Thesis (PhD)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The aim of this study was to think anew about the involvement of the Christian churches in strategic development. The author undertook such an exercise in an abstract and general manner, not by undertaking specific case studies, but by applying various development and social sciences debates to come to a new understanding of the churches' meaningful participation in the broad area of development. The notion of the churches as 'idea' and 'value' institutions in the field of development was particularly developed. The study found its critical point of departure in the ecumenical theological debate on development over the last four decades. The first three chapters show how the charity-development juxtaposition in ecumenical development discourse problematises and frames the historical and actual participation of the churches in development. It is indicated that this discourse poses a critical theoretical and ideological challenge not only to the churches' socio-economic involvement through charity, but also to the mainstream secular development enterprise. It is concluded through the pragmatic debate in the broader ecumenical development discourse that an enduring divide exists between progressive theoretical thinking on the churches' participation in development and the actual development practices of the churches. It is concluded, akin to an historical charity involvement, that the churches have, generally speaking, been over-investing in project approaches to development at the cost of modes of engagement which highlight an idea- and value-centred development praxis. In chapters four to seven the argument is further developed through the conceptual framework of third and fourth generation development strategies. Through ideas on this conceptual framework, which were first formulated by David Korten in NGO and peoplecentred development debates, but which have also been extended to broader 'alternative' development and social sciences debates within the analytic framework of this study, the idea- and value-centred perspective in this study was further worked out and applied to the churches. It is concluded that the conceptual framework of third generation development strategies poses an appropriate (public) challenge to the churches to become involved in the policy-making, managerial and organisational processes of development. In contrast to a 'politics of limited space' which the third generation mode presents to the churches, it is maintained that the 'unlimited political space' of the fourth generation mode of development involvement is more appropriate to the churches. It is argued that the churches could most effectively and meaningfully participate in the new transnational social movement 'value' and 'idea' politics (e.g. peace, human rights, women, environment, democracy, people-centred development) prioritised in the fourth generation strategic perspective. This argument is further worked out in the final chapter through the proposal of four beacons of action that may guide the churches to become meaningful participants in fourth (and third) generation strategic development action, namely (i) the new social movements, (ii) the new communication solidarities, (iii) alternative development policy, and (iv) 'soft culture'. / AFRIKAANSE OPSOMMING: Die doel van die studie was om opnuut te dink oor die strategiese betrokkenheid van die kerke in ontwikkeling. Die skrywer het sodanige oefening op 'n abstrakte en algemene wyse onderneem deur geen spesifieke gevalle studies te doen nie, maar deur verskeie ontwikkelings- en sosiaal wetenskaplike debatte toe te pas om tot 'n nuwe verstaan van die kerke se betekenisvolle deelname in die breë veld van ontwikkeling te kom. Die konsep van die kerke as 'idee' en 'waarde' instellings in die veld van ontwikkeling is spesifiek ontwikkel. Die studie het die ekumeniese teologiese debat oor ontwikkeling van die laaste vier dekades as kritiese vertrekpunt geneem. In die eerste drie hoofstukke word aangetoon hoe die barmhartigheid-ontwikkeling jukstaposisie in die ekumeniese ontwikkelingsdiskoers die historiese en teenswoordige deelname van die kerke in ontwikkeling problematiseer en bepaal. Daar word aangedui hoe hierdie diskoers nie slegs 'n kritiese teoretiese en ideologiese uitdaging aan die kerke se sosioekonomiese betrokkenheid deur middel van barmhartigheidswerk bied nie, maar ook aan die hoofstroom sekulêre ontwikkelingsonderneming. Aan die hand van die pragmatiese debat in die breër ekumeniese ontwikkelingsdiskoers word die gevolgtrekking gemaak dat daar 'n blywende skeiding bestaan tussen progressiewe teoretiese denke oor die kerke se deelname aan ontwikkeling en die teenswoordige ontwikkelingspraktyke van die kerke. Daar word gekonkludeer dat die kerke op 'n soortgelyke wyse as hulle historiese betrokkenheid deur middel van barmhartigheidswerk in die algemeen oorgeïnvesteer het in projek benaderings tot ontwikkeling ten koste van maniere van betrokkenheid wat 'n idee en waarde gesentreerde ontwikkelingspraktyk beklemtoon. In hoofstukke vier tot sewe word die argument verder ontwikkel aan die hand van die konseptuele raamwerk van derde en vierde generasie ontwikkelingstrategieë. Aan die hand van idees oor hierdie konseptuele raamwerk, wat eerstens deur David Korten in NRO en mensgesentreerde ontwikkelingsdebatte geformuleer is, maar binne die analitiese raamwerk van hierdie studie ook neerslag vind in wyer 'alternatiewe' ontwikkelings- en sosiaal wetenskaplike debatte, is die idee en waarde gesentreerde perspektief in die studie verder uitgewerk en toegepas op die kerke. Die gevolgtrekking word gemaak dat die konseptuele raamwerk van derde generasie ontwikkelingstrategieë 'n gepaste (publieke) uitdaging aan die kerke bied om betrokke te raak by die beleidmakende, bestuurs- en organisatoriese prosesse van ontwikkeling. Teenoor 'n 'politiek van beperkte ruimte' wat die derde generasie wyse van betrokkenheid vir die kerke verteenwoordig, word volgehou dat die 'onbeperkte politieke ruimte' van die vierde generasie wyse van betrokkenheid meer gepas is vir die kerke. Daar word geargumenteer dat die kerke op 'n mees effektiewe en betekenisvolle wyse sou kon deelneem aan die 'waarde' en 'idee' politiek (bv. vrede, mense regte, vroue, omgewing, demokrasie, mensgesentreede ontwikkeling) wat in die vierde generasie strategiese perspektief voorrang geniet. Hierdie argument word verder uitgewerk in die finale hoofstuk deur die voorstel van vier bakens van aksie wat as rigtingwyser kan dien vir die kerke se voorgenome betekenisvolle deelname in vierde (en derde) generasie strategiese ontwikkelingsaksie, naamlik (i) die nuwe sosiale bewegings, (ii) die nuwe kommunikasie solidariteite, (iii) alternatiewe ontwikkelingsbeleid en (iv) 'sagte kultuur'.

Thesis (MEd)--Stellenbosch University, 1999. / ENGLISH ABSTRACT: The revised norms and standards for teacher education requires an understanding of the beliefs, values and practices of the main religions of South Africa. However, many preservice teachers have emerged from backgrounds of monoreligious education, or from schools where Religious education was discarded from the curriculum. This situation implies that pre-service teachers may lack the knowledge and skills to cope within a religiously pluralist school environment. This study argues therefore that the attitudes and perceptions of pre-service teachers towards Religious education in particular and religions in general will be positively influenced by means of a programme of intervention. The main aim of this study is to examine strategies for teaching religion to pre-service teachers to equip them for the religious and cultural diversity of South African classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as a vehicle for initiating new and creative ways of thinking about religions. Ten criteria for MLE are implemented within a context of co-operative small group learning on the grounds that learning about religions should take place in a constructivist paradigm. The potential influence of a tutor/mediator on the perceptions and attitudes of pre-service teachers towards religions other than their own is therefore a significant theme in this study. The influence of a programme of intervention on student attitudes towards religion and Religious education was determined within an action-enquiry research model. The empirical research indicates that active participation in the learning process not only enhanced student participants' knowledge and understanding of religious concepts, but also fostered the value of an unbiased, positive approach to the study of religions. / AFRIKAANSE OPSOMMING: Hersiende norme en standaarde vir onderwysersopleiding verg 'n kennis van die geloof, waardes en praktyke van die hoof religiee van Suid-Afrika. Nietemin kom baie studentonderwysers uit 'n monoreligieuse opvoedingsagtergrond of van skole waar religieuse onderrig van die kurrikulum verwyder is. Hierdie situasie impliseer dat studentonderwysers nie die nodige kennis dra, of die nodige vaardighede het, om in 'n pluralistiese religieuse skoolomgewing aan te pas nie. Hierdie studie argumenteer dat die houdings en persepsies van studentonderwysers teenoor religieuse onderrig in die besonder en religie in die algemeen positief be"invloed kan word deur middel van 'n intervensieprogram. Die hoofdoel van die studie is om verskillende strategiee in religieuse onderrig VIr studentonderwysers te ondersoek om hulle toe te rus vir die religieuse en kulturele diversiteit in Suid-Afrika. Feuerstein se teorie van Bemiddelde leerervaring (Mediated Learning Experience, MLE) word ondersoek as 'n middel waardeur nuwe kreatiewe denkmetodes oor religie ge"inisieer kan word. Tien kriteria van MLE word ge"implementeer binne 'n konteks van kooperatiewe leergroepe op grond daarvan dat religiee binne 'n konstruktivistiese paradigma moet plaasvind. Die potentiele invloed van die fasiliteerder op die persepsies en houdings van studentonderwysers teenoor ander religiee is dus 'n belangrike tema van die studie. Die invloed van 'n intervensieprogram op studentehoudings teenoor religiee en religieuse onderrig was bepaal deur middel van 'n aksienavraag navorsingsmodel. Die empiriese navorsing motiveer die feit dat aktiewe deelname in die leerproses nie net die deelnemende studentonderwysers se kennis en begrip van religieuse konsepte verdiep het nie, maar ook 'n onbevooroordeelde positiewe benadering tot die studie van religiee gekweek het.

Thesis (MEd)--Stellenbosch University, 1994. / Includes bibliography / ENGLISH ABSTRACT: The relevance of Biblical Instruction and Instruction in state and state-supported schools Africa is reviewed in this thesis. The various Religious in South education departments in South Africa have been presenting religious instruction from a Christian perspective in schools, especially since 1967. It is also clear from a demographic distribution of religions that most of South Africa's inhabitants belong to the Christian faith. People and pupils who are not Christians are exempted from religious instruction in accordance with the conscience clause. Because of changing political and social circumstances and school structures due to the implementation of statesupported schools, there has been a strong emphasis on the presentation of Biblical Instruction or Religious Instruction as a school subject. Aspects of this which receive particular the following: the relevance dispensation; attention of the in this thesis are subject in the teaching the legitimacy of the subject due to the negative experience of Christian National Education in the past; the lack of recognition of religious pluralism in state and state-supported schools in South Africa. The presentation of the traditional single-dimensional approach is investigated, but the possibility of a multireligious approach to address the problem is also explored. The thesis includes a theoretical study of international and national sources as well as an empirical survey conducted at 41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which involved the following education departments: The Department of Education and Culture. The Department of Education and Training. The Cape Education Department. It emerged clearly from the survey that religious pluralism is a reality in state and state-supported schools. The theoretical and empirical studies also highlighted the following problems: the professional qualifications of religious instruction teachers; the child's religious potential and development which are not taken into account; the child's own religious experiences and experiences in the classroom situation which are not addressed; the issue of the legitimacy of the subject as a consequence of its historical context; the lack of relevance of the subject content; the interest in a multi-religious approach among the majority of teachers as well as pupils. The problems will not be multi-religious approach solved simply by in the schools. converting to a The problems experienced in the single-dimensional approach should first be addressed thoroughly. For a legitimate multi-religious approach, the following should be taken into consideration: the child's religious potential and development; the child's own religious and personal experiences; possible further in-service training for teachers to enable them to cope with such an approach; a change in the process of curriculum development in order to address the issue of religious pluralism; a new name for the subject. In this respect a name such as Religious Studies could be usefully implemented. / AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in staat- en staatsondersteunde skole in Suid-Afrika word in hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente in Suid-Afrika het veral sedert 1967 godsdiensonderrig vanuit 'n Christelike perspektief in skole aangebied. Uit die demografiese geloofsverspreiding het dit oak geblyk dat die meeste inwoners van Suid-Afrika aan die Christelike geloof behoort. Persone en leerlinge wat nie tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig op grand van die gewetensklousule. Met die veranderde politieke en sosiale omstandighede en skoolsamestelling met die implementering van staatsondersteunde skole I is daar 'n sterk fokus op die aanbieding van Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte waaraan veral in hierdie tesis aandag gegee is, is die volgende: die relevansie van die vak in die onderwysbedeling; die legitimiteit van die vak as gevolg van die negatiewe ervaring van die Christelik-nasionale onderwys in die verlede; die afwesigheid van die erkenning van religieuse pluralisme in staat- en staatsondersteunde skole in Suid-Afrika. Die aanbieding van die tradisionele enkelvoudige benadering is ondersoek, maar die moontlikheid van 'n multi-religieuse benadering om die probleem aan te spreek, word oak aangespreek. Teoretiese studie op internasionale en nasionale vlak, sowel as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek. Vir die doelgerigte steekproef is van vraelyste gebruik gemaak waarin die volgende onderwysdepartemente en privaatskole betrek is: Die Departement van Onderwys en Kultuur. Die Departement van Onderwys en Opleiding. Die Kaaplandse Onderwysdepartement. Uit die doelgerigte steekproef het dit duidelik geblyk dat religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde skole is. Die teoretiese en empiriese studie het ook die volgende probleme belig, nl.: die professionele bevoegdheid van godsdiensonderwysleerkragte; die kind se religieuse potensiaal en ontwikkeling wat nie in ag geneem word nie; die kind se eie religieuse en lewenservarings in die klassituasie wat nie aangespreek word nie; 'n legitimiteitskwessie van die vak as sodanig vanwee sy historiese konteks; die afwesigheid van relevansie van die vakinhoud; 'n belangstelling in n multi-religieuse benadering deur die meerderheid van die leerkragte sowel as leerlinge. Die problematiek sal nie sander meer opgelos word met 'n oorskakeling na n multi-religieuse benadering in die skool nie. Die probleme wat in die enkelvoudige benadering ervaar word, behoort eers deeglik aangespreek te word. Vir 'n legitieme multi-religieuse benadering behoort die volgende in aanmerking geneem te word: die kind se religieuse potensiaal en ontwikkeling; die kind se eie religieuse en lewenservarings; die moontlike verdere indiensopleiding van leerkragte om so in benadering te kan hanteer; 'n verandering in die kurrikuleringsproses om religieuse pluralisme aan te spreek; 'n nuwe benaming vir die vak as sodanig. In hierdie verband sou 1 n vaknaam soos Religieuse Studie sinvol geimplementeer kon word.