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dc.contributor.advisorVan Wyk, J.H.
dc.contributor.authorHenning, Benjamin
dc.date.accessioned2014-02-03T12:12:06Z
dc.date.available2014-02-03T12:12:06Z
dc.date.issued1973
dc.identifier.urihttp://hdl.handle.net/10394/10048
dc.descriptionThesis (MEd)--PU vir CHO
dc.description.abstractThe minds of many church leaders and of those wishing to advance the Christian character of our civilization are troubled by spreading decay permeating morals today. The visible crumbling of the spiritual armour, especially of youth, and an all-pervading spirit of permissiveness has raised many voices opposing this regression. Where the Word of God no longer serves as the norm governing human behaviour and ethics, man has turned to his idealized self as an ethical norm, aimed at making love for fellow creatures the dominant norm. An expression of this new morality and of an ethos derived from the interpretation of man's current situation, is spelled out in books by authors J.A.T. Robinson and J. Fletcher. In the field of the science of education some see the overriding aim of education as mere moral maturity - a view that cannot be adhered to on the grounds that such maturity is, but a single aspect of education which, in addition, branches into religious, ethical, physical, emotional, social and aesthetic education. Considering his experience and equipment, man is hardly capable of decisions about good behaviour towards his fellows. The right way stands clearly revealed as God's prescriptions written in the second tablet of His Law. As God's creatures it is becoming to man to keep the Law in the manner of a child obeying his father's will. It needs to be unequivocally stated that Christian morality must have its roots in Christian Religion. The guide-lines it contains are there for man's good and the child of God must constantly keep them in mind and school himself towards full knowledge by practice. So, our time is a time of specific challenge to education, to the teacher and to the child, because moral education has to direct its course steadfastly in keeping with God's revealed Word. This means that the educationist (teacher), himself subject to the said authority, must teach-subjection to God's revealed will dealing with the special circumstances of each young life in every given case. It is plain that to succeed here as a teacher of Christian morality, is a severe test. Religious practice and Bible study clearly need to be given a prominent place in the Christian school. Provision has to be made for schooling in Christian ethics and in a way whereby these ethical principles will become a lasting reality in the lives of the pupils. No passive listening in the will-directed classroom but discussion, debating, acting out and reporting are called for. The Youth Preparedness Programmes lately launched, afford exceptionally fine additional opportunities to inculcate the very ethical principles laid down as the touchstone of Christian ethics in our Bible.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.titleDie plek van die sedelike opvoeding in die struktuur van die opvoeding en onderwys en die aard daarvan in die Christelike skoolafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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