Abstract
This article explores the concept of hybrid epistemology in relation with the author’s theological teaching of his neighbours from the northern townships of Pretoria and the students of the University of Pretoria. It is written from the perspective of a black African mission practitioner who values with equal footing the diverse ways human beings can acquire knowledge. He longs to see a symbiotic relationship between different epistemologies and be prioritised in the theological training of Africans. He stresses that the value in authenticity would allow the diversity of epistemologies to weave together in a symbiotic way. This article is a case study that reflects on the symbiotic relationship between different epistemologies using the five human senses as a multi-sensory approach to knowing. It discusses the experiences with students from InnerCHANGE and the University of Pretoria.
Highlights
The Africanisation of theological education is an ongoing conversation
This article aims to contribute in a small way to this conversation. It reflects on my experience as a practitioner of theology in black African communities living in poverty
This article reflected on the Africanisation of theological education in its exploration of a hybrid epistemology as a method to bring about an effective way to develop theologians who are community builders
Summary
The Africanisation of theological education is an ongoing conversation. This article aims to contribute in a small way to this conversation. I have designed a curriculum for Inner CHANGE apprenticeship, which is primarily action oriented, whose primary lecture hall is the streets of townships and which had the end in mind http://www.hts.org.za of developing theology students as proactive participants in community building. The multi-sensory way of learning has influenced InnerCHANGE design of its apprenticeship curriculum with the concept of hybrid epistemology in mind. De Beer and Van Niekerk (2017:214) stress that theological education http://www.hts.org.za must have ‘a transformational impact on people, communities and the construction of theology itself’, because it should train people to be ‘rooted in a lived faith’. This article understands the Africanisation of theological education as learning to start with African communities as lecturing hubs, facilitate the students’ understanding of real issues of Africa and equip them to participate in being part of the solution to these issues. The use of a multi-sensory approach to teaching has been a helpful tool for InnerCHANGE
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