Leierskap as krisis-retoriek? : prakties-teologiese perspektiewe op die onderrig van leierskap en administrasie

Nell, Ian A. (2013-12)

Please cite as follows:

Nell, I. A. 2013. Leierskap as “krisis-retoriek”? : prakties-teologiese perspektiewe op die onderrig van leierskap en administrasie. Litnet Akademies, 10(3):736-760.

The original publication is available at http://www.litnet.co.za/

Article

Die prosesse van ont-kerkliking wat tans in hoofstroomkerke dwarsoor die wêreld plaasvind, bied vele uitdagings vir die onderrig van leierskap en administrasie by universiteite se teologie-fakulteite. Die probleem is dat sommige van die diskoerse deur ʼn sogenaamde “krisis-retoriek” gekenmerk word. In die lig van laasgenoemde is die navorsingvraag: Wat is die gepaste “taal” vir leierskapsonderrig binne hierdie fakulteite? Die doel van die huidige navorsing is om te kyk na ’n “grammatika” vir die opleiding in leierskap en administrasie binne ʼn snel-veranderende konteks aan die hand van ʼn aantal teoretiese konstrukte. Vir die ontwikkeling van ʼn teoretiese raamwerk word aansluiting gevind by die resente werk van Jinkins en Frank op die vakgebied van religieuse leierskap. Vir die verdere ontwikkeling van die argument bied die vier pedagogiese strategieë wat deur Forster (e.a.) ontwikkel is belangrike teoretiese insigte vir die versterking van die argument. Hierdie pedagogiese vertrekpunte dra elk by tot ʼn geïntegreerde spiritualiteit as voorvereiste vir goeie leierskap en administrasie. Met die oog op ʼn verstelde praxis (nuwe grammatika) word aansluiting gevind by aartsbiskop-emeritus Desmond Tutu se onlangse bydrae tot die diskoers. Die metode wat gevolg is, sluit aan by ʼn basiese prakties-teologiese metodiek waar kortliks na empiriese data gekyk word, waarna die data aan die hand van ʼn gekose leierskapsraamwerk geïnterpreteer word, gevolg deur ʼn normatiewe refleksie oor pedagogiese strategieë en eindig met ʼn verstelde praxis (grammatika vir leierskap en administrasie). Die navorsing het bevind dat daar inderdaad “krisisretoriek” in sommige leierskapsdiskoerse aangetref word. Vir die ontwikkeling van ʼn “grammatika” vir leierskap en administrasie bied die pedagogiese strategieë en die insigte van aartsbiskop-emeritus Desmond Tutu waardevolle bydraes met die oog op die pad vorentoe.

In a recent survey among alumni at the University of Stellenbosch, Erasmus (2006:25) summarised the results of the empirical research he had done and cited verbatim reports on some of the answers to the open-ended questions in the focus group interviews. One respondent from the DRC wrote, “The most positive aspect in terms of knowledge and skills was the help that I received from the Faculty to think theologically. The aspect that created the biggest challenge for me is the skill to manage and lead the congregation.” This reply on the importance and necessity of training in leadership and administration is not a lone voice, for in the literature on the topic we find echoes of it. Unisa practical theologian Marilyn Naidoo (2010:347) writes, “Developing the next generation of quality leaders with good character and vision for the new millennium remains a major concern in church and society … [W]hile ministerial skills are important for church workers to possess, many have reached their ministerial posts with a great deal of intellectual knowledge and yet with little practical understanding of how to lead and administer the church population.” According to scholars, this lack of continuity between what theology students are learning in the classroom and what they need to know once they enter the ministerial context is, therefore, a source of concern (Banks 1999; Foster, Dahill, Golemon and Tolentino 2006).

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