-
1دورية أكاديمية
المؤلفون: Paul Brusanowski
المصدر: HTS Teologiese Studies/Theological Studies, Vol 79, Iss 1, Pp e1-e8 (2023)
مصطلحات موضوعية: romanian orthodox church, transylvania, denominational schools, eötvös józsef, apponyi albert, trefort ágoston., The Bible, BS1-2970, Practical Theology, BV1-5099
الوصف: This article presents the development of elementary schools supported by the Orthodox Church in Transylvania between 1868 and 1921. Until 1918, Transylvania belonged to Hungary. In 1918, it was united with the Kingdom of Romania. As Hungary was a particularly complex state in ethnic and confessional terms before 1918, the school system developed under the coordination and financing of the churches. The government intended to gradually replace them with schools run by communities or state. It was not until the end of the 19th century that radical measures were taken. The situation was fully resolved just after the unification of Transylvania with Romania when Romanian Orthodox denominational schools were nationalised and transformed into state schools. Contribution: Although summary works on the history of education in Romania or various research on the history of schools at the local level have appeared in Romanian, the impact of governmental and legislative decisions in Hungary on Orthodox confessional education in Transylvania has not been analysed. In German, the historian Joachim von Puttkamer has dealt with this perspective but especially concerning the schools in the Slovak areas of Greater Hungary. This PhD thesis of the author, P Brusanowski, was the first approach in this direction regarding the Romanians in Transylvania. The article presents for the first time in English a short analysis of the relationship of the Orthodox Church authorities in Transylvania to the educational policy decisions of the central authorities in Budapest. The parallel use of the reports of the Ministry of Education to the Hungarian Parliament, and the reports of the school councils of the executive body of the Romanian Orthodox Church in Transylvania to the ecclesiastical legislative forum, is an important part of this article.
وصف الملف: electronic resource
-
2دورية أكاديمية
المؤلفون: Charl C. Wolhuter, Nico A. Broer, Johannes L. van der Walt
المصدر: HTS Teologiese Studies/Theological Studies, Vol 79, Iss 1, Pp e1-e8 (2023)
مصطلحات موضوعية: education, netherlands, multiculturalism, religion, religious education, religion education, secularism, schools, south africa., The Bible, BS1-2970, Practical Theology, BV1-5099
الوصف: Religion in education in South Africa and the Netherlands: A comparative study. The aim of this article is the reconstruction and comparison of the historical evolution of the place and role of religion in education in South Africa and in the Netherlands. The article commences with an overview of the historical evolution of the place and role of religion in education, up to the present, and a discussion of the dissatisfaction and objections which could be and which have been levelled against the current situation. The Netherlands has followed a more accommodating policy and practice regarding religious beliefs and diversity than the international norm. While South Africa can learn much from the Dutch approach to the problem of religion in education, this approach has also been challenged in recent times. In both systems, controversy about the accommodation of religion in education has given rise to tension between the notions of freedom, tolerance and accommodation, on the one hand, and the acknowledgement of human rights and the need for social cohesion on the other. Other considerations to be taken into account in this regard are the downsides of providing a partisan, confessional type of education that could hinder learners in maintaining themselves in the outside world. The trend in modern society is towards individualised belief systems, not collective ones. And the warning to be heeded is that the line between education and indoctrination is thin. The current Dutch model, despite the problems that it currently encounters, could provide direction in respect of all these issues. Contribution: The article concludes with an educational-philosophical perspective regarding the question as to how educationists and educators could guide learners to a state where they can independently decide about their personal religious orientation, given the fact that they are now living in a time when relativism prevails, also in terms of religion and faith.
وصف الملف: electronic resource
-
3دورية أكاديمية
المؤلفون: Václav Ježek
المصدر: HTS Teologiese Studies/Theological Studies, Vol 78, Iss 1, Pp e1-e12 (2022)
مصطلحات موضوعية: theology, exegesis, ethiopia, traditional schools, byzantium, orthodox, commentary, bible, The Bible, BS1-2970, Practical Theology, BV1-5099
الوصف: The following article analysed the originality and creativity of Ethiopian Orthodox exegesis in a broader context of Byzantine and post-Byzantine Orthodox traditions. The originality of Ethiopian exegesis lies in its relative freedom from the conservative and traditionalist development of exegesis in other Eastern Orthodox contexts marked by the Graeco-Roman philosophical milieu. The Ethiopian exegetical tradition, being linked with traditional schooling, has managed to maintain a highly contextual and lively relationship with the community, with contemporary problems and issues and with other traditions, while maintaining a relationship with its own historical background. Analysing the Ethiopian traditions in comparativist contexts is important, but some important questions need to be further asked as to ‘how’ and ‘why’ is an interpretation being produced, what is its exegetical premise and how exegetical imagination functions. Contribution: The article‘s input and contribution is manifold. As we have seen, a greater emphasis on the role and potential of the Ethiopian traditional ecclesial schools would facilitate their future preservation and function in a rapidly changing world with differing but often linear and exclusive developments in education. Furthermore, as discussed and demonstrated in the article, Ethiopian theological exegesis has a unique potential to contribute especially to contemporary Orthodox theology, which often struggles to maintain a balance between tradition and contextual or contemporary theology. The article further showed in this context that analysing exegetical traditions must also move beyond mere comparativist analysis and must include a broader study of the indeterminate or ‘mystical’ nature of interpretation which is intimately linked with the unpredictable or indeterminate dynamics of the world around us. Or in other words, how the exegete understands his or her freedom in interpretation.
وصف الملف: electronic resource
-
4دورية أكاديمية
المؤلفون: Magezi E. Baloyi
المصدر: In die Skriflig, Vol 56, Iss 1, Pp e1-e10 (2022)
مصطلحات موضوعية: female teachers, public schools, department of education, overcrowding, workload, Practical Theology, BV1-5099, Practical religion. The Christian life, BV4485-5099
الوصف: In the last few years, South Africa experienced a mass resignation of teachers, specifically public school teachers. This could have been triggered by the heavy workload and intimidation and incidents of school violence that posed a threat to female teachers and their environment. This had a negative impact on the education sector which plays an important role in shaping the future of the country through educating and training children. This is a serious challenge for the education sector and requires urgent attention, not only from people in the teaching profession, but also from the church through pastoral work. The author is of the opinion that happiness in the workplace plays a pivotal role in a person’s progress and production; if there is nothing that makes a person happy and there is a lack of excitement, it might lead to resignation. The objective of this article was to determine some challenges leading to the unhappiness of teachers in public schools, specifically female teachers. The research concentrated on some practical theological guidelines on what could be done to deal with the challenges. Although teachers from both gender groups resigned, this research specifically focused on the challenges of female teachers as a result of gender inequality. Contributions: New knowledge towards promoting the rights of female teachers in context of gender equality. Researchers on gender as well as female teachers who were oppressed in their work environment will begin to understand women’s right as a human right.
وصف الملف: electronic resource
-
5دورية أكاديمية
المؤلفون: Cheryl Potgieter, Nelisiwe Zuma
المصدر: HTS Teologiese Studies/Theological Studies, Vol 75, Iss 4, Pp e1-e8 (2019)
مصطلحات موضوعية: underperformance of learners, school management teams, further education and training, gender and education, teenage pregnancy, poverty and underperformance, parental non-involvement, kzn schools, The Bible, BS1-2970, Practical Theology, BV1-5099
الوصف: A number of studies have explored the underperformance of learners. However, there is a paucity of research in South Africa, which focuses primarily on how school leadership, commonly referred to as school management teams (SMTs), accounts for the underperformance of learners and thus the underperformance of schools. To fill this gap, the current study, undertaken in two schools in a district in KwaZulu-Natal province, aimed to explore through a qualitative approach the opinions of SMTs regarding underperformance in the further education and training (FET) phase. School management teams were interviewed using a semi-structured interview guide and in-depth face-to-face interviews. The interview guideline had a set of broad flexibly worded questions that allowed for in-depth discussion. Data were analysed using a thematic data analysis method. The school management team accounted for, and linked underperformance to a range of reasons. In this article, we present findings which emerged in relation to leadership weaknesses, particularly female leadership weaknesses, socio-economic challenges such as child-headed households and its consequences, teenage pregnancy, violence experienced by female learners, health of learners and educators and poverty. Systemic and structural societal challenges were flagged in the interviews as also impacting on the overall cognitive and psycho social development of learners. School management teams addressed the challenges by implementing a number of interventions that they reported were not successful. There is no simple answer to address the problem and we argue for a social compact which is inclusive of all stakeholders and suggest that intervening at the local level may not have a nation-wide impact but it would have an impact on a particular school. Sensitivity training, which includes gender sensitivity training, and leadership training and support is suggested as part of the interventions. Certain best practices could then be shared with other schools which face similar challenges.
وصف الملف: electronic resource
-
6دورية أكاديمية
المصدر: Koers : Bulletin for Christian Scholarship, Vol 81, Iss 3 (2016)
مصطلحات موضوعية: District-Based Support Teams, Institutional-Level Support Teams, Full-Service Schools, Special Schools as Resource Centres, Learning Support Educators, Inclusive education, Practical Theology, BV1-5099, Moral theology, BV4625-4780
الوصف: Inclusive education forms the ethos of the education system in South Africa and resonates with the Constitution of the country, which recognises diversity and resists exclusivity. Inclusive education is also reflected in education policies such as the Education White Paper 6: Special Education – Building an Inclusive Education and Training System and the Screening, Identification, Assessment and Support (SIAS) document. Pivotal to inclusive education is the provision of support for all learners and teachers. The focus of this paper is on the functionality of all the formal support structures that are in place for teachers and learners from the teachers’ viewpoints. These support structures include District-Based Support Teams (DBSTs), Institutional-Level Support Teams (ILSTs), Full-Service Schools (FSS), Special Schools as Resource Centres (SSRC), Learning Support Educators (LSEs) and the community. An interpretive research paradigm was chosen, using convenience sampling and data was collected by means of focus group interviews. Constant comparative data analysis was employed. Peer review and member checks were used to ensure trustworthiness. The themes that emerged were: support provided by teachers; the role of official support structures and special schools and community collaboration. It was evident, from the teachers’ point of view, that the formal support structures are not as effective, as proposed by policy and educational authorities, and that the policy needs serious re-consideration. https://doi.org/10.19108/KOERS.81.3.2249
وصف الملف: electronic resource
-
7دورية أكاديمية
المؤلفون: I.J. Oosthuizen
المصدر: Koers : Bulletin for Christian Scholarship, Vol 65, Iss 4 (2000)
مصطلحات موضوعية: right to religious freedom, public schools, private schools, Practical Theology, BV1-5099, Moral theology, BV4625-4780
الوصف: The right to religious freedom in South African schools In general, religion is to be regarded as one of the most important aspects of human life and as one of the key human functions that distinguishes a human being from the rest of creation. For this reason, religious freedom is deemed by many to be the “first liberty" to be protected by any Bill of Rights. However, protecting everyone’s religious freedom on an equal and equitable basis is sometimes easier said than done. In the USA, for instance, in an effort to protect the religious rights and freedom of all, a wall of separation between state and religion was implemented on the basis of the US "establishment clause”: the American State is compelled to maintain a neutral stance as far as religious matters are concerned. In the eyes of some representatives of the US academe, this approach to the protection of religious freedom ultimately led to the US government’s becoming the “enemy of religion” in American schools. In the 1998 case of Wittmann v Deutscher Schulverein, Pretoria the court confirmed that the drafters of the South African constitution steered the issue of religious freedom on a different course to that of the United States. In Wittmann it was held that the South African constitution did not create a wall of separation between church and state (i.e. schools) and that it is the constitutional right of every person (i.e. the learner and the teacher) at school to "entertain such beliefs as a person chooses". The court also held that everyone at school has the right to confess his/her faith and to participate freely in religious worship and religious practice (and even teach and disseminate religion) at school.
وصف الملف: electronic resource
-
8دورية أكاديمية
المؤلفون: Cornelius J.P. Niemandt
المصدر: Verbum et Ecclesia, Vol 32, Iss 2 (2011)
مصطلحات موضوعية: Edinburgh 2010, Power, Powerless discourse, Residential Schools, Violence, Practical Theology, BV1-5099
الوصف: The ecumenical conference in Edinburgh in 2010 identified the issue of �Mission and Power� as one of the pressing mission themes for our generation. Christian mission has always been associated with power. The promise of the risen Christ was that his followers would receive power when the Holy Spirit came on them. History, unfortunately, recounts how Christian mission became backed by force and violence, the very opposite of the kind of power and energy associated with the Spirit of God. At the Edinburgh 2010 conference this violence in mission was studied as expressed in churches� relations with indigenous peoples. This article engages violence theologically and ecumenically by inviting the Edinburgh 2010 discussion into the reflection on violence in the democratic South Africa, as it was presented as a contribution to a wider discussion on violence in South Africa. This is done with the following objectives in mind: (1) to better understand the interplay between violence and power against the background of a broader global and ecumenical discussion of this issue; and (2) to suggest clues for the theological reflection on violence that may help to create a powerless, spacecreating discourse that opens up thinking and contributes to healing and justice.The article concludes by building on the Edinburg 2010 foundations of mission as dialogue and proposing prophetic dialogue as a powerless discourse: �Transforming the meaning of mission means that � God�s mission calls all people to work together for healing and justice in partnerships of mutuality and respect.�
وصف الملف: electronic resource
-
9دورية أكاديمية
المؤلفون: G.M. Steyn
المصدر: Koers : Bulletin for Christian Scholarship, Vol 75, Iss 4 (2010)
مصطلحات موضوعية: Appreciative Inquiry, Invitational Education, Primary Schools In South Africa, Professional Development, Qualitative Research, Practical Theology, BV1-5099, Moral theology, BV4625-4780
الوصف: The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers’ awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based.
وصف الملف: electronic resource
-
10دورية أكاديمية
المؤلفون: F.H. Weeks
المصدر: Koers : Bulletin for Christian Scholarship, Vol 73, Iss 1 (2008)
مصطلحات موضوعية: Caring Schools, Challenging Behaviour, Discipline, Ethics Of Care, Unmet Emotional Needs, Violent Behaviour, Practical Theology, BV1-5099, Moral theology, BV4625-4780
الوصف: Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of “caring schools” is explored as a means of addressing learners’ challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners’ behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.
وصف الملف: electronic resource
إعادة تعيين المنقحات
عرض المنقحات (%%عد%%)
Full Text Finder