Before discussing the incarnate-redemptive educative process itself, we need first to consider the "correspondence," as we have called it, between counsel ing, psychotherapy, and religion. This correspondence shows itself in the way in which the process of incarnation-redemption can be viewed not only in a religious sense but also as a description of psychological growth toward ma turity and of the manner by which such growth is facilitated in counseling and psychotherapy. In this correspondence, while there is obviously a basic difference between the relationship of man with God and counseling therapy relationships, yet the two can mutually support and reinforce each other. Such psychological consideration brings an added richness to the religious side of these concepts in that it invests them with a deeper and more intense involve ment in the human condition. We might say that it gives the psychological substructure for a theology of human belonging}