Department of Practical Theology and Missiology

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    Traditioning and reinterpretation : the quest for a methodology of faith-formation
    (Stellenbosch : Stellenbosch University, 1999-03) Simpson, Nicolaas Willem; Hendriks, Hans Jurgens; University of Stellenbosch. Faculty of Theology. Dept. of Practical Theology and Missiology.; A-6024-2012
    ENGLISH ABSTRACT: This study argues that faith formation takes place when the tension between traditioning and reinterpretation is maintained. In Chapter 1 the state of affairs pertaining to faith formation is explored. A number of aspects of the crisis in faith formation in the church and society is stated: The need for forming values, the changing South African situation, the influence of Modernism and Post-Modernism, and the significant shift in the influence and membership of mainline churches. Starting from the various historical positions in the epistemological debate, Chapter 2 seeks an answer to the question: How do we come to reliable knowledge? Groome ascribes an important function to rationalism and experiential knowledge in the formation of faith. Three important guidelines for faith formation are distinguished in this chapter: a) The importance of active remembrance of tradition. b) The importance of engaging people as agent-subjects-in-relationship. c) The importance of mystery, art and poetry. The second question that is of historical importance in the debate on faith formation is: What is the formative influence of our social context? In Chapter 3 we review the historical debate on the context of faith formation. Here three more guidelines for faith formation are formulated: a) The importance of formation in a relating community b) The importance of transformation through social reconstruction c) The importance of immersion through mystery, art and poetry In Chapter 4 the outcome of the historic debate on faith formation is compared to the thoughts of Martin Luther and John Calvin on the teaching ministry of the church. The outcome of this comparison confirms that faith is formed in the tension field between traditioning and reinterpretation. In Chapter 5 the insights of the previous chapters lead to a constructive proposal that stresses the importance of the interdependence of the formative processes and calls for the facilitation of five faith formation processes. In this chapter the guidelines formulated in Chapters 2 and 3, the tensions between traditioning and reinterpretation, and teaching methods, are all integrated. This results in five movements. Linked to each of these movements a recommendation is made with regard to different educational methods.