Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

Higher education institutions (HEIs) are facing greater challenges in the modern era as a result of globalization, advancement in new technologies and the worldwide recession. As a result of these factors, as well as a decrease in government subsidies, marketing departments at HEIs find it more difficult to recruit and retain quality students. It is therefore necessary to establish what factors can contribute towards creating more satisfied and loyal students using the principles of relationship marketing, with the aim (in theory) to produce more customer advocates that will further their own studies, and actively promote their HEI to other prospective students. This study aimed to determine the customer experience levels of undergraduate students of the North-West University (NWU) in an administrative environment by using a quantitative approach. A questionnaire was distributed to students from ten different modes of delivery and campuses by using primarily a systematic random sampling technique, and self selective sampling to a lesser degree in the ten different learning models and campuses of the NWU. The total population of related administrative staff also received questionnaires, while qualitative, structured interviews were conducted with the registrars of the NWU. The data was analysed and interpreted by using the SPSS software, and frequency tables, reliability tests, factor analysis, correlations and the determination of the statistical analysis in an effort to answer the five research questions. A total of 1,299 students (4,2% of the population), 107 administrative staff members (73,2% of the population) and all four registrars participated in the study. There were significant differences found in the customer experience levels on the different campuses and modes of delivery especially in the direct interactions at service points. A strong positive correlation was reported between a positive customer experience as encountered by students, and their loyalty, as well as their intentions to continue their studies at the NWU, and their intention to actively endorse or promote the NWU to friends and family members (customer advocacy). There was also a strong positive correlation between staff members‘ intention to deliver satisfactory customer experience levels and also between it, their own loyalty and own customer advocacy levels. There was, however, no significant difference in the perceived customer experience levels between younger, on-campus students and older, off-campus students. Lastly, the NWU-PERF service quality tool was found to be a reliable and valid instrument to determine participants‘ perceptions about customer service levels at the NWU in the academic administration environment. Four of the five research questions could therefore be answered from the finding of this study, with only the expected differences in the perceived customer experience levels between younger, on-campus students and older, off-campus students proved as incorrect. It could therefore be concluded that all student populations therefore have the same customer experience desires. Several recommendations were made, including the further development, testing and usage of the NWU-PERF instrument to consistently improve service levels at the NWU, the establishing of policy documents to establish an awareness of a customer-centric approach, the development and use of appropriate technologies, the improvement of service experiences, a central customer service centre, adequate administrative staff, centralized support for off-campus programmes, and a broader, more active alumni association. / Thesis (Ph.D. (Marketing Management)--North-West University, Potchefstroom Campus, 2011.

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans, with summaries in Afrikaans and English / Includes bibliographical references (leaves 383-403) / Die woordestryd oor goddelike inspirasie van alles wat in die Bybel staan, as gevolg van die uitgesproke stellings van Johannes Du Plessis, het tot ‘n krisis gelei wat as baken in die annale van die Ned. Geref. Kerk beskou word. Die meeste van sy standpunte word vandag as waarheid aanvaar en hy het bygedra tot die intellektuele debat oor die Bybel as Woord van God wat vandag nog aangaan. Du Plessis se herkoms, opleiding en verdienste as predikant en saakgelastigde van die Kerk word kortliks bespreek. Hy was die talentvolle seun en enigste kind van 'n Afrikaanse predikant en 'n Engelse vrou, die dogter van 'n sendeling van die LMS. Hy word professor aan die Kweekskool en met kennis opgedoen tydens verdere studie oorsee, het hy gewys op dele van die Bybel wat nie aan goddelike inspirasie toegeskryf kan word nie. Hy het dit ook duidelik gestel dat hy as teoloog en leermeester nie kon glo sonder om te probeer verstaan nie. Hy het sy bevindinge bekend gemaak in Het Zoeklicht, 'n maandblad wat bedoel was om as soeklig te dien om verskillende vorms van “duisternis” in beide godsdiens en die politiek, betref, aan die lig te bring. Oortuig van die waarde van die Hoër Kritiek, het hy dit as sy plig geag om wat hy deur wye leeswerk en kritiese ondersoek rakende die oorsprong, vorm en inhoud van die Ou Testamentiese boeke bekom het, bekend te maak. Artikels van dié aard, eers in De Kerkbode en daarna in Het Zoeklicht, het gelei tot beroering onder behoudende lesers wat gekant was teen enige veranderinge in die prediking. Hulle was veral ontstoke oor sy siening dat die belydenisskrifte wat spruit uit die dae van die Hervorming 500 jaar tevore, oop was vir herformulering. Klagtes dat Du Plessis op 'n gevaarlike pad was, was die begin van wat gelei het tot 'n krisis in die Kerk, en uiteindelik tot 'n buitengewone sinode in 1930 toe hy van sy pos onthef is. Die behoudende reaksie van die meerderheid was dat die Bybel die onfeilbare Woord van God is. Die gevolg was dat 'n groot aantal van die leiers van die Kerk, aanhangers van die Nasionale Party wat in 1948 aan bewind gekom het, tekste uit die Bybel gebruik het om die beleid van Apartheid Skriftuurlik te begrond. Ná byna veertig jaar van 'n onkritiese benadering tot die Bybel, is die geloof in 'n foutlose Bybel weer bevraagteken. Tussen die eerlike teoloë wat dit gewaag het om te wys op foute en inkonsekwenthede, was Ferdinand Deist en Willem Vorster. Albei het hulle opleiding as predikante voltooi maar het hulle nie beroepbaar gestel nie omdat hulle met verdere studie voortgegaan het en hulle openlik uitgespreek het teen die misbruik van Bybelse gegewens om apartheid te regverdig. Geskool aan die Kweekskool in Stellenbosch, het Deist hom onderskei as geleerde wat sy drang na dieper ondersoek gepaar het met 'n piëtisme waarop hy uiting gegee het in 'n stortvloed van akademiese en populêre geskrifte ― wat nie altyd gestrook het met sy stelling dat die Woord van God nie met 'n gelyk-aan-teken aan mekaar verbind kan word nie. Vorster, wat sy opleiding aan die Universiteit van Pretoria ontvang het, het ewe bekend geraak en het internasionale erkenning geniet vir sy toepassing van die semantiek op studies van die Nuwe Testament. Daarby het hy sy kennis van die Nabye Oosterse tale toepaslik gevind in sy bydrae tot The New Quest om meer te wete te kom oor die historiese Jesus, 'n Jood en Galileër wat vir 'n kort periode opgetree het as leermeester en eskatologiese profeet. In die studie van bydraes van die drie geleerdes tot ons verstaan van die Bybel, is ook aandag geskenk aan 'n ander aspek van die Bybel as problematiese teks: Die nadruk wat skrywers en redaktors van die Bybelse gebeure, geplaas het op mans as vaders en seuns ten koste van vroue, moeders en dogters. Die gevolg was dat meeste van die sogenaamde Kerkvaders genoeg in die Bybel kon vind om hulle te identifiseer met die neerhalende beeld wat in Die Openbaring (14:3-4) geskep word van vroue, opvallend in stryd met die inhoud van Genesis 1:26-31. / The controversy started by Johannes Du Plessis over the question whether everything in the Bible was inspired by God, caused a crisis in the Dutch Reformed Church, which is listed as a beacon in its history. Most of the points he raised are accepted as truth today, and started an intellectual debate that is still going on. Information relating to Du Plessis’ origins, training, and achievements as a minister and church official is briefly noted. He was the talented son, and only child of an Afrikaner father and minister of religion, and an English mother, the daughter of an LMS missionary. He became a professor at the Seminary in Stellenbosch, after his studies overseas had caused him to question parts of the Old Testament text that could not be regarded as divinely inspired. He also made it quite clear that believing without trying to understand was not possible for him as a theologian and teacher. He proclaimed his findings in Het Zoeklicht, a monthly magazine intended to serve as a searchlight and an organ to reveal the “darkness” that was still prevalent in both religion and politics. Aware of the value of Higher Criticism of the Old Testament, he regarded it his duty to make known what he had found in reading widely and in critical research on the origins, form and content of the books of the Bible. Articles to this effect published first in De Kerkbode and then in Het Zoeklicht, caused an outcry from conservative readers who were opposed to any changes in the teaching of the church. They were especially enraged by his view that the confessions drawn up by Reformers 500 years earlier, were open for review. Complaints that Du Plessis was on a dangerous path, marked the beginning of what was regarded as a crisis in the Church, and in the end led to Du Plessis being relieved of his post by a special Synod convened in 1930. The views of the conservative majority, however, prevailed. As a result, a large number of leading ministers and theologians, who openly supported the Nationalist government that came into power in 1948, provided assurance that the concept of separation of racial groups was in accordance with Scripture. After nearly forty years of an uncritical approach to the Bible, the belief in in-errancy was again questioned. Among the few theologians who dared to point out errors and inconsistencies in various texts, were Ferdinand Deist and Willem Vorster. Both trained as ministers, they chose to continue their studies and openly expressed themselves against the abuse of Biblical texts to support the ideology of apartheid. Trained at the Seminary in Stellenbosch, Deist turned out to be a noted scholar who combined his urge for honest critical study with a pietism expressed in a flood of academic and popular publications ― which were not always consistent with his own statement that The Word of God could not be connected to Scripture with an is-equal-to symbol. Vorster, who received his education at the University of Pretoria, became equally well known as a scholar and gained international recognition for his application of semantics in the study of the Gospels. He also applied his knowledge of languages in what came to be known as The New Quest for the historical Jesus who, as a Jew and a Galilean, distinguished himself during a brief period as a teacher and eschatological prophet. In the study of the contributions of these three outstanding men to our understanding of the Bible, another major aspect of the Bible as problematic text is addressed: The emphasis the authors and redactors of the Scriptures placed on the roles of men, fathers and sons, patently to the exclusion of women, mothers and daughters. As a result many of the so-called Church Fathers found in the Bible sufficient material to look down upon women ― the verdict expressed in Revelations 14:3-4 being one of numerous texts pointing to women as objects of derision in glaring contradiction to the contents of Genesis 1:26-31. / Biblical and Ancient Studies / D. Phil. (Biblical Studies)