Proefskrif--PU vir CHO

1. The problem: In order to be able to confront the modern child with a meaningful and intelligible interpretation of Holy Scripture, the teacher in religious education munt have a sound knowledge of contemporary issues regarding Biblical interpretation, as well as of the situation of the modern child. Uncertainty prevails in theology and radicalism and nee-positivism have led some theologians to announce the death of God. Characteristics of the milieu of the modern child are absurdity, chaos, secularism and horizontalism, loneliness, materialism and industrialism tend to depersonalize modern man. Relativism leads to a hyperdynamic and pluriform culture. Prevailing philosophies (existentialism and neo-positivism on one hand and nee-empiricism and nee-realism on the other) determine and dominate contemporary thought. This is the background against which children have to receive religious education nowadays. Contemporary tendencies confront teacher, parent and catechist with problems which demand an answer. 2. The origin of modern existentialist theology: Modern existentialist theology has its origin in the old Gnostics and the "Aufklarung", especially the positivism of Lessing and the anti-metaphysical conclusions of Kant. The search for a concept of reality developed into phenomenology, nee-positivism, neo-realism and secularism. Hegelian dialectics and existentialism with their anti-metaphysical tendencies and anthropocentrism were the cradle of the "new" theology. Contributory factors are the emerging natural and technical sciences, historical criticism, Barthianism, Bible criticism, pietism, nineteenth century modernism, contemporary problems of Biblical interpretation for modern man and the relative neglect by the church of "secular" matters. 3. The nature of ecistentialist theology: The Bible is regarded as mythological writing that needs to be interpreted existentially in order to be comprehensible to modern man. Jesus is conceived of as a human model and not as Saviour. Radicalists plead for the abandonment of religion by the church. For them the church is an altruistic institution for the advancement of human happiness and welfare in this world. Love for one's fellowman is considered to be the sole standard of morality. 4. The implications of existentialist theology for religious education: Recent years have seen the publication of some text-books and educational articles on religious education, which reveal undeniable features of existentialist theology. In Chapter 4 of this thesis a few of these books and articles are discussed as examples of the influence on religious education of the "new" theology. 5. Critical evaluation of existentialist tendencies: in theology and religious education. Modern theology has many valuable contributions to make to religious education, summoning us to responsicle faith in God, demanding a greater interest in man and his world, giving Christ a central position in religion, opening up new perspectives of the human element in Holy Scripture and disclosing the dangers of a purely conventional religious attitude. On the other hand, modern theology contains many negative and dangerous elements. It is humanistic, dualistic and superficial. Atheism is a direct result of the abandonment of religion. Religion disappears in love of one's fellow man and for Christology and Pneumatology the "new" theologians substitute anthropology. The authority of the Bible is denied while the concrete is absolutized and; idolized. If the church agreed to become merely a welfare organisation, it would lose the true message of the Gospel. 6. The correct understanding and interpretation of Holy Scripture: Modern theology compels the teacher to ascertain what the writers of the Bible were saying to the people of their own day. Modern theology also requires the teacher to declare the eternal truths contained in Holy Scripture and to expound its character as the Word of the living God for the present time. To aid the teacher in interpreting the Bible intelligibly to modern children, Chapter 6 of this thesis presents some hermeneutic principles which take into account the socio-historical background as well as the purpose and real meaning of the respective pericopes. 7. Other methodological and didactic guidelines for an intelligible religious education for the present time: Chapter 7 of this thesis presents methodological and didactic guidelines for the teacher in religious education, such as will help him to avoid the adverse and will enable him to utilise the beneficial elements in the new theological tendencies. The author pleads for real Christian emphasis in the teaching of all school subjects, for purposeful religious education, for actuality and existential experience of the Biblical subject matter for education towards responsibility for stimulation of independent thinking, for implementation of meaningful exercises, for accentuation of perceptivity rather than objective knowledge and memory, for involvement of the scholar in the truths he is learning, for development of a proper conception of the unity of Scripture, for understanding of the child in his situation, for cogent proclamation of the risen Christ (also to be seen in the lives of his modern disciples) and for education in compassion for one's suffering fellow man. / Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

1. The problem: In order to be able to confront the modern child with a meaningful and intelligible interpretation of Holy Scripture, the teacher in religious education munt have a sound knowledge of contemporary issues regarding Biblical interpretation, as well as of the situation of the modern child. Uncertainty prevails in theology and radicalism and nee-positivism have led some theologians to announce the death of God. Characteristics of the milieu of the modern child are absurdity, chaos, secularism and horizontalism, loneliness, materialism and industrialism tend to depersonalize modern man. Relativism leads to a hyperdynamic and pluriform culture. Prevailing philosophies (existentialism and neo-positivism on one hand and nee-empiricism and nee-realism on the other) determine and dominate contemporary thought. This is the background against which children have to receive religious education nowadays. Contemporary tendencies confront teacher, parent and catechist with problems which demand an answer. 2. The origin of modern existentialist theology: Modern existentialist theology has its origin in the old Gnostics and the "Aufklarung", especially the positivism of Lessing and the anti-metaphysical conclusions of Kant. The search for a concept of reality developed into phenomenology, nee-positivism, neo-realism and secularism. Hegelian dialectics and existentialism with their anti-metaphysical tendencies and anthropocentrism were the cradle of the "new" theology. Contributory factors are the emerging natural and technical sciences, historical criticism, Barthianism, Bible criticism, pietism, nineteenth century modernism, contemporary problems of Biblical interpretation for modern man and the relative neglect by the church of "secular" matters. 3. The nature of ecistentialist theology: The Bible is regarded as mythological writing that needs to be interpreted existentially in order to be comprehensible to modern man. Jesus is conceived of as a human model and not as Saviour. Radicalists plead for the abandonment of religion by the church. For them the church is an altruistic institution for the advancement of human happiness and welfare in this world. Love for one's fellowman is considered to be the sole standard of morality. 4. The implications of existentialist theology for religious education: Recent years have seen the publication of some text-books and educational articles on religious education, which reveal undeniable features of existentialist theology. In Chapter 4 of this thesis a few of these books and articles are discussed as examples of the influence on religious education of the "new" theology. 5. Critical evaluation of existentialist tendencies: in theology and religious education. Modern theology has many valuable contributions to make to religious education, summoning us to responsicle faith in God, demanding a greater interest in man and his world, giving Christ a central position in religion, opening up new perspectives of the human element in Holy Scripture and disclosing the dangers of a purely conventional religious attitude. On the other hand, modern theology contains many negative and dangerous elements. It is humanistic, dualistic and superficial. Atheism is a direct result of the abandonment of religion. Religion disappears in love of one's fellow man and for Christology and Pneumatology the "new" theologians substitute anthropology. The authority of the Bible is denied while the concrete is absolutized and; idolized. If the church agreed to become merely a welfare organisation, it would lose the true message of the Gospel. 6. The correct understanding and interpretation of Holy Scripture: Modern theology compels the teacher to ascertain what the writers of the Bible were saying to the people of their own day. Modern theology also requires the teacher to declare the eternal truths contained in Holy Scripture and to expound its character as the Word of the living God for the present time. To aid the teacher in interpreting the Bible intelligibly to modern children, Chapter 6 of this thesis presents some hermeneutic principles which take into account the socio-historical background as well as the purpose and real meaning of the respective pericopes. 7. Other methodological and didactic guidelines for an intelligible religious education for the present time: Chapter 7 of this thesis presents methodological and didactic guidelines for the teacher in religious education, such as will help him to avoid the adverse and will enable him to utilise the beneficial elements in the new theological tendencies. The author pleads for real Christian emphasis in the teaching of all school subjects, for purposeful religious education, for actuality and existential experience of the Biblical subject matter for education towards responsibility for stimulation of independent thinking, for implementation of meaningful exercises, for accentuation of perceptivity rather than objective knowledge and memory, for involvement of the scholar in the truths he is learning, for development of a proper conception of the unity of Scripture, for understanding of the child in his situation, for cogent proclamation of the risen Christ (also to be seen in the lives of his modern disciples) and for education in compassion for one's suffering fellow man. / Proefskrif--PU vir CHO

In this study an effort has been made to establish the current position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. In the modern world with its phenomenal development in every imaginable field it is of the utmost importance that the pupil should have the Word of God as a directing principle. The Word of God is the only anchor to keep the faltering modern man steady. The question arises whether religious training in our schools succeeds in accomplishing this great task, since it is God's command that we educate our children in the fear of God. Since the earliest days of its settlement, the young and growing nation on the African continent has realised that its survival is in the hand of God Almighty, and in the school curriculum, provision has been made for religious instruction at school. In the Transvaal secondary school definite provision is made in the curriculum for religious instruction at schools The Transvaal Education Department is decidedly concerned that the subject should have its due. Certain criteria have been established in this study to which religious instruction has to conform. The demands of the Bible, Statute 39 of 1967, the parents, the church, the State, the Transvaal Education Department according to the Manual of Instructions to Principals, Ordinance 29 of 1953, the psychological pedagogical aspects, the modern child and the demands made on the modern educator are discussed. Two questionnaires were circulated to determine the current position of religious instruction. Questionnaire I was directed to the teachers of religious instruction in twenty Afrikaans medium secondary schools that were selected for this study. These schools represent both urban and country schools. The questionnaires to these teachers covered a wide field. Among other things, inquiries were made after the religious instructor's qualifications in the subject, his method of presentation, his views on the syllabuses, the nature of the subject, ways of testing and discipline in the class. The religious attitude of the pupils and also the teaching aids used in religious instruction classes were investigated. The response to the questionnaires submitted to the teachers of the subject, religious instruction, yielded much to gladden the heart. However, certain deficiencies that still have to be rectified were also revealed. Questionnaire II was submitted to the pupils of the same twenty secondary schools. Twenty pupils per standerd, i.e., for standerd six to standerd ten, were asked to complete this questionnaire. The questions to the pupils covered the following aspects: pupil's opinions regarding the subject, the attitude of their fellow -pupils towards the subject, questions about religious denomination, Bible reading and family devotions. Pupils answered these questions frankly and honestly. In Chapter 4 the findings of the investigation are evaluated. In Chapter 5 recommendations are made to rectify certain weaknesses exposed in the previous chapter. On the whole, one can conclude that religious instruction at school enjoys the serious attention of all people concerned with it and that pupils in the main adopt a positive attitude towards Bible instruction. Should the various shortcomings receive the attention suggested, the Education Department and the legislators, the parents and the pupils, the church and the nation ought to feel at ease with regard to the position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. / Thesis (MEd)--PU vir CHO

This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated. / Thesis (MEd)--PU vir CHO, 1981

Thesis (MEd)--PU vir CHO

In this study an effort has been made to establish the current position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. In the modern world with its phenomenal development in every imaginable field it is of the utmost importance that the pupil should have the Word of God as a directing principle. The Word of God is the only anchor to keep the faltering modern man steady. The question arises whether religious training in our schools succeeds in accomplishing this great task, since it is God's command that we educate our children in the fear of God. Since the earliest days of its settlement, the young and growing nation on the African continent has realised that its survival is in the hand of God Almighty, and in the school curriculum, provision has been made for religious instruction at school. In the Transvaal secondary school definite provision is made in the curriculum for religious instruction at schools The Transvaal Education Department is decidedly concerned that the subject should have its due. Certain criteria have been established in this study to which religious instruction has to conform. The demands of the Bible, Statute 39 of 1967, the parents, the church, the State, the Transvaal Education Department according to the Manual of Instructions to Principals, Ordinance 29 of 1953, the psychological pedagogical aspects, the modern child and the demands made on the modern educator are discussed. Two questionnaires were circulated to determine the current position of religious instruction. Questionnaire I was directed to the teachers of religious instruction in twenty Afrikaans medium secondary schools that were selected for this study. These schools represent both urban and country schools. The questionnaires to these teachers covered a wide field. Among other things, inquiries were made after the religious instructor's qualifications in the subject, his method of presentation, his views on the syllabuses, the nature of the subject, ways of testing and discipline in the class. The religious attitude of the pupils and also the teaching aids used in religious instruction classes were investigated. The response to the questionnaires submitted to the teachers of the subject, religious instruction, yielded much to gladden the heart. However, certain deficiencies that still have to be rectified were also revealed. Questionnaire II was submitted to the pupils of the same twenty secondary schools. Twenty pupils per standerd, i.e., for standerd six to standerd ten, were asked to complete this questionnaire. The questions to the pupils covered the following aspects: pupil's opinions regarding the subject, the attitude of their fellow -pupils towards the subject, questions about religious denomination, Bible reading and family devotions. Pupils answered these questions frankly and honestly. In Chapter 4 the findings of the investigation are evaluated. In Chapter 5 recommendations are made to rectify certain weaknesses exposed in the previous chapter. On the whole, one can conclude that religious instruction at school enjoys the serious attention of all people concerned with it and that pupils in the main adopt a positive attitude towards Bible instruction. Should the various shortcomings receive the attention suggested, the Education Department and the legislators, the parents and the pupils, the church and the nation ought to feel at ease with regard to the position of religious instruction in the Afrikaans medium secondary schools of the Transvaal. / Thesis (MEd)--PU vir CHO

This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated. / Thesis (MEd)--PU vir CHO, 1981

Thesis (MEd)--PU vir CHO