Trust in Testimony: How Children Learn about Science and Religion

Autor/inn/en	Harris, Paul L.; Koenig, Melissa A.
Titel	Trust in Testimony: How Children Learn about Science and Religion
Quelle	In: Child Development, 77 (2006) 3, S.505-524 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00886.x
Schlagwörter	Children; Concept Formation; Trust (Psychology); Adults; Beliefs; Sciences; Religion; Observational Learning + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Concept learning; Begriffsbildung; Belief; Glaube; Science; Wissenschaft; Imitationslernen
Abstract	Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that other people's testimony simply amplifies children's access to empirical data. However, children's understanding of God's special powers and the afterlife shows that their acceptance of others' testimony extends beyond the empirical domain. Thus, children appear to conceptualize unobservable scientific and religious entities similarly. Nevertheless, some children distinguish between the 2 domains, arguably because a different pattern of discourse surrounds scientific as compared to religious entities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10