Phenomenology, religious education, and Piaget

This paper examines phenomenology and its psychological relationship to religious education. It comments on this relationship in the light of the critique of phenomenology which Piaget himself made towards the end of his life (Piaget, 1965), though it also draws attention to other aspects of phenomenological theory which are dissonant with Piagetian psychology. This paper, therefore, is not a broad philosophical critique of phenomenology, though an element of this is included, but concentrates on the philosophical and developmental factors which impede the capacity of young people to perform either of the ‘reductions’ demanded by the phenomenological method. © 1977 Academic Press Limited.