SPIRITUAL DIRECTION FOR THE CHRISTIAN LIFE FROM JOHN CALVIN

 Chapter 2: Self-Denial

Connecting Questions

If you were to practice the discipline of fasting, what kinds of foods would be most difficult for you to give up? During Lent, many Christians abstain from selected foods or practices; what might be their choices?

A Reading Adapted from The Institutes of the Christian Religion, Third Book, Chapter 7, “A Summary of the Christian Life. Of Self-Denial.”

When we examine what Scripture teaches about living as followers of Christ, we discover that one principle stands above all others as the foundation of genuine discipleship: self-denial. Jesus made this absolutely clear when He told His disciples, "If anyone wants to come after me, let him deny himself and take up his cross and follow me" (Matthew 16:24). This is not merely one option among many for Christian living, it is the essential starting point that determines whether we will truly follow Christ or remain trapped in the deception of serving ourselves while claiming to serve God.

The apostle Paul captures this principle perfectly when he writes that we should "present your bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship" (Romans 12:1). From this foundation, Paul draws the logical conclusion: "Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect" (Romans 12:2). The great point here is that we are consecrated and dedicated to God. Therefore, we should not think, speak, plan, or act without considering His glory in everything we do.

"We Are Not Our Own" - The Fundamental Truth

The most revolutionary truth we must grasp as Christians is this: we are not our own. This simple statement completely overturns the way most people approach life. If we truly understand that we belong to God rather than to ourselves, it becomes clear both what errors we must avoid and toward what goal we should direct all our actions.

Since we are not our own, our personal reasoning and desires should not rule our decisions and plans. Since we are not our own, we should not make it our goal to pursue whatever appeals to our natural inclinations. Since we are not our own, we should forget ourselves and our personal interests as much as possible. On the positive side, since we are God's people, we should live and die for Him (Romans 14:8). Since we belong to God, we should let His wisdom and will guide all our actions. Since we are God's possession, every aspect of our lives should be directed toward Him as our only legitimate purpose.

Consider how radically this principle challenges our contemporary culture. We live in a society that constantly tells us to "follow our hearts," "be true to ourselves," and "live our best life now." Social media encourages us to promote ourselves, build our personal brands, and pursue our individual dreams. The entire advertising industry exists to convince us that we deserve whatever we want and that happiness comes from getting it. Against this cultural tide, Scripture declares that the path to true freedom and joy comes through recognizing that we do not belong to ourselves.

How transformative it is when someone truly learns that they are not their own and removes the government of their life from their own reasoning to give it to God! The most certain path to destruction for any person is to obey themselves, while the only safe harbor is to have no other will and no other wisdom than to follow the Lord wherever He leads. This should be our first step: to abandon ourselves completely and devote all our mental and emotional energy to serving God.

By "serving God," we mean not only external obedience to God's commands but the deeper transformation where our minds, stripped of their natural selfish desires, willingly respond to the Holy Spirit's guidance. This transformation, which Paul calls "the renewal of your mind" (Romans 12:2, Ephesians 4:23), represents the entrance into real spiritual life. Remarkably, this foundational principle was completely unknown to all the great philosophers of history.

The Contrast with Human Philosophy

The difference between Christian self-denial and human approaches to self-control reveals the inadequacy of purely human wisdom. Great thinkers throughout history have taught that reason alone should govern human life. They believe that rational thinking, properly applied, can guide us to live virtuously and find fulfillment. In their system, reason sits on the throne of human experience, making all the important decisions about how we should live.

However, Christian teaching calls for something far more radical. True Christianity demands that human reason step down from its throne and yield complete submission to the Holy Spirit. The goal is not simply better self-management but a fundamental change, where the person no longer lives for themselves but allows Christ to live and reign in them (Galatians 2:20).

Think about how this plays out in practical situations. When facing a difficult decision about our career, for example, human wisdom tells us to carefully analyze our options, consider our personal strengths and interests, and choose whatever will bring us the most satisfaction and success. Christian wisdom, by contrast, asks different questions: How can this decision bring glory to God? How can we serve others through our work? What choice demonstrates trust in God's provision rather than anxiety about our security?

The difference is not that Christians ignore practical considerations, but that we subordinate all practical concerns to our primary allegiance to God. We seek His will first, trusting that He will guide us toward decisions that ultimately serve our best interests, even when they seem costly in the short term.

Self-Denial as the Cure for Pride and Self-Centeredness

From this foundational principle flows another crucial insight: we are not to seek our own interests but the Lord's will, and we should act with the intention of promoting His glory. We make great progress when we almost forget ourselves, certainly setting aside our own reasoning, and faithfully commit ourselves to obeying God and His commands.

When Scripture instructs us to set aside private concern for ourselves, it does more than simply remove our excessive longing for wealth, power, or human approval. It actually pulls out by the roots our ambition and thirst for worldly recognition, along with other more subtle spiritual diseases. Christians should be trained and oriented to remember that throughout their entire lives, they are dealing with God. For this reason, just as they will bring everything to God's evaluation and judgment, they should direct their whole minds toward Him.

Anyone who learns to look to God in everything they do will simultaneously be turned away from all empty thoughts. This is the self-denial that Christ so strongly emphasizes to His disciples from the very beginning of their relationship with Him. Once this principle takes hold of the mind, it leaves no room for pride, showing off, and arrogance. Neither does it leave space for greed, lust, luxury, or other vices that grow from self-love.

In our current cultural context, this teaching directly confronts some of our most cherished assumptions about success and happiness. We are taught to believe in ourselves, to build our self-esteem, and to pursue our personal fulfillment as the highest good. The idea that we should deny ourselves sounds not only unappealing but psychologically unhealthy to many modern ears.

However, Scripture reveals that the opposite is true. When we try to build our lives around ourselves, we become enslaved to our appetites, insecurities, and constantly changing emotions. We become trapped in an exhausting cycle of trying to prove our worth and defend our image. True freedom comes when we find our identity and security in our relationship with God rather than in our performance, possessions, or other people's opinions.

Practical Steps Toward Implementing Self-Denial

Understanding self-denial intellectually is one thing; actually practicing it is quite another. Scripture provides practical guidance for how we can implement this principle in our daily lives. Paul gives us a helpful framework in his letter to Titus: "For the grace of God has appeared, bringing salvation for all people, training us to renounce ungodliness and worldly passions, and to live self-controlled, upright, and godly lives in the present age" (Titus 2:11-12).

Paul identifies two major obstacles that stand in our way: ungodliness and worldly desires. Under ungodliness, he includes not merely obvious sins but everything that conflicts with genuine reverence for God. Worldly desires encompass all the appetites and longings that pull us away from spiritual priorities. Paul then organizes all our actions into three categories: self-control, uprightness, and godliness.

Self-control includes not only sexual purity and moderation in eating and drinking, but also the proper use of material possessions and patient endurance when we lack things we want. Uprightness covers all the duties of fairness in our relationships with others, giving everyone what they deserve. Godliness separates us from the corrupting influences of the world and connects us with God in true holiness.

When these three areas are properly connected, they form complete spiritual maturity. However, nothing is more difficult than saying goodbye to our fleshly desires, controlling and even rejecting our natural impulses, devoting ourselves to God and others, and living like angels in the middle of a corrupt world.

Paul helps us by pointing to our future hope of eternal life, urging us to persevere because Christ, who appeared once as our Redeemer, will appear again to complete the salvation He has accomplished for us. This perspective helps us see through all the attractive distractions that would otherwise prevent us from pursuing heavenly glory. Paul reminds us that we are pilgrims in this world, traveling toward our true home in heaven.

Consider how this applies to contemporary challenges. When we are tempted to compromise our integrity for career advancement, self-denial asks whether we are seeking God's approval or human recognition. When we feel pressure to accumulate possessions to keep up with others, self-denial questions whether we are trusting in material security or in God's provision. When relationships become difficult, self-denial helps us focus on serving others rather than protecting our own comfort.

The practice of self-denial also requires us to regularly examine our motivations. Are we making decisions based on what will make us look good, feel comfortable, or get ahead? Or are we choosing what will honor God, serve others, and demonstrate faith in His promises? This kind of honest self-examination can be uncomfortable, but it is essential for spiritual growth.

Self-denial does not mean we never enjoy good things or that we should pursue misery for its own sake. Rather, it means we hold all good things loosely, enjoying them as gifts from God while being willing to give them up if He calls us to do so. It means we find our deepest satisfaction in our relationship with God rather than in temporary pleasures or achievements.

When we practice self-denial consistently, we discover something surprising: instead of making us miserable, it actually sets us free to experience the joy and peace that come from aligning our lives with God's purposes. We stop being driven by the exhausting need to prove ourselves and instead rest in the security of being loved and accepted by our heavenly Father.

Conclusion

Self-denial stands as the essential foundation of all Christian discipleship because it addresses the root problem of human sin: our tendency to make ourselves the center of our universe instead of God. When we truly grasp that we are not our own but belong to God, everything else about Christian living begins to make sense. This principle challenges our culture's emphasis on self-fulfillment but offers something far better: the freedom and joy that come from living for our Creator's glory rather than our own satisfaction.

Personal Reflection on the Above Text

What insights or questions about Christian living do you have as a result of this reading?

Related Scripture

Romans 12:1-2 - Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies as a living sacrifice, holy and pleasing to God—this is your true and proper worship. Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.

Galatians 2:20 - I have been crucified with Christ and I no longer live, but Christ lives in me. The life I now live in the body, I live by faith in the Son of God, who loved me and gave himself for me. 

1 Corinthians 13:4-7 - Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres. Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will pass away.

Personal Reflection on the Above Scripture

What are a few of the main teachings from this Bible passage?

Discussion Questions

How does our culture's emphasis on "being true to yourself" conflict with the biblical principle of self-denial, and how can we navigate this tension in practical situations?

What are some specific areas in your life where you struggle most with the principle that "we are not our own"? How might applying this truth change your approach to these areas?

The chapter points out that self-denial is the cure for pride and self-centeredness. Can you think of examples from your own experience where focusing on God's glory instead of your own interests led to better outcomes?

How can we practice self-denial without falling into legalism or unhealthy self-hatred? What is the difference between biblical self-denial and mere self-punishment?

In what ways does Paul's framework of self-control, uprightness, and godliness provide practical guidance for implementing self-denial in our contemporary context?

Concluding Question

What spiritual direction might we take away from this discussion?

Leadership Reflections on Max De Pree

Max DePree (1924-2017) was the son of D. J. De Pree (1891-1990), founder of Herman Miller Corporation of Holland, Michigan. Max became CEO in 1980 and served in that capacity untill 1987. He was a member of the company's Board of Directors until 1995. He graduated from Hope College and was a member of its board of trustees. He also served on the board of Fuller Theological Seminary and was involved with the Max De Pree Center for Leadership at Fuller. He is the author of numerous books and articles on leadership. All of these bring a perspective emphasizing the values of creativity, humility, relationships, and respect.

I met Max De Pree once and have enjoyed three of his leadership-related books. These are Leadership is an Art (1989), Leadership Jazz (1992), and Leading Without Power (1997). The quotes in this presentation are from those books.

I am a friend of Pastor Toby Gruppen, whose mother, Sally, was Executive Assistant to D. J. De Pree, Max De Pree, and other presidents of the Herman Miller Corporation (now MillerKnoll). The pictures at the end of this blog are from Sally’s home. She and Toby graciously hosted our family and shared stories about the company. Sally currently serves as Legacy Ambassador for MillerKnoll. Following are quotes from the three books mentioned above and pictures taken from our time with Sally and Toby.

Quotes from Leadership Jazz
"We cannot become what we need to be by remaining what we are" (p. 74).

“A (jazz band) leader will pick the tune, set the tempo, and start the music, define the ‘style.’ After that it is up to the band to be disciplined and free, wild and restrained – leaders and followers, focused and wide-ranging, playing the music for the audience and accountable to the requirements of the band. Jazz-band leaders know how to integrate the ‘voices’ in the band without diminishing their uniqueness” (p. 103).

“… leaders need to learn not to inflict pain, but to bear it. It seems to me that if you are bearing pain properly… you ought to have the marks of the struggle. One ought to have bruised shins and skinned knees (p. 139).

“It takes more grace than tongue can tell to play the second fiddle well” (p. 198).

Quotes from Leadership Is an Art
“The leader is the ‘servant’ of his followers in that he
removes the obstacles that prevent them from doing their jobs… the true leader enables his or her followers to realize their full potential” (p. xx).

“Leadership is an art, something to be learned over time, not simply by reading books. Leadership is more tribal than scientific, more a weaving of relationships than an amassing of information…” (p. 3).

"The first responsibility of a leader is to define reality. The last is to say thank you. In between, the leader is a servant" (p. 11).

"We need to give each other the space to grow, to be ourselves, to exercise our diversity. We need to give each other space so that we may both give and receive such beautiful things as ideas, openness, dignity, joy, healing, and inclusion" (p. 15).

"The signs of outstanding leadership appear primarily among the followers. Are the followers reaching their potential? Are they learning? Serving? Do they achieve the required results? Do they change with grace? Manage conflict?" (p. 12).

"Trust grows when people see leaders translate their personal integrity into organizational fidelity. At the heart of fidelity lies truth-telling and promise-keeping" (p. 59).

Quotes from Leading Without Power
"The goal of leadership is to make life better for others, not to impress them with your talents" (p. 22).

"When we think about the qualities of a leader, we need to consider how well they facilitate the performance of others, not just their own performance" (p. 28).

“One of the crucial tasks of leaders… is to help move groups of people, whether a family or a church or a school, in the direction of maturity as a community” (p. 76).

“The right to know is basic. Moreover, it is better to err on the side of sharing too much information than risk leaving someone in the dark. Information is power, but it is pointless power if hoarded (p. 103).

“While technical skill and lifetime learning are essential, I’m convinced that competence in relationships remains most important in making organizations places of realized potential” (pp. 166-167).

Summary
This has been a personal reflection on the life and writings of Max De Pree. He authored numerous leadership books. The quotes from three of his books emphasize creativity, humility, relationships, and respect. Pictures represent memories of gracious hospitality that was extended and powerful stories that were told by Sally Gruppen and her son Pastor Toby Gruppen. There is refreshing relevance to the work and writings of Max De Pree. I hope that you will enjoy reading some of his materials that follow.

Resources
Selected books by Max De Pree

Leadership Jazz. https://amzn.to/3W72rEf

Leadership is an Art. https://amzn.to/3zBIpJ3

Leading Without Power: Finding Hope in Serving Community. https://amzn.to/3W5rKqa

Called to Serve: Creating and Nurturing the Effective Volunteer Board. https://amzn.to/4cICccL

Fuller De Pree Center. https://depree.org/de-pree-journal/leadership-is-an-art/

Available as a YouTube video at https://youtu.be/0Hg6-LUwq9E

Supplementary online resources that may have been consulted include ChatGPT, Claude, Copilot, Google Gemini, and Google Search, and Wikipedia

Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.

Abraham Maslow: Understanding and Meeting Human Needs

Abraham Maslow (1908-1970) was an American psychologist known for his theory about the relationship of motivation to the meeting of human needs. This theory was first described in his book Motivation and Personality (1954) and identified as his “Hierarchy of Needs Theory.”

Maslow’s credentials include Bachelor's, Master's, and Ph.D. degrees in psychology from the University of Wisconsin-Madison; President of the American Psychological Association; and professor at Brandeis University, Brooklyn College, and Columbia University.

The Hierarchy of Needs
Maslow organized needs into five levels. These are:
Physiological needs (food, water, and shelter),
Safety needs (security and stability),
Love and belongingness needs (social relationships),
Esteem needs (recognition and respect), and
Self-actualization needs (realization of one's full potential).

Maslow’s “Hierarchy of Needs Theory.” has influenced the development of person-centered approaches to teaching, learning, and communication. This presentation will describe the five levels of needs and make application to teaching in school and church contexts.

At the heart of the Theory is the concept that humans possess a hierarchically structured set of needs, ranging from the most basic physiological requirements for survival to the more advanced areas of self-actualization including creativity, sacrifice, and depth of thought. This hierarchy is often pictured as a pyramid, with basic needs forming the foundation and higher-order needs at the top.

Needs
Our understanding of the word “need” can be defined as “an inner drive that directs a person toward achieving a behavioral goal.” For example, if we feel hungry (inner drive), we become motivated to find something to eat (behavioral goal). If we feel lonely (inner drive), we look for friends or consider joining a group. These are “felt needs.”

The Hierarchy and its Application to Education
Physiological Needs
Physiological (or basic) needs are at the foundation of the Hierarchy. These are the most essential elements for survival. They include the necessities of life, such as air, water, food, sleep, and shelter. Without these fundamental requirements being met, it is difficult to focus on other life and learning activities.

Meeting Physiological Needs
Educators should be sensitive to whether or not students have access to adequate food, reside in a safe and clean environment, and are getting enough rest. In church education, leaders can be sensitive to the basic needs of their members and the surrounding community. This could include assistance with provisions for food, clothing, and shelter as a foundation for nurturing spiritual growth.

Safety Needs
Once physiological needs are satisfied, people start to focus on safety and security needs, such as shelter, protection from harm, emotional security, freedom from fear, and stability.

Meeting Safety Needs
Schools and churches can create a climate of safety and security by having clear rules (or policies or guidelines), procedures, and structures. These might include having an emergency response plan, security assessments and training, background checks, safety protocols, anti-bullying policies, accountability procedures for reporting and communication, and providing a welcoming and inclusive environment.

Love and Belonging Needs
When individuals feel safe and secure, they begin to crave connectedness, interpersonal relationships, love, intimacy, and identity with a group.

Meeting Love and Belonging Needs
Love and belonging needs can be met by providing opportunities for social interaction, teamwork, and community service activities. In schools, participatory learning activities, extracurricular clubs, and sports teams can help students develop a sense of mutual support and belonging. In churches, small groups, fellowship experiences, and ministry groups can foster connections between participants.

Esteem Needs
This level focuses on the need for self-respect, respect for others, achievement, dignity, and recognition. It can include developing feelings of competence, confidence, and freedom.

Meeting Esteem Needs
Schools and churches can support the development of self-esteem and confidence in individuals by recognizing and celebrating their achievements and contributions. This might involve acknowledging academic, music, and athletic accomplishments in schools and, in churches, highlighting acts of service, use of spiritual gifts, and examples of spiritual growth.

Self-actualization Needs
At the top of Maslow’s pyramid is the need for self-actualization, which refers to the desire for personal growth toward reaching one's full potential. It may include expressions of creativity, appreciating beauty, personal growth and wholeness, self-sacrifice, and supporting the needs of others.

Meeting Self-actualization Needs
In educational settings, this can involve providing opportunities for students to pursue their interests, talents, and passions through elective courses, creative projects, and experiential learning opportunities. Similarly, in church education, self-actualization can be supported by facilitating spiritual growth through courses and service, in helping individuals understand their spiritual gifts and abilities, and through encouraging biblical reflection and meditation.

Summary
The "Hierarchy of Needs Theory," developed by Abraham Maslow, categorizes human needs into five levels: physiological, safety, love and belongingness, esteem, and self-actualization. These needs progress hierarchically, with basic survival needs forming the foundation and higher-order needs at the apex. By understanding Maslow's theory, educators can go beyond just delivering content and focus on creating an environment where participants feel safe, supported, and empowered to reach their unique potential as persons who are created in the image of God and possess unlimited possibilities for life and service.

Resources
Maslow, Abraham H. Motivation and Personality. https://amzn.to/3xcxqEZ
Maslow, Abraham H. Motivation and Personality. (Kindle edition) https://amzn.to/3ITyPmf
Smith, Landon T. Meet Maslow. https://amzn.to/3xfjSbS
Simply Psychology website. https://www.simplypsychology.org/maslow.html

End Notes
There are qualifying factors for understanding and using Maslow’s Hierarchy. In particular, keep the following in mind.

Moving through the levels of the hierarchy does not necessarily follow a linear, bottom-to-top progression. For some individuals, the importance of filling higher-level needs may precede the filling of lower-level needs, while some levels may be met simultaneously. Understanding needs and how they may be met requires openness and flexibility.

Limitations of the Hierarchy have been noted by Christian theologians. These include the criticism that the Hierarchy does not recognize spiritual needs, is individualistic and person or self-centered, does not deal with human brokenness or sinfulness, and reflects a Western cultural context.

Despite the above limitations (and others), Maslow’s Hierarchy can be a useful tool for education and church ministry. It is important to remember that a “theory” can be understood as a proposed, plausible explanation for phenomena and is not the same as a universal principle, doctrine, or truth.

Available as a YouTube video at https://youtu.be/yI-Baz_eJ3I

Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.

Jean Piaget: Understanding Cognitive Development

Jean Piaget (1896–1980) was a Swiss psychologist and pioneer in the areas of cognitive theory and child development, even though his doctorate was in zoology. He is most well known for his “stage theory on human development” described in his book, The Psychology of Intelligence, (1947, French; 1948 English). This presentation will give an overview of the four stages of cognitive
development and selected key concepts that are related to the stages

Stages of Cognitive Development

Children progress through distinct stages of cognitive (or intellectual) development. These are organized hierarchically and completing a lower-level stage is necessary for progression to the next stage. The stages are sensorimotor, preoperational, concrete operational, and formal operational. In this blog, each stage is briefly described. Keywords are also identified as they relate to the stages. These keywords are defined after the stages are summarized. Words related to all the stages include schema, assimilation and accommodation, equilibration, and constructivism. Terms uniquely associated with specific stages include object permanence, conservation and reversibility, and egocentrism

Sensorimotor Stage: Birth to around 2 years old. Infants learn by exploring the world through their senses and motor activities. Infants begin to realize that objects exist, even if they are not directly perceived. This is referred to as “object permanence.”

Preoperational Stage: Ages 2 to 7. Children develop symbolic thinking, language skills, and begin to demonstrate pretend play and imagination. Logical thinking remains limited and it is difficult for the child to see reality from the perspective of others.

Concrete Operational Stage: Ages 7 to 11. Logical reasoning emerges, and children can understand conservation and reversibility (see below). They begin being able to grasp complex cognitive concepts.

Formal Operational Stage: Ages 11 years and beyond. Abstract thinking and hypothetical reasoning develop. Children can understand complex concepts, think logically, and participate in deductive and inductive reasoning. During this stage, a transition is made into developing adult cognitive abilities.

Terms Related to the Stages of Cognitive Development
Following are selected terms related to the Stages of Cognitive Development. There are many others. The terms described here are among the ones most frequently used in or about Piaget’s writings.

Schema (plural is schemata or schemas): This is a term popularized by Piaget to describe the mental structures (or categories of knowledge) that shape, organize, and interpret thoughts and interactions. For example, a young child may have a schema for “cat” that includes furry, four legs, and a tail. The schema is constantly being revised as the child assimilates and accommodates new information about cats.

Assimilation and Accommodation: Piaget pointed out how children adapt to new information. Assimilation involves taking new experiences into existing mental structures. Accommodation, then, is the modification of these structures to reconstruct the schema so that it includes the newly acquired knowledge. For example, a child without exposure to dogs but living in a house with cats may refer to dogs as cats until enough information is assimilated to create a schema for dogs.

Equilibration: This refers to the urge to achieve a balance between schemas and experiences through assimilation and accommodation. A child who only knows cats will become “disequilibrated” upon discovering dogs. The differences and similarities drive the child to distinguish between the two, thereby creating a revised understanding of cats and a new schema for dogs.

Object Permanence: Infants in the sensorimotor stage grow to understand that objects continue to exist even when out of sight. This concept can be seen when playing “peek-a-boo” with a young child. By hiding our faces behind our hands, the infant thinks that we are no longer present and is surprised when we take away our hands and reappear.

Egocentrism: Young children have difficulty seeing things from the perspectives of others. They understand the world in terms of themselves and their own needs. A favorite quote illustrating egocentrism from Winnie the Pooh is, “Where there is honey, it must be for me.” This is characteristic of children in the preoperational stage, ages 2-7.

Conservation and Reversibility: Children in the concrete operational stage learn that certain properties (like number, volume, or mass) remain constant despite changes in appearance. A classic experiment that is used to illustrate this is to have two groups of marbles side by side with one group tightly organized and one loosely grouped. A child in the early concrete operational stage will say that there are more marbles in the loosely organized grouping. However, when, at the age of 7 or 8, the child can reason that both groups are of the same volume; the child has achieved reversibility.

Constructivism: This is the idea that individuals are active in creating their own understanding of the world through their experiences and interactions. Piaget emphasized the importance of hands-on, experiential learning because it allows children to engage with and build upon their existing knowledge. Examples of constructivist teaching methods that are consistent with Piaget's theories are typically related to play and discovery learning. These include problem-solving activities, simulation games and role playing, and cooperative learning activities.

Summary
We have briefly surveyed the educational contributions of Swiss psychologist Jean Piaget. This has included his proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. These stages highlight how children's thinking develops as they experience the world. Key concepts include schema, assimilation and accommodation. Children strive for equilibrium between these processes. Object permanence, conservation and reversibility, and egocentrism are terms associated with specific stages. Constructivism aligns with Piaget's ideas and is a valuable framework for planning participatory, discovery learning activities.

Resources
Piaget, Jean. The Psychology of Intelligence (1947 French, 1948 English). https://amzn.to/3UWgWug

Piaget, Jean. The Origins of Intelligence in Children (1936 French, 1952 English). https://amzn.to/3IcGHzb

Singer, Dorothy. A Piaget Primer. https://amzn.to/3OYGcMK

YouTube video of this blog. https://youtu.beYkG/ohEGCJdc

Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia

Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.