Just because they may vocally and energetically throw themselves into activities, habits, attitudes, and appearances seemingly opposed to parents’ or teachers’ wishes, does not mean they seek to sever relationships with these adults. These actions may be examples of invitations to dialogue rather than refutations of tradition or authority (Toshalis, 2008, p. 194).

The quote above has struck a chord in my memory bank that strongly suggests the need for adolescents to find connections and discourse both within and outside of the school‑a non-religion-tied spiritual awakening. The type that makes you aware of your surroundings, as well as strengthen intrapersonal connections. My parents were very religious. During middle school I had the highest grade in my religion class, and I did not question what was in from of me for fear of getting in trouble. In high school, however, I began to be more vocal about questions I had about certain Catholic practices and beliefs. I can see now, as the quote suggests, that my behavior was not a form of rebellion. I was genuinely curious, as is to be expected at my age. Religion was not the only subject of inquiry, I questioned social issues in history and other topics in other subject areas. It was, once again, the normal process of wonder and inquiry adolescents go through. My mother thought otherwise, especially when I was questioning practices or beliefs of our faith. I distinctly remember being taken to talk to a priest because my parents feared I was losing my faith.

The whole situation just made me feel frustrated and misunderstood. Naturally, I began to distance myself from the church activities my parents attended. Surprisingly, however, I still participated in religious events and organization at school. Now that I recall on this paradoxical behavior, I was not rejecting my faith at the time. I was, however, challenging the authority figures in my life (my parents). The lack of discussion at home, however, was abundant at school. One of my religion teachers was the perfect example of a teacher who did not shy away from listening and working with challenging questions students had. Even though I will not be a religion or theology teacher, I can try to follow her example and provide the space adolescents instinctively seek that invites dialogue.