This dissertation is a critical examination of education via what I have termed the 'educational enterprise' run by Anglican Christian missions in north India c.1880-1915. It will focus in particular on the Gangetic plain, parts of Bengal, the Punjab and Central Provinces. The example of the United Provinces will be used to give context to missionary- Government relations, but will engage with arguments in upper and eastern India (especially Bengal) which are relevant to this research. The network of schools, their aims, orientation, and the degrees to which they were dependent upon Indian agency will all be considered. The first chapter begins with a review of the literature on colonial knowledge and Christian missions, and gives a brief review of religious debate and discourse in pre-British India. It then establishes the Protestant Christian theological context of the early-mid nineteenth century and delineates its development from a pugnacious confrontational one into a positivist and universal theology towards the late nineteenth century. Chapter II establishes the moral and economic context of education in late nineteenth century UP, accounting for religious instruction, the economic rationale for subsidising mission schools, the relationship between the two. It will further define the relationship between missions and Government. Chapter III defines the means and ends of mission schools, considers the degree to which they were dependent upon Indian agency and the impact of religious dialogue upon 'representations' of India. The reception and contestation of both religious and secular knowledge are dealt with in Chapter IV. Indian contestations of Orientalist and Christocentric scholarship receive particular attention. The development of a secular and religiously-plural educational sphere, as a by-product of missionary education, will be investigated in Chapter V. It considers the devaluation of the curriculum, investigates student hostels, Indian nationalism and their contribution to constructive nationalism. The infrastructural shortcomings of education will be addressed in Chapter VI, and ascertain the degree to which the enterprise reproduced Indian, European, and Christian values. Chapter VII will conclude with a review and offer insights into the relationships between Orientalism, religion and colonial Indian society.

Thesis (M. Ed.)--University of South Africa, 2002.

1 online resource (388 leaves) / This study examines the intersubjectivity of issues related to pastoral formation. It argues that a local theology of pastoral formation in the African context is most transformative when theological education and development are woven together in a synergistic approach. Such a model of local theology can result from a well thought out synergy between educational theories, developmental theories and theology. It is further argued that equipped pastoral leaders and healthy churches are at the heart of the process for holistic transformation. As such, this study proposes a philosophy and praxis that relevantly addresses the intersubjective context of leadership formation in the African context. It intends to challenge the church in Africa to redefine its task and itself in the face of the social problems posed on all levels of African life. / Christian Spirituality, Church History & Missiology / D. Th. (Missiology)

Thesis (D.Ed.)--University of Stellenbosch, 1999. / 330 Leaves printed single pages, preliminary pages i-vii and numberd pages 1-317.Includes bibliography and figures. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. Digitized, Ivan Jacobs following an inter-library loan request on 1Augustus 2011, Lorenda Boyd / ENGLISH ABSTRACT: Africa, education has both reflected, and has been subjected to numerous perceptions, which inevitably led to various ideas and behaviour on the part of those participating in the educative act. Perceptions of others, objects or situations remain complex. The thoughts and behaviour which emanate from such complexity depend on factors such as personality, motivation, and social context. Culture also plays a cardinal role in the perceptual process. In the Republic of South Africa, as a culturally diverse country, divergent perceptions about education, where multi-culturalism is most evident, will be inevita ble. Mission education has been variedly adjudged, because of varied perceptions. This is understandable, as Black South Africans had been educated pre-dominantly by White missionaries up until the 1950's. Generally, politicians, academics and the media tend to give one-sided viewpoints, negating other interpretations and balanced perspectives. This takes place because of ignorance, bias or self-interest. Two commonly held perceptions about missionaries, are that they were racist and that their education system promoted colonialism. The understanding of racism, colonialism and missionaries' role therein, is in turn determined by numerous factors amongst historians, academics, politicians and journalists. The perceptions of each of these groups are often determined by partisan interests, which inevitably lead to unfair generalisations and stereotypes, since the rnetabletical nature of education is denied.In order to dissertate on past educational events, they need to be read contextually, taking into account both temporal and spatial dimensions of historical reality. When analysing historical perceptions, one needs to critically evaluate diverse interpretations of the past, and attempt to present a balanced perspective, instead of presenting a biased outlook,which tends to favour a specific hypothesis. This research critically analyses the various perceptions (past and present) surrounding mission education in South Africa, according to historical-metabletical guidelines, that they may be presented within a more balanced historical perspective. / AFRIKAANSE OPSOMMING: Suid-Afrika was onderworpe aan 'n groot verkeidenheid persepsies, wat onvermydelik gelei het tot uiteenlopende idees en gedragsuitinge onder praktisyns van opvoeding. 'n Mens se waarneming van andere, van voorwerpe en situasies, bly 'n komplekse saak. Gedagtes en handelinge wat uit hierdie kompleksiteit voorvloei, hang van faktore af soos, persoonlikheid, motivering en sosiale kontekste. Kultuur speel ook 'n sleutelrol in die waarnemingsprases. In die Republiek van Suid-Afrika, 'n land met 'n veelvoudigheid van kulture, waar multi-kulturalisme aan die orde van die dag is, sal uiteenlopende waarnemings random die opvoeding onvermydelik wees. Sendingonderwys, was verskillend beoordeel, as gevolg van die uiteenlopende waarnemings. Dit is te verstane, aangesien swart Suid-Afrikaners hoofsaaklik deur blanke sendelinge onderrig is, tot en met die vyftigerjare. Oor die algemeen, is politici, akademici en die media geneig om eensydige sieninge te huldig en weer te gee. Hierdeur word ander sienswyses of meer gebalanseerde sienswyses soms negeer. Dit gebeur as gevolg van onkunde, vooraordeel of eie-belang. Twee algemene sienswyses aangaande sendelinge, is dat hulle rassiste was, en dat hulle opvoeding kolonialisme gepropageer het. Die verstaan van rassisme, kolonialisme en die rol van sendelinge hierin, word medebepaal deur verskeie faktore onder historici, akademici, politici en joemaliste. Die waarneminge van hierdie graepe word dikwels bepaal deur graepbelange, wat onvermydelik lei tot onregverdige veralgemenings en stereotipering, omdat die metabletiese aard van opvoeding ontken word.Om oar opvoedingsgebeure van die verlede te kan redeneer, behoort dit kontekstueel gelees te word; terwyl beide die tyd-, sowel as die ruimtelike dimensies van die historiese werklikheid in ag geneem word. Die ontleding van historiese waarneming vereis kritiese interpretasie van 'n verskeidenheidinterpretasies uit die verlede. Daar moet oak gepoog word am 'n gebalanseerde eerder as 'n bevooroordeelde waameming, wat slegs een bepaalde hipotese onderskryf, daar te stel. Hierdie navorsing analiseer krities - volgens histories-metabletiese riglyne - verskeie waarneminge (verlede en teenswoordige), aangaande sendingonderwys in Suid-Afrika, am hierdeur tot 'n meer gebalanseerde historiese perspektief te geraak.

1 online resource (388 leaves) / This study examines the intersubjectivity of issues related to pastoral formation. It argues that a local theology of pastoral formation in the African context is most transformative when theological education and development are woven together in a synergistic approach. Such a model of local theology can result from a well thought out synergy between educational theories, developmental theories and theology. It is further argued that equipped pastoral leaders and healthy churches are at the heart of the process for holistic transformation. As such, this study proposes a philosophy and praxis that relevantly addresses the intersubjective context of leadership formation in the African context. It intends to challenge the church in Africa to redefine its task and itself in the face of the social problems posed on all levels of African life. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / M. Ed. (History of Education)

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / M. Ed. (History of Education)