THE IMPLICATIONS OF ABRAHAM MASLOW'S AND ROLLO MAY'S VIEWS OF HUMAN NATURE FOR RELIGIOUS EDUCATION

An important consideration for a philosophy of religious education concerns the appraisal of human nature. In the psychologies of Abraham Maslow and Rollo May a rich source of existential insights are presented regarding this issue. This study utilizes these insights to construct a responsible philosophy which can be used as a basis for conducting education in the church.; Chapter One traces the development of existential-humanistic psychology noting particularly how it began as a protest against what it felt to be the deterministic images of human nature contained in Freudian psychoanalysis and behaviorism.; Chapter Two deals with the construction of a theological instrument which is used later to evaluate the work of Maslow and May. Biblical and Tillichian insights form the basis of its construction.; Chapters Three and Four present the psychologies of Abraham Maslow and Rollo May as they pertain to human nature. Particular focus is given to their visions of what constitutes optimal human functioning.; Chapter Five synthesizes the insights gained from the existential viewpoints presented and then, based upon the integrated vision obtained, draws implications for a philosophy of religious education. Such a vision is shown to reconcile the existential demands for freedom and responsibility with the idealist notion that ultimate values form the structure of the universe. In the sphere of religious education this position dictates a philosophy which views faith as the apprehension of the Infinite through finite channels. As such, the life of Christian maturity is seen as being realized only to the extent which courageous affirmation can overcome inherent doubt. It is only by so understanding the nature of Christian growth that religious education can perform both its priestly and prophetic functions.