Thesis (DTh)--Stellenbosch University, 2003 / ENGLISH ABSTRACT: This study alms to investigate the function of imagination for faith
formation of the child aged 7-11 years.
Chapter one proposes the problems, proposition and significance of this
dissertation, and sketches a brief overview of the further chapters.
Chapter two provides a general understanding of the children, aged 7-11, in
terms of their developmental stages and using a holistic approach. To
encourage them to have faith, this chapter primarily investigates the
character of faith in dimensions: the cognitive dimension (knowledge and
mystery), the affective dimension (trust and community), and the
behavioural dimension ( word and deed). In this holistic perspective, the
imagination as the affective dimension, is placed in the centre through
which the cognitive aspects and the behavioural aspects can be drawn
together.
Chapter three deals with the Bible as the source of Christian child
education in which the Bible is defined as story and image. Through this
new understanding of the Bible, the purpose of this chapter is to present the
relevance of the Bible itself for the 7-11 year age- group children. The Bible
as story has a plot structure that process from conflict to resolution, through
which children can participate in the Bible with wonder and mystery. The Bible as image is an appropriate form to explain transcendent God to
children who are living in perceived reality and can therefore engage with
the Bible via feeling and seeing.
Chapter four explores the significance and function of imagination by
defining it as 'the anthropological point of contact for divine revelation.'
From Green's definition, this chapter develops three functions of
imagination for 7-11 year-old children. These are: holistic imaginationhelping
towards the balanced faith development of children; incarnational
imagination-incorporating God's revelation into the present situation of
children; and alternative imagination-shaping the biblical word in the
present world.
Finally, chapter five investigates the most effective method of enabling the
child to imagine God and His world described in the Bible. For the answer,
this chapter suggests the storytelling method which evokes and appeals to
the imagination of children. Thus, I strongly propose that the alternative
way for the effective teaching of children teaching, which overcomes the
shortcomings of the traditional cognitive teaching is imaginative- narrative
or imaginative- storytelling education. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die funksie van
verbeelding in die geloofsvorming van die 7-11 jarige kind.
In Hoofstuk 1 word die probleem, hipotese en belang van die proefskrif
bespreek en 'n bree oorsig van die verdere hoofstukke geskets.
Hoofstuk 2 bied 'n algemene verstaan van die 7-11 jarige kind, in terme van
sy ontwikkelingsfases deur gebruik te maak van 'n holistiese benadering.
Hierdie hoofstuk ondersoek primer die karakter van geloof in drie dimensies,
naamlik die kognitiewe dimensie (kennis en misterie), affektiewe dimensie
( vertroue en gemeenskap) en die gedragsdimensie (woord en daad). Binne
hierdie holistiese perspektief word verbeelding, as die affektiewe dimensie,
III die sentrum geplaas waardeur die kognitiewe sowel as die
gedragsaspekte mekaar kan ontmoet.
Hoofstuk drie stel ondersoek in na die Bybel as 'n bron vir Christen kinders
se opvoeding, waarin die Bybel gedefinieer word as verhaal en beeld. In
terme van hierdie nuwe verstaan van die Bybel wil die hoofstuk die
relevansie van die Bybel self vir die 7-11 jarige kind voorstel. Die Bybel as
storie het 'n bepaalde struktuur om van konflik na resolusie te beweeg,
waardeur kinders deel kan he in die Bybel, met wonder en misterie. Die
Bybel as beeld is 'n geskikte vorm om 'n transendente God aan kinders te verduidelik wat in 'n waarneembare realiteit leef, deurdat kinders die Bybel
kan betrek deur te sien en te voel.
Hoofstuk vier ondersoek die belang en funksie van verbeelding deur dit te
definieer as die "antropologiese kontakpunt vir goddelike openbaring." Na
aanleiding van Green se definisie ontwikkel hierdie hoofstuk drie funksies
van verbeelding vir die 7-11 jarige kind naamlik: holistiese verbeelding -
wat bydra tot 'n gebalanseerde geloofsontwikkeling van kinders.
inkarnerende verbeelding - wat God se openbaring inkorporeer binne die
huidige situasie van kinders: en alternatiewe verbeelding - wat lei tot die
skep van 'n bybelse wereld binne die teenwoordige wereld.
Hoofstuk 5 ondersoek die mees effektiewe metode wat die kind in staat stel
om God en Sy wereld, soos beskryf in die Bybel, voor te stel. In hierdie
hoofstuk word 'n verhalende metode (die vertel van stories) wat die
verbeelding van kinders aanspreek en appel daarop maak, voorgestel. Daar
word geargumenteer dat die alternatiewe wyse vir die effektiewe onderrig
van kinders, wat verskeie van die tekortkominge van tradisionele
kognitiewe onderrig oorkom, verbeeldingryke en
verbeeldingryke en verhalende onderrig is.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/49764 |
| Date | 04 1900 |
| Creators | Cho, Hye Jeong |
| Contributors | Prins, J. M. G., Stellenbosch University. Faculty of Theology. Dept. of Practical Theology & Missiology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 219 pages : illustrations |
| Rights | Stellenbosch University |
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