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Liturgical creativity and reform has been a hallmark of Reconstructionist Judaism since its inception in America in the mid 1930s. All facets of Reconstructionist liturgy are molded to reflect and convey the movement's Jewish ideology. As such, much insight is gained by analyzing the full texts of the Reconstructionist prayerbooks, including translations, editors' notes, interpretive versions, supplementary readings, commentary, rubrics and layout. / The first Reconstructionist liturgies (1941--1963) were edited primarily by the movement's founder, Mordecai M. Kaplan, and were fashioned to mirror his understanding of modern belief, moral sense and aesthetic taste. Kaplan believed that only a text edited with these values in mind would succeed in returning American Jews to synagogue life. Sixty percent of Kaplan's Sabbath Prayer Book was devoted to supplementary readings, which strove to foster a positive view of the world and to motivate the quest for personal and collective salvation. For Kaplan, ethical living and a sense of the world's essential goodness constituted the essence of religious faith and life, and he believed that this was not sufficiently articulated in traditional prayer. / The inauguration of the Reconstructionist Rabbinical College in 1968 led to the transference of movement leadership from Kaplan's followers to a younger generation born after World War Two. This generational shift necessitated and facilitated the creation of the new Reconstructionist prayerbook series, Kol Haneshamah (1989--). While Reconstructionist liturgy continues to forward a fundamentally Kaplanian theology, it is less committed than was Kaplan to the position that all creedal formulations whose literal truth is rejected be excised from the text. Kol Haneshamah testifies to the movement's current openness to mystic paths of spiritual awakening and communing with the divine, and to its greater interest in cultivating and exploring the affective realm of human consciousness. Inclusivity, ecological responsibility, lay empowerment, and the creation of non-sexist terminology for addressing God and humanity have become primary Reconstructionist concerns. An examination of Reform, Conservative and Jewish Renewal liturgy indicates that, while many of the developments evident in contemporary Reconstructionist liturgy are mirrored in other branches of American non-Orthodox Judaism, Reconstructionist prayer remains a unique rite.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.