Children’s spirituality in social context: a South African example

Abstract

This discussion presents a critical and thorough review of spirituality in Religion Education in the South African context. In the democratic South African education system issues such as personal well‐being, spirituality and multi‐religion education are confronting teachers and learners who have to cope with a new approach to religion in education and life skills. It is not quite clear whether teachers understand the concept of children’s spirituality as outlined in the policy document Religion and education. As the purpose of schooling should also be to promote human well‐being or personal wellness, and education for life, the curriculum should reflect the priorities of life in general, and the values of a society in particular. For many years curricula in religion education in South Africa had no indication or any content concerning spirituality per se. In this article, the understanding of spirituality, especially in its different social and economic contexts, in the school curriculum and the challenges thereof will be discussed.

Keywords:

• Social context
• Life orientation programmes
• Non‐religious spirituality

Notes

1. Religion Education is an education programme that enables learners to engage in a variety of religious traditions in a way that encourages them to grow their inner spiritual and moral dimensions Policy document, 2002, p. 9. The subject was previously known as Religious Education (Roux, 1998), but because of confusion with the aim of the new approach, the name Religion Education was adopted in 2003.

2. Bible Education was also known as Religious Education in different departments of education in the apartheid era.

3. The South African government in Parliament adopted the new education model, Outcomes‐based Education.

4. In 2003 the South African government in Parliament adopted the new Policy document on religion in schools.

5. A fundamental is a learning area (grades R–12) that is compulsory for all learners.

6. Outcome 2 = the learner will be able to demonstrate an understanding of and commitment to constitutional rights and responsibilities, and to show an understanding of diverse cultures and religions. Outcome 3 = the learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to the challenges of his or her world

7. ‘A person is a person through other [persons]’ is derived from the Nguni (Zulu/Xhosa/Swati), with the noun stem (‐ntu) meaning ‘person’. In adding the Class 14 prefix (ubu‐), the meaning is changed to ‘humanity’.

8. Archbishop Desmond Tutu was Archdeacon of the Anglican Church for many years and a well‐known critic of political inequality in the South African society.