Knelpunte rondom godsdiensonderrigaangeleenthede in Transvaalse skole, prinsipieel gesien

Abstract

This study has been an attempt to identify the most important problems associated with Religious instruction and other religious matters in white schools in the Transvaal. The crux of the matter is that children with different religious and ideological views attend the same provincial schools, which gives rise to certain problems .in the teaching' situation, especially as far as Religious instruction and other religious matters are concerned. In an attempt to offer a solution to this problem, the following hypothesis was formulated: the application of the principle of religious and ideological differentiation in education in white schools in the Republic of South-Africa will ensure that no problems in connection with Religious instruction and other religious affairs will he encountered. The following steps were taken to verify the hypothesis: firstly, a scriptural fundamental standpoint w.as adopted in connection with the position of Religious instruction at school as well as the Christian Protestant attitude towards dissenters. In education the Christian Protestant attitude towards dissenters is determined by the general accepted point of view that all people are equal, but that each person is unique in every aspect and that education should cater for every person through differentiation. Hence religious and ideological differentiation is anthropologically justifiable. Historical research revealed several factors which gave rise to Act 39 of 1967 being promulgated and the acceptance of

Ordinance 29 of 1953 of Transvaal. A fact which was revealed by this research is that there are two distinct trends of thought in South African education, namely one based on the principle of Christian national education and a liberal trend which propagates and promotes a neutral, undogmatic education. Closer analysis of the laws concerned and the ordinance referred to exposed a contradiction which makes true Christian education impossible. Since Ordinance 29 of 1953 stipulated that all dogma is prohibited in schools, it makes the Christian dogma likewise undesirable and is thus in direct contrast with Act 39 of 1967. A comparison with Religious instruction in the Netherlands and England revealed certain problems in these countries and that some of these problems corresponded closely with those in South Africa, especially in the Transvaal. After all problems had been identified and the hypothesis tested by deliberation, the conclusion was drawn that the application of the principle of religious and ideological differentiation in education/schools is the only acceptable solution for most of the problems identified. Since this research has revealed clearly that effective application of religious and ideological differentiation is no easy matter, further possible areas for research have been briefly indicated.