This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated. / Thesis (MEd)--PU vir CHO, 1981

Thesis (MEd)--PU vir CHO

Nêrens anders in my lewe het ek die hand van die Here so duidelik bemerk soos in die studie wat ek onderneem het nie. In 1969 het ek n beroep na die Gereformeerde gemeente Zastron in die Suidoos-Vrystaat aanvaar. Op daardie stadium het die gemeente bestaan uit 99 belydende lidmate, versprei oor 6 distrikte. Spoedig na my intrek in die nuwe gemeente het daar n daling in die lidmatetal voorgekom sodat die voortbestaan van die gemeente in gedrang gekom het. En so het ek na een jaar en vier maande se bearbeiding aldaar weer van Zastron vertrek. Maar daar moes ek in aanraking kom met die gesin Olivier wat in 1948 uit Argentinië na Suid-Afrika teruggekeer het. Op hierdie stadium was ek reeds besig met nagraadse studie met kerkgeskiedenis as hoofvak. Ek moes n onderwerp vind waaroor ek ʼn verhandeling moes skryf. Dit was hier in Zastron, rondom die “asados” wat ek saam met die gesin geniet het, wat dit my te binne geskiet het: "Maar wat van die kerkgeskiedenis van die Afrikaners in Argentinië? Dit is n terrein wat nog nooit vantevore deur iemand gedek is nie”. My opgewondenheid was groot. Dit was soos die ontdekking van 'n ryk diamantmyn, en sonder veel inspanning kon ek reeds die een na die ander diamant na buite bring waarin die volmaaktheid van God se raad ook t.o.v. Sy kerk in Argentinië geblyk het. / Thesis (MTh)--PU vir CHO.

Nêrens anders in my lewe het ek die hand van die Here so duidelik bemerk soos in die studie wat ek onderneem het nie. In 1969 het ek n beroep na die Gereformeerde gemeente Zastron in die Suidoos-Vrystaat aanvaar. Op daardie stadium het die gemeente bestaan uit 99 belydende lidmate, versprei oor 6 distrikte. Spoedig na my intrek in die nuwe gemeente het daar n daling in die lidmatetal voorgekom sodat die voortbestaan van die gemeente in gedrang gekom het. En so het ek na een jaar en vier maande se bearbeiding aldaar weer van Zastron vertrek. Maar daar moes ek in aanraking kom met die gesin Olivier wat in 1948 uit Argentinië na Suid-Afrika teruggekeer het. Op hierdie stadium was ek reeds besig met nagraadse studie met kerkgeskiedenis as hoofvak. Ek moes n onderwerp vind waaroor ek ʼn verhandeling moes skryf. Dit was hier in Zastron, rondom die “asados” wat ek saam met die gesin geniet het, wat dit my te binne geskiet het: "Maar wat van die kerkgeskiedenis van die Afrikaners in Argentinië? Dit is n terrein wat nog nooit vantevore deur iemand gedek is nie”. My opgewondenheid was groot. Dit was soos die ontdekking van 'n ryk diamantmyn, en sonder veel inspanning kon ek reeds die een na die ander diamant na buite bring waarin die volmaaktheid van God se raad ook t.o.v. Sy kerk in Argentinië geblyk het. / Thesis (MTh)--PU vir CHO.

Proefschrift Erasmus Universiteit Rotterdam. / Bibliogr.: p. [213]-232. - Met noten en een samenvatting in het Frans en Nederlands.

Proefschrift--Amsterdam, 1905. / Includes bibliographical references.

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

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

Proefschrift--Amsterdam, 1905. / Includes bibliographical references.

Proefschrift--Amsterdam, 1905. / Includes bibliographical references.