The article is authored by the Dean of Faculty of Theology at the University of Pretoria, celebrating the Faculty’s centenary in 2017. The exposition of the argument is unfolded on the basis of Ricoeur’s threefold mimesis of prefiguration, configuration and reconfiguration. The earliest decisive statement with regard to the nature of the Faculty, and which is eagerly pursued, was made by the Rev. M.J. Goddefroy in 1888, epitomising theological training as of academic deference, that is as a Faculty at a (...) university and not a seminary. This has been the fibre of Theology at the University of Pretoria and intellectual inquiry is an uncompromised value. The article is a critical reflection on the past century and an orientation towards the next hundred years, identifying the essence of what a real Pretoria Model could and should be and looking ahead to the next century. ‘History is not a destination, but an orientation’, sounds like a refrain in the article. The enterprise is contextual with regard to time and space. The assessment is subsequently done in terms of this continent and this century, that is Africa and the 21st century. The conclusion of the article is that the Pretoria Model fills a unique niche in theological inquiry at public universities competing for a position among the top 500 on the ranking of world universities. (shrink)

This article is an attempt to provide a systematic and integrative picture of the main contributions presented at the colloquium which addressed the current state of theological education, proposals for the basic values to be laid as foundation for a new theological curriculum and concrete attempts to build such a curriculum in South Africa, the African continent and especially at the University of Pretoria with a particular stress on decolonisation as contextualisation. In dealing with these aspects, the article focuses on (...) whether or not theology as an academic field has a future in university and society by implementing a concrete programme of decolonisation which is adapted – by means of education – to the specifics of various local contexts including those in Africa. If the answer to this question is positive – and the colloquium contributors, as well as the authors, of this article do believe to be so – then one must find out how theology should be done in the university, how theology should work in society and what theology should be taught in the university so that its impact in society is continuously transformative and permanently relevant to human life and human existence in Africa and throughout the world. (shrink)

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology remain relevant to such an (...) extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner. (shrink)

The criteria for what is considered as science have been debated for a very long time. This article assumes the scientific nature of Theology as a given. This article discusses in three concentric circles the scientific nature of Theology and the type of contribution Theology can make. The first circle addresses the nature of science. This broader look at what is considered to be science sets the context for the ensuing discussion. Secondly, Theology as science is investigated. The criteria which (...) make Theology an indispensable part of the scientific project is identified as the ability to collaborate with other sciences based on a shared interest in reality and creation. Further, Theology as science has the ability to contextualise the products of scientific efforts to be relevant not only to the faith community but to society at large. Theology as science requires a critical self-reflection which does not only include a self-understanding but also a self-renewal. The third concentric circle focusses on the scientific nature of Theology as practised at the Faculty of Theology at the University of Pretoria. The Faculty of Theology endeavours to produce life-giving Theology. To prove itself to be scientific Theology needs to act credible by contributing to the wellness of society. (shrink)

This investigation takes full account of the findings of the social and historical sciences while offering a religious interpretation of the religions as different culturally conditioned responses to a transcendent Divine Reality.

The essay includes twelve “rules” to define the nature and goals of the practice of Scriptural Reasoning . These rules are intended for heuristic and pedagogic purposes to introduce Scriptural Reasoning to those who have little experience in and knowledge of the practice of SR. The rules emerged from my observations of SR practice and, taken together, the rules are meant to be a guide or “handbook” for future SR practice.

The only constant in theological education is change, despite brave attempts to hold the tide back in some quarters. Yet, Western-based theological education remains the norm globally. The Faculty of Theology at the University of Pretoria exemplifies this norm despite its commitment to Africanisation. This article will consider transformation through the lens of the leadership of Prof. Johan Buitendag, who has led the transformation initiative from his own shared leadership perspective as dean since 2010. Change in the faculty will be (...) analysed through analysis of the faculty plans, with particular reference to teaching, learning and research. Consideration will be given to a more radical proposal for future transformation under the initiative of Africanisation. (shrink)

Preface -- Defining religion -- Historical background -- Philosophical phenomenology and the social sciences -- Stages in the phenomenological method -- The phenomenological method : a case study -- Myths and rituals -- Religious practitioners and art -- Scripture and morality -- The special case of belief -- The place of the phenomenology of religion in the current and future academic study of religion.