What question did this study set out to answer?

The aim is to explore if religious socialization in children misguides their natural cognitive abilities, raising ethical concerns.

March 25, 2026Open Access

Childhood Belief Formation and the Ethics of Pre-Consent Religious Socialization

Key Points

The aim is to explore if religious socialization in children misguides their natural cognitive abilities, raising ethical concerns.
Comparison of four religious education traditions: catechism, madrasa, cheder, gurukul.
Analysis using findings from the Cognitive Science of Religion.
Examination of ethical implications through consent theory and children's rights.
Identified potential capture of innate cognitive dispositions by religious socialization.
Acknowledged positive benefits of religious education alongside ethical concerns.
Outlined parallels between religious and secular educational mechanisms.

Abstract

This article investigates whether institutional religious socialization of pre-critical children constitutes a capture and redirection of innate cognitive dispositions rather than genuine teaching. Using Cognitive Science of Religion (CSR) findings from Bloom, Bering, and Barrett, the paper compares childhood religious education systems across four traditions (catechism, madrasa, cheder, gurukul) and examines ethical implications through consent theory and the UN Convention on the Rights of the Child (Article 14). The analysis acknowledges positive outcomes of religious socialization and parallel mechanisms in secular contexts.

Childhood Belief Formation and the Ethics of Pre-Consent Religious Socialization

Key Points

Abstract

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