Traditioning and reinterpretation : the quest for a methodology of faith-formation

[摘要] ENGLISH ABSTRACT: This study argues that faith formation takes place when the tension between traditioningand reinterpretation is maintained.In Chapter 1 the state of affairs pertaining to faith formation is explored. A number ofaspects of the crisis in faith formation in the church and society is stated: The need forforming values, the changing South African situation, the influence of Modernism andPost-Modernism, and the significant shift in the influence and membership of mainlinechurches.Starting from the various historical positions in the epistemological debate, Chapter 2seeks an answer to the question: How do we come to reliable knowledge? Groomeascribes an important function to rationalism and experiential knowledge in the formationof faith. Three important guidelines for faith formation are distinguished in this chapter:a) The importance of active remembrance of tradition.b) The importance of engaging people as agent-subjects-in-relationship.c) The importance of mystery, art and poetry.The second question that is of historical importance in the debate on faith formation is:What is the formative influence of our social context? In Chapter 3 we review thehistorical debate on the context of faith formation. Here three more guidelines for faithformation are formulated:a) The importance of formation in a relating communityb) The importance of transformation through social reconstructionc) The importance of immersion through mystery, art and poetryIn Chapter 4 the outcome of the historic debate on faith formation is compared to thethoughts of Martin Luther and John Calvin on the teaching ministry of the church. Theoutcome of this comparison confirms that faith is formed in the tension field betweentraditioning and reinterpretation.In Chapter 5 the insights of the previous chapters lead to a constructive proposal thatstresses the importance of the interdependence of the formative processes and calls for thefacilitation of five faith formation processes. In this chapter the guidelines formulated inChapters 2 and 3, the tensions between traditioning and reinterpretation, and teaching methods, are all integrated. This results in five movements. Linked to each of thesemovements a recommendation is made with regard to different educational methods.

[发布机构] Stellenbosch University