Abstract
Dynamic Systems Theory (DST) allows a description of spiritual development, applicable across a range of definitions of spirituality, without the paradigmatic limitations of traditional linear developmental theories which fail to account for the complexity of the phenomena associated with “spirituality”. The concept of “Integrative Dynamic Systems” provides a powerful explanatory metaphor for “spirits” using concepts of “agency”, “top-down causality”, “emergence”, and “attractors” which have direct parallels to terms commonly employed to explain spirituality. A DST stance allows us to transcend reductionism without losing scientific rigour. Through a DST lens, spiritual development exhibits sudden phase transitions from less to more functional organisation of the whole person, driven by “system parameters”, ecological forces; organised by “attractors”, patterns of behaviour which emerge regularly without clear causal factors; and responsive to the child’s free choices. Children resist spiritual change, yet significant transitions may be precipitated by trivial events.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Albright, C. R. (2000). The “God module” and the complexifying brain. Zygon, 35(4), 735–744.
Bridger, F. (1988). Children finding faith. London: Scripture Union.
Buckland, R. (1977). Children and the King. Melbourne: ANZEA.
Buckland, R. (1988). Children and God. Homebush West: ANZEA.
Bunge, M. J. (2001). The child in Christian thought. Grand Rapids: Eerdmans.
Clinebell, H. (1996). Ecotherapy, healing ourselves, healing the earth: A guide to ecologically grounded personality theory, spirituality, therapy, and education. Minneapolis: Fortress.
Coles, R. (1990). The spiritual life of children. Boston: Houghton Mifflin.
Crompton, M. (1998). Children, spirituality, religion and social work. Ashgate: Aldershot.
Crossley, J. P., & Salter, D. P. (2005). A question of finding harmony: A grounded theory study of clinical psychologists’ experience of addressing spiritual beliefs in therapy. Psychology and Psychotherapy: Theory, Research and Practice, 78, 295–313.
Cupit, C. (2006). Come and follow Jesus: Practical ways to talk to children about faith. Central Coast: Scripture Union Australia.
Cupit, C. G. (2005). Perspectives on children and spirituality. Central Coast: Scripture Union Australia.
Cupit, C. G. (2002). A critical evaluation of biblical perspectives on spiritual development and of dynamic systems theory to identify major implications for public educative care of children. Doctoral dissertation, Murdoch University, Perth. (Murdoch University Digital Thesis, URL: http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.114720) Developmental review, 2005, 25, passim.
Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row.
Gil’adi, A. (1992). Children of Islam: Concepts of childhood in medieval Muslim society. New York: St Martins Press.
Goerner, S. J. (1995). Chaos and deep ecology. In F. D. Abraham & A. R. Gilgen (Eds.), Chaos theory in psychology. Westport: Greenwood.
Goertzel, B. (1997). From complexity to creativity: Explorations in evolutionary, autopoietic, and cognitive dynamics. New York: Plenum.
Hardy, A. (1979). The spiritual nature of man: A study of contemporary religious experience. Oxford: Clarendon.
Hay, D. (2000). Spirituality versus individualism: Why we should nurture relational consciousness. International Journal of Children’s Spirituality, 5(1), 37–48.
Hill, B. V. (1995). Psychological considerations. In B. V. Hill (Ed.), Studying the religious quest: Unit materials for E403 religious education. Perth: Murdoch University.
Hodge, D. R., & Bushfield, S. (2006). Developing spiritual competence in practice. Journal of Ethnic and Cultural Diversity in Social Work, 15(3/4), 101–127.
Hofstadter, D. R. (2007). I am a strange loop. New York: Basic Books.
Howe, M. L., & Lewis, M. D. (2005). The importance of dynamic systems approaches for understanding development. Developmental Review, 25, 247–251.
Hyde, K. E. (1990). Religion in childhood and adolescence: A comprehensive review of the research. Birmingham: Religious Education Press.
Josephson, A. M. (2007). Depression and suicide in children and adolescents: A spiritual perspective. Southern Medical Journal, 100(7), 742–745.
Kamm, K., Thelen, E., & Jensen, J. L. (1990). A dynamical systems approach to motor development. Physical Therapy, 70(12), 763–775.
Kao, C. C. L. (1981). Psychological and religious development: Maturity and maturation. Washington: University Press of America.
Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.
Koulomzin, S. (1975). Our church and our children. Crestwood: St Vladimir’s Seminary Press.
Kvarfordt, C. L., & Sheridan, M. J. (2007). The rôle of religion and spirituality in working with children and adolescents: Results of a national survey. Journal of Religion and Spirituality in Social Work, 26(3), 1–23.
Lewis, M. D. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71(1), 36–43.
Mercer, J. A. (2006). Children as mystics, activists, sages, and holy fools: Understanding the spirituality of children and its significance for clinical work. Pastoral Psychology, 54(5), 497–515.
Miner-Williams, D. (2006). Putting a puzzle together: Making spirituality meaningful for nursing using an evolving theoretical framework. Journal of Clinical Nursing, 15, 811–821.
Moloney, S. (2006). The spirituality of childbirth. Birth Issues, 15(2), 41–46.
Sayani, A. (2005). Spirituality, school leadership, and Islam. Journal of School Leadership, 15(6), 656–672.
Tamminen, K., Vianello, R., Jaspard, J.-M., & Ratcliff, D. (1988). The religious concepts of preschoolers. In D. Ratcliff (Ed.), Handbook of preschool religious education. Birmingham: Religious Education Press.
Thelen, E., & Smith, L. B. (1996). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
Thelen, E., & Smith, L. B. (1998). Dynamic systems theories. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed.). New York: John Wiley and Sons.
van Geert, P. (1994). Dynamic systems of development: Change between complexity and chaos. New York: Harvester/Wheatsheaf.
Wolf, A. D. (1996). Nurturing the spirit in non-sectarian classrooms. Hollidaysburg: Parent Child Press.
Wolff, P. H. (1993). Behavioral and emotional states in infancy: A dynamic perspective. In L. B. Smith & E. Thelen (Eds.), A dynamic systems approach to development: Applications. Cambridge: MIT.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Cupit, C.G. (2009). The Dynamics of Spiritual Development. In: de Souza, M., Francis, L.J., O’Higgins-Norman, J., Scott, D. (eds) International Handbook of Education for Spirituality, Care and Wellbeing. International Handbooks of Religion and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9018-9_16
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9018-9_16
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9017-2
Online ISBN: 978-1-4020-9018-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)