This study was motivated by a crisis in Biblical hermeneutics within postmodernity. Within postmodernity the Bible is no longer read for various reasons and therefore it has become inaccessible for many people although they own a Bible. The Biblical world is too ‘strange’ and therefore for many people it has lost its relevance to today’s challenges and daily struggles. The problem of interpretation and understanding becomes even more complicated with a book like the Revelation of John where the message is hidden behind culturally and historically conditioned symbols and metaphors. There are numerous interpretations and commentaries available to help explain these books, but through these explanations and interpretations much of the narrative and literary affect of these writings is lost. There are however books, such as J R R Tolkien’s The Lord of the Rings, which have a tremendous impact on millions of readers throughout the world. Tolkien’s book together with the Revelation of John, have deeply inspired me as books of comfort and strength in times of trial. The questions arose whether these two books can be compared, and secondly, whether a well-loved book like The Lord of the Rings, can be used to help readers to enter the world of a wonderful biblical book like Revelation? These two questions could not be answered with a simple comparative study, but needed to be asked within a theological hermeneutical framework which led to the hypotheses of this study: It is hermeneutically and theologically justifiable to make use of secondary, non-biblical literature which is comparable in its intent, genre, theological perspective, characters and plot, as a hermeneutical tool with which to elucidate and gain access to primary biblical literature. It was in the search for an appropriate hermeneutic which is theologically justifiable that I discovered the narrative-critical approach. The search for a hermeneutical approach which would create the necessary space for a non-biblical literary work to be used to interpret and elucidate a biblical work raised numerous theological questions, such as questions with regards to scriptural authority and the question of the relationship between revelation and scripture. I reflected on this approach theologically with regards to revelation and the authority of Scripture and discovered that this hermeneutical approach is very appropriate within a postmodern context as it aptly responds to the challenges of postmodernity. The two narratives were described within the narrative-critical approach and then compared with each other using the principle of analogy. It was discovered that these two narratives have enough important similarities with regards to intent, genre, theological perspective, characters and plot, so that the one can be used to illuminate the other. It is the conclusion of this study that the narrative critical approach is a wonderful hermeneutical tool not only to elucidate biblical books, but also to interpret and understand contexts and identity-forming stories and to bring these stories into dialogue with Scripture with the help of secular and contemporary literature where needed. / Thesis (DD (New Testament Studies))--University of Pretoria, 2007. / New Testament Studies / unrestricted

Text in Afrikaans / Weens die veeleisende aard van sorggewing aan VIGS-weeskinders, bevind die sorggewers hulle dikwels in 'n posisie waar hulle self sorg en ondersteuning nodig het. Die vraag het begin ontstaan op watter manier hierdie sorggewers ondersteun kan word. Dit het duidelik geword dat die kerk vanuit hul sosiale verantwoordelikheid sorg en ondersteuning aan die sorggewers kan bied. Sorggewers van een instansie wat aan die navorsingsreis deelgeneem het, het inderdaad nie genoeg sorg en ondersteuning van die kerk ontvang nie. Hierdie gebrek aan ondersteuning het 'n direkte invloed op die sorggewers se hantering van sorggewingseise. Sorggewers van die ander twee deelnemende instansies ontvang genoeg ondersteuning van lidmate, en dit maak 'n groot verskil aan hoe sorggewingspanning beleef word. In hierdie studie is daar krities gekyk na wyses waarop die kerk betrokke is en verder kan betrokke raak by die sorggewers van VIGSweeskinders. / Philosophy, Practical & Systematic Theology / M.Th. (Praktiese Teologie)

Text in Afrikaans / Weens die veeleisende aard van sorggewing aan VIGS-weeskinders, bevind die sorggewers hulle dikwels in 'n posisie waar hulle self sorg en ondersteuning nodig het. Die vraag het begin ontstaan op watter manier hierdie sorggewers ondersteun kan word. Dit het duidelik geword dat die kerk vanuit hul sosiale verantwoordelikheid sorg en ondersteuning aan die sorggewers kan bied. Sorggewers van een instansie wat aan die navorsingsreis deelgeneem het, het inderdaad nie genoeg sorg en ondersteuning van die kerk ontvang nie. Hierdie gebrek aan ondersteuning het 'n direkte invloed op die sorggewers se hantering van sorggewingseise. Sorggewers van die ander twee deelnemende instansies ontvang genoeg ondersteuning van lidmate, en dit maak 'n groot verskil aan hoe sorggewingspanning beleef word. In hierdie studie is daar krities gekyk na wyses waarop die kerk betrokke is en verder kan betrokke raak by die sorggewers van VIGSweeskinders. / Philosophy, Practical and Systematic Theology / M.Th. (Praktiese Teologie)

Marriages and families are currently under tremendous pressure. Many marriages and families battle to adapt to changing life circumstances. They have become ignorant about the Divinely intended substance of relationships and are barely surviving. These marriages break up and end up in unhappiness and many times in the breaking up thereof. During the past 40 years there have been many attempts by state and church to stop the deterioration of marriages and family relationships and to put back the essential qualities of life. Many marriage enrichment programmes have been initiated and many couples and families have been encouraged to participate. Social programmes have been discussed and marriage and family initiatives have been launched during these programmes. This has brought hope in many communities. In this confused world of relativism and adaptation people have found some anchor points for their relationships and have found new meaning in their existence. However the question still remains: Do these programs just give a temporary surge of enthusiasm? To move from one program to another and to attend the one course after the other, does not bring a lasting solution. Courses and programs cannot function as crutches from which to get support for wavering marriages and family life. Couples and family members must be equipped in an integral way to revive their marriage and family life. They must be taught to become aware of the richness of happenings and memories that make relationships special and integrate these into their relationships. Rituals (for example: Baptism and Holy Communion) have helped church and humanity through the ages, to look past stale relationships and circumstances, to discover anchors in life and get through traumatic events. These rituals have been the reason for so many unique outcomes in stale relationships and have opened a new future for individuals and groups where none was evident. During this study these rituals have been seen as long–term assistance for marriages and families for the maintenance, extension and dynamics thereof. Rituals with the help of the development line of narrative research methodology, have been put in place to help couples and families to a better understanding and support of each other. They put new life into relationships, to build attainable future dreams and have given the opportunity for partners to move away from stale relationships to more hopeful relationships. The value of the local enrichment program as a safe environment for growth, adaptation and the integral implementation of meaningful rituals in marriage and family life, cannot be stressed enough. Within this enrichment program, with its relevant rituals, relationships are dynamically turned to the future. Believe in the existence of relationship has been found. Energy has been given to couples and families to live more purposefully. They are more creative and have a better understanding of each other. They can face the future together. / Thesis (Ph.D. (Practical Theology))--North-West University, Potchefstroom Campus, 2011.

Marriages and families are currently under tremendous pressure. Many marriages and families battle to adapt to changing life circumstances. They have become ignorant about the Divinely intended substance of relationships and are barely surviving. These marriages break up and end up in unhappiness and many times in the breaking up thereof. During the past 40 years there have been many attempts by state and church to stop the deterioration of marriages and family relationships and to put back the essential qualities of life. Many marriage enrichment programmes have been initiated and many couples and families have been encouraged to participate. Social programmes have been discussed and marriage and family initiatives have been launched during these programmes. This has brought hope in many communities. In this confused world of relativism and adaptation people have found some anchor points for their relationships and have found new meaning in their existence. However the question still remains: Do these programs just give a temporary surge of enthusiasm? To move from one program to another and to attend the one course after the other, does not bring a lasting solution. Courses and programs cannot function as crutches from which to get support for wavering marriages and family life. Couples and family members must be equipped in an integral way to revive their marriage and family life. They must be taught to become aware of the richness of happenings and memories that make relationships special and integrate these into their relationships. Rituals (for example: Baptism and Holy Communion) have helped church and humanity through the ages, to look past stale relationships and circumstances, to discover anchors in life and get through traumatic events. These rituals have been the reason for so many unique outcomes in stale relationships and have opened a new future for individuals and groups where none was evident. During this study these rituals have been seen as long–term assistance for marriages and families for the maintenance, extension and dynamics thereof. Rituals with the help of the development line of narrative research methodology, have been put in place to help couples and families to a better understanding and support of each other. They put new life into relationships, to build attainable future dreams and have given the opportunity for partners to move away from stale relationships to more hopeful relationships. The value of the local enrichment program as a safe environment for growth, adaptation and the integral implementation of meaningful rituals in marriage and family life, cannot be stressed enough. Within this enrichment program, with its relevant rituals, relationships are dynamically turned to the future. Believe in the existence of relationship has been found. Energy has been given to couples and families to live more purposefully. They are more creative and have a better understanding of each other. They can face the future together. / Thesis (Ph.D. (Practical Theology))--North-West University, Potchefstroom Campus, 2011.

In hierdie studie word stiefma’s en die mites wat daar oor stiefma’s bestaan, ondersoek. Dit word gedoen in die postfundamentele praktiese teologie en volgens die narratiewe benadering. Die studie word ook gedoen in die sosiaal-konstruksionistiese paradigma. Vier stiefma’s se unieke verhale oor stiefma-wees word weergegee. Nadat die stories geinterpreteer is, is diskoerse vasgestel wat ‘n invloed het op die mites wat daar oor stiefma’s bestaan. Daar word onder andere gekyk na sprokies en die oorsprong daarvan. Daar word ook gekyk na families deur die eeue, asook na moederskap. Die Godstaal wat die stiefma’s gebruik het, word ook ondersoek. Daar is ‘n interdissiplinêre ondersoek gedoen aan die hand van transversale rasionaliteit. Hierdie verhale wys onder andere op die druk wat op stiefma’s geplaas word deur die kerk en gemeenskap om onmiddelik in die rol van ‘n ma te funksioneer en die perfekte gesin te hê. Konflik in die nuwe gesin gee ook aanleiding tot skuldgevoelens by die stiefma. Met hierdie studie word daar gepoog dat daar beter begrip vir stiefma’s se unieke omstandighede en rolle sal wees. Dus ontstaan nuwe verhale, wat weer moontlikhede vir nuwe navorsing skep. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / Practical Theology / Unrestricted

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

The movement from modernism to postmodernism have brought about perceivable changes in contemporary thinking and social practices. An important step was the transition toward the “broader rationalistic” view made in the hermeneutical approach, inclusive of the realization that the collection and accumulation of knowledge is not primarily dependent on sharply formulated methodical rules, but also on the symmetrical interaction between and among equal participants in the communication process. The rise of social-constructionism based on the viewpoint, that the sense and meaning of reality are both reciprocally constructed, did not merely exercise its way and influence on the social sciences but also within the practical theology as a science. In this process the narrative model of counselling mode itself strongly known with the understanding that the story of a person and the particular meaning the person attaches to this story, is that which requires the urgent attention of the pastor. With the realization that several stories are involved in the pastoral occurrences, the question immediately arising is: In what way, does the story of God function in the narrative – pastoral discussion? Could the Story of God make any difference in the pastoral happenings? It was decided to research the role of Biblical contents in the pastoral occurrences by way of the qualitative method. The pastoral behaviour of two co-researchers was researched, this included mutual discussions with them about the use of Biblical contents in their counselling. Certain inferences were made from this discussion, the latter leading to further mutual discussions. In the second instance a focus group was brought into play to reflect on inferences made from individual discussions. Subsequently the researcher interactively related stories from the past (tradition) and modern stories, as well as the inferences from the research, with a view to assess whether a new story would possibly come to the fore. The final chapter concluded with the story in which it was realised, that the meta Story still had an unique and particular role in the pastoral counselling. The religious discourse still retains its primary importance for the pastor as a representative of God. This includes that a pastor cannot detach himself from the accompanying specific identity. Within the framework of thought of the postmodernism we should guard against elevating the meta Story to become the “most important” aspect. The reason for this is that the authoritative completeness of the story does not lie in its proclamation to be the most important aspect but it rather lies in the Story itself and in the omnipresence and involvement of God in this world. The pastor should realise that it is not necessary to bring into play the Word of God, because God’s love and compassion is evident in the demeanour and behaviour of the pastor. The specific and challenging task of the pastor persists, in bringing man into contact with the Story of Jesus of Nazareth. The timing and manner of this “bringing into contact” must be applied with a sense of responsibility. This should lead to additional opportunities in constructive dialogue in which HOPE is established. The Story of God’s hope that brings with it an unparalleled sense and meaning. Those who prefer to negate or omit the meta Story in an attempt to comprehend man and his particular circumstances, is guilty of a major error of reasoning. / Thesis (DPhil (Practical Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.