Includes bibliography. / A vacuum has arisen for many teachers of Religious Education in South Africa with the demise of Christian National Education as a guiding rationale for the teaching of the subject. Many teachers have come to question CNE's emphasis on the transmission of content and the importance of the teacher. The child, many believe, has not been given his or her proper due. Teachers have also realised the inadequacy of CNE as a means of addressing the multi-faith nature of RE classes. The debate concerning the future of RE has centred around the need to meet the demands of educational rather than religious considerations. It has also been focused on the rationale behind the teaching of the subject. The question of appropriate methodologies has, by and large, been ignored. The imperative of devising an RE that is sound educationally as well as one that is able to address the needs of all the shades of belief that are found in most RE classes has made the work of the developmentalist James Fowler particularly apposite. He has constructed a stage model that, he believes, describes the progression of faith or meaning through which individuals travel. During all the stages the modes of meaning-making follow a predictable pattern. These modes are universal in their application and are independent of the content of the belief system in which they are grounded, whether this be religious or non-religious. The teacher using such a model is therefore able to engage everyone in an RE class.

Spending time together is more than important for family's well-being, espe- cially in the fast pace of modern days. This Master's thesis presents a research of the relationship between parental involvement in children's lives and their educational outcome. Additionally, it explores the impact of limit breaking by youths on their educational attainment. The educational outcome is repre- sented by a binary variable denoting whether the respondent completed high school or not. The results mostly meet our expectations. The hypotheses of the positive effect on child's educational outcome with higher parental involvement and negative effect with presence of limit breaking are supported by the re- sults. What is surprising are the signs of the results from the regressions using the limit setting variables. The results suggest that the expected probability of completing high school decreases with higher parental limit setting. To es- timate causal treatment effects, we used a subclassification on the propensity score and a simple logistic regression. JEL Classification I21, J12, J13 Keywords education, children, family, parental involve- ment Title How Parental Involvement Affects Education Outcomes of Their Children

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For centuries, music has played an important part in religion. One author has said, "....in religion music always has been a means of reaching the depths of the human heart, even when spoken or written words fail." The Assyrians, Egyptians, Greeks and Romans all used music in their ceremonies. The Hebrews used trumpets, cymbals and harps as part of their worship, and some of the most outstanding hymns were written by their King David. The Apostle Paul, in Ephesians 5119-20 advised to "speak to one another in psalms, hymns, and sacred songs. Sing praise to God with all your hearts, "2 During the Dark Ages, music was kept alive by the church, and during the Renaissance much of the outstanding music was written for the church. Down through the classical period in music until the present, a great deal of the best music has been written from a religious impetus

This thesis is the description, defense and critique of a course developed to teach gospel principles to 7- through 9-year-old children. The development process through which the course went, its formative evaluations and summative evaluation are described. The summative evaluation employed the pretest-posttest control group design. Thirty children, ages 7 through 9, were in the evaluation. After the pretest, 15 of the children were taught the 19-lesson course by their parents during a 23-day period. A statistical comparison of the mean pretest-posttest gain scores for the experimental group could significantly more accurately identify examples and non examples of fatih, agency, and repentance (.1 level). A sub-group of the experimental group, who went through the course as per instructions, had a mean gain score that was significant at the .005 level when compared with the control group.

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