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Die onderrig van geloofsleer in die Christelik-Afrikaanse sekondêre skool / P.C. van der WesthuizenVan der Westhuizen, P C January 1974 (has links)
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
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Feasibility and effectiveness of environmental interventions in worksite cafeterias and supermarketsSteenhuis, Ingrid Hendrika Margaretha. January 2002 (has links)
Proefschrift Universiteit Maastricht. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.
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The Dutch heart health community intervention 'Hartslag Limburg' an evaluation /Ronda, Gabriëlle Maria. January 2003 (has links)
Proefschrift Universiteit Maastricht. / Auteursnaam op omslag: Gaby Ronda. Met lit. opg. - Met samenvatting in het Nederlands.
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Local health policy development processes health promotion and network perspectives on local health policy-making in the Netherlands /Hoeijmakers, Marjan. January 2005 (has links)
Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.
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Get the picture? a cognitive-psychological approach to systematic health education materials design /Kools, Marieke. January 1900 (has links)
Proefschrift Universiteit Maastricht, 2006. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.
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Adoption and implementation of AIDS education in Dutch secondary schoolsPaulussen, Theodorus Gerardus Wilhelmus. January 1994 (has links)
Proefschrift Rijksuniversiteit Limburg, Maastricht. / Auteursnaam op omslag: Theo G.W. Paulussen. Met lit. opg. en een samenvatting in het Nederlands.
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Promoting awareness of fat, fruit and vegetable intakeOenema, Anke. January 2004 (has links)
Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.
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The evaluation of HIV and AIDS interventions in secondary school in South Afrika: recommendations for systematic programme developmentJames, Shamagonam. January 2006 (has links)
Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.
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Implikasies van die eksistensialisme vir Christelike opvoeding en onderwys / Jan Frederick Kotze CorneliusCornelius, Jan Frederick Kotze January 1978 (has links)
No existentialism exists as a thought system as such.
Not only are differences obvious between theistic and
atheistic fields of thought as practised by the existentialist philosophers$ but there are also fundamental differences between advocates of the system
such as Heidegger and Sartre. Certain common characteristics can be distinguished. It deals with the
existent human being as plunged into a situation, a
rebellion against rationalization, the absolutization
of human freedom the incompleteness and transience
of man, a denunciation of God and the Scriptures.
The above-mentioned characteristics of this philosophy
exercise a profound influence on the thoughts of
modern man and are therefore of immediate importance
to education. As Christians we need to understand
these existentialists because unlike other more complacent modern thinkers, they are honest enough to
voice that sense of despair which is so widespread
in our world. They speak for millions of our contemporaries for whom God is dead. They tear away
the masks of optimism, self-confidence and indifference.
To our mind this philosophy has contributed to a
large extent to the moral decline of this decadent
twentieth century. It would therefore be gross
neglect on the part of Christian education if it
does not determine and define the implications of
this philosophy.
A religious minded people cannot accept the separation of its religion from its education and hence
this study was undertaken in an effort to evaluate
the existentialism in the light of the scriptures in
which God discloses Himself and His relation to all
things.
It was deemed necessary to refer to religion and calling (vocation) as these are integral aspects of
man's life. It was also necessary to refer to the
implications of the belief in God as the foundation
for a science of education with its corresponding aim
and content. Therefore reference is made to an ontological, a cosmological, an anthropological, a
cognizable and a methodological basis for this philosophy of education determined by Word revelation.
The phenomenological approach (method) employed by
the existentialists as well as the denunciation of
the God of the Scriptures, causes the total absence
of any relation to God, hence the neutrality. In
its full reality, however, the God of the Scriptures
and the Word of God cannot for one moment be excluded
from its reality and no neutrality as such is ever
possible. Any educator is a human being and thus
a religious being who stands in relation to God,
whether he is aware of it or not. Whether he accepts
it or not, does not matter. All human activity is an
activity issuing from the heart and qualified by the
heart, be it in obedience to the law of God or not.
Hence all activities of man are religiously centred
and that includes education and educating. Man was
created by God, as a child of God with the task of
governing and ruling over His whole creation, as he
would over himself; over his fellow human being, a
task which includes the rearing and educating of the
child and thereby complying with the responsibility
entrusted to him by his Creator.
Existentialistic anthropology which considers man as
an incomplete and temporary being with no ultimate
goal, severs the bond of the human being at its very
source, viz., God. Anthropology has contributed
largely to contemporary non-recognition of values and
principles in education. The Christian educator sees
man as the creation of God. Only anthropology based
on the Bible can reflect a truly realistic image
and total concept of the child.
Existentialism absolutizes human liberty and self
responsibility which does not subordinate itself
to any authority or principle. This approach is a
cosmologic absolutization of man’s existence. Man
is created by God with a given task and responsibility to do his share in the fulfilment of God’s will.
The Lord God has put a radical yet correlated variety
in the cosmos. This irreducible variety and interdependent relation must be accepted and investigated
without relativization and absolutization and yet with
the acknowledgement of God as sovereign Ruler over and
Creator of man and the cosmos subject to God’s cosmic
law and order.
The subjectivism into which the existentialists have
deteriorated has caused the relegation to total insignificance of the subject-object relationship in
the actual creation. To our mind the concept that
knowledge can be obtained only through subjectivity,
is impossible to accept. Subject and object are
cognizable because God has created them as such. The
educationist as a scientist, should continually
realize that his knowledge can only be partial, but
in the light of Scripture he should acknowledge the
sovereignity of God over the whole cosmos and over
each and every activity of man and this includes
education. In order to combat the godlessness of
existentialism the Christian educator should practise
his education, that is every subject in the light
of Scripture.
The determining approach, the Word of God, has illumined that which has to be researched. An attempt
has been made not only to give a mere description of
the field or research, but also to delve into the
results with full and due consideration of what God
has revealed in connection with it in His Word. The
Word has therefore a function to fulfil in connection
with the field of research as well as the researcher.
These principles have therefore of neccesity determined
the method used. Use has also been made of the analytical and comparative methods.
The conclusion arrived at in this study is that the
answers to questions arising from educational problems
such as those with regard to the eventual aims education should strive for, the very essence of education,
the reason for educating, content and method, freedom
and authority, discipline and punishment, the task of
the teacher, and all questions relating to the full
spectrum of education, cannot be supplied by existentialism. A philosophy of education should be based.
on a Christian philosophy and should include the totality of education that in its entirety depends on the revelation of the Word. / Thesis (M.Ed.)--PU vir CHO
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Die "dogma- en gewetensklousule" in die Onderwysordonnansie van 1953 van Transvaal : 'n histories-prinsipiële studie / Izak Johannes GrovéGrové, Izak Johannes January 1970 (has links)
Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971
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