This collection has a focus on African Christianity; it includes the contributions published in: PHIRI, Isabel Apawo ... [et al.]. Anthology of African Christianity. Oxford: Regnum Books International, 2016. ISBN 978-1-911372-10-3. Copyright: World Council of Churches, available below under the heading "Anthology".

Recent Submissions

  • Sonder verhale vaar niemand wel

    Spangenberg, I.J.J. (Izak J.J.) (Faculty of Theology, University of Pretoria, 2010-03-10)
    Spine cut of Journal binding and pages scanned on flatbed EPSON Expression 10000 XL; 400dpi; text/lineart - black and white - stored to Tiff
 Derivation: Abbyy Fine Reader v.9 work with PNG-format (black and white); Photoshop CS3; Adobe Acrobat v.9
 Web display format PDF
  • Laerskoolkind in die erediens : 'n evaluering van beskouings in Afrikaanssprekende kerke in Suid-Afrika

    Beukes, M.J. du P. (Mattheus Johannes du Plessis) (Faculty of Theology, University of Pretoria, 2011-01-11)
    Spine cut of Journal binding and pages scanned on flatbed EPSON Expression 10000 XL; 400dpi; text/lineart - black and white - stored to Tiff
 Derivation: Abbyy Fine Reader v.9 work with PNG-format (black and white); Photoshop CS3; Adobe Acrobat v.9
 Web display format PDF
  • Dr. Cecil Cone

    DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016-04-25
    Cecil Cone talks with two unidentified men.
  • Die opbou van die Afrika Onafhanklike Kerke deur die opleiding van leraars en profete (Afrikaans)

    Prof P J van der Merwe; upetd@up.ac.za; Ludike, Johann Lodewyk (2013-09-06)
    Thesis (DD (Science of Religion and Missiology))--University of Pretoria, 2006.
  • An ethical investigation of the teaching and practice of moral formation at St Augustine College, the College of the Transfiguration and the South African Theological Seminary

    Kretzschmar, L.; Tuckey, Ethel Caroline (2016-04-14)
    This research investigates the teaching and practice of moral formation at three theological education institutions in South Africa. The theological institutions, while acknowledging moral formation in their aims and teaching ethical theory, have difficulty developing and implementing a moral formation programme. Among the reasons for this are the complex nature of moral formation and the numerous and wide ranging expectations placed on the institutions.
 In this research, morality is described in terms of relationship with God, with self, with others in the Church and society and with the environment. The findings of the research suggest that the teaching and practice at the institutions that involve relationships are most effective for moral formation. Hence it is recommended that the institutions find ways to foster the students‟ relationship with God, with themselves, with others and with the environment. Modes of moral formation that involve thinking and knowledge are important, but so are those modes that encourage emotional development and character and spiritual formation. Through projects and assignments, students can be exposed to the harsh realities of life and opportunities created to reflect on these experiences in the light of faith. Practical suggestions such as encouraging students to pray, meditate, reflect, journal and study are made. Other suggestions are that lecturing staff make more use of participative teaching methods such as discussions, case studies and stories, including the stories of the students. The mentoring role of staff and the importance of the faith community are affirmed.
 These relational teaching methods and activities are easier to implement in a residential seminary than in a distance learning situation. In order to fully implement the relational aspects of a programme for moral formation, it would be helpful for the theological institutions to explore various forms of blended education and to develop partnerships and work with local churches.
  • Strategies for teaching religion in colleges of education

    Roux, C. D.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.; Ferguson, Rene (Stellenbosch : Stellenbosch University, 2012-08-27)
    Thesis (MEd)--Stellenbosch University, 1999.
  • Sex Education and Faith: Implications for the Black Church

    Wiley, Debra T. (University of Cincinnati / OhioLINK, 2010-08-09)
  • The Invisible Wall: Exploring the Experiences of African-American Students at CCCU Institutions

    Young, Timothy Perry (eScholarship, University of California, 2013-01-01)
    African-American students who attend a CCCU institution do not complete their degrees as frequently as other student groups. The average gap at CCCU institutions between "overall and Black graduation rates is more than 19%. This is greater than the gap at other private institutions" (Smith, 2009, p.80). While the six-year graduation rate for African-American students at private universities averages 51%, colleges and universities in the CCCU average only 36%. CCCU graduation rates are 9.5% lower than other private institutions due to CCCU affiliation alone. CCCU affiliation was the only variable to have a significantly more negative association with Black graduation rates than with overall graduation rates" (Smith, 2009, p.x).This study examined the experiences of African-American students within the context of Council for Christian Colleges and Universities (CCCU) institutions. While previous researchexplored African-American graduation rates, the unique spiritual context of Christian colleges and institutions in the CCCU had not been adequately studied. The purpose of this research was to explore the perceptions of African-American students regarding their experiences at CCCU institutions in order to identify the barriers and hindrances encountered by these students in their pursuit of a degree.A qualitative, case-study methodology was utilized to conduct nine focus groups with African-American students at three CCCU institutions in the Western region. The sample was comprised of 51 African-American students who had completed at least four semesters at the institution. Themes unique to each school were identified and a cross-case analysis was conducted. The findings indicated the experiences of African-American students at CCCU institutions were similar to other predominantly White institutions without a spiritual affiliation. The unique context of the spiritual environment did not create an environment that promoted African-American student success and did not positively impact African-American students according to their expectations. The findings indicated there are aspects of the environment at CCCU institutions which can be improved to enhance the experiences of African-American students.
  • Servant Leadership and African American Pastors

    Bunch, Clarence (Antioch University / OhioLINK, 2013-03-11)
  • Sufferation, Han, and the Blues: Collective Oppression in Artistic and Theological Expression

    Padgett, Keith Wagner (The Ohio State University / OhioLINK, 2010-09-09)
  • Bernard Lonergan

    Dadosky, John (Catholic Theological Society of America, 2013-08-19)
  • Muslim private schools in South Africa : present and future.

    Nadvi, Syed Salman.; Vanker, Ahmed Farouk.; Sheik, Akthar. (2011-09-12)
    No abstract available.
  • Dade of deugde? Implikasies vir Suid-Afrikaanse kerke van 'n modern-postmoderne debat oor die moraliteit

    Dept. of Religion and Theology; Faculty of Arts; Smit, D.J; Reinders, J.S; Koopman, Nico Norman (University of the Western Cape, 2013-08-14)
    Doctor Theologiae
  • Religieuse onderrig in 'n multi-religieuse primere skoolopset : die verhouding tussen religie en moraliteit

    Stellenbosch University. Faculty of . Dept. of .; Baatjes, Fred H.(Fred Henry) (Stellenbosch : Stellenbosch University, 2012-08-27)
    Tesis (M. Ed.) -- Universiteit van Stellenbosch, 1997.
  • Motivating Black students through literature: Surveying juniors and seniors in a religious high school

    Pearce, Marcia Monique (DigitalResearch@Fordham, 2015-01-01)
    The purpose of this study was to examine the effect of culturally relevant literature on students in a religious high school and their perceptions of their motivation to read. Increasing research has highlighted the relevance of culturally relevant literature in the classroom, but there is little documentation on students in religious high schools. In examining 26 juniors and seniors in a Pentecostal Christian academy in the northeast United States, this study measured the effect of culturally relevant literature on their motivation to read in English classrooms. A quantitative method (survey design) was used to collect data using Likert surveys; the data were then analyzed and categorized to highlight patterns of behavior in reading. The Student Literature Analysis Meaning (SLAM) survey provided data explaining these participants' motivation to read. Results revealed the role of culturally relevant literature in Black juniors' and seniors' motivation to read. Their responses indicated that culturally relevant literature was key in how they perceived their motivation to read and supported the idea that reading motivation consists of and is affected by multiple dimensions: interest, learning sense, engagement, and satisfaction. Culturally relevant literature is used to highlight these dimensions of reading motivation. The degree to which teachers expose themselves to culturally based literature is also important for reading motivation, especially with diverse student populations.^
  • ¿Es África para los africanos?: Un acercamiento a la polémica entre Marcel Lefebvre e Ibrahim Niasse

    Diego González, Antonio de (2014)
    This paper proposes an approach to the polemic between Marcel Lefebvre and Ibrahim Niasse in the early 60’s. The Archbishop of Dakar wrote a letter with accusations against Islam in Africa, and Niasse defended its multicultural and integrative character in Senegal. The polemics is interesting in the history of Islamic-Christian relationship, but also in the Senegalese identity between the former colonial authorities and the new strategies of the African Muslims.
  • 'n Histories-opvoedkundige ondersoek na die invloed van die sinkretisme op die moderne onderwys

    Van Niekerk, E.J.; djagegjj@unisa.ac.za; Aucamp, Barend Bernardus (2009-08-25)
    This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modem science, as well as certain ideas concerning modem education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system.
  • An investigation into religious instruction in state high schools in the Cape Province

    Penny, Alan Joseph (Rhodes UniversityFaculty of Education, Education, 2013-11-14)
    From Preface: The question of religious instruction in Cape Schools first aroused my interest when I was subjected to anything but religious tnstruction during my own high school years. My desire to enquire into the whole position of religious instruction in the high school curriculum grew out of an essay on the role of religion in the education of the child which I wrote whilst reading for the B.Ed. degree. As background, I read Harold Loukes' classic Teenage Religion, and from then onwards, I felt that it was necessary to undertake an investigation of this kind in the Cape Province. My aim was not only prompted out of a desire to expose what I already knew to be an educationally and religiously unsound and unhealthy state of affairs, but more deeply because I, although an ignorant amateur in theology, am aware that too often the traditional religious foundations, poorly built by unintelligent teaching, are shaken, if not destroyed, by scientific discovery and material advancement.

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