Religion of Love

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[916] While multiples are rarely found in nature because they are disadvantaged with respect to the diversity of the individuals, it is theoretically possible to human beings to clone living entities on a large scale. Since man (still) cannot guarantee that the cloned living entity has the same properties as the other ones - for example life expectancy - ze should refrain from cloning for ethical and security reasons at the moment.

[917] L provides multiples having almost the same properties with the same genome, since equal has the right to equal. This offers e.g. problems concerning mate selection, since individuals are usually not equal, but equally desired. The environment cannot change this equality so much that whose disadvantage is balanced. Multiples can still have a good life.

[918] Although they are equal in most concerns, multiples have not to stay together in the subsequent lives to make or mar. They can diverge, although not by leaps and bounds. If their equality depresses them, they can ask L for differences, who finds then the best way. Since multiples but usually get used to each other, such an approach is rather the exception than the rule.

[439] We should consider exactly, when and how we punish children, if it must be. They deserve our special love, which has to remain the yardstick of education. The child is to learn from its mistakes and therefore it must clearly involve mistakes. To be punished in an unfair way is to be an extremely rare experience for the child as possible. Punishments are suitable that precipitate the goal of the development.

[440] Punishments are to adapt to the state of development of the child. Therefore, the child must understand, why it and why it is punished in such a way. The punishment is to mean the child somewhat: to mild punishments lead to repetition, too heavy ones harm more than they benefit. Punishments are to consider the situation in that the child is and the experiences that were made with preceding punishments.

[441] It belongs to the love to children that we do not forget praise. Between big and little praise is to be distinguished, if the child is old enough. This strengthens the sense for fair treatment. The interests of the children are to be nurtured, but also stimulated new ones. The more comprehensively the child is development-based informed and cleared up, the better. It is a pity, if talents are not discovered or are not nurtured.

[442] Children have often many wishes, from which only few can be fulfilled. If the child is able to understand the term L, it is slowly to be introduced into religion. The doctrine of right behaviour can begin already earlier. Therefore, the terms good and bad must be understood. An egalitarian attitude is little helpful for a child. It requires the explanation, why this and not that experience are to be made.

[546] L is to make known as the one, to whom we have to owe all - in the positive as in the negative. Ze is the most important thing of all. Ze can save us from every condition of life and be permanent reference person, which or zis helper is listening to us at least. Ze can fulfil our desires, if they are justified. Ze loves children very much, because we are all zis successors. Thereto, we should make a strenuous effort.

[547] If we died, we all receive our reward and we can continue to develop in the direction of L. We need to show what L means to us, and approach to zer more and more. In other words, we need to learn to share and to pass from our good things to others. In doing so we must not allow that we are exploited or compelled. We must always be aware of our own and the value of the others.

[548] To life belongs lifelong learning, because L is infinite. It is not necessary that we learn everything, but that we have it if required at hand. At school one sometimes has to learn things that seem to be unnecessary. But what you do not need, you forget later again. Unfortunately, there are hard times in life that one has to surmount. Industriousness and perseverance belong to success, besides steady preparedness.

[549] If the parents or educators are not like that, as one wishes to, so one should always have in mind that they are doing much for the first time in their lives, and often want to be better than they are. Some things you just do not understand and some things will always remain incomprehensible. We must learn to stand injustice and remember that L someday compensates all things. Perhaps one copes with indeed to be autonomous.

[443] If a family is poor, that does not have to mean that the childhood cannot be well. Much can become compensated by love and devotion. Much can also be achieved by effort and studiousness at fortunate opportunity. Leading to (independent) prayer is just as important as trust in L. Here, however, neither pressure nor obligation is to be established. Religion should not be an annoying obligation.

[444] The renunciation of violence to a large extent is important in education. Violence is justified only in emergency for the protection from danger for life and limb. The estimation of life demands not to re-enact killing, since this can be dangerous. War toy and games glorifying violence are to be kept away from children, since they can affect the development of a child unfavourably. There are many better games.

[445] If games have winners and losers, this prepares for the real life, but should not be the only games. Games that foster the community are just as important. If children moderately measure their strength, nothing is to be objected as long as they do not suppress or blister others. The right of the stronger is a law of nature that the religion with its devotion to the weak opposes.

[446] It belongs to education to have consideration for weaknesses and not to scoff at them, but to call attention to the complicated life. We should accept own weaknesses. We should accept ourselves, as we are, but refine ourselves. We should show feelings and open us up, above all compared to children. Legal guardians should act long as a model, after which children can orient themselves.

© 2006-2009 by Boris Haase

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