Geloofsvorming as saam-stappende verbondenheid
Faith formation as co-stepping covenantal accompaniment . Catechesis and other faith formation practices often focus solely on the transmission of theological and dogmatic knowledge. This approach, combined with other factors, frequently leads to adolescents disengaging from congregational activitie...
| Autor principal: | |
|---|---|
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Africânder |
| Verificar disponibilidade: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado em: |
2025
|
| Em: |
Verbum et ecclesia
Ano: 2025, Volume: 46, Número: 2, Páginas: 1-8 |
| Outras palavras-chave: | B
faith formation
B Catechesis B Relationships B Adolescent B Accompaniment B covenantal connectedness B Mentoring B Journey |
| Acesso em linha: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Faith formation as co-stepping covenantal accompaniment . Catechesis and other faith formation practices often focus solely on the transmission of theological and dogmatic knowledge. This approach, combined with other factors, frequently leads to adolescents disengaging from congregational activities after taking confession. Research shows that when meaningful relationships are integrated into these processes, adolescents are more likely to remain involved in their congregations even after confession. This article, 1 drawing on data from a larger project on catechesis within Afrikaans-speaking congregations of the Dutch Reformed Church family, as well as a literature study, advocates for renewed emphasis on relationships during catechesis and other formation practices. The arguments presented here are centred on the concept of faith formation as a covenantal journey, and theological justifications for this are provided. Intradisciplinary/interdisciplinary implications: While not explored in depth, this article highlights the connection between faith formation and the role of other disciplines, such as education. It aligns with the journal’s focus by promoting further interdisciplinary dialogue. | ||
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| 650 | 4 | |a Journey | |
| 650 | 4 | |a Mentoring | |
| 650 | 4 | |a Relationships | |
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