The transformative impact of cognitive development theory on religious education: The case of Ronald Goldman
This study aims to examine the effects of cognitive development theory on religious education within Ronald Goldman’s approach, which is grounded in Jean Piaget’s methodological framework. Piaget’s stages of cognitive development provide a fundamental analytical framework for explaining the structural transformation of religious thinking. Within the scope of the research, Goldman’s work on the development of religious thinking has been examined in its philosophical, pedagogical, and psychological dimensions, and his approach - which situates religious thinking within the general functioning of the human mind - has been analyzed in detail. Goldman’s methodological approach presents an original model that reveals how children construct religious concepts. In this model, religious thinking is assessed as a reflection of cognitive developmental levels. The study’s findings indicate that children interpret religious concepts in concrete, literal, and anthropomorphic terms in the early stages of cognitive development, and that, as cognitive development progresses, this understanding transforms into a more abstract, symbolic, and interpretative structure. However, the development of the capacity for abstract thinking does not guarantee religious maturation; particularly during adolescence, tensions may arise between literal and abstract understandings of religion. This situation can lead to fluctuations in religious interest and commitment. Goldman’s findings highlight the need to restructure religious education in accordance with the principle of developmental appropriateness across content, method, and timing. Consequently, this research positions Goldman’s approach as a foundational paradigm for understanding the developmental foundations of religious education, but highlights the need to re-examine this model from a multidimensional perspective.
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Article Information
- Article Type Articles
- Submitted 15 April 2026
- Accepted 18 May 2026
- Published 30 June 2026
- Issue Vol. 2 No. 1 (2026)
- Section Articles
