Thesis (MEd)--Stellenbosch University, 1994. / Includes bibliography / ENGLISH ABSTRACT: The relevance of Biblical Instruction and
Instruction in state and state-supported schools
Africa is reviewed in this thesis. The various
Religious
in South
education
departments in South Africa have been presenting religious
instruction from a Christian perspective in schools,
especially since 1967. It is also clear from a demographic
distribution of religions that most of South Africa's
inhabitants belong to the Christian faith. People and
pupils who are not Christians are exempted from religious
instruction in accordance with the conscience clause.
Because of changing political and social circumstances and
school structures due to the implementation of statesupported
schools, there has been a strong emphasis on the
presentation of Biblical Instruction or Religious
Instruction as a school subject. Aspects of this which
receive particular the
following:
the relevance
dispensation;
attention
of the
in this thesis are
subject in the teaching
the legitimacy of the subject due to the negative
experience of Christian National Education in the past;
the lack of recognition of religious pluralism in state
and state-supported schools in South Africa.
The presentation of the traditional single-dimensional
approach is investigated, but the possibility of a multireligious
approach to address the problem is also explored.
The thesis includes a theoretical study of international and
national sources as well as an empirical survey conducted at
41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which
involved the following education departments:
The Department of Education and Culture.
The Department of Education and Training.
The Cape Education Department.
It emerged clearly from the survey that religious pluralism
is a reality in state and state-supported schools. The
theoretical and empirical studies also highlighted the
following problems:
the professional qualifications of religious
instruction teachers;
the child's religious potential and development which
are not taken into account;
the child's own religious experiences and experiences
in the classroom situation which are not addressed;
the issue of the legitimacy of the subject as a
consequence of its historical context;
the lack of relevance of the subject content;
the interest in a multi-religious approach among the
majority of teachers as well as pupils.
The problems will not be
multi-religious approach
solved simply by
in the schools.
converting to a
The problems
experienced in the single-dimensional approach should first
be addressed thoroughly.
For a legitimate multi-religious approach, the following
should be taken into consideration:
the child's religious potential and development;
the child's own religious and personal experiences;
possible further in-service training for teachers to
enable them to cope with such an approach;
a change in the process of curriculum development in
order to address the issue of religious pluralism;
a new name for the subject. In this respect a name such
as Religious Studies could be usefully implemented. / AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in
staat- en staatsondersteunde skole in Suid-Afrika word in
hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente
in Suid-Afrika het veral sedert 1967 godsdiensonderrig
vanuit 'n Christelike perspektief in skole
aangebied. Uit die demografiese geloofsverspreiding het dit
oak geblyk dat die meeste inwoners van Suid-Afrika aan die
Christelike geloof behoort. Persone en leerlinge wat nie
tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig
op grand van die gewetensklousule.
Met die veranderde politieke en sosiale omstandighede en
skoolsamestelling met die implementering van staatsondersteunde
skole I is daar 'n sterk fokus op die aanbieding van
Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte
waaraan veral in hierdie tesis aandag gegee is, is die
volgende:
die relevansie van die vak in die onderwysbedeling;
die legitimiteit van die vak as gevolg van die negatiewe
ervaring van die Christelik-nasionale onderwys in
die verlede;
die afwesigheid van die erkenning van religieuse pluralisme
in staat- en staatsondersteunde skole in Suid-Afrika.
Die aanbieding van die tradisionele enkelvoudige benadering
is ondersoek, maar die moontlikheid van 'n multi-religieuse
benadering om die probleem aan te spreek, word oak aangespreek.
Teoretiese studie op internasionale en nasionale vlak, sowel
as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek.
Vir die doelgerigte steekproef is van vraelyste
gebruik gemaak waarin die volgende onderwysdepartemente en
privaatskole betrek is:
Die Departement van Onderwys en Kultuur.
Die Departement van Onderwys en Opleiding.
Die Kaaplandse Onderwysdepartement.
Uit die doelgerigte steekproef het dit duidelik geblyk dat
religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde
skole is. Die teoretiese en empiriese studie
het ook die volgende probleme belig, nl.:
die professionele bevoegdheid van godsdiensonderwysleerkragte;
die kind se religieuse potensiaal en ontwikkeling wat
nie in ag geneem word nie;
die kind se eie religieuse en lewenservarings in die
klassituasie wat nie aangespreek word nie;
'n legitimiteitskwessie van die vak as sodanig vanwee
sy historiese konteks;
die afwesigheid van relevansie van die vakinhoud;
'n belangstelling in n multi-religieuse benadering
deur die meerderheid van die leerkragte sowel as leerlinge.
Die problematiek sal nie sander meer opgelos word met 'n
oorskakeling na n multi-religieuse benadering in die skool
nie. Die probleme wat in die enkelvoudige benadering ervaar
word, behoort eers deeglik aangespreek te word.
Vir 'n legitieme multi-religieuse benadering behoort die
volgende in aanmerking geneem te word:
die kind se religieuse potensiaal en ontwikkeling;
die kind se eie religieuse en lewenservarings;
die moontlike verdere indiensopleiding van leerkragte
om so in benadering te kan hanteer;
'n verandering in die kurrikuleringsproses om religieuse
pluralisme aan te spreek;
'n nuwe benaming vir die vak as sodanig. In hierdie
verband sou 1 n vaknaam soos Religieuse Studie sinvol
geimplementeer kon word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/58294 |
| Date | 12 1900 |
| Creators | Braaf, Annetta Johanna |
| Contributors | Roux, C. D., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 255 p. ill. |
| Rights | Stellenbosch University |
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