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

Simpson, Nicolaas Willem ; Hendriks, H. J. (Stellenbosch : University of Stellenbosch, 1999-03)

Thesis (DTh)--University of Stellenbosch, 1999.

Thesis

ENGLISH ABSTRACT: This study argues that faith formation takes place when the tension between traditioning and reinterpretation is maintained. In Chapter 1 the state of affairs pertaining to faith formation is explored. A number of aspects of the crisis in faith formation in the church and society is stated: The need for forming values, the changing South African situation, the influence of Modernism and Post-Modernism, and the significant shift in the influence and membership of mainline churches. Starting from the various historical positions in the epistemological debate, Chapter 2 seeks an answer to the question: How do we come to reliable knowledge? Groome ascribes an important function to rationalism and experiential knowledge in the formation of 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 the historical debate on the context of faith formation. Here three more guidelines for faith formation are formulated: a) The importance of formation in a relating community b) The importance of transformation through social reconstruction c) The importance of immersion through mystery, art and poetry In Chapter 4 the outcome of the historic debate on faith formation is compared to the thoughts of Martin Luther and John Calvin on the teaching ministry of the church. The outcome of this comparison confirms that faith is formed in the tension field between traditioning and reinterpretation. In Chapter 5 the insights of the previous chapters lead to a constructive proposal that stresses the importance of the interdependence of the formative processes and calls for the facilitation of five faith formation processes. In this chapter the guidelines formulated in Chapters 2 and 3, the tensions between traditioning and reinterpretation, and teaching methods, are all integrated. This results in five movements. Linked to each of these movements a recommendation is made with regard to different educational methods.

AFRIKAANSE OPSOMMING: Hierdie studie betoog dat geloofsvorming plaasvind wanneer die spanning tussen tradisionalisering en herinterpretasie gehandhaaf word. In Hoofstuk 1 word die besonderhede wat te doen het met geloofsvorming, ondersoek. 'n Aantal aspekte wat krisisse in geloofsvorming in die kerk en gemeenskap tot gevolg het, word genoem: Die behoefte aan waarde-vorming, die veranderende Suid-Afrikaanse situasie, die invloed van Modernisme en Post-Modernisme, en die betekenisvolle verandering ten opsigte van die invloed en lidmaatskap van die vernaamste kerke. Vanuit verskillende historiese perspektiewe in die epistomologiese debat, soek Hoofstuk 2 'n antwoord op die vraag: Hoe verkry ons betroubare kennis? Groome ken aan sowel rasionalisme as ervaringskennis belangrike funksies toe. Drie belangrike riglyne vir geloofsvorming word in hierdie hoofstuk onderskei: a) Die belangrikheid van aktiewe herinnering van die tradisie. b) Die belangrikheid van die inskakeling van mense as agent-subjekte-in-verhouding. c) Die belangrikheid van misterie, kuns en poesie. Die tweede vraag van historiese belang in die debat oor geloofsvorming is: Wat is die vormende invloed van ons sosiale konteks? In Hoofstuk 3 gee ons 'n oorsig van die historiese debat oor die konteks van geloofsvorming. Hier word 'n verdere drie riglyne vir geloofsvorming omskrywe: a) Die belangrikheid van vorming in 'n gemeenskap gebasseer op verhoudings. b) Die belangrikheid van transformasie vir sosiale rekonstruksie. c) Die belangrikheid wat aan verdieping in misterie, kuns en poesie geheg word. In Hoofstuk 4 word die resultate van die historiese debat oor geloofsvorming vergelyk met die gedagtes van Martin Luther en Johannes Calvyn oor die kategese van die kerk. Die resultaat van hierdie vergelyking bevestig dat geloof in die spanningsveld tussen tradisionalisering en herinterpretasie gevorm word. In Hoofstuk 5 lei die insig van die vorige hoofstukke tot 'n konstruktiewe voorstel wat die belangrikheid van interafhanklikheid van die vormende prosesse beklemtoon en die fasilitering van die vyf vormende prosesse vereis. In hierdie hoofstuk is die riglyne wat in Hoofstuk 2 en 3 geformuleer is, die spanning tussen tradisionalisering en herinterpretasie, onderrigmetodes, alles tot 'n geheel saamgevoeg. Hiervolgens is daar vyf bewegings. By elk van hierdie bewegings is 'n aanbeveling oor die verskillende onderwysmetodes gedoen.

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