Adolescent Morality and the Concept of Religious Thinking from Childhood

Abstract

In the words of Plato, "the ignorance most fatal to States and individuals is not ignorance in the field or technology or professions, but spiritual ignorance". In this contemporary age, the perception of the adolescent can no longer be seen to be static. Instead, it has keenly followed a dynamic trend over times. In the Victorian times, the child was regarded as a passive figure which impressions had to be made upon. But nowadays, adolescents have energetic urges, drives and instincts, thereby making them 'internal combustion engine, capable of spontaneous activity'. Unfortunately, this change has greatly affected their morality and bring-up. The scenario here alluded to. is what presents concerned nagging questions. How will the future be safeguarded? How can morality be inculcated in the fibre of the adolescent? Would receiving religious instructions from childhood help in imbuing a sustained morality in the adolescent stage? How can moral up-bringing address the myriads of problems most adolescents undergo and the peculiarity of their class? Ultimately, the society, the church and family units are the major contributory agencies in the life of a child. But singling out the religious institution in this context, aims at articulating the connection between moral ity and adolescents and how rei igious thinking or education can affect or impinge on the growth of a child into the adolescent stage. It is understood that human beings cannot escape the inherent imperativeness of religion and morality upon their consciousness and life. It is a fact of religion that God is at the centre of life. Hence. using analytical and experiential methods, engaging the tool of interaction and personal participation, our findings showed that when basic religious instructions are instilled in the life of a child, it grows with them thereby making the child to live a positive life and constantly have recourse during adolescent stage. When moral instructions are structured in a way that address a child's problems and instructors are patient enough, it would be a double pay-off in the long-run.