Benutting van ervaringsleer van jeugdiges in die begeleiding tot geestelike volwassenheid

Abstract

Aanduidings bestaan dat jongmense na twaalf jaar van kategetiese onderrig steeds slegs 'n opperviakkige kennis, begrip van en insig in skrifwaarhede het. Hierdie probleem moet deur die praktiese teologie aangespreek word, want kategetiese onderrig is 'n kommunikatiewe handeling in diens van die evangelie. Die praktiese teologie kan 'n bydrae lewer deur die polivorme en polivalente leefwereld van die jeugdige (as praxis) te beskryf en te verklaar, sodat tot groter insig in die geloofswereld van die jeugdige gekom kan word, maar ook wee verken waardeur die jeugdige effektief met die Evangelie bereik kan word. Onderhawige studie poog om langs beskrywend-analitiese weg ervaringsleer as aanbiedingswyse te ondersoek met die doel om te bepaal of ervaringsleer moontlikhede bied wat kan verseker dat skrifwaarhede effektief ontsluit word. Die vertrekpunt in die studie is die leerparadigmatiese en 'n konstruktivistiese benadering tot leer word gevolg. Die meriete van die benutting van ervaringsleer moet gesien word vanuit 'n prakties-teologiese vertrekpunt waar die praxis krities ondersoek is met die doel om kommunikatiewe handelinge tussen jeugwerker en jeugdige in diens van die evangelie te optimaliseer.

Indications are that youth, after twelve years of catechetical instruction, still have superficial knowledge, understanding and insight into biblical truths. This problem must be addressed within practical theology, because catechetical instruction is a communicative action in evangelical service. The practical theology can make a contribution by describing and interpreting the multifarious and multifaceted world of the youth (as praxis). In this way, greater insight can be gained into the spiritual life of the youth and ways can be explored to reach youth more effectively with the Word. This study, by means of a descriptive and analytical review of experiential learning, attempts to determine whether experiential learning could be used to effectively disclose biblical truths. The approach was based on the learning paradigm and a constructivistic view of learning. The merit of using experiential learning in youth work must be seen from a practical theology perspective where the praxis was critically examined with a view of optimising the communicative interaction between youth and youth workers.