Bybelonderrig in staat- en staatsondersteunde skole in 'n multi-religieuse samelewing

[摘要] ENGLISH ABSTRACT:The relevance of Biblical Instruction andInstruction in state and state-supported schoolsAfrica is reviewed in this thesis. The variousReligiousin Southeducationdepartments in South Africa have been presenting religiousinstruction from a Christian perspective in schools,especially since 1967. It is also clear from a demographicdistribution of religions that most of South Africa'sinhabitants belong to the Christian faith. People andpupils who are not Christians are exempted from religiousinstruction in accordance with the conscience clause.Because of changing political and social circumstances andschool structures due to the implementation of statesupportedschools, there has been a strong emphasis on thepresentation of Biblical Instruction or ReligiousInstruction as a school subject. Aspects of this whichreceive particular thefollowing:the relevancedispensation;attentionof thein this thesis aresubject in the teachingthe legitimacy of the subject due to the negativeexperience of Christian National Education in the past;the lack of recognition of religious pluralism in stateand state-supported schools in South Africa.The presentation of the traditional single-dimensionalapproach is investigated, but the possibility of a multireligiousapproach to address the problem is also explored.The thesis includes a theoretical study of international andnational sources as well as an empirical survey conducted at41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey whichinvolved 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 pluralismis a reality in state and state-supported schools. Thetheoretical and empirical studies also highlighted thefollowing problems:the professional qualifications of religiousinstruction teachers;the child's religious potential and development whichare not taken into account;the child's own religious experiences and experiencesin the classroom situation which are not addressed;the issue of the legitimacy of the subject as aconsequence of its historical context;the lack of relevance of the subject content;the interest in a multi-religious approach among themajority of teachers as well as pupils.The problems will not bemulti-religious approachsolved simply byin the schools.converting to aThe problemsexperienced in the single-dimensional approach should firstbe addressed thoroughly.For a legitimate multi-religious approach, the followingshould 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 toenable them to cope with such an approach;a change in the process of curriculum development inorder to address the issue of religious pluralism;a new name for the subject. In this respect a name suchas Religious Studies could be usefully implemented.

[发布机构] Stellenbosch University