The second part of the article on "religious education from Kant's viewpoint" is concerned with Kant's submission to the idea that direct religious education in childhood is a matter of social necessity, though he admits that indirect education is also necessary. Children's mental capacity and cognitive capacity form the basis of Kant's confirmation and refutation in this respect. In this discussion of child religious education, he underlines two things: 1) Avoiding introducing children to religious symbols directly; Rather, they should be given the opportunity to use their own conscienceness in understanding the values. 2) Making use of good examples or paradigms and direct methods in conveying values
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