Browsing by Author "Roux, Cornelia"
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- ItemBiblical values and multi-religious education in primary school : problems and proposals(Stellenbosch University, Faculty of Theology, 1996) Roux, CorneliaThis paper focuses on an apparently inherent contradiction between the concepts ‘biblical values’, ‘Christian values’ and ‘multi-religious education’ in their application to a primary school situation. Some problems related to these concepts are discussed and it is argued that the existence of different value systems in a school community necessitates a special approach in drawing up curricula and implementing them in multi-religious schools. Tentative proposals are made in this regard in order to provide perspective on a newly developing situation in South African school environments.
- ItemA curriculum proposal for the school subject, religious studies(Stellenbosch University, Faculty of Theology, 1995) Roux, CorneliaReligious Education in schools in South Africa is on the threshold of new development. The mono-religious approach and curricula of Religious Education in state schools may change to multi-religious approach in order to accommodate the different religions in school communities. Religious education is in dire need of a relevant core curriculum. A curriculum with responsible guidelines to accommodate different components and role players is proposed. The ‘Three-Fact Curriculum Model’ used guidelines from the Stellenbosch-project 1993/1994 to recast the suggested theory into a particular model.
- ItemTeaching the bible to little children(Stellenbosch University, Faculty of Theology, 1994) Roux, CorneliaTeaching the Bible to little children is far more complex than may be expected. The contents as well as the manner in which a Bible story is related may affect a child’s religious development and religious experiences. Traditional didactic approaches are critically assessed with specific reference to stereotyped curricula and undue focus on cognitive performance. The view is advanced that these approaches need to be complemented by an alternative approach in which a specific hermeneutical model plays a central role. This approach includes the acknowledgement of religious potential, the restructuring of curricula, the creation of a supportive learning environment, and an emphasis on mediating rather than teaching the Bible.