Abstract
The article recommends that the teaching and learning of religious education in Lesotho schools should capitalize on the existing syncretism of Basotho Traditional Religion and Christianity in the church to extend it to the classroom setting. The discussion begins with a brief history leading to the acceptance of syncretism in the Church, then argues for the use of the term “syncretism” instead of the theologically accepted term “inculturation.” Factors that necessitated the formalization of syncretism in the church and which may be even more demanding to the school setting have been discussed. The avenues of why syncretism is needed in Lesotho schools in the teaching of religious education have been explored and the recommendations of how such venture could be advanced have been made. Key words: Religious education, African traditional religion, syncretism, inculturation, Christianity, Afrocentrism.
Highlights
The current Religious Education taught in Lesotho schools is basically Christian oriented
The so labeled superstitions were beliefs and practices that were in line with the basic principles of ATR (African Traditional Religion)
Basotho who joined Christianity are given new Christian names which are different from their traditional Sesotho names, the way the Church celebrates mass is very different from their traditional religious celebrations, and the education and health systems are different from their traditional education and health systems (Cox, 2008; Gill, 1997; Moitse, 1994)
Summary
National University of Lesotho, P.O. Box 122, Roma 180, Lesotho, Southern Africa. The article recommends that the teaching and learning of religious education in Lesotho schools should capitalize on the existing syncretism of Basotho Traditional Religion and Christianity in the church to extend it to the classroom setting. The discussion begins with a brief history leading to the acceptance of syncretism in the Church, argues for the use of the term “syncretism” instead of the theologically accepted term “inculturation.” Factors that necessitated the formalization of syncretism in the church and which may be even more demanding to the school setting have been discussed. The avenues of why syncretism is needed in Lesotho schools in the teaching of religious education have been explored and the recommendations of how such venture could be advanced have been made
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