Development
The various Indo-European daughter-cultures continued elements of PIE religion, syncretizing it with innovations and foreign elements, notably Ancient Near Eastern and Dravidian elements, the reforms of Zoroaster and Buddha, and the spread of Christianity and Islam.
- Anatolian: see Hittite mythology
- Indo-Iranian:
- Indo-Aryan: see Vedic religion and mythology, Indian religions (Hinduism and Hindu mythology, Buddhism and Buddhist mythology, Jainism, Sikhism), and Kalasha (religion)
- Iranian: see Zoroastrianism, Persian mythology
- Greek: see Greek polytheism and mythology, Hellenistic religion, Decline of Hellenistic polytheism, Greek Orthodox Church
- Italic: see Roman polytheism and mythology, Roman Catholic Church
- Celtic: see Celtic polytheism and mythology, Celtic Christianity
- Germanic: see Germanic mythology (Continental, Anglo-Saxon and Norse mythology)
- Baltic: see Latvian mythology, Lithuanian mythology
- Slavic: see Slavic mythology, Christianization of the Slavs
- Tocharian: little evidence, see Silk Road transmission of Buddhism
- Armenian: limited evidence, see Armenian mythology, Armenian Orthodox Church
- Prehistoric Balkans: see Paleo-Balkanic mythology
Read more about this topic: Proto-Indo-European Religion
Famous quotes containing the word development:
“The highest form of development is to govern one’s self.”
—Zerelda G. Wallace (1817–1901)
“Somehow we have been taught to believe that the experiences of girls and women are not important in the study and understanding of human behavior. If we know men, then we know all of humankind. These prevalent cultural attitudes totally deny the uniqueness of the female experience, limiting the development of girls and women and depriving a needy world of the gifts, talents, and resources our daughters have to offer.”
—Jeanne Elium (20th century)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)