Summaries in Afrikaans and English / Text in Afrikaans / Hierdie proefskrif is die resultaat van kwalitatiewe navorsing oor bestaande
en veronderstelde teoriee en praktyke in die kerklike onderrig
van die Ned. Geref. Kerk aan adolessente. 'n Teologies-refleksiewe benadering
is gevolg waaruit die oortuiging na vore gekom het, dat antwoorde
vir effektiewe kerklike onderrig gesoek moet word in die proses
van vernuwing (agogie) wat binne elke geloofsgemeenskap plaasvind; 'n
proses wat lei tot 'n bedieningsmodel wat uniek vir daardie geloofsgemeenskap
is. Die vernuwingsproses sal veral in die sinode, kerkrade en
gemeentes se verstaan en toepassing van kerklike onderrig moet plaasvind.
Hierdie vernuwing sal uiteindelik binne die konteks van die plaaslike
gemeente moet realiseer, maar dan as 'n vernuwing wat meer is as hoe die
praktyk moet verander om by die teorie van die status quo aan te pas, dit
sou net die status quo tot ideologie verhef. Netso min beteken vernuwing
dat dit wat in praktyk werk tot norm verhef kan word, ongeag die veronderstelde
teoriee of metodes daaragter, dit sou die gevaar loop van ongeoorloofde
pragmatisme. Ook mag verandering en vernuwing nie met mekaar
verwar word nie, want nie alle veranderinge wat aangebring word, het
noodwendig enige vernuwing tot gevolg nie.
In die vernuwingsproses gaan dit nie oor die greep wat die kerk op jongmense
moet kry nie, maar om hulle die kans te gun om hul eie geloofsvisie
in hul gemeente te ontdek; daarom vra dit 'n gedifferensieerde onderrig
benadering, vanwee die differensiasie gedurende adolessensie; die kerk
moet leer om die taal te praat wat in die daaglikse werklikheid van
adolessente sin maak en hulle die ruimte gun om hul ervarings en vrae te
kan leer verwoord in die taal van godsdiens.
In die kerk se onderrig aan adolessente is geloofskommunikasie en geloofsbelewing
soms belangriker as die deurgee van geloofskennis. Die ontwikkel
ingsprosesse tydens adolessensie, hul geloofsvorming en die kerk-
1 ike onderrig wat hulle ontvang, bepaal grootliks hul uiteindelike geloofsvolwassenheid
en spiritualiteit.
Ten einde die kerk se verantwoordelikheid teenoor adolessente na te kom,
sal kerklike onderrig binne die konteks van adolessensie verstaan moet
word in terme van die kognitiewe, affektiewe en konatiewe ontwikkeling
en behoeftes van adolessente, soos wat dit binne hul leef- en portuurgroepkonteks
voorkom. / This thesis is the result of a qualitative research on theories and
practices which are followed or assumed to be followed in the religious
education of the Dutch Reformed Church. The research was done by means
of a theological reflective approach. The study concludes that the
solution for effective teaching by the church lies within the process of
renewal (and change) within each congregation; a process that leads to
a model of ministry that will be unique to that congregation. This
process of renewal must take place in the understanding and practice of
church education by the synod, church councils and congregations.
Ultimately this takes place within the context of the local church. But
then as a renewal that should be more than just another way to change the
praxis to accommodate the status quo, for this would transform the status
quo into an ideology. Renewal is likewise not a quest to sanctify that
which seems to work, irrepective of the theories and methods which are
implicated, this would lead to an illegal pragmatism. Nor should renewal
be confused with change, for not all changes necessarily causes any
renewal per se.
An important aspect in this process of renewal, is not the grip that the
church has on its youth, but the chance(s) they are given to discover
their own religious convictions in their congregation; this needs a differentiated
education approach because of the differentiation during
adolescence; the church will have to learn to speak in a language which
make sense in their daily reality and to give them the chance to express
their own experiences and questions in the language of religion. This
means that the church will have to understand their context of lifestyle
and peergoup influences and accordingly address the cognitive, affective
and conative aspects of religious education.
In the church religious education to adolescents, communicating and
experiencing religion is sometimes more important than the knowledge they
should obtain. The developmental processes of adolescents, the shaping
of their convictions of faith and the teaching of the church strongly
influences their ultimate religious maturity and spirituality. / Philosophy, Practical and Systematic Theology / D. Th. (Praktiese Teologie)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17827 |
| Date | 11 1900 |
| Creators | Voges, Johannes Hendrik |
| Contributors | Wolfaardt, J. A. |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiii, 397, xvii leaves) |
Page generated in 0.0028 seconds