In order to understand how, in the French Catholic catechism and in that of the French Reformed Church, students learn what to pray for, i.e. how to compose their prayers, we will not proceed to the analysis of the content of a collection of intentions. Since we consider the intention connected to a prayer as a technology, the object of our inquiry turns away from the content of these prayers, and toward forms of intervention by catechism instructors in the interaction which takes place with the children.
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