Table Of ContentTHE FORMATION OF LIVED FAITH IN
CHILDREN: A PARTNERSHIP BETWEEN
CONGREGATION AND HOME
by
Sarel Jacobus Schoeman
Submitted for the fulfilment of the requirements for the degree Doctor Philosophiae in the Department of
Practical Theology, University of the Free State.
(Promotor: Professor W.J. Schoeman)
October 2017
Dedication
No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
- John Donne
For the opportunity of enabling me to invest so much time and energy into this
project, I dedicate the outcome of my endeavours to each person who assisted and
supported me in the process:
• Prof. Kobus Schoeman (not related) for promoting me through the intricacies of
academe and for enhancing the scholar in me.
• Three congregations that opened their doors, exposing their vulnerabilities, so
that I could work with them on ministry to families.
• John Howell, trusted friend and cheer-leader, for hours of recording interviews.
• Andre Schoeman for many hours of proofing and enhancing my use of English.
• Beatie, my wife, for her encouragement and unwavering belief that I would be
able to pull this off,
• My parents, Pieter & Sarie Schoeman, for granting me a real working model of a
partnership between home and congregation to form lived faith.
• The DRC congregation of Constantiakruin, granting me support, opportunity and
encouragement to develop in this particular field of study.
• Our Lord, Jesus Christ, for calling me to the ministry to families.
My people, hear my teaching;
listen to the words of my mouth.
I will open my mouth with a parable;
I will utter hidden things, things from of old—
things we have heard and known,
things our ancestors have told us.
We will not hide them from their descendants;
we will tell the next generation
the praiseworthy deeds of the Lord,
his power, and the wonders he has done.
He decreed statutes for Jacob
and established the law in Israel,
which he commanded our ancestors
to teach their children,
so the next generation would know them,
even the children yet to be born,
and they in turn would tell their children.
Then they would put their trust in God
and would not forget his deeds
but would keep his commands. -Asaph, (Psalm 78)
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DECLARATION
This dissertation is the result of my own work and contains nothing forthcoming
from collaboration with third parties except where specifically indicated in the text
presented herewith. It has not been previously submitted, in part or whole, to any
university or institution for any degree, diploma, or other qualification.
Signed:__________________________________________________________
Date:____________________________________________________________
Sarel Jacobus Schoeman BA. BD. VDM
UFS
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The Formation of Lived Faith – a Partnership between the Congregation and the Home
SUMMARY
Youth ministry within the congregation is at peril. The old paradigm is not
producing the spiritual leaders and followers of Christ that we hoped for. Even the
congregations that invest much of their resources, efforts, labours and time in their
youth ministry invest in areas where it is least effective. This deplorable situation
appears to be rife, although the research reveals to us a way to address this neglect.
The focus of this research is to show where the current youth ministry model
falls short, and why it should be changed. We take an in-depth look at the most
recent research concerning families and ministry focused on the home. The state of
scholarship also encompasses the development of lived faith and best practices to
achieve this.
From this solid, theoretical framework, this study will proceed to do qualitative
analysis research via Focused Group Interviews in three diverse congregations to
discern what the current philosophy for faith formation is, and how the parents
perceive this. This study will then proceed by applying grounded theory to develop
knowledge of the problem, and to formulate a theory that may answer the
pragmatic question as to how congregations and parents can be more effective in
forming lived faith in their young.
This practice-oriented theological project hopes to highlight the partnership
between the congregation and the home. Similar to dance partners on a dance floor,
the aim of both dancers is to bring to the fore the best in each other. Partners inspire
each other to render both of them fluent in the language of faith formation. We
believe that this will inspire the next generation to join the dance because of the
model presented to them. Lastly, we hope to deduce the transferable concep ts that
can be applied in congregations everywhere.
Sarel Jacobus Schoeman
THE FORMATION OF LIVED FAITH IN CHILDREN: A PARTNERSHIP BETWEEN
CONGREGATION AND HOME
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The Formation of Lived Faith – a Partnership between the Congregation and the Home
OPSOMMING
DIE VORMING VAN DEURLEEFDE GELOOF IN KINDERS: ‘N VENNOOTSKAP
TUSSEN DIE GEMEENTE EN DIE OUERHUIS.
Jeugbediening in gemeentes beleef tans ‘n krisis. Die paradigma wat tot op hede
gegeld het, het nie die geestelike leiers of navolgers van Christus geskep wat ons
gehoop het dit sou nie. Selfs die gemeentes wat baie hulpbronne, moeite en energie
spandeer aan hul jeugbediening, sien steeds die wegval van jongmense na
geloofsbelydenis. Hierdie hartseer situasie kom wydverspreid voor, al is daar
duidelike navorsing wat ons kan help om hierdie probleem aan te spreek.
Die fokus van hierdie navorsing is om te wys waar die huidige jeugbediening-
model tekort skiet en hoekom dit sal moet verander. Ons gaan in diepte kyk na wat
die literatuur te sê het in verband met gesinne, en bediening aan huishoudings.
Hierdie studie sal ook insluit hoe deurleefde geloof gevorm word en hoe geloofs-
gewoontes hiertoe aanleiding kan gee.
Nadat die teoretiese onderbou gevestig is, sal ons voortbou hierop deur middel
van ‘n kwalitatiewe ondersoek met fokus-groep onderhoude in drie uiteenlopende
gemeentes, om vas te stel wat die huidige filosofie en praktyk van geloofsvorming
behels en hoe ouers dit beleef. Hierdie studie sal dan ‘Grounded theory’ as
uitgangspunt gebruik om kennis te versamel van die probleem, en ook ‘n teorie te
formuleer wat die pragmatiese vraag kan antwoord, nl. hoe gemeentes en ouers
meer effektief kan wees in die vorming van hul kinders se geloof.
Hierdie praktyk-gerigte teologiese ondersoek hoop om die klem te laat val op die
vennootskap wat tussen die gemeente en die huisgesin bestaan. Soos twee dansers
graag die beste in mekaar na vore wil bring, moet hierdie vennootskap die
sterkpunte van beide vennote uitlig. Sodoende sal hul vloeiend en vaardig word in
die vorming van deurleefde geloof, en mag dit ‘n opkomende generasie inspireer
om deel te neem aan hierdie geloofs-dans. Laastens hoop ons om oordraagbare
konsepte af te lei wat aangebied en toegepas kan word in alle gemeentes waar
deurleefde geloof in kinders ‘n prioriteit is.
Sarel Jacobus Schoeman
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TABLE OF CONTENTS
TABLE OF CONTENTS ..................................................................................... VI
1.AN INVITATION TO JOIN THE LORD OF THE DANCE
………………………………………………………………………………………………………………...15
1.1 INTRODUCTION - DO YOU HEAR THAT NOISE? .......................................................................... 15
1.2 THE DANCE .................................................................................................................................... 16
1.3 THE RATIONALE FOR THIS STUDY ............................................................................................... 18
1.4THE SCOPE OF THIS STUDY ............................................................................................................ 19
1.4.1 The Research Problem 19
1.4.2 Problem Statement 19
1.4.3 The research question 20
1.5 THE INTERPRETIVE TASK. (OSMER’S SECOND TASK) ................................................................ 21
1.6 FORMATION OF HYPOTHESIS ........................................................................................................ 22
1.7 THE NORMATIVE TASK ................................................................................................................. 23
1.8 PURPOSE OF THIS STUDY ............................................................................................................... 23
1.9 CONCEPTUAL CLARIFICATION ...................................................................................................... 25
1.10 IN SUMMARY ................................................................................................................................ 26
2. STEPPING ONTO THE DANCE FLOOR: WHERE DO WE START AND
WHO IS MAKING AN IMPRESSION IN THE FIELD OF PRACTICAL THEOLOGY?
………………………………………………………………………………………………………………...28
2.1WHEN THE MUSIC COMMEN CED .................................................................................................... 28
2.2 WHO ……… ................................................................................................................................... 28
2.2.1 Practical Theology, a Dance for the Clergy 29
2.2.2 Practical Theology, a Dance for the Church 29
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2.2.3 Practical Theology, a Dance for the People 32
2.3 .. WHAT ............................................................................................................................................ 34
2.3.1 Studying the Actions of the Dancers 35
2.3.2 Studying the Practices of the Dancers 35
2.3.3 Studying the dancers in South Africa 37
2.4 ..... HOW ............................................................................................................................................ 37
2.4.1 The descriptive task 38
2.4.2 The interpretive task 38
2.4.3 The normative task 39
2.4.4 The pragmatic task 39
2.5 ..... WHY ............................................................................................................................................ 39
2.5.1 Because we believe 40
2.5.2 Because of the gospel 40
2.5.3 Because we have a mission 41
2.6 WHERE ............................................................................................................................................ 42
2.6.1 Close to Barth 42
2.6.2 Close to Anderson 42
2.6.3 Close to Osmer 43
2.6.4 Close to Miller-McLamore 43
2.6.5 Close to a post-modern understanding of habits and practices 43
2.6.6 Close to Dykstra 44
2.7CLOSING COMMENTS ...................................................................................................................... 47
3. AN ANALYSIS OF THE DANCE THUS FAR ............................................ 49
3.1 INTRODUCTION .............................................................................................................................. 49
3.2 SCARY STATISTICS: THE REASON FOR THIS STUDY ................................................................. 50
3.3EXPLANATIONS: WHY ARE WE IN THIS DEEP HOLE? ................................................................ 52
3.3.1 Ineffective congregational youth programs 52
3.3.2 Irreverent perceptions of the Church 56
3.3.3 Modern lifestyle issues 58
3.3.4 Family-related issues 59
3.4THE NORMATIVE: THE TELOS WE WOULD PREFER TO SEE. .................................................... 65
3.5THE EVIDENCE OF LIVED FAITH IN YOUTH ................................................................................. 67
3.5.1 The 8% 67
3.5.2 Religious Language 71
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3.6 FACTORS AFFECTING LIVED FAITH IN CHILDREN. ..................................................................... 74
3.7WHAT TYPE OF PARENT IS NEEDED? .......................................................................................... 75
3.8THE ELEMENTS OF LIVED FAITH PARENTS PASS ON ................................................................. 79
3.8.1Family devotions 79
3.8.2 Modelled Christian Behaviour 81
3.9DOES CHURCH HAVE A PLACE IN FAITH FORMATION? .............................................................. 85
3.9.1Where does the Church fit in? 86
3.9.2The Church’s first Task: to equip Parents for Faith Formation 90
3.9.3 A Lesson from the Church of Christ of the Latter-Day Saints 92
3.9.4 The Protestant Mandate 94
3.9.5 Forming faithful Followers of Christ 95
3.10DEVELOPING A NEW PARTNERSHIP ........................................................................................... 99
3.10.1 Change Expectations 102
3.10.2 A Philosophy of the Church 103
3.10.3 Invest in developing the Faith of the Parents 107
3.10.4 Add additional faithful Adults 108
3.10.5 Re-define Success 109
3.10.6 Family Service Projects 111
3.10.7 Equipping parents 112
3.11CONCLUSION ............................................................................................................................... 116
4. UNDERSTANDING THE RHYTHM – DOING THE EMPIRICAL
RESEARCH ...................................................................................................................... 119
4.1INTRODUCTION ............................................................................................................................. 119
4.2 FROM PRACTICAL THEOLOGY TO PRACTICE-ORIENTED THEOLOGY ..................................... 119
4.3TWO TYPES OF PRACTICAL RESEARCH ....................................................................................... 121
4.4THE RESEARCH QUESTION AS STARTING POINT ....................................................................... 122
4.5OUR GOAL IN THE LIGHT OF THE RESEARCH QUESTIONS ........................................................ 124
4.6THE STRATEGY WE OPT FOR ....................................................................................................... 126
4.6.1Qualitative Analysis 126
4.6.2 Utilizing Focus Groups 127
4.6.3 Recording Interview Data. 129
4.6.4 A Sampling Frame 129
4.6.5 The Interview Guide. 131
4.6.6 Setting. 134
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4.6.7 Structured Interview 135
4.6.8 Pre-testing 137
4.6.9 Reliability 138
4.6.10 Ethical Considerations 139
4.6.11 Analyzing the Data 140
4.7CONCLUSION .................................................................................................................................. 142
5. STEPPING ON TOES ................................................................................ 145
5.1 INTRODUCTION ........................................................................................................................... 145
5.2 CONGREGATION A ...................................................................................................................... 146
5.2.1 An overview of the congregation 146
5.2.2 The ministry model 147
5.2.3 Pillar no 1. The Sunday Service 148
5.2.4 Pillar no 2. Sunday school 151
5.2.5 Pillar no 3. Youth events. 153
5.2.6 Pillar no 4. Family faith formation 155
5.2.7 Some Closing Comments on Faith Formation in Congregation A 158
5.3 CONGREGATION B ...................................................................................................................... 159
5.3.1 An overview of the Congregation 159
5.3.2 Age-appropriate ministry. 161
5.3.3 Pillar no 1. Ministry to children. 162
5.3.4 Pillar no 2. Youth ministry 165
5.3.5 Some Closing Comments on Faith Formation in Congregation B 168
5.4 CONGREGATION C ...................................................................................................................... 171
5.4.1 An overview of the congregation 171
5.4.2 Pillar no 1. The Role of the Parent 172
5.4.3 Content for Faith Formation 174
5.4.4 Pillar no 2. A new Family, our Spiritual Family 174
5.4.5 Pillar no 3. Inclusive Youth Ministry, During the Week 178
5.4.6 Some Closing Comments on Faith Formation in Congregation C 179
5.5 CONCLUSION ............................................................................................................................... 180
6. NOTICING, COLLECTING AND THINKING ABOUT THINGS ..... 184
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