An implementation of the faith development model of James Fowler in religious education in South Africa

 

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dc.contributor.author Kleyn, George Henry en_ZA
dc.date.accessioned 2016-03-17T12:45:04Z
dc.date.available 2016-03-17T12:45:04Z
dc.date.issued 1996 en_ZA
dc.identifier.citation Kleyn, G. 1996. An implementation of the faith development model of James Fowler in religious education in South Africa. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17961
dc.description Includes bibliography. en_ZA
dc.description.abstract A vacuum has arisen for many teachers of Religious Education in South Africa with the demise of Christian National Education as a guiding rationale for the teaching of the subject. Many teachers have come to question CNE's emphasis on the transmission of content and the importance of the teacher. The child, many believe, has not been given his or her proper due. Teachers have also realised the inadequacy of CNE as a means of addressing the multi-faith nature of RE classes. The debate concerning the future of RE has centred around the need to meet the demands of educational rather than religious considerations. It has also been focused on the rationale behind the teaching of the subject. The question of appropriate methodologies has, by and large, been ignored. The imperative of devising an RE that is sound educationally as well as one that is able to address the needs of all the shades of belief that are found in most RE classes has made the work of the developmentalist James Fowler particularly apposite. He has constructed a stage model that, he believes, describes the progression of faith or meaning through which individuals travel. During all the stages the modes of meaning-making follow a predictable pattern. These modes are universal in their application and are independent of the content of the belief system in which they are grounded, whether this be religious or non-religious. The teacher using such a model is therefore able to engage everyone in an RE class. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Faith development en_ZA
dc.subject.other Religious education - South Africa en_ZA
dc.subject.other Religious education of children - South Africa en_ZA
dc.title An implementation of the faith development model of James Fowler in religious education in South Africa en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Kleyn, G. H. (1996). <i>An implementation of the faith development model of James Fowler in religious education in South Africa</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17961 en_ZA
dc.identifier.chicagocitation Kleyn, George Henry. <i>"An implementation of the faith development model of James Fowler in religious education in South Africa."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1996. http://hdl.handle.net/11427/17961 en_ZA
dc.identifier.vancouvercitation Kleyn GH. An implementation of the faith development model of James Fowler in religious education in South Africa. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1996 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17961 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Kleyn, George Henry AB - A vacuum has arisen for many teachers of Religious Education in South Africa with the demise of Christian National Education as a guiding rationale for the teaching of the subject. Many teachers have come to question CNE's emphasis on the transmission of content and the importance of the teacher. The child, many believe, has not been given his or her proper due. Teachers have also realised the inadequacy of CNE as a means of addressing the multi-faith nature of RE classes. The debate concerning the future of RE has centred around the need to meet the demands of educational rather than religious considerations. It has also been focused on the rationale behind the teaching of the subject. The question of appropriate methodologies has, by and large, been ignored. The imperative of devising an RE that is sound educationally as well as one that is able to address the needs of all the shades of belief that are found in most RE classes has made the work of the developmentalist James Fowler particularly apposite. He has constructed a stage model that, he believes, describes the progression of faith or meaning through which individuals travel. During all the stages the modes of meaning-making follow a predictable pattern. These modes are universal in their application and are independent of the content of the belief system in which they are grounded, whether this be religious or non-religious. The teacher using such a model is therefore able to engage everyone in an RE class. DA - 1996 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1996 T1 - An implementation of the faith development model of James Fowler in religious education in South Africa TI - An implementation of the faith development model of James Fowler in religious education in South Africa UR - http://hdl.handle.net/11427/17961 ER - en_ZA


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