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Mind God's mind: History, development, and teaching 1

  • Andreas Demetriou (a1), Nikos Makris (a2) and Dimitris Pnevmatikos (a3)

We dispute the target article that belief in Big Gods facilitated development of large societies and suggest that the direction of causality might be inverted. We also suggest that plain theory of mind (ToM), although necessary, is not sufficient to conceive Big Gods. Grasp of other aspects of the mind is required. However, this theory is useful for the teaching of religion.

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All authors contributed equally to the preparation of this commentary.

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Demetriou, A., Spanoudis, G. & Mouyi, A. (2011) Educating the developing mind: Towards an overarching paradigm. Educational Psychology Review 23:601–63.
Demetriou, A., Spanoudis, G. & Shayer, M. (2014) Inference, reconceptualization, insight, and efficiency along intellectual growth: A general theory. Enfance 66:365–96. doi: /10.4074/S0013754514003097.
Makris, N. & Pnevmatikos, D. (2007) Children's understanding of the human and super-natural mind. Cognitive Development 22(3):365–75.
Makris, N. & Pnevmatikos, D. (submitted) Inhibitory control in children's understanding of other minds.
Pnevmatikos, D. (2002) Conceptual changes in religious concepts of elementary schoolchildren: The case of the house where God lives. Educational Psychology 22:91110.
Pnevmatikos, D. & Makris, N. (2010) Cross-cultural evidence for constraints in conceptual development, or, are the places where Allah and God live the same? In: Developmental Psychology, ed. Håkansson, J., pp. 117–33. Nova Science.
Spanoudis, G., Demetriou, A., Kazi, S., Giorgala, K. & Zenonos, V. (2015) Embedding cognizance in intellectual development. Journal of Experimental Child Psychology 132:3250.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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