Catechesis for a paradox: Investigating the formative potential of Luther’s catechisms in Southern Africa

Abstract

The large majority of South Africans identify as Christians; however, the country is plagued by numerous indecencies such as violent crime, poverty, femicide and so on. This paradox presents a challenge for South African theologians, especially regarding Christian formation. Consequently, this article offers an analysis of Martin Luther’s catechisms within their context as a contribution to this challenge. Luther’s catechisms are examined in relation to the historical context of the early church catechumenate tradition, the theological contrast to Dietrich Kolde’s catechism and considerations of genre. The analysis combines cognitive, affective and ritual perspectives into a theory of formation, highlighting how knowledge, desire and embodied action shape and form human beings. The aim of the analysis is to uncover the formative potential that Luther’s catechisms can have for South African Lutheran Churches. It is found that this potential in Luther’s catechisms is characterised by the critique of his inherited symbolic world, the Law and Gospel dynamic, sacraments as points of encounter, prioritising coherence over the number of rituals, integrating literacy and orality, and employing a holistic approach to the Christian life. Luther’s catechisms hold potential for South African churches to address the noted paradox by offering these perspectives on the various facets of theological formation.

Contribution: This article combines cognitive, affective and ritual perspectives on human formation into a pedagogical theory, which is applied in a contextual analysis of Martin Luther’s catechisms. Consequently, the formative potential of Luther’s catechisms is characterised by providing conceptual approaches to Christian formation.