Original Research - Special Collection: Structural subjects, Church History and Systematic Theology

Is religious fundamentalism our default spirituality?: Implications for teacher education

Ferdinand J. Potgieter, Johannes L. van der Walt
HTS Teologiese Studies / Theological Studies | Vol 70, No 1 | a2082 | DOI: https://doi.org/10.4102/hts.v70i1.2082 | © 2014 Ferdinand J. Potgieter, Johannes L. van der Walt | This work is licensed under CC Attribution 4.0
Submitted: 22 October 2013 | Published: 18 July 2014

About the author(s)

Ferdinand J. Potgieter, Unit for Education and Human Rights in Diversity, North-West University, Potchefstroom Campus, South Africa
Johannes L. van der Walt, Unit for Education and Human Rights in Diversity, North-West University, Potchefstroom Campus, South Africa


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Abstract

Using experiential interpretivism as underpinning methodology, this article investigates whether religious fundamentalism is the default spirituality of human beings. Our research is based on a hermeneutic reconstructive interpretation of religion, fundamentalism, radicalism, extremism, spirituality, life- and worldview, and the role of education in bringing about peaceful coexistence amongst people. We concluded that the natural religious-fundamentalist inclination of the human being tends to be (and needs to be) counterbalanced by the education – that is, socialisation – that he or she receives from the moment of birth, the important first six or seven years of life, and throughout his or her life. Based on this conclusion, the article ends with the articulation of ten implications for teacher education.

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