Department of Practical Theology and Missiology

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/1006

Browse

Browsing Department of Practical Theology and Missiology by browse.metadata.advisor "Carl, A. E."

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    A framework for curriculum development in theological institutions of the network for African Congregational theology
    (Stellenbosch : Stellenbosch University, 2013-03) Du Preez, Kruger Phillippus; Hendriks, Hans Jurgens; Carl, A. E.; Stellenbosch University. Faculty of Theology. Dept. of Practical Theology and Missiology.
    ENGLISH ABSTRACT: The Network for African Congregational Theology (NetACT) is a network of theological institutions of higher education in sub-Saharan Africa that are dogmatically Reformed by tradition. It was established that there is a need for more knowledge on the science of curriculum development and a need for an integrated value-driven curriculum framework that will have Reformed principles imbedded in it and that will be contextualised. Through questionnaires and curriculum development workshops, the situations at the different campuses of ten institutions were established. On the campuses of the NetACT institutions a positive learning environment prevails with enthusiastic lecturers and motivated students. The practical work of students in congregations is a high priority. On the other side of the coin, it was established that some key elements are missing – among them, a lack of integrated, value-driven, missional and contextualised curricula. Given the situation in sub-Saharan Africa, one should expect more emphasis on the prevailing poverty, on sensitive gender issues and on youth and children work, to mention a few. Libraries are ill stocked and research by lecturers and the publishing of articles are nearly non-existent. This dissertation addresses these needs by proposing a Reformational, missional and contextualised curriculum framework with as its main aim the development of mature students who will deliver academic work of the highest order. In Chapter 3, the need for an integrated worldview is argued for with Reformed principles such as Christ’s sovereignty in every sphere of life – no dualism between a so-called sacred and profane world should exist. In Chapter 4, an appeal is made to NetACT institutions to be missional by nature and to have a curriculum evaluation to see whether all the subjects have a missional focus. Contextualisation is the theme of Chapter 5 and, among others, a plea is made for curricula to portray true African reconciliation spirituality where worship, anti-racism and anti-tribalism should be an integral part of the official and hidden curricula. Based on these building blocks, a Reformational, African and contextual framework is presented in Chapter 6 with the help of a Transformative Circle that starts with listening to the narratives of the students and ends with a transformative action phase where educational principles are applied. The recommendations in Chapter 7 include the forming of quality control committees, the initiation of workshops on the facilitating process of curriculum design and implementation, the need to be accredited with ACTEA and the considering of the forming of institutes of Christian Higher Education.