Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720110004&lang=es vol. 76 num. 2 lang. es <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Paradigms, beliefs and values in scholarship: A conversation between two educationists</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400001&lng=es&nrm=iso&tlng=es Scientific paradigms constantly play a role in scholarship, but researchers tend not to examine the roles of the belief and value systems associated with them. From time to time, how-ever, a researcher may be confronted with a situation where such an analysis is unavoidable. This article takes the shape of a conversation between two researchers who have been work-ing for several years in quite different research paradigms in the field of Religion Studies/Religion Education/Religion in Education.¹They investigate the possibility of collaboration as they were initially trained at the same university. After their graduate studies, their ways parted, and they developed quite different scholarly paradigms as well as belief and value systems. Their conversation not only highlights the differences in their respective current worldviews, belief systems, value systems, and academic approaches to Religious Studies, but also shows in practical terms how different scholarly paradigms (with their concomitant belief and value systems) can impact on researchers' (views of) scholarship, science practice and research in Religion Education and Religion in Education.<hr/>Wetenskapsparadigmas speel deurlopend 'n rol in akademie-skap, maar min navorsers verwoord eksplisiet hulle navorsings-paradigmas. 'n Navorser word soms wel gedwing om analities na sy/haar navorsingsparadigma te kyk. Hierdie artikel is in die vorm van 'n gesprek tussen twee navorsers wat vanuit hulle verskillende paradigmas op die terrein van die Religiestudies/ Religieuse Onderrig/Religie in Onderwys² werk en moontlike samewerking vanuit hierdie verskillende paradigmas oorweeg. Hierdie oorweging spruit daaruit dat hulle aanvanklik aan dieselfde universiteit studeer het. Hulle weë het egter na hulle voorgraadse studiejare uiteen gegaan, en gaandeweg het hulle heeltemal verskillende wetenskaplike, paradigmatiese waarde-oriënterings ontwikkel. Hulle gesprek lig nie slegs die verskille in hulle onderskeie lewensbeskouings, waardeoriënterings en benaderings tot Religiestudie uit nie, maar dui ook prakties aan hoe die verskillende wetenskaplike paradigmas (met hulle samehangende waardeoriënterings) 'n navorser se (sienings oor) akademieskap en navorsing in Religie in Onderwys en Religieuse Onderrig kan beïnvloed. <![CDATA[<b>Reconsidering the role of power, punishment and discipline in South African schools</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400002&lng=es&nrm=iso&tlng=es This article examines the role of discipline and punishment in South African schools and seeks to interrogate the underlying power relations that guide teaching and learning in South Africa. It deconstructs the pre-occupation with discipline, power and punishment in South African schools in terms of the theoretical framework provided by Michel Foucault in his work entitled "Surveiller et punir: naissance de la prison" (1975) which was translated as "Discipline and punish: the birth of the prison" (1977). It was Foucault who reminded us that the modern school is based on Prussian military ideals of punctuality, discipline, neatness and submissiveness to authority. Foucault tends to see schooling as one side of "corriger", which is to punish or to teach. Education as "correction" is therefore regarded as the antipode of authoritarian punishment. Foucault draws attention to the subtle tactics and constraints beneath the surface of proclaimed bourgeois freedom. It was found that in South African schools the problem of authoritarian punishment is still rife. From the readings of Foucault's works suggestions are made for changes to the system and to teachers' mental attitude in order to move to a more constructive way of maintaining power and discipline.<hr/>Hierdie artikel ondersoek die rol van dissipline en straf in Suid-Afrikaanse skole en ondersoek die onderliggende gesags-verhoudings wat opvoeding en leer in Suid-Afrika onderlê. Die artikel probeer om die Suid-Afrikaanse skole se preokkupasie met dissipline, gesag en straf te dekonstrueer in terme van die teoretiese raamwerk van Michel Foucault soos dit verskyn in sy werk, "Surveiller et punir: naissance de la prison" (1975), in Engels vertaal as "Discipline and punish: the birth of the prison" (1977). Dit is Foucault wat ons herinner dat die moderne skool gebaseer is op die Pruisiese militêre ideaal van stiptelikheid, dissipline, netheid, en onderdanigheid aan outoriteit. Foucault sien skoling aan die een kant as "corriger", met ander woorde om te straf of op te voed. Onderwys as "regstelling" word dus gesien as die teenvoeter van outoritêre straf. Foucault vestig die aandag op die subtiele taktiek en beperkings wat onder die oppervlak van sogenaamde bourgeois-vryheid teenwoordig is. Daar word gevind dat outoritêre straf steeds n algemene probleem in Suid-Afrikaanse skole is. Vanuit Foucault se werke word voorstelle gemaak vir veranderings in die sisteem en in onderwysers se denkwyse om na 'n meer konstruktiewe wyse van gesag- en dissiplinehandhawing te beweeg. <![CDATA[<b>Law, religion and organ transplants</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400003&lng=es&nrm=iso&tlng=es Currently any organ donation in South Africa, whether from a living or a dead donor, is donated altruistically, which means that it is the free choice of the donor or the family of the deceased to donate organs. There is no financial compensation for the donor. Nearly all religions support altruistic organ donations as it serves or promotes life. But, despite the positive attitude of the followers of different faiths towards organ transplantations, there is a worldwide shortage of transplantable organs, especially kidneys. Many patients die while waiting for a transplant organ from an altruistic donor. The question may therefore be asked whether the different religions should not also support the clamouring for the financial rewarding of an organ donor. In this article the emphasis is on the Christian and Muslim faiths to try and fathom their position in this regard. In conclusion, however, we argue that financial compensation to donors, as a general practice, should be allowed irrespective of religious arguments, as the decision to donate altruistically or to receive compensation is an expression of personal autonomy.<hr/>Enige orgaanskenking in Suid-Afrika, hetsy n skenking van n lewende of n afgestorwe skenker, word tans op altruïstiese gronde gedoen. Dit beteken dit is die keuse van die skenker of die familie van die oorledene om n orgaan te skenk of nie. Daar is geen finansiële vergoeding vir die skenker nie. Byna alle ge-lowe regverdig altruïstiese orgaanskenkings, omdat dit lewens kan red en lewensgehalte kan verbeter. Ten spyte van die positiewe houding van die navolgers van verskeie gelowe ten opsigte van orgaanoorplantings, is daar steeds n wêreldwye tekort aan oorplantbare organe, veral niere. Baie pasiënte sterf terwyl hulle op n oorplanting wag. Die vraag kan daarom tereg gevra word of die verskillende gelowe nie die aandrang om finansiële vergoeding vir skenkers behoort te steun nie. In hierdie artikel val die klem op die Christen- en Moslemgelowe om hulle posi-sie in hierdie verband te probeer peil. Daar word tot die slotsom gekom dat n praktyk wat vergoeding aan skenkers toelaat moontlik moet wees, afgesien van godsdienstige beskouings daaroor, aangesien orgaanskenking n uitdrukking van persoonlike outonomiteit is. Dit is die uitdrukking van selfbeskikking wat aan 'n persoon die reg gee om self te besluit of hy/sy n orgaan altruïsties wil skenk of daarvoor vergoed wil word. <![CDATA[<b>The relationship between locus of control and ethical behaviour among employees in the financial sector</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400004&lng=es&nrm=iso&tlng=es Unethical behaviour is a rapidly escalating trend in the current work situation, where - within organisations - there appears to be a decrease in ethical behaviour at a national as well as international level. Employees within the financial sector form a specific area of interest concerning ethical behaviour in South Africa. Various incidents of unethical conduct are reported within the financial sector, necessitating a specific focus on factors which may influence ethical behaviour. Current research supports a person-situation-interaction approach to ethical decision-making, where both individual and situational factors influence the decisions of individuals. Research indicate that individual factors such as locus of control may influence ethical behaviour. The way these variables are related among employees in the financial sector in South Africa, however, has not as yet been demonstrated. In order to determine the relationship between locus of control and ethical behaviour, Schepers' Locus of Control Questionnaire and the Work Beliefs Questionnaire were administered to 100 employees in the financial sectorin Bloemfontein. Statistically significant relationships (p<0,05) were found between internal locus of control and ethical behaviour, external locus of control and ethical behaviour, as well as autonomy and ethical behaviour. Recommendations were made in the light of the results regarding the development of strategies and interventions to minimise unethical behaviour within organisations.<hr/>Onetiese gedrag is 'n snel-eskalerende tendens in die huidige werksituasie, waar daar binne organisasies 'n verval in etiese gedrag op nasionale sowel as internasionale vlak blyk te wees. Werknemers in die finansiële sektor in Suid-Afrika vorm 'n bepaalde area van belang rakende etiese gedrag. Verskeie in-sidente van onetiese gedrag word binne die finansiële sektor gerapporteer en noodsaak 'n fokus op faktore wat etiese gedrag mag beïnvloed. Huidige navorsing ondersteun 'n persoonsituasie-interaksiebenadering tot etiese besluitneming, waar sowel individuele as situasionele faktore die individu se besluite beïnvloed. Navorsing dui daarop dat individuele faktore soos lokus van beheer n invloed op etiese gedrag mag uitoefen. Die wyse waarvolgens hierdie veranderlikes met mekaar verband hou, is nog nie ondersoek ten opsigte van werknemers in die Suid-Afrikaanse finansiële sektor nie. Ten einde die verband tussen lokus van beheer en etiese gedrag te bepaal, is Schepers se Lokus van Beheervraelys asook die Werksoortuigingsvraelys afgeneem op 100 werknemers in die finansiële sektor in Bloemfontein. Statisties-beduidende verbande (p<0,05) is ge-vind tussen interne lokus van beheer en etiese gedrag, ekster-ne lokus van beheer en etiese gedrag, asook outonomie en etiese gedrag. Op grond van die resultate is aanbevelings gemaak aangaande die ontwikkeling van strategieë en intervensies om onetiese gedrag binne organisasies te verminder. <![CDATA[<b>The profile of the adolescent boy as mentee on the West Coast</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400005&lng=es&nrm=iso&tlng=es Adolescent boys long to be mentored by an adult male. This influence of the mentor in the life of the adolescent brings forth great changes and consequently the adolescent experiences a higher quality of life. This mentee is not necessarily mentored by his biological father. The adolescent boy as mentee has certain needs within the mentoring relationship, which the mentor has to understand and interpret correctly. If the mentor understands the mentee better within his generation, the relationship may be strengthened. This article focuses on the profile of the adolescent boy as mentee on the West Coast and indeed from the viewpoint of the adolescent.<hr/>Adolessente seuns het n behoefte daaraan om deur n vol-wasse man gementor te word. Hierdie mentor se insprake in die adolessent se lewe bring groot veranderings mee sodat die die adolessent se lewensgehalte gevolglik verbeter. Hierdie mentee word egter nie noodwendig deur sy biologiese pa gementor nie. Die adolessente seun as mentee het wel sekere behoeftes binne die mentorverhouding wat die mentor reg moet verstaan en interpreteer. Indien die mentor die mentee binne sy gene-rasie beter verstaan, kan dit die verhouding versterk. Hierdie artikel fokus op die profiel van die adolessente seun as mentee aan die Weskus vanuit die adolessent se oogpunt. <![CDATA[<b>Designing a catechesis curriculum for Grades 1 - 3 in the Reformed Churches in South Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400006&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>The principle of sphere-sovereignty in a time of globalisation</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400007&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Technology and religion: Islam, Christianity and materialism</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400008&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Covenant theology and its political dimensions</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400009&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Volksgeneeskuns in Suid-Afrika</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400010&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Belangstelling in die stand van jou taal</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400011&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>SALRM: Telbord vir taalregte in Suid-Afrika</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400012&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Livestock and food security in South Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400013&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word. <![CDATA[<b>Liberale, versoenende, idealistiese Afrikaner-nasionalis</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000400014&lng=es&nrm=iso&tlng=es This article describes the methodological approach that was used in the design of a curriculum for children in Grades 1-3 in the Reformed Churches in South Africa. The curriculum structure must guide the children to form an impression of and come to a realisation about the greatness of the Word of God. Catechism is a resolute instruction with a very specific learning outcome. In a society with postmodern thinking a catechism demands a lot from religious instructors. Various fundamental principles are no longer considered as self-evident. The contemporary endeavour to reach children in a purposeful manner has been an enterprise of the church throughout its history. Identifying the shortcomings of the past can guide us towards building on firm principles in future.<hr/>Die artikel bied 'n beskrywing van die metodologiese benade-ring wat in die ontwerp van 'n kurrikulum vir graad 1-3 katki-sante in die Gereformeerde Kerke in Suid-Afrika gevolg is. Die kurrikulumstruktuur moet die katkisante begelei om onder die indruk van die grootheid van die Woord van God te kom. Kate-gese is doelgerigte onderrig met 'n definitiewe leeruitkoms. In 'n postmoderne denkklimaat stel dit egter hoë eise aan kategete, omdat baie aangeleenthede wat vantevore as vanselfsprekend aanvaar is, nie meer sodanig geag word nie. Die hedendaagse strewe om kinders doelgerig te bereik, is in werklikheid 'n strewe van die kerk dwarsdeur die geskiedenis. Identifisering van die gebreke van die verlede kan ons in staat stel om hieruit te leer sodat daar op goeie beginsels voortgebou kan word.