The revival of Christian religion has once again placed the focus on man's faith and thus also on the teaching of Christian Faith at school, so that Christian Faith can appeal to the pupil anew. The teaching of Christian Faith is the most important discipline of religious subjects since it is the determining and directing factor which governs one's whole life, i.e. to whom the child will devote his life, at school and extra-murally. The pistical modality (faith) is man's supreme function and all other human functions are subject to the guidance of faith. Human functions are developed under the guidance of the pistical function. Thus the instruction in Christian Faith can be seen as the heart of Christian education; the foundation on which the child can build. The task of the educator is to help determine norms and supply directives in the development of the functions of the child. Christian Faith is directed towards the religious as well as the other functions of man. Education is thus subject to the guidance of faith. In Christian Faith the dogmatic should be taught, but not a specific non-Scriptural dogma. However, the teacher cannot shed his personal religious conviction which must, perforce, influence his instruction of Christian Faith. Every lesson in Religious Instruction should reinforce the faith of the child. Although Christian Faith as a subject is restricted to standerd ten, every lesson from standerd six onwards should confirm the pupils faith. Lessons in other subjects, like History and Science, should contribute to the confirmation of faith. As a consequence the child will experience and realise his faith. The teacher of Christian Faith must guide the pupil to an acceptance of a specific religious conviction, otherwise the child will form a neutral idea of God. The clauses on dogma in the education ordinance expect a neutral Christian Faith instruction. To circumvent neutral instruction, it is recommended that Christian Faith is presented on a differentiated basis, so that the members of each religious group will receive instruction according to their specific religious conviction. Christian Faith instruction makes high demands on the teacher, viz. that the teacher is not a minister, that Christian Faith should be Biblically centred, that the psychological development of the child should be borne in mind and that the teacher must guard against factors which could affect the nature of Christian Faith instruction. Christian Faith instruction requires a specific method in which the following may be used successfully: class discussion, dialogue teaching, the buzzing groups, the question-and-answer method, the method of setting problems, and the self-study method. The teacher of Christian Faith should be aware of factors which could have an adverse effect on pupils. Intelligence, feelings and morality should not receive undue stress, Churchism may not be encouraged through the absolutising of personal opinion, nothing in the Bible that seems unacceptable maybe omitted and Scriptural Truths may not be presented euphemistically. The Bible is, furthermore, no Scientific text-book. The principal and the subject inspector must see to it that the foundations for Christian Faith are properly laid and developed. / Thesis (MEd)--PU vir CHO

The revival of Christian religion has once again placed the focus on man's faith and thus also on the teaching of Christian Faith at school, so that Christian Faith can appeal to the pupil anew. The teaching of Christian Faith is the most important discipline of religious subjects since it is the determining and directing factor which governs one's whole life, i.e. to whom the child will devote his life, at school and extra-murally. The pistical modality (faith) is man's supreme function and all other human functions are subject to the guidance of faith. Human functions are developed under the guidance of the pistical function. Thus the instruction in Christian Faith can be seen as the heart of Christian education; the foundation on which the child can build. The task of the educator is to help determine norms and supply directives in the development of the functions of the child. Christian Faith is directed towards the religious as well as the other functions of man. Education is thus subject to the guidance of faith. In Christian Faith the dogmatic should be taught, but not a specific non-Scriptural dogma. However, the teacher cannot shed his personal religious conviction which must, perforce, influence his instruction of Christian Faith. Every lesson in Religious Instruction should reinforce the faith of the child. Although Christian Faith as a subject is restricted to standerd ten, every lesson from standerd six onwards should confirm the pupils faith. Lessons in other subjects, like History and Science, should contribute to the confirmation of faith. As a consequence the child will experience and realise his faith. The teacher of Christian Faith must guide the pupil to an acceptance of a specific religious conviction, otherwise the child will form a neutral idea of God. The clauses on dogma in the education ordinance expect a neutral Christian Faith instruction. To circumvent neutral instruction, it is recommended that Christian Faith is presented on a differentiated basis, so that the members of each religious group will receive instruction according to their specific religious conviction. Christian Faith instruction makes high demands on the teacher, viz. that the teacher is not a minister, that Christian Faith should be Biblically centred, that the psychological development of the child should be borne in mind and that the teacher must guard against factors which could affect the nature of Christian Faith instruction. Christian Faith instruction requires a specific method in which the following may be used successfully: class discussion, dialogue teaching, the buzzing groups, the question-and-answer method, the method of setting problems, and the self-study method. The teacher of Christian Faith should be aware of factors which could have an adverse effect on pupils. Intelligence, feelings and morality should not receive undue stress, Churchism may not be encouraged through the absolutising of personal opinion, nothing in the Bible that seems unacceptable maybe omitted and Scriptural Truths may not be presented euphemistically. The Bible is, furthermore, no Scientific text-book. The principal and the subject inspector must see to it that the foundations for Christian Faith are properly laid and developed. / Thesis (MEd)--PU vir CHO

Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971

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

Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971

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

Thesis (Ph. D.)--Catholic University of America, 1937. / Bibliography: p. xi-xvi.