Abstract
Scrutinising this topic is an attempt to equip catechists more extensively in serving and furthering the forming of faith in the process of formal catechesis given to children. An additional aim is to highlight an outcome indicated in certain practical-theological studies, that is, that the rational dimension in the forming of faith should not be accentuated one-sidedly in formal catechetical ministry within faith communities. On basis-theoretical level the following aspects are investigated: a closer definition of faith from Hebrews focusing on the forming of faith by means of catechesis; the action of learning in the forming of faith; the sequence in the action of teaching as indicated in Scripture; the gifts of the Holy Spirit in intermediating the process of forming faith; the way and attitude in which the catechist fulfils his or her ministry, and in last instance, the spirituality of the catechist. On metatheoretical level applicable aspects from the field of Emotional and Social Intelligence are investigated. Data from the field of Emotional Intelligence that should be part of the catechist’s teaching equipment point to the necessity of being conscious of aspects such as self-awareness, self-control, self-motivation and social skills. Contributions from the field of Social Intelligence include attitudes and skills like empathy, the ability of presenting oneself effectively in formulating ideas, the authority with which the catechist communicates, and his or her caring for someone else’s needs. In final instance, relevant practice-theoretical perspectives that can be applied in catechetical ministry, and specifically in the forming and passing on of faith, are outlined.
Highlights
Binne die breër navorsingsvelde, soos hierbo aangedui is, vind navorsing oor die vakgebied Kategetiek, spesifiek oor die kategeet en geloofsvorming, dan ’n eiesoortige plek in hierdie artikel, tesame met ’n navorsingsveld binne die Psigologie as wetenskap, naamlik Emosionele Intelligensie (EI) en Sosiale Intelligensie (SI)
Ter wille van die logiese gang en opbou in hierdie besinning is dit nodig om vooraf nader te omskryf wat met geloof bedoel word
Hiermee word beklemtoon dat onderrig formeel en informeel behoort te wees. ’n Verdere aspek ingebed in die begrip leer is dat didaskein op ’n voortgaande proses van persoonlike betrokkenheid deur ’n leermeester in die begeleiding van ’n leerling in die leeraktiwiteite dui
Summary
Catechist and the forming of faith: Practical-theological perspectives Scrutinising this topic is an attempt to equip catechists more extensively in serving and furthering the forming of faith in the process of formal catechesis given to children. Binne die wyer raamwerk van navorsing oor die kategese en kategeet wat die afgelope tien jaar die lig gesien het, is daar raakpunte met hierdie artikel. Wat die buitelandse navorsingstoneel oor die onderhawige tema betref, word in hierdie artikel slegs verwys na die ondersoek van Strommen en Hardel (2000), waarin veral vanuit die persoonlike verhouding met God as vertrekpunt nader ingegaan word op geloofsoordrag. Vanuit bogenoemde navorsingsvelde in die Kategetiek kom ook ’n ander aspek na vore wat met geloofsvorming verband hou. Die oordrag van die Woord in kategese, met die oog op geloofsvorming, vind plaas deur die kategeet wat hierin in diens van God en sy Woord staan. Juis deur die onderrig van http://www.hts.org.za die kategeet met die oog op die aksie van geloofsvorming kom bepaalde vrae na vore wat op basisteoretiese en op metateoretiese vlak nader ondersoek behoort te word. Sodanige vrae sluit byvoorbeeld die volgende in: Waarin is ’n nadere definiëring van geloof in geloofsvorming geleë? Waaruit bestaan die aksie van leer in geloofsvorming wat deur die kategeet aangewend word? Is daar ’n bepaalde volgorde in die proses van leer? Met watter gesindheid behoort die kategeet besig te wees met geloofsvorming? Hoe vind geloofsidentifisering tussen kategeet en katkisant plaas? Hoe beleef die kategeet sy eie spiritualiteit in die onderrig tot geloofsvorming by die katkisant?
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