The pillars of our faith Oliver, Erna
Verbum et Ecclesia,
2022, Volume:
43, Issue:
1
Journal Article
Peer reviewed
Open access
The fourth revolution world turned our comfortable lives into a rollercoaster ride of challenges, changes and choices. Apart from the Fourth Industrial Revolution, the Fourth Communication Revolution ...and the Fourth Self-awareness Revolution brought major disruptions to our world to which we were just coming to terms with when coronavirus disease 2019 (COVID-19) struck and brought a firm halt to almost everything, including the way we were used to practice our faith. This confluence of circumstances has provided Christians in South Africa with an opportunity to do introspection and carve a new way forward for being followers of Christ and doing what their faith requires from them to be true to their religion and regain credibility in a time when the institutionalised churches are struggling to survive. The need to redefine what it means to be church, and the role Christians should play in society are on the table since the last decade of the previous century. This article identified four basics and, to a great extent, neglected pillars – two from the New Testament Scriptures and two from the Reformation movements – that could form the foundation for a transformed and alternative way of being ecclesia in the current fast-paced, demanding world. This article serves as an introduction and broad overview to stimulate debate and further development of the ideas presented to contribute towards positive reformation and transformation of South African Christianity. The study was conducted through historical research and document analysis.Intradisciplinary and/or interdisciplinary implications A call to discuss the pillars of faith that could assist the traditional or mainstream institutional churches to do introspection at the current crossroads. Four pillars of faith are identified to assist in carving a new path forward for South African Christianity, drawing from the disciplines of Church History, Practical Theology and Missiology.
Gamification in education is still a very new concept in South Africa. Being a 21st-century invention, it has already established itself in the world within the environs of the corporate market, ...marketing, training and the social world. This article will first discuss gamification (and all its other designations) and its applications in general; thereafter, the focus will be on the application of gamification within the environment of education, and more specifically with an emphasis on assessment. The burning question for South Africa is whether gamification can enhance a module or course on the level of higher education so much that an educational institution cannot do without it anymore, knowing that we are working with students belonging to the ‘Digital Wisdom generation’. This article would like to open the way for the implementation of gamification as a transformative online assessment tool in higher education.
In this review article, the book entitled Emergence Christianity, What it is, Where it is Going, and Why it Matters, written by Phyllis Tickle in 2012, is discussed. The discussion is both ...informative (as most of the people in South Africa are not much aware of the Emergence movement/s in the West – especially in the United States and Europe) and critical. The publication, being a follow-up of a book she wrote in 2008, refers to the Great Emergence that is almost in full swing all over the Western and Latinised world. According to Tickle, an Emergence happens approximately every 500 years, and this concerns Christianity as well. As the world is in the 500-year slot after the previous Emergence, the so-called fifth Emergence, nicknamed the Great Emergence, is imminent.
From the first days of their settlement at the southern part of Africa – from 1652 onwards – the European settlers distinguished themselves from the indigenous people groups by referring to ...themselves as ‘Christians’. However, this Christian mindset came along with a unique stubbornness that could often be seen as contrary to their faith. This double mindset of the people (religious and stubborn) – of which a significant part was later called the Afrikaners – became the means by which they lived and operated, being called ‘unconsciously religious’. This new nation in the Cape was born Protestant, which carried in itself the notion of factional and schismatic tendencies, with different Protestant churches being formed alongside the original church that came to South Africa. Being devoted Christians on the one hand, and radical individualists on the other, they were in almost constant conflict with the people groups around them and with the government. This article explains how the two characteristics of religion and obstinacy sparked schism and influenced external conflict situations during the formation years of the nation up to the end of the 19th century. The Afrikaners portrayed a mix between their religiosity and their stubbornness, in which they ‘twisted religion to suit their purposes’. The consequences of this unholy bond are still haunting the Afrikaner nation today.
Higher education in general, and more specifically in the South African environment, is under pressure to transform. Although learning is often seen as the main focal point, the education process ...consists of three equally important pillars that form the triangle of effective education that fits within the intersection of the spheres of the community of inquiry framework. The basic pillars expand to student-centred teaching, blended learning and transformative assessment. This study is a short explanation of how these three pillars form a basic framework for effective theological training. This is a qualitative study, using a philosophical and analytical research design and illuminative evaluation as research method. This is a model for effective higher education in Theology. The triangle of effective education is formed by student-centred teaching, blended learning and transformative assessment. The model fits into the intersection of the spheres identified by the community of inquiry framework of Garrison, Anderson and Archer.
Christianity is entering another revolution or reformation phase. Five hundred years ago, Luther stood up against the Roman Catholic Church, which started the reformation and the reformed movement, ...culminating in the birth of the Reformed Churches (RC). Today these RCs are seemingly the victims of the new revolution. The traditional Afrikaans-speaking RCs in South Africa serve as a striking example. The symptoms of these churches correspond to those of a dying church, highlighted by scholars like Rainer, Noble, Niewhof and Mattera. Central to this situation is the fact that the relationship with God and his commandments is no longer the focus point of the churches. Thus, the identity crisis that the churches are experiencing is mirroring the chaotic South African society of violence, corruption and hopelessness. For these churches to turn the death spiral around, a reformation is needed that will transform them into alternative societies of peace and hope, founded on a living relationship with God. This article ends with suggestions on how to turn the tide for these churches, or at least how to start doing something positive to get out of the crisis.
This article applies change agency to the institutions of higher education in South Africa – referring here to all the post-school institutions and educators in general and more specifically focused ...on the unique opportunities and responsibilities towards change agency in theological training. The focus is on the characteristics of a change agent, which could be an individual or a group. Seemingly, change is not going to be initiated in a ‘top-down’ approach; therefore, this article suggests a ‘bottom-up’ approach, starting with a change agent (an individual or a group) to become enthusiastic and active to bring about change. The method of constructivism is used, complemented by a general literature review of the past 70 years, filled with definitions of change agents and change agency. After the discussion of a few models, the researcher ventures to propose a way in which change agency can find a foothold among theological educators in higher education institutions in South Africa.
New tools are added to the educational toolbox in order to enhance and support learning. This descriptive study expands and explains the intricate nature of blended learning. Adding to the four basic ...components of time, space, media and activities are the three modes of formal, informal and non-formal delivery and the external components of prior learning and lived experience. Contrary to the narrow use of traditional, mostly Western-based learning options, blended learning opens up the opportunity to incorporate not only developing technology but also neglected, traditional means of knowledge acquisition into the process of learning. It opens new pathways for the teaching of Theology in an African context. It adjusts to individual needs and serves as a countermeasure against potential digital colonialism and digital serfdom on the one hand and provide opportunities that close the space and time gaps and filter out academic isolation on the other hand. Blended learning allows educators to use and combine pedagogical approaches and learning and teaching theories in creative ways. Intradisciplinary and/or interdisciplinary implications: The article calls for a widening perspective on the concept of blended learning, resulting in unique opportunities for Africanisation, decoloniality and a fresh way of teaching Theology in higher education.
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