Thesis (DTh)--Stellenbosch University, 2003 / ENGLISH ABSTRACT: This study alms to investigate the function of imagination for faith formation of the child aged 7-11 years. Chapter one proposes the problems, proposition and significance of this dissertation, and sketches a brief overview of the further chapters. Chapter two provides a general understanding of the children, aged 7-11, in terms of their developmental stages and using a holistic approach. To encourage them to have faith, this chapter primarily investigates the character of faith in dimensions: the cognitive dimension (knowledge and mystery), the affective dimension (trust and community), and the behavioural dimension ( word and deed). In this holistic perspective, the imagination as the affective dimension, is placed in the centre through which the cognitive aspects and the behavioural aspects can be drawn together. Chapter three deals with the Bible as the source of Christian child education in which the Bible is defined as story and image. Through this new understanding of the Bible, the purpose of this chapter is to present the relevance of the Bible itself for the 7-11 year age- group children. The Bible as story has a plot structure that process from conflict to resolution, through which children can participate in the Bible with wonder and mystery. The Bible as image is an appropriate form to explain transcendent God to children who are living in perceived reality and can therefore engage with the Bible via feeling and seeing. Chapter four explores the significance and function of imagination by defining it as 'the anthropological point of contact for divine revelation.' From Green's definition, this chapter develops three functions of imagination for 7-11 year-old children. These are: holistic imaginationhelping towards the balanced faith development of children; incarnational imagination-incorporating God's revelation into the present situation of children; and alternative imagination-shaping the biblical word in the present world. Finally, chapter five investigates the most effective method of enabling the child to imagine God and His world described in the Bible. For the answer, this chapter suggests the storytelling method which evokes and appeals to the imagination of children. Thus, I strongly propose that the alternative way for the effective teaching of children teaching, which overcomes the shortcomings of the traditional cognitive teaching is imaginative- narrative or imaginative- storytelling education. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die funksie van verbeelding in die geloofsvorming van die 7-11 jarige kind. In Hoofstuk 1 word die probleem, hipotese en belang van die proefskrif bespreek en 'n bree oorsig van die verdere hoofstukke geskets. Hoofstuk 2 bied 'n algemene verstaan van die 7-11 jarige kind, in terme van sy ontwikkelingsfases deur gebruik te maak van 'n holistiese benadering. Hierdie hoofstuk ondersoek primer die karakter van geloof in drie dimensies, naamlik die kognitiewe dimensie (kennis en misterie), affektiewe dimensie ( vertroue en gemeenskap) en die gedragsdimensie (woord en daad). Binne hierdie holistiese perspektief word verbeelding, as die affektiewe dimensie, III die sentrum geplaas waardeur die kognitiewe sowel as die gedragsaspekte mekaar kan ontmoet. Hoofstuk drie stel ondersoek in na die Bybel as 'n bron vir Christen kinders se opvoeding, waarin die Bybel gedefinieer word as verhaal en beeld. In terme van hierdie nuwe verstaan van die Bybel wil die hoofstuk die relevansie van die Bybel self vir die 7-11 jarige kind voorstel. Die Bybel as storie het 'n bepaalde struktuur om van konflik na resolusie te beweeg, waardeur kinders deel kan he in die Bybel, met wonder en misterie. Die Bybel as beeld is 'n geskikte vorm om 'n transendente God aan kinders te verduidelik wat in 'n waarneembare realiteit leef, deurdat kinders die Bybel kan betrek deur te sien en te voel. Hoofstuk vier ondersoek die belang en funksie van verbeelding deur dit te definieer as die "antropologiese kontakpunt vir goddelike openbaring." Na aanleiding van Green se definisie ontwikkel hierdie hoofstuk drie funksies van verbeelding vir die 7-11 jarige kind naamlik: holistiese verbeelding - wat bydra tot 'n gebalanseerde geloofsontwikkeling van kinders. inkarnerende verbeelding - wat God se openbaring inkorporeer binne die huidige situasie van kinders: en alternatiewe verbeelding - wat lei tot die skep van 'n bybelse wereld binne die teenwoordige wereld. Hoofstuk 5 ondersoek die mees effektiewe metode wat die kind in staat stel om God en Sy wereld, soos beskryf in die Bybel, voor te stel. In hierdie hoofstuk word 'n verhalende metode (die vertel van stories) wat die verbeelding van kinders aanspreek en appel daarop maak, voorgestel. Daar word geargumenteer dat die alternatiewe wyse vir die effektiewe onderrig van kinders, wat verskeie van die tekortkominge van tradisionele kognitiewe onderrig oorkom, verbeeldingryke en verbeeldingryke en verhalende onderrig is.

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Made available in DSpace on 2016-04-25T19:20:16Z (GMT). No. of bitstreams: 1 Maria Eliane Azevedo da Silva.pdf: 1061236 bytes, checksum: 456553305c0afb5dd63f3126d76f955c (MD5) Previous issue date: 2011-09-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work studies the self constitution development in first childhood according to James W. Fowler. It s a psychological study about the religious and relationship dimension of child self. The theoretical bases are the Fowler s stages of faith and the constitution of self according Daniel N. Stern. The bibliographic research methodology maintains a dialogical connection with contemporary authors and a critical reflection about the faith development theory. It s clear the necessity to continue the theoretical and empirical studies about this theme in every stage of life. The perspective due to this work can cooperate to a practical action in educational and religious institutions / Este trabalho estuda o desenvolvimento da fé e da constituição do self na primeira infância a partir de James W. Fowler. É um estudo psicológico da dimensão religiosa e relacional do self da criança. As suas bases teóricas são os estágios da fé de Fowler e a constituição do self segundo Daniel N. Stern. A metodologia da pesquisa bibliográfica estabeleceu uma conexão dialógica com autores contemporâneos e uma reflexão crítica sobre a Teoria do desenvolvimento da Fé. Evidenciou-se a necessidade de prosseguir nos estudos teóricos e empíricos sobre este tema em todos os ciclos da vida. A perspectiva decorrente do conjunto deste trabalho pode contribuir para a atuação prática em instituições educacionais e religiosas

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 86-90).

This dissertation examines the spiritual growth of individuals: what growth is; why growth is necessary; and how it can be nurtured. An individual's spiritual growth needs to happen in relationship with others, so that Christ's commandments to love God and neighbour are fulfilled. Thus the dynamics, goals and effects of community life are examined. Spiritual growth and community raises implications for the Christian Church. These are examined, in particular the need for transformed leadership and models of ministry, transforming communities that will enable the church to fulfil its mission to the world. / Christian Spirituality, Church History and Missiology / M.Th. (Christian Spirituality)

Text in Afrikaans / Summaries in Afrikaans and English / Geloof word tradisioneel beskou as voortspruitend uit godsdienstigheid. In hierdie prakties­ teologiese navorsing word daar egter gefokus op geloof as 'n universele verskynsel. Godsdienstigheid spruit ook voort uit geloof, wat impliseer dat geloof nie net "ontvang" word tydens die sogenaamde "bekering" tot 'n bepaalde godsdiens nie, maar dat "bekering" een aspek van 'n dinamiese geloofsvormingsproses is. Geloofsvorming word in hierdie studie in verband gebring met vier dimensies van mens­ wees, naamlik kognitiwiteit, sosialisering, affektiwiteit en moraliteit. By wyse van 'n kwalitatief-georienteerde, empiriese ondersoek onder AGS-gesinne, is rigtingwysers gevind wat die vier dimensies se invloed op geloofsvonning aandui. Dit blyk dat geloofsvonning nie primer belnvloed word deur die kognitiewe dimensie nie maar eerder deur die kwaliteit van die sosialisering en van die affektiwiteit in die huisgesin. Alhoewel die gehalte van die moraliteit ook 'n rot speel in geloofsvorming, word moratiteit ook grootliks gebaseer op die kwaliteit van die sosialisering en affektiwiteit. / Faith is traditionally considered to be an extention of religion. In this practical-theological research, faith is rather seen as a universal phenomenon through which life is given meaning. Religion thus arises from faith. This implies that faith is not "received" at a so-called "conversion" to a specific religion but rather is one aspect of a dynamic developmental process of faith. Faith development is seen in conjunction with cognitivity, socialisation, affectivity and morality. A qualitative-orientated research among AFM-families has given an indication of the influence of these four dimensions on the faith development of children in the family. It seems that faith development is not as much influenced by cognitivity as by the quality of the socialisation and the affectivity in the family. Even though the quality of morality plays a role in faith development, it seems that the former is also based, to a great extent, on the quality of socialisation and affectivity. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)

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The subject of this study is Christian education in the church. This practical-theological work starts from the premise of the relevance of a commitment experience for the faith development of the individual and studies the formats and contents of continuing formal faith education of young Christians in evangelical free churches in a postmodern-urban milieu in Frankfurt. Its aim is to find out how well the New Testament discipleship topics of Jesus are integrated into the faith education in the church, and what reception difficulties and chances they experience in regard to the Zeitgeist. Are the New Testament discipleship topics still the basic guidelines with regard to content? The relationship between faith development, faith education and the local church is presented within a religion- and church-pedagogical approach and a connection to education for discipleship is made. The biblical premise is the discipleship commission of Jesus (Mt 28:18-20) and its church-pedagogical reply. / Der Untersuchungsgegenstand ist die christliche Erziehung in der Gemeinde. Diese praktisch-theologische Arbeit geht aus von der Bedeutung einer Commitment-Erfahrung für die Glaubensentwicklung des Einzelnen und untersucht die Formate und Inhalte der weiterführenden formalen Glaubenserziehung junger Christen in evangelikal-freikirchlichen Gemeinden im postmodern-urbanen Umfeld in Frankfurt. Ihr Ziel ist es, herauszufinden, inwiefern heute die neutestamentlichen Nachfolgethemen Jesu in der gemeindlichen Glaubenserziehung behandelt werden und welche Rezeptionsschwierigkeiten und Chancen sie im heutigen Zeitgeist haben. Sind dabei die neutestamentlichen Nachfolgethemen Jesu noch die inhaltlichen Grundrichtlinien? In einem religions- und gemeindepädagogischen Zugang wird die Beziehung von Glaubensentwicklung, Glaubenserziehung und der Ortsgemeinde gezeigt und mit der Erziehung zur Nachfolge verknüpft. Der biblische Ausgangspunkt ist der Jüngerschaftsauftrag Jesu (Mt 28,18-20) und dessen gemeindepädagogische Antwort. / Practical Theology / M. Th.(Practical Theology)

Ten spyte daarvan dat die meeste skoolgaande jongmense in die Ned Geref Kerk kategese deurloop, en self in die finale jaar van kategese, word daar nie veel aandag aan lewenstories van die katkisante geskenk nie. Hierdie studie oor geloofsontwikkeling by `n groep katkisante word gedoen vanuit pastoraal teologiese perspektief en `n sosiale konstruksieteorie diskoers. Oor `n tydperk van `n jaar is daar deur middel van kwalitatiewe navorsing `n proses gevolg met `n finalejaarsgroep van nege-en-twintig katkisante met die doel om geloofsontwikkeling te laat plaasvind, deur aandag aan hulle geloofsverhale te gee met die oog op die skryf van `n eie geloofsbelydenis. Na die tyd is oor die proses gereflekteer. Drie aspekte het die studie gerig. Die konteks waarbinne die studie plaasgevind het, wat bestaan uit die gemeente, breër samelewing, paradigmas, verbande en verhoudinge waarbinne die proses plaasgevind het. Die inhoud van die kategese, wat deelnemend gekonstrueer was. Die groep van nege-en-twintig jongmense wat met finalejaarkategese besig was, word binne konteks betrek by deelnemende pastorale kategese. My metode was om binne die gemeente, in die kategese, `n ruimte te skep waarbinne die katkisante deelnemend die kategetiese proses gekonstrueer het. Sodoende sou die klem op deelname val wat die hooffokus van die studie is. Die aandag wat daar aan die katkisante se lewensverhale gegee word maak die narratiewe diskoers relevant vir hierdie studie. Kategese binne hierdie studie het 'n deelnemende karakter. Die volgende benaderings het die deelnemende karakter ondersteun. Die kategesepraktyk skuif na `n pastorale benadering. Die leerinhoude se klem verskuif na verhoudings. Die kategetiese inhoud word sosiaal gekonstrueer. Despite the fact that most youth from the Dutch Reformed Church are of school going age during their final year of catechism, insufficient attention is given to the life stories of these young people. My research project on faith development with a group of young people involved in catechism was shaped by a pastoral theological perspective and a social constructionist discourse. Over a period of a year a process of qualitative research was conducted with a group of twenty-nine young conformants. The aim was to encourage faith development by given attention to their faith stories with the intention for them to write their own confessions of faith. Afterwards the process was reflected on. The study was guided by three themes. The context in which the study was conducted, consisted of the congregation, society at large, paradigms and relationships in which the process took place. The context of the catechism was conducted is a participatory manner. The third theme was the group of twenty-nine young people that participated in their final year of catechism in which the context of participatory pastoral catechism was focused on. The approach that was followed, was create space within the congregation for catechism to be conducted in a participatory manner with the twenty-nine young participants. In this way participation which is the main focus of this study is accentuated. The attention to the life stories of these young people makes the narrative discourse relevant to the study. Catechism according to this study has a participatory character that is supported by the following approaches. The practice of catechism shifts to a pastoral approach. The content of the catechism shifts to relationships. The content of the catechism becomes socially constructed. / Practial Theology / D. Th. (Pastoral Therapy)