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The study focuses on the influence of Christian based education on the building of the Afrikaner nation. The children settling with their parents in the Zuid-Afrikaansche Republiek (ZAR) after the Great Trek all received Christian based education. The unique way in which both the country and the nation developed was the result of Christian based education. It had a direct influence on the development and functioning of the ZAR resulting in the forming of a Christian country with a Christian based constitution and Christian based laws. Christianity and Christian based education also influenced the social lives, culture and worldview of the people living in the ZAR, leaving a permanent mark on the Afrikaner nation. The stern Calvinistic religion, together with the influences of early Pietism and the worldview of the Romanticism as well as the traditional Christian based education brought from the Netherlands, all worked together to mould the Afrikaners into a unique nation. Religion was the one outstanding factor that determined all aspects of the lives of the Afrikaners, from their character and worldview to their way of speech and the standard of education given to the children. The goal of all education was to enable children to study the Bible - the Handbook to Life - and to become members of the Church. Their faith in and commitment to the Lord, was the force that kept the Afrikaners a unique nation with a strong character despite the extreme living conditions and changing circumstances through which they lived in the short years of the existence of the ZAR. The people living in the ZAR were the carriers of the influence of the Christian based education and the stories of their lives bear witness to the impact their education had on the development of the country and the nation. The legacy of Christian based education, as it was used in the ZAR, is still alive in the hearts and minds of Afrikaners today. The focus of the thesis made it necessary to use material from several different academic fields. Aspects of South African Church history, the general and political history of South Africa and the ZAR, the history regarding the development of education, as well as the social and cultural history of the Afrikaner nation were brought together to give a picture of the impact that Christian based education had on the ZAR. The historical-critical method is used, in order to establish what really happened and to show its significance, both in the historical context and in the present situation. The theoretical framework being used is didactical theological. / Chr Spirit, ChurchHist, Miss / DTH (CHURCH HISTORY)

The United Nations works towards sustainable development for present and future generations and therefore set their target for 2030 to attain seventeen goals, not only to help future generations meet their own needs, but also to help this present generation to be sustainable. In view of all that, one realizes that world leaders released a new, holistic paradigm shift known as systemic thinking. The new paradigm falls back to the ancient old tension between parts and the whole. Nowadays, 21st leaders reject the emphasis on the parts with its linear, rational and competitive edge. At this time in history, the new paradigm embraces a nonlinear, integrative, intuitive and holistic view of life with a moral vision at the tail end. As a result, a strong emphasis on the earth as a living being called world leaders to emphasize the moral calling of humans towards the planet. At it's heart, the calling is spiritual in order to keep the planet sustaining itself at all costs. Therefore, leaders tune themselves in to sense the future- that's to say they continuously solve complex problems fast and secure with simple solutions. Forecasts of the future is derived from sensing, experience and observation of best future possibilities. Presencing means leaders envision the future and then act on what they sense. Sources of leadership vision are foresight that leads to insight and action. Before any of the above will be effective, some preparation has to be done. Preparing the mind, heart and will to open and to resist judgementalism, cynicism and fear lays the groundwork for implementing sustainable development principles. Sensing requires stillness or mindfulness; becoming quiet to wait for the right moment to act. Strong and impulsive reactions to promote the egoistic self should be quenched by asking oneself “Who am I?”, “What is my task?” .This study examined the role of motion leadership towards sustainable development in Canadian secondary schools in Alberta Province. A qualitative investigation at three independent schools in the province of Alberta near the greater Calgary area was done. Data were gathered by means of face-to-face, in-depth interviews. Each interview lasted thirty minutes. Each school’s principal, assistant-principal and a teacher have been interviewed. Data were also gathered through document analysis from the Alberta education websites. The findings revealed that, to a greater or lesser extent, motion leadership is present throughout. Findings showed that openness in the schools are present and that leaders do try to get rid of their blind spots. Participants were in favour of mindfulness sessions at their schools and work towards a borderless migration to spread the sustainable development principles. The study, in the light of the new paragdigm, recommends that firstly, motion leaders need to remain clear on their moral vision, namely to serve the planetary wellbeing through sustainable development principles. Secondly, the study recommends that every motion leader has to help to turn the beam of observation on themselves in order to see that they are part of a holistic system and part of the problem the system might encounter. Thirdly, both parents and the wider community should be intricately involved in learning to become system citizens. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

Systematic Theology / M. Th (Systematic Theology)

This dissertation explores the traditional Ba Venda concept of the after-life vis-a-vis the Ba Venda Christian understanding of eternal life. In this dissertation a historical background of the traditional Ba Venda and how there were reached with the gospel of Jesus Christ will be given. A comparative study of the traditional Ba Venda and Christian Ba Venda beliefs and practices is given. It will be noted that the Ba Venda Christians of BeitBridge district revert to traditional beliefs and practices concerning the dead. These rituals carried out by the Ba Venda Christians show the syncretistic elements practiced. A central question therefore is "Are the Ba Venda Christians operating on the basis of Christian concept of death and hereafter?" It is argued in this dissertation that the Ba Venda Christian concept of death and after life is the blending of Ba Venda Christian and Ba Venda traditional beliefs and practices, particularly when it comes to death and burial practices. / Religious studies / M.A.(Religious)

Text in Afrikaans. / Summaries in English and Afrikaans / Die mensdom beleef 'n grootskaalse ekologiese krisis vanwee die mens se vermoe om die skepping totaal te vernietig. Gevolglik is die ekologiese krisis ook 'n menslike krisis. Gesien vanuit 'n holistiese oogpunt, kan die oorsaak van die krisis aan die deur gele word van die sogenaamde meganiese-wereldbeskouing. Om dit te verander vra vir 'n radikale verandering in die evaluering van die Heilige Gees se werkinge in die skepping en herskepping. Die skepping is die werk van die Drie-eenheid: God die Vader skep deur die Seun in die krag van die Heilige Gees. Die gedagte van Geesverwaarlosing het aanleiding gegee tot die WRK se tema in Canberra: "Kom Heilige Gees- Vernuwe die Ganse Skepping!" Verandering en venuwing vind alleenlik plaas deur die Heilige Gees wat as agent optree in die proses van herskepping. Deur die Heilige Gees is God immanent in die kosmos. Nie alleen die mens nie, maar ook die res van die skepping word vernuwe en herskep. Dit is God se plan om Sy koningkryk tot die hele kosmos uit te brei. Die mensdom, bekragtig deur die Heilige Gees, moet hul taak as bouers en medewerkers tot opsigte van herskepping met erns opneem. Die doel van hierdie verhandeling is om die allesomvattende rol en werkinge van die Heilige Gees in beide christene sowel as nie-christene, wat in die krag van die Gees van God die skepping onderhou, te bepaal en te omskryf. / Mankind experiences an ecological crisis that is unprecedented because human beings now have it in their power to destroy the creation. Therefore the ecological crisis is also an anthropological crisis. Seen from a holistic perspective, this crisis, caused by the so-called mechanical worldview, calls for a radical change in viewing the work of the Holy Spirit in creation and re-creation. Creation must be seen as a Trinitarian process: the Father creates through the Son in the power of the Holy Spirit. It was the apparent absence of the Holy Spirit in God's creation that led to the WCC theme at Canberra: "Come Holy Spirit, - Renew the Whole Creation!" This change and renewal is to be brought about by the Holy Spirit, who acts as the agent in creating a "new creation". The Holy Spirit represents the personal presence of God in the cosmos, and not only recreates God's people, but nature as well. The design of our world is to be God's kingdom. Humankind, empowered by the Holy Spirit, must be builders and co-workers in a new creation. The purpose of this dissertation is to discern the workings of the Spirit in those people, Christian and non-Christian, who empowered by the Spirit, work to help sustain the creation. / Philosophy, Practical and Systematic Theology / M.Th.(Systematic Theology)

Text in Afrikaans / Die eng definiering van kerkmusiek staan tans in die spervuur vanwee: 1. Ingrypende wendinge binne die praktiese teologie in die afgelope paar dekades, wat pleit om 'n hernieude ondersoek binne die handelingsveld van viering (waaronder himnologie); 2. 'n Verskuiwing in wereldbeskouing weg van modernisme na postmodernisme; 3. Die geboorte van 'n totaal nuwe geslag adolessente, bekend as die 'Verlore Generasie' of 'Generasie X' . Kerkmusiek, in die engere sin, soos dit steeds grootliks verstaan word, hou nie genoegsaam met hierdie tendense rekening nie. Vandaar verloor kerkmusiek sy impak en inspraak in die leefwereld van die hedendaagse tiener. Dit veroorsaak gevolglik 'n groterwordende kloof tussen adolessente en die erediens, gemeente en kerk. In hierdie studie word gepoog om genoegsaam op bostaande tendense ag te slaan, sodat 'n breer def iniering van kerkmusiek tot stand mag kom, wat ruimte vir grater verskeidenheid en aktualiteit tot gevolg sal he, en die spanning random kerkmusiek en die tiener kan probeer ontlont. / The narrow defining of church music today experiences a critical assault on account of: 1. Drastic turns within the development of Practical theology in the past few decades, which ask for a renewed investigation within the field of himnology; 2. a Shift in worldview away from modernism to post-modernism; 3. The birth of a total new generation of adolescents, known as the 'Lost Generation' or 'Generation X' . Church music in the narrow sense, as it is still understood to a great extent, does not take these tendencys serious enough. For this reason it's impact and influence in the life of today's teenagers declines. With this study a thorough acknowledgement of these shifts is attempted, which will result in a much broader defining of church music, and in turn will bring forth a scope for more variety and actuality, so that hopefully the growing gap between teenagers and church music can be bridged. / Philosophy, Practical and Systematic Theology / M.Diac. (Jeugwerk)

Text in Afrikaans / Die hoofdoel van hierdie verhandeling is om 'n studie te maak van die interkulturele bediening in die kultureel-diverse konteks van die SuidAfrikaanse Nasionale Weermag. Die benadering wat in hierdie studie gevolg word, is om die historiese pad van politieke stryd van deelnemende magte in die SANW te volg tot en met die historiese integrasie proses wat sy aanvang in 1994 geneem het. Hierdie samestelling van weermagte wat bestaan uit die SAW (Suid-Afrikaanse Weermag), MK (Umkhonto we Sizwe), APLA (Azanian's People Liberation Army), TBVC state, het elkeen respektiewelik sy eie militere- politieke ideologiese pad geloop. Om die verskille verder te aksentueer bestaan hierdie magte uit verskillende kulturele-, etniese-, en godsdienstige agtergronde. Die grootste verskil setel daarin dat hierdie magte aardsvyande van mekaar was. Die verdere verloop van hierdie verhandeling is om 'n blik te werp op hierdie diversiteit en die samehangende vraagstukke en problematiek wat voortspruit uit die integrasie van magte waarin diepgewortelde verskille setel. Teneinde samehorigheid en 'n gees van vreedsame naasbestaan te ontketen,word daar 'n indringende soeke geloods om effektief oor kultuurgrense heen te kommunikeer. Hierdie soeke om sinvol en effektief te kommunikeer geskied ook langs die weg van refleksie vanuit die Skrif. In die lig daarvan dat hierdie verhandeling vanuit die Sendingwetenskap bedryf word, word vraagstukke vanuit die Skrif benader, met antler woorde, watter leiding vind ons vanuit die Woord van God op die problematiek in die SANW. W anneer daar 'n introspeksie gehou word, oor die vraagstukke en problematiek wat voortspruit uit die proses van transformasie in die SANW, dan word daar indringend besin oor die rol wat die kapelaansdiens in die kultureel-diverse konteks van die SANW vertolk, gegee die vraagstukke en problematiek waarin die organisasie gewikkel is. Hierdie navorsing het tot die een slotsom gekom, tewete, dat die kapelaan die rol as fasiliteerder van versoening moet vertolk. Hy doen dit langs die weg van identifisering met die uitdagings waarmee lede worstel en begelei hulle pastoral om die visie van'n verenigde weermag vir die Republiek van Suid-Afrika te intemaliseer. Sy pastoraat bereik sy diepste wese wanneer koninkryksbeginsels soos vrede, geregtigheig, naaste liefde, vergewingsgesindheid en versoening in die konteks van die SANW as uitkomste verkondig word. / The main objective of this thesis is to make a study of the intercultural ministry in the cultural-diverse context of the South African National Defence Force. The approach of this study was to follow the political struggle of participating forces in the SANDF, up to the point of integration in 1994. These forces consists out of the SADF (South African Defence Forces), MK (Umkhonto we Sizwe), APLA (Azanian People's Liberation Army), TBVC States, who travelled their own military, politically and ideological routes. They also differ culturally, ethnically and religiously in their make-up. The thesis focuses on the problems and challenges which were caused by the integration of forces in which deep-seated differences are entrenched. In order to maintain a peaceful co-existence an urgent search was lodged to find ways of effective intercultural communication. Being a missiological study, the focus was on Scripture to find guidance that can overcome problems and challenges in the SANDF. This brings the role of the Chaplain in sharp focus in his ministry to the SANDF. The research came to one conclusion that the Chaplain must fulfill the role of facilitator of reconciliation. He is doing it by way of identification with the challenges with which the members struggle and guide them pastorally to internalize the vision of a United Defence Force for the Republic of South Africa. His pastorate reaches its depths when Kingdom principles, such as peace, righteousness, neighbourly love, forgiveness and reconciliation are proclaimed as outcomes within the context of the SANDF. / Theology / D.Th. (Theology)

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / O presente estudo parte de uma experiÃncia em curso no projeto intitulado MemÃrias de BaobÃ, que tem sua realizaÃÃo na escola de EducaÃÃo Infantil e Ensino Fundamental I 08 de MarÃo. InstituiÃÃo vinculada à rede municipal de ensino da cidade do Crato, na regiÃo do Cariri, sul do CearÃ. O projeto objetiva, desde maio de 2014, a implementaÃÃo da Lei N 10.639/03 que reformulou a LDB (9.394/96) com advento das Diretrizes Curriculares Nacionais para EducaÃÃo das RelaÃÃes Ãtnico-Raciais e para o Ensino de HistÃria e Cultura Africana e Afro-brasileira. No entanto, observou-se que as aÃÃes educativas realizadas no projeto entre os anos de 2014 e 2016, na perspectiva da implementaÃÃo da citada lei, nÃo deram conta da sua implantaÃÃo na matriz curricular da escola. Tal afirmaÃÃo justifica-se apÃs as/os professoras/es e nÃcleo gestor relatarem dificuldades para articulaÃÃo de tais conteÃdos em suas prÃticas educativas. Nesse sentido, percebeu-se a necessidade de uma formaÃÃo continuada com o professorado e gestÃo escolar partindo dos princÃpios / ensinamentos da CosmovisÃo Africana, intentando a construÃÃo de uma proposta pedagÃgica que valorizasse os repertÃrios africanos marcados na cultura local. Para tanto, realizamos uma Pesquisa-FormaÃÃo de Raiz Africana ancorada na Pedagogia do Baobà e fundamentada no aporte Pretagogia, intentando a construÃÃo da referida proposta e, por meio desta, descobrir prÃticas pedagÃgicas que deem subsÃdios aos professoras/es e nÃcleo gestor, no trato da histÃria e cultura africana e afro-brasileira, bem como verificar que contribuiÃÃes a formaÃÃo que valoriza os princÃpios / ensinamentos da CosmovisÃo Africana, poderia trazer para a matriz curricular da escola, em torno do ensino das africanidades local e educaÃÃo para as relaÃÃes Ãtnico-raciais. Assim, propusemos trabalhar com referenciais metodolÃgicos e abordagens pedagÃgicas equipados/as de conhecimento e saber de matriz africana. Nesse sentido, os caminhos metodolÃgicos sÃo constituÃdos por autoras e autores, como Josso (2004), Petit (2015), Petit e Silva (2011) e Oliveira (2007). AlÃm de Cavalleiro (2001), Silva (2010), Oliveira (2006), Meijer (2012), Hooks (2017) e Macedo (2012), que nos ajudam a refletir sobre formaÃÃo de raiz africana, africanizaÃÃo da escola e descolonizaÃÃo do currÃculo, a partir das categorias conceituais fundantes que enriquece o embasamento teÃrico da pesquisa, conceitos como: EducaÃÃo Anti-racista, CosmovisÃo Africana, Africanidades, CurrÃculo e Ensino. / The present study is based on an ongoing experiment in the project entitled MemÃrias de BaobÃ, which is being carried out at the School of Early Childhood Education and Primary Education I March 08. Institution linked to the municipal education network of the city of Crato, in the region of Cariri, south of CearÃ. The project aims, since May 2014, to implement Law No. 10,639 / 03, which reformulated LDB (9,394 / 96) with the advent of the National Curricular Guidelines for Education of Ethnic and Racial Relations and for the Teaching of African and Afro History and Culture -Brazilian. However, it was observed that the educational actions carried out in the project between the years 2014 and 2016, with a view to implementing the aforementioned law, did not account for its implementation in the curricular matrix of the school. This statement is justified after the teachers and the managerial nucleus report difficulties in articulating such contents in their educational practices. In this sense, the need for a continuous formation with the teachers and school management was observed, starting from the principles / teachings of the African Worldview, trying to construct a pedagogical proposal that valorized the African repertories marked in the local culture. In order to do so, we carried out an African Root Research-Formation anchored in Baobà Pedagogy and based on the contribution of Pretagogy, attempting to construct said proposal and, through this, to discover pedagogical practices that give subsidies to teachers and management nucleus, in the treatment African and Afro-Brazilian history and culture, as well as to verify that contributions to the training that values the principles / teachings of the African Worldview, could bring to the curricular matrix of the school, around the local african education and education for ethnic- racial relations. Thus, we proposed to work with methodological references and pedagogical approaches equipped with knowledge and knowledge of the African matrix. In this sense, the methodological paths are constituted by authors and authors, such as Josso (2004), Petit (2015), Petit e Silva (2011) and Oliveira (2007). In addition to Cavalleiro (2001), Silva (2010), Oliveira (2006), Meijer (2012), Hooks (2017) and Macedo (2012), help us reflect on African root formation, school africanization and decolonization of the curriculum , from the conceptual foundational categories that enriches the theoretical basis of the research, concepts such as: Anti-racist Education, African Worldview, Africanities, Curriculum and Teaching.

This thesis examines how the concept of evil was understood by opposing German perspectives during the era of National Socialist rule (1933-1945). The rise of Nazism in Germany marked a period of massive political upheaval wherein the National Socialist government encouraged the masses to view the world in terms of a great struggle between forces of good and evil. This was the central theme of their propaganda, which zealously encouraged racialist beliefs in the popular consciousness, and was based on assumptions of German superiority and Jewish evil. Despite Hitler's apparent success in creating an obedient nation, a significant number of Germans opposed his rule, amongst whom a small group of writers expressed their discontent through creative fiction. Through a comparison of the worldviews communicated through political propaganda and anti-Nazi literature, it is revealed that the crux of the divide between their opposing perspectives hinged on the meaning of evil. Since evil is a concept with many meanings, this thesis approaches the subject thematically. The comparison begins by focusing on the perception of evil as an all-corrupting force that had taken hold of Germany, followed by an exploration of how power and brutality were understood, ending with a comparison of views on how the struggle between good and evil took place on both a social and individual level. In addition to demonstrating the subjectivity of moral perspective during a tumultuous period of the recent past, this research reveals how the struggle against Nazism existed as a conflict of ideas. Moreover, the comparison of cultural sources (including Nazi art, visual propaganda, written texts such as Mein Kampf, and anti-Nazi creative fiction) demonstrates the value of art as a tool for conducting historical enquiry. Since the legacy of the Third Reich continues to directly influence modern perceptions of evil, exploring how evil was understood according to contemporary Germans – from both pro and anti-Nazi perspectives – is of particular historical interest.