Mythic-literal faith

At the stage of the school child (although sometimes also dominant in adolescence and adulthood), stories, beliefs and observances, symbolizing the belonging to a particular community are appropriated with literal interpretations, as are moral rules and attitudes. Symbols are taken literally and one-dimensionally. The imaginative composing of the world in the previous stage is curbed and ordered in the rise of concrete operations. Whereas intuitive-projective faith was episodic, mythic literal faith has a more linear and narrative construction of coherence and meaning. Taking the perspective of other persons is marked by increased accuracy and a world is composed that is based on reciprocal fairness and an immanent justice founded on reciprocity. The actors in cosmic stories are anthropomorphic. The child is deeply affected by symbolic and dramatic materials and can describe in great detail what has occurred, although it does not step back to formulate reflective, conceptual meanings - the meaning is carried by but also trapped by the narrative. The rise of narrative and emerging story, drama and myth as ways of finding and giving coherence to experience is a new capacity or strength. The faith at this stage may be an overcontrolled or stilted perfectionism, "righteousness by works", or an abasing sense of badness held because of others' mistreatment, neglect or apparent disfavour. This is due to the limitations of literalness and over-reliance on reciprocity.

The clash or contradictions implied in stories may lead to reflection on meanings, and this initiates transition to Stage 3. Literalism is broken down and "cognitive conceit" leads to being disillusioned with old teachers and teachings. A mutual interpersonal perspective emerges, creating the need for more personal relations with the unifying power of the ultimate environment.

Stage 2 in the system of faith development described by James Fowler. It can be compared with the autonomy/shame (early childhood) stage of psycho-motor development of Erik Erikson. Together with the previous stage (intuitive-protective faith) it can be compared with the intuitive thinking of Piaget and the self interest level of moral development of Lawrence Kohlberg. Together with the following stage (synthetic-conventional), it can be related to the conformity level of moral development of Lawrence Kohlberg, the concrete thinking stage of Jean Piaget, the anal stage of Sigmund Freud, the anal religion of Heije Faber and possibly the conscious literalism world view of Paul Tillich.