Nêrens anders in my lewe het ek die hand van die Here so duidelik bemerk soos in die studie wat ek onderneem het nie. In 1969 het ek n beroep na die Gereformeerde gemeente Zastron in die Suidoos-Vrystaat aanvaar. Op daardie stadium het die gemeente bestaan uit 99 belydende lidmate, versprei oor 6 distrikte. Spoedig na my intrek in die nuwe gemeente het daar n daling in die lidmatetal voorgekom sodat die voortbestaan van die gemeente in gedrang gekom het. En so het ek na een jaar en vier maande se bearbeiding aldaar weer van Zastron vertrek. Maar daar moes ek in aanraking kom met die gesin Olivier wat in 1948 uit Argentinië na Suid-Afrika teruggekeer het. Op hierdie stadium was ek reeds besig met nagraadse studie met kerkgeskiedenis as hoofvak. Ek moes n onderwerp vind waaroor ek ʼn verhandeling moes skryf. Dit was hier in Zastron, rondom die “asados” wat ek saam met die gesin geniet het, wat dit my te binne geskiet het: "Maar wat van die kerkgeskiedenis van die Afrikaners in Argentinië? Dit is n terrein wat nog nooit vantevore deur iemand gedek is nie”. My opgewondenheid was groot. Dit was soos die ontdekking van 'n ryk diamantmyn, en sonder veel inspanning kon ek reeds die een na die ander diamant na buite bring waarin die volmaaktheid van God se raad ook t.o.v. Sy kerk in Argentinië geblyk het. / Thesis (MTh)--PU vir CHO.

Nêrens anders in my lewe het ek die hand van die Here so duidelik bemerk soos in die studie wat ek onderneem het nie. In 1969 het ek n beroep na die Gereformeerde gemeente Zastron in die Suidoos-Vrystaat aanvaar. Op daardie stadium het die gemeente bestaan uit 99 belydende lidmate, versprei oor 6 distrikte. Spoedig na my intrek in die nuwe gemeente het daar n daling in die lidmatetal voorgekom sodat die voortbestaan van die gemeente in gedrang gekom het. En so het ek na een jaar en vier maande se bearbeiding aldaar weer van Zastron vertrek. Maar daar moes ek in aanraking kom met die gesin Olivier wat in 1948 uit Argentinië na Suid-Afrika teruggekeer het. Op hierdie stadium was ek reeds besig met nagraadse studie met kerkgeskiedenis as hoofvak. Ek moes n onderwerp vind waaroor ek ʼn verhandeling moes skryf. Dit was hier in Zastron, rondom die “asados” wat ek saam met die gesin geniet het, wat dit my te binne geskiet het: "Maar wat van die kerkgeskiedenis van die Afrikaners in Argentinië? Dit is n terrein wat nog nooit vantevore deur iemand gedek is nie”. My opgewondenheid was groot. Dit was soos die ontdekking van 'n ryk diamantmyn, en sonder veel inspanning kon ek reeds die een na die ander diamant na buite bring waarin die volmaaktheid van God se raad ook t.o.v. Sy kerk in Argentinië geblyk het. / Thesis (MTh)--PU vir CHO.

The ability to communicate is a basic characteristic of man. Communication therefore fills an important and central place in Religious Instruction. Today communication is a problem in all spheres of society and particularly in Religious Instruction. The fundamental cause of the problem of communication is the disturbed relationship between man and God caused by the original sin. The result thereof is a distortion of all human communication. Through Jesus Christ man has obtained the opportunity to restore his relationship with God and thus the possibility of better human communication. This possibility only becomes reality when the individual accepts Jesus Christ is the foundation for true communication. Before true communication can take place both the child and the teacher must be in gear with God's Word. The most important requirement for communication in Religious Instruction for both teacher and child is that they must be Christians. The number of non-Christian children in schools is increasing. This brings a new facet in Religious Instruction which suggests evangelization, and requires a new approach in respect of the syllabi, textbooks, training of teachers and classroom teaching. In order to communicate with the child one must know and understand him. The intellectual level, the environment and the mental attitude of today's child is in many respects totally different to that of the child of previous generations. In order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society. Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case. Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO

The ability to communicate is a basic characteristic of man. Communication therefore fills an important and central place in Religious Instruction. Today communication is a problem in all spheres of society and particularly in Religious Instruction. The fundamental cause of the problem of communication is the disturbed relationship between man and God caused by the original sin. The result thereof is a distortion of all human communication. Through Jesus Christ man has obtained the opportunity to restore his relationship with God and thus the possibility of better human communication. This possibility only becomes reality when the individual accepts Jesus Christ is the foundation for true communication. Before true communication can take place both the child and the teacher must be in gear with God's Word. The most important requirement for communication in Religious Instruction for both teacher and child is that they must be Christians. The number of non-Christian children in schools is increasing. This brings a new facet in Religious Instruction which suggests evangelization, and requires a new approach in respect of the syllabi, textbooks, training of teachers and classroom teaching. In order to communicate with the child one must know and understand him. The intellectual level, the environment and the mental attitude of today's child is in many respects totally different to that of the child of previous generations. In order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society. Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case. Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO