This thesis deals with a specific secondary school, the Potchefstroom Gymnasium, which is known as the oldest Afrikaans secondary school in the Transvaal. Potchefstroom Gymnasium originated in 1907 as a result of the Christian National ideal and through the years provided an unique contribution to Afrikaans children belonging to the Christian religion. Thus Potchefstroom Gymnasium is considered an exponent of the Christian National Education principle (CNE principle). The Christian National Education principle had its origin in the Bible and during the Reformation of the Church in the 16th and 17th centuries, the Reformed Church, (in the Netherlands) initiated the Protestant Christian way of life - which also pertained to the education as such. In 1652 Jan van Riebeeck brought the Calvinistic philosophy with him to the Cape and in 1838 with the Great Trek it was also extended to the Transvaal As a result of the Liberal humanistic influence of the British during and after the Anglo-Boer War (1899-1902) a Christian National Education movement (CNE movement) originated and CNE schools were founded. Teaching of the Christian Afrikaner children could consequently again be presented in accordance with the CNE principles. Due to political turbulence and lack of financial support, the CNE schools had a short duration and by the end of 1906 they had all either been closed or had become state schools. The need arose for Christian National Education in Potchefstroom and the Preparatory School was founded in 1907 as a Free Christian school and was part of the Reformed Theological School. In 1915 the Preparatory School, also due to lack of funds, became a primary school {of the state) with a secondary section which was called the Potchefstroom Gymnasium. In 1916 a beginning was made to teach certain school subjects through medium of Afrikaans and this school became the first to replace Dutch with Afrikaans as the medium of teaching. In 1918 the primary and secondary sections were separated to form two individual schools. The secondary school be retained its name of Potchefstroom Gymnasium. J J A Coetsee was the first permanent headmaster of the school from July 1908 until July 1938. Under him the school flourished and became a well-known Christian Afrikaans secondary school. From August 1938 to December 1965 W de K Kruger continued in the footsteps of his predecessor at the school where the principles of CNE teaching were taught. / Thesis (MEd)--PU vir CHO, 1983

This thesis deals with a specific secondary school, the Potchefstroom Gymnasium, which is known as the oldest Afrikaans secondary school in the Transvaal. Potchefstroom Gymnasium originated in 1907 as a result of the Christian National ideal and through the years provided an unique contribution to Afrikaans children belonging to the Christian religion. Thus Potchefstroom Gymnasium is considered an exponent of the Christian National Education principle (CNE principle). The Christian National Education principle had its origin in the Bible and during the Reformation of the Church in the 16th and 17th centuries, the Reformed Church, (in the Netherlands) initiated the Protestant Christian way of life - which also pertained to the education as such. In 1652 Jan van Riebeeck brought the Calvinistic philosophy with him to the Cape and in 1838 with the Great Trek it was also extended to the Transvaal As a result of the Liberal humanistic influence of the British during and after the Anglo-Boer War (1899-1902) a Christian National Education movement (CNE movement) originated and CNE schools were founded. Teaching of the Christian Afrikaner children could consequently again be presented in accordance with the CNE principles. Due to political turbulence and lack of financial support, the CNE schools had a short duration and by the end of 1906 they had all either been closed or had become state schools. The need arose for Christian National Education in Potchefstroom and the Preparatory School was founded in 1907 as a Free Christian school and was part of the Reformed Theological School. In 1915 the Preparatory School, also due to lack of funds, became a primary school {of the state) with a secondary section which was called the Potchefstroom Gymnasium. In 1916 a beginning was made to teach certain school subjects through medium of Afrikaans and this school became the first to replace Dutch with Afrikaans as the medium of teaching. In 1918 the primary and secondary sections were separated to form two individual schools. The secondary school be retained its name of Potchefstroom Gymnasium. J J A Coetsee was the first permanent headmaster of the school from July 1908 until July 1938. Under him the school flourished and became a well-known Christian Afrikaans secondary school. From August 1938 to December 1965 W de K Kruger continued in the footsteps of his predecessor at the school where the principles of CNE teaching were taught. / Thesis (MEd)--PU vir CHO, 1983

No description available.

Early adolescent students from Australian Catholic schools demonstrate a variety of implicit understandings and make meaning in a range of ways when asked to engage a biblical text involving Jesus and His interaction with a man possessed by an unclean spirit (Mark 1:21-28). Students in twenty first century Western culture make meaning from ancient texts in ways that reflect the characteristics of their specific age group, their participation in Catholic schools activities and their immersion in the wider popular culture. / Approximately 460 students from fifteen Adelaide schools participated in this study. Research methodologies of conversation analysis and focus discussion groups encouraged students, as constructors of their own frameworks of knowledge, to supply rich and insightful responses to Mark's text. They also supplied illustrations relating to their understandings of the text. A reader response approach, as a critical biblical method of responding to the text itself, allowed students' meanings to be discerned as functions of their prior experiences. Use of these qualitative methods allowed access to students' multiple and socially constructed realities as they provided several varied perspectives about the same text. / Responses reflected the variable rate of maturation amongst early adolescents as well as characteristics common to this age group. Increases in intellectual development, language capabilities and ways of expressing themselves encourage and enhance abstract thought processes and multi-dimensional thinking. The quality of their religious meaning making skills is enhanced by increases in their religious awareness and ways of thinking religiously. / These developmental changes are occurring in an era of social flux where ways of knowing are changing and the nature of truth is ambiguous. Early adolescents live in a culture where many of the traditional ways of making meaning have been replaced with personal realities. Simultaneously, Catholic schools present an important context in the lives of students who receive experiences of religious education congruent with principles of the Catholic tradition. Some forms of knowledge that they construct today are contextually legitimate while others reflect universal ideas. / Students' responses included in-depth constructions of two central figures in the text, Jesus and the unclean spirit. Their responses demonstrated a consistent depiction of the person Jesus while responses concerning the unclean spirit were quite varied. It is suggested that Catholic school culture accounted for students' ideas about Jesus while many ideas about unclean spirits came from popular culture. Some students saw the story as narrative genre although there were a number of responses that saw the story as a recount, either factual or imaginative. Mark's reasons for writing the story also fostered varied and diverse responses. Responses concerning any meaning of the story for students today were also varied and diverse. Students believed that Jesus exists today in spirit but were divided upon today's existence of, and if so the form of, unclean spirits. Students also supplied a variety of interpretations of the term 'miracle.' A small number of students understood Mark's text as contemporary biblical scholars would wish it understood. / The findings are discussed in terms of implications for religious education curriculum developers and teachers involved in religious education programs for this age group of students. It is suggested that educators and teachers honour the nature of early adolescent students' psycho-spiritual development when dealing with gospel text. / Thesis (PhDEducation)--University of South Australia, 2005.

Thesis (MEd in Religious Education)--University of South Australia, 1994

Thesis (MEd)--University of South Australia, 1996

Thesis (MEd)--University of South Australia, 1996

Thesis (M.S.)--Tennessee Temple University, 1988. / Includes bibliographical references (leaves 73-74).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1988. / Includes bibliographical references (leaves 112-128).

Thesis (D. Min.)--Nazarene Theological Seminary, 1989. / Includes bibliographical references (leaves [67-69]).