The "Notes Section" of the Christian Education Journal provides an oportunity for people in the field of Christian education to provide responses to articles in previous issues of the journal and to share more personal reflective articles that provide stimulating ideas for readers to think about.
If we take William James’ The Varieties of Religious Experience as the first “psychology of religion,” we could say that the academic study of spirituality is just over one hundred years old (Gillespie, 2003). During most of that time, scholarly inquiry has been content to focus mainly on the spiritual experience of adults (Shea, 2003). With a few notable exceptions, researchers began to
show serious interest in children’s spirituality only after 1960 (Hyde, 1990 p. 15–34). Typically, studies done after that pivotal time attend to what children say about feeling close to God when praying, enjoying the beauty of creation, learning Bible stories, receiving moral guidance from God, having escaped from danger, sensing God’s presence through liturgy and hymns, and being
converted or saved (Coles, 1990; Tamminen, 1994; Lawson, 2006). Others have been interested in the way children deal with religious pluralism as they learn to navigate through different social contexts, such as family, church, and school (May, 1988).