified as the bridging of the epistemological gap between adults and children
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