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Inadequacy of a Model of Discipleship in Respect of the Decline of Youth Ministry in Rustenburg/Tlhabane Uniting Reformed Church in Southern Africa (URCSA)

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Inadequacy of a Model of Discipleship in Respect of the Decline of Youth Ministry in Rustenburg/Tlhabane Uniting Reformed Church in Southern Africa (URCSA) Inadequacy of a Model of discipleship in respect of the decline of youth Ministry in Rustenburg/Tlhabane Uniting Reformed Church in Southern Africa (URCSA) STUDENT NAME: MOIME WINNIFRED MOTSEI SUBMITTED IN THE FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE Mth Masters in Leadership and Christian Ethics UNIVERSITY OF PRETORIA SUPERVISOR: PROFESSOR VUYANI VELLEM September 2016 © University of Pretoria DECLARATION I SOLEMNLY DECLARE THAT THIS IS THE ORIGINAL WORK OF THE RESEARCHER AND THAT ALL SOURCES CONSULTED HAVE BEEN ACKNOWLEDGED. © University of Pretoria DEDICATION THIS STUDY IS DEDICATED TO: GOD Almighty, for His fulfilled will Tlhabane Congregation and Saulspoort Presbytery My family and friends for their unconditional love and outstanding support Thank you all and MAY GOD BLESS YOU © University of Pretoria ACKNOWLEDGEMENT I wish to express my gratitude and appreciation to the following: My supervisor, Professor Vuyani Vellem, Director Centre for Public Theology of the University of Pretoria for valuable advice, supervision motivation and encouragement. The church Minister, church deacons, church elders and Catechism class teacher Mrs. Maiketswane for helping me in completing the questionnaires. The youth and catechism class members of URCSA Tlhabane Congregation for completing the questionnaires. My three sons, namely Tshegofatso, Ofentse and Kgosimang Moime for their patience during my absence from home. God’s intervention and sustenance to enable me to stay on course in my attempt to reach greater heights in my academic and spiritual upliftment. © University of Pretoria CHAPTER ONE INTRODUCTORY ORIENTATION Page No 1.1Introduction 1 1.2 Geographical area of Rustenburg town and its context 3 1.2.1Socio- Cultural-Economic Reality of the Area 4 1.2.2The URC Congregation of Rustenburg/Tlhabane 5 1.3 Literature review 6 1.4 Problem statement 10 1.5Hypothesis 12 1.6 Aims and objectives 12 1.7 Methodology 13 1.7.1Introduction 13 1.7.2 Research instrument 14 1.7.2.1. Questionnaire design 17 1.7.2.2 Format and content of the questionnaires 18 1.7.3 Covering letter 20 1.7.4 Research design 21 1.7.5Population and sampling 21 1.7.6 Confidentiality 23 1.7.7 Response rate 24 1.7.8 Data analysis 24 1.7.10 Conclusion 25 1.8 Delimitation 26 1.9 Scope 26 1.10 Definition and elucidation of concepts 27 1.10.1 Reformed Theology 27 1.10.2 What is reformed Theology? 27 1.10.3 What does it mean to be reformed? 27 1.10.4 Leadership 28 1.10.5 Decline 31 1.10.6 Active involvement 31 1.10.7 Youth 32 1.11 Defining the area of research 32 1.12 Conclusion 33 © University of Pretoria CHAPTER TWO SOCIAL THEOLOGICAL ETHICS REGARDING THE SUBJECT OF CATECHISM 2.1 Introduction 34 2.2 What is catechism? 34 2.3 What do its contents usually address? 38 2.4 The essence and purpose of Catechetic 44 2.5 Catechetical Sermons" in the Reformed Churches 45 2.6 The role of parents in the subject of Catechetic 47 2.7 Calvin’s views on Catechism and Reformed Theology 47 2.7.1 History of Calvinism/Background 47 2.7.2 Views of Reformed Theologians about reformed Theology 49 2.7.3 Baptism as the process to catechism according to Calvinism 52 2.8 Calvin’s views on Geneva Catechism 53 2.9 Heidelberg catechism as a main article 53 2.10 Calvinism’s focused points in theology that can be used as foundation 54 to Catechism in a Reformed Tradition 2.11 The struggles experienced by Black Theologians with regards to 55 Reformed faith and Blackness 2.12 African and reformed? 58 2.13 Africanness and its relationship to Reformedness 59 2.14 Belhar confession, Catechism and Reformed 60 2.15 Action plan/Strategies or interventions 67 2.16 Conclusion 67 CHAPTER THREE THE CATECHETICAL APPROACH IN URCSA TLHABANE CONGREGATION 3.1 Introduction 69 3.2 Outline of URCSA in terms of liturgical self-understanding 70 3.3 Ministries in the church and example of abstract 73 from youth Constitution 3.4 Preaching in our Church 76 3.5 Music in our church 77 3.6 How the programme of Catechism is followed 78 3.6.1 Teachers responsible for catechism class 74 3.6.2 Catechism and class membership 80 3.6.3 The issue of language in our church and in Catechism 83 3.7 The duties and roles the minister of the word 83 3.8 The roles of the church council members 88 3.8.1 Responsibilities or Roles of a church elder 88 3.8.2 Responsibilities or Roles of a church deacon 89 3.9 Some reasons that affect the catechism and the youth in the church 91 3.10 The origin, development and decline of youth 93 3.11Conclusion 93 © University of Pretoria CHAPTER FOUR ENGAGING WHY YOUNG PEOPLE LEAVE THE CHURCH? LEADERSHIP AND THE RESEARCH’S OBSERVATION 4.1 Introduction 96 4.2 Reasons for the decline of the youth 97 4.3 Musical Instruments 100 4.4The Decline of participation of the youth 101 4.5 Church Mission 102 4.6 Effective leadership in the church 104 4.7 What is God’s mission of the church? 104 4.8 The difference between leadership in the church and 105 other sphere of society 4.9 What is Christian Leadership? 105 4.10 Developing a leadership identity 106 4.11 Circular and Christian leadership in Corinth 106 4.12 Paul’s view of leadership in 1Corinthians 1-6 107 4.13 What does the Bible teach about “servant leadership? 107 4.14 Christ is the servant of leadership 107 4.15 Authority in the New Testament 107 4.16The practice of servant leadership 107 4.17 Connected leadership: Jeremiah 8:18-9:3 108 4.18 Leadership and power 109 4.19 What have I observed? 109 4.20 Conclusion 110 CHAPTER FIVE DATA ANALYSIS AND INTERPRETATION 5.1 Introduction 111 5.2 Review of Respondents 111 5.3 Section A: Biographic Information 111 5.3.1Type of Church 112 5.3.2 Phase/Grade 113 5.3.3 Age Category 114 5.4 Section B: Church 117 5.4.1 Section B: Catechism 126 5.4.2 General finings 142 © University of Pretoria CHAPTER SIX SUMMARY, KEY FINDINGS, STRATEGIES, RECOMMENDATIONS AND CONCLUSION 6.1 Introduction 143 6.1.1 Statement of the problem 143 6.1.2 Demarcations of the Field of Study 145 6.1.3 Aims of the Investigation 145 6.1.4The methods of Research 145 6.2 Research Finding 146 6.3 Empirical Findings 147 6.4 Strategies to address concerns raised by young people in the church 148 6.5 Conclusion 150 6.6 Bibliography 151 Appendix A – Questionnaire – Catechism Class Appendix B – Letter from UP Appendix C – Youth constitution Appendix D – URCSA Letter of Approval © University of Pretoria CHAPTER ONE Catechism and the decline of youth Ministry in Rustenburg/Tlhabane Congregation of the Uniting Reformed Church in Southern Africa (URCSA) 1.1 INTRODUCTION The focus of my dissertation will be on the youth ministry as well as the Catechism class members and why there is a decline in terms of membership and inactive involvement of the youth in the church after they have been confirmed. The researcher also wants to examine the relationship between Catechetical classes with the growth of a congregation. Importantly, one thing is to research if there is a model of discipleship from Sunday school to Catechism class until the youth ministry in our Congregation. This dissertation considers Christian leadership as an important component of the search for models of discipleship that could be helpful. It regards leaders who are consciously committed Christians as well as youth members and catechetical class members as important sources for the research. Their faith and their worldview are of central importance in understanding their roles and leadership practices. We would expect their faith and belief system to influence their character, their conduct, and their course of action. In particular we would expect them to believe that the leader is not only answerable to the people she or he leads or to the task to be accomplished, but primarily to God, hence the question of discipleship is regarded as important. The ethical dimension of leadership is of great importance in Christian leadership studies. This is the case because this dissertation is not just about youth and leaders who are Christians or about leadership from a Christian perspective, but it is also about leadership in a Christian institution, a ‘missionary’ organisation living in community. This is not just an end in itself but a means towards an end and a way of dealing with leadership in a more responsive way and who are to lead the youth to be responsible member in church matters. 1 © University of Pretoria The question then is what is leadership and if there is a model of discipleship that can be used to encourage youth to be active in the church? Is leadership about power, position, talent, skill, authority, some unique physical traits, social status, family heritage, or special charisma? Is leadership a product of birth privilege or the result of casting lots or a democratic vote? Is leadership reserved for just an elite few chosen by providence and separated from the masses of us normal mortals who struggle for a sense of significance? What is leadership and what is discipleship? Does leadership require followers? Is it necessary for leaders to have titles? Is leadership a distinction of superiority, disposition of advantage and qualities of greatness that separate one from the rest? Is leadership reserved only to specific race or class of people? Are leaders smarter, wiser, better, greater, more intelligent, more equipped, more skilful, and more charismatic than followers are? These are questions that we need to struggle with throughout our lives in church, sports, politics, home and school.
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