Parables as a way to foster ethical, social and cognitive development in primary education

Abstract

"Every happening, great and small, is a parable whereby God speaks to us..." – Malcolm Muggeridge Parables are powerful narratives that promote moral, social, and cognitive growth in primary education. Rooted in metaphor and symbolism, they go beyond storytelling to shape ethical judgment and empathy. This dissertation explores how three specific parables, ‘The Lost Sheep’, ‘The Lost Coin’, and ‘The Prodigal Son’, can support holistic development in Year 3 students. Drawing on literature from psychology, education, and theology, and informed by interviews with educators, the study highlights how parables enhance ethical reasoning, social understanding, and literacy. Research shows that stories not only engage children in religious education but also nurture empathy and critical thinking. Studies also consider how students from diverse cultural and religious backgrounds respond to biblical narratives, a theme further explored in this dissertation. By engaging with parables, students connect with themes of forgiveness, compassion, and redemption, values crucial for responsible citizenship. The imaginative language of parables also boosts creativity and problem-solving. This dissertation concludes with practical suggestions for integrating parables into classroom practice, showing how storytelling can guide students toward moral growth and enriched learning.