Din Eğitiminde Ailenin Benimsediği Batıl İnançların Çocuklar Üzerindeki Psiko-Sosyal Etkileri
Psycho-Social Effects of Superstitions Adopted by the Family on Children in Religious Education

Summary/Abstract: Religious education in the family tries to instill positive values and correct beliefs, while at the same time instilling negative attitudes and behaviors. These negative attitudes and behaviors received from the family during the critical period affect the personality over time and these behaviors become difficult to change. One of the negative attitudes and behaviors that children receive from their families in the process of religious education is superstition. This study was conducted to examine the superstitious beliefs that children see/acquire in the family environment and their effects on children. The research was designed using a case study design from qualitative research methods. The study group of the research consists of twenty 7th grade students studying in four different secondary schools in Çaykara district of Trabzon province in the 2023-2024 academic year. The data were collected through interviews with the students and evaluated through content analysis. Our research was effective in determining the religious education practices of families in the region and the superstitious beliefs they pass on to their children. All of the study group learned a wide range of superstitions about daily life, fortune-telling and the abstract world from their families or the environment. The most common superstitious beliefs in these themes are behaviors related to night, sitting on the threshold, zodiac signs, breaking mirrors, black cats, magic, fortune telling, and summoning demons. Most of the children believe in superstitious beliefs they learn from their families. These superstitious beliefs acquired in the family environment cause fear and anxiety in the majority of children. Due to their development, most of the students tended to question superstitious beliefs and evaluate the accuracy of these beliefs, while some students did not question superstitious beliefs and did not think much about it. In addition, it was observed that the subject of superstitious beliefs covered in the 7th grade Religious Culture and Moral Knowledge course did not cause a serious transformation in students' religious attitudes and behaviors. According to these results, it is thought that superstitious beliefs prevent children's healthy religious development and negatively affect their religious knowledge and understanding. The results of the research reveal the necessity for families to use methods based on accurate information and model behaviors in religious education. Therefore, support should be given to those who provide correct religious education to children, and critical thinking skills should be gained in the evaluation of superstitions through formal and non-formal religious education.

• Details
• Contents