Die toerustingstaak van die Gereformeerde predikant: ’n praktiese bedieningsmodel
The mininstry of the minister in the Reformed churches in South Africa is strongly influenced by the insitutional model of the Church. The result of this pattern of ministry is that ministry in general is solely dependent on the work of the particular offices of minister. elder and deacon. The community of the saints and the general priesthood of the believers are thus neglected. This article explores ways in which the equipping task of the minister can be effectively rearranged in order to enhance the upbuilding of the church. In conclusion, it is stated that the Reformed minister can equip the believers by simultaneously using two patterns of ministry. On the one hand, the believers can he equipped by way of the ministry of the Word and Sacraments in the worship service and by the ministry of the Word in catechetical instruction and parish visiting. On the other hand, the Reformed minister can equip believers by enabling people with the gift of leadership to lead small groups in the congregation, with the ultimate aim of building up the community of the saints and the general priesthood of the believers.
Perspektiewe op ’n kontemporêre gereformeerde bedíeníng
It seems as though certain protagonists in the renewal movement, necessitated by new challenges and circumstances facing the Church, take their point of departure in the assumption that a Reformed ministry, structured according to a diaconiological paradigm, can no longer meet the challenges of today. This way of thinking is based on the shift to the Practical Theological paradigm, emphasizing the empirical methodology of the Reformed doctrine and spirituality. This article thus argues that a dynamic approach to Reformed ministry can indeed meet the challenges of today. Parameters for such a Reformed ministry are identified, taking into account that any form of renewal should be true to Reformed theology.
The honesty of thinking : reflections on critical thinking in Nietzsche's middle period and the later Heidegger
This dissertation engages with contemporary interpretations of Nietzsche and Heidegger on the issue of self-knowing with respect to the notions of honesty and authenticity. Accounting for the two philosophers' developing conceptions of these notions allows a response to interpreters who conceive the activity of self-knowing as a primarily personal problem. The alternative accounts proposed take as a point of departure transitional texts that reveal both thinkers to be engaged in processes of revision. The reading of honesty in Chapters 1 and 2 revolves around Nietzsche's groundwork on prejudice in Morgenrothe (1880-81), where he first problematizes the moral-historical forces entailed in actuating the 'will to truth'. The reading of authenticity in Chapters 3 and 4 revolves around Heidegger's lectures on what motivates one's thinking in Was heist Denken? (1951-52). The lectures call into question his previous formal suppositions on what calls forth one's 'will-to-have-a-conscience', in an interpretation of Parmenides on the issue of thought's linguistic determination, discussed further in the context of Unterwegs zur Sprache (1950-59). Chapter 5 shows how Heidegger's confrontation with Nietzsche contributed to his ongoing revisions to the notion of authenticity, and to the attending conceptions of critique and its authority. Particular attention is given to the specific purposes to which distinct Nietzschean foils are put near the confrontation's beginning--in Heidegger's lectures on Nietzsche's second Unzeitgemasse Betrachtung (1938), and in the monograph entitled Besinnung (1939) which they prepare--and near its end, in the interpretation of Also Sprach Zarathustra (1883-85) presented in the first half of Was heist Denken? Chapter 6 recapitulates the developments traced from the vantage point of the retrospective texts Die Zollikoner Seminare (1959-72) and the fifth Book of Die frohliche Wissenschaft (1887). Closing remarks are made in relation to recent empirical research on the socio-environmental structures involved in determining self-identity.