The spiritual formation of Christian adolescents remains a pressing concern for faith communities, particularly in multicultural and religiously dynamic contexts like Bamenda, Cameroon. This study examines how the classical Greek concept of Paideia, the Jewish ethical tradition of Musar, and the Shema with its associated rituals (Mezuzah, Tefillin) can be adapted to enhance Christian adolescent spiritual development.
To address the limitations of these ancient models in contemporary African contexts, the study employs Spiritual-Ecosystem Development Theory (SEDT)—a framework that places Calling and Vocational Alignment at the center of adolescent formation, integrating Character, Competence, Courage, and Community as core dimensions. Using a qualitative, interdisciplinary approach, the research combines textual analysis of classical and biblical sources with phenomenological insights from 72 high school students gathered through semi-structured interviews and reflective narratives. Findings indicate that Paideia fosters intellectual virtue and purpose-driven learning, Musar emphasizes ethical discipline and moral resilience, and the Shema offers a model for participatory, intergenerational faith transmission. Student responses highlight the need for education that balances academic rigor, moral guidance, emotional care, and vocational discernment. Integrating these traditions through SEDT provides a holistic and contextually relevant framework for Christian education in Cameroon, strengthening family-school partnerships and equipping adolescents for resilient faith, ethical leadership, and meaningful community engagement.
- Arbeit zitieren
- Eric Mbuh (Autor:in), 2026, Exploring Greek Paideia, Musar, and Jewish Rituals in Christian Adolescent Development, München, GRIN Verlag, https://www.hausarbeiten.de/document/1700830
