| Summary: | During nine years of teaching most subjects at the Hefsiba Theological School in Vila
Ulongue, Angonia, Mozambique, the researcher and other lecturers observed certain
problems while assessing the students' sermons, projects and examinations. These
difficulties had to do with the application of certain thinking skills. The lack of many of these
thinking skills were so severely felt that the lecturers were tempted to ask only the type of
questions that they know the students could answer, namely: straightforward questions,
testing for knowledge of content only. It was even suggested that it is not worth it to let
students do independent research and dissertations in the African context.
The problems students experience during the exegetical process, as seen during this
research in Mozambique cannot be remedied by supplying more knowledge about
hermeneutical theories and philosophies. It has to do with the thinking abilities necessary to
analyse and interpret the original meaning of the text in a valid way and then compare and
apply it to new situations. Exegesis is fundamental to all theological subjects. Weak
analysis and interpretation of Scripture affect all areas of a Pastor's work and consequently
the realization of God's Kingdom by all believers. Therefore, better exegesis is crucial for
better teaching and applying of biblical principles in the different situations congregations
encounter in the modern world. Chapter 1 explores these problems and the hypotheses and
objectives of this research.
Chapter 2 presents an investigation of the specific problems, including problems with thinking
skills, typically encountered during the exegetical process. The extent of the lack of thinking
skills apparent during the exegetical process will be studied. The effects of a reading
efficiency and comprehension course will be reviewed.
Chapter 3 gives an exposition of the biblical bases for developing thinking skills.
Chapter 4 gives an overview of applicable insights from educational science, educational
psychology, anthropology and others pertaining to the problems investigated, also in the
African context, will be given.
Chapter 5 incorporates some important insights in an agricultural metaphor, which aims at
the collaboration of lecturers at Bible Schools, adapting their teaching strategies in order to
develop their students.
Chapter 6 offers a demonstration course for the learning of basic exegesis in the African
context. Insights gained during the previous chapters are applied.
Much can and should be done to remedy the existing problems in the teaching and practicing
of exegesis. === Thesis (Ph.D. (Old Testament))--North-West University, Potchefstroom Campus, 2005.
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