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A fundamental pedagogical approach to the moral education of English-speaking secondary school children in the Transvaal

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dc.contributor.author Codrington RG en
dc.date.accessioned 2016-09-22T11:53:37Z
dc.date.available 2016-09-22T11:53:37Z
dc.date.created 1972 en
dc.date.submitted 1974 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/140845
dc.description.abstract In a world where man is increasingly being called upon to make a choice between a life totalitarianly controlled by Communism and one totally committed to Christ, it is necessary to ensure that the religious education, prescribed in this country by law, is, in fact, achieving its stated principal aims namely, "to bring the child nearer to a living, practising faith in Christ". South African pupils, like those of other nations, are being subjected to the forces of secularism, pluralism, and radicalism. It is essential, therefore, that the religious foundation for education, so firmly entrenched in South Africa's heritage, should not be undermined and destroyed. Because any empirical study of the effectiveness of religious education must necessarily be incomplete, a fundamental pedagogical approach has been adopted for the present enquiry. However, although this is theoretical in nature, it is based on the actual educative occurrence. Four anthropologic categories, having pedagogic relevance, were selected and, from these, twelve fundamental pedagogic criteria constituted. These form the basis of the investigation into the validity of the principles and policies which govern Religious Instruction and Biblical Studies in Transvaal provincial schools. Related practical issues are analysed, discussed, and, in turn, subjected to fundamental pedagogical evaluation. Subsequently, the various syllabuses for Religious Instruction and Biblical Studies in schools, as well as those which govern the pre-service training of religious educators in colleges of education and universities, and the in-service training provided by the Transvaal Education Department, are analysed and evaluated in terms of fundamental pedagogics. In the course of the thesis it is established that all religious education syllabuses used in provincial schools satisfy the fundamental pedagogic criteria for use in Ordinary Course classes, but that the Std 6-10 Religious Instruction syllabus shows major shortcomings when considered for use with Practical Vocationally Orientated Course pupils. The fundamental pedagogical analysis also discloses a failure of certain training facilities thoroughly to equip religious education students for their classroom responsibilities. The findings also highlight a lack of Biblio- and Christo-centricity in the actual presentation of religious education, contrary to the emphasis found in the syllabuses. In the final chapter the practicalities of a pedagogically sound programme of religious education are considered and suggestions made whereby the fundamental pedagogical evaluation may be implemented in practice. These consist of amendments to the Std 6-10 Religious Instruction syllabus for use in Practical Vocationally Orientated Course classes; recommendations to give effect to the requirements of Biblio- and Christo-centricity; and, finally, the submission of the concept of in-service Explication Courses for the purpose of fitting newcomers to the subject and profession to carry out their work in a way which will be glorifying to God, of lasting and eternal value to the pupils, and a safeguard for the nation's citizens of tomorrow from the evil forces which are manifest in so many other lands. en
dc.language English en
dc.subject Education en
dc.subject Fundamental education en
dc.title A fundamental pedagogical approach to the moral education of English-speaking secondary school children in the Transvaal en
dc.type Masters degree en
dc.description.degree M Ed en


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