Search

This paper is meant to convey a general idea of the current functioning of Biblical Studies in Southern Africa. By means of approximate figures, a quantitative survey is given of students and teaching staff involved in Biblical Studies and Bible Education at schools, colleges and universities. The inference is drawn that at tertiary level we should be less concerned about an apparent overproduction of teachers for these subjects, but rather focus our attention on the significance and relevance of Biblical Studies in present-day South Africa. The second and main part of the paper is a qualitative survey in which an assessment of university, college and school syllabuses is given. The core syllabus for Biblical Studies at university level, as accepted by the Biblical Studies Society for Southern Africa, is taken as the frame of reference. The paper indicates how university syllabuses correlate with the core syllabus, but also how perspectives such as hermeneutical, historical, systematic and ethical are specially emphasized. Syllabus quotations on the ethical perspective provide a list of very relevant issues. And noteworthy answers to the questionnaire question on life-relatedness are added. School syllabuses are tactfully but critically discussed. In the Biblical Studies syllabus very little attention is given to the prophets and the letters, to the interpretation of Scripture, and to topical issues. Some of the Bible Education syllabuses do include – although inconspicuously placed – a few topical issues. The disappointing conclusion is that the life-relatedness of the Christian message is not taken seriously, except in some tertiary syllabuses. What is encouraging, however, are the questionnaire responses emphasizing our responsibility in respect of – The understanding of the Bible; The implications for daily living, Relationships with God and fellow-men, And the current situation South Africa; The formative value of Biblical Studies.

After Jesus had brought a surprisingly original message, and had stressed the importance of understanding his invitation to a changed life style, the Christian church too often reverted to traditional content teaching and indoctrination. Honest, critical research was rejected and educational developments were ignored. Against such a background the recovering of Christian originality in the Christian Religious Education courses developed in Eastern Africa is to be welcomed. In these courses a life-related method is duly justified and effectively used. Jesus’ message and method were indeed original, in the dual sense of being first and being fresh. This challenge to implementation life-related originality instead of abstract traditionality should definitely be taken seriously in Christian Religious Education. But a similar life-approach should also be propagated in all education.

The indigenous people of the west coast of Washington State's Olympic Peninsula have used a wide variety of forest plants for centuries to make materials and medicines. The late David Forlines shared at least eight generations of the knowledge of uses of these plants for materials and medicines with us in hopes that this information might be used 'to help science catch up with the old people.' Dyes, paints and adhesives were some of the materials made. The medicines were often administered as teas, but in some cases, fresh plant material was required. Some parallels were found to European and Chinese uses of similar species. Plants from the family Rosaceae had the greatest number of medicinal uses, but several other plant families known to contain polyphenols were also encountered. The role of polyphenols in the use of these plants is difficult to estimate because in many cases the plants have not been studied chemically. A preliminary screening indicated that many of the plants were rich in procyanidins and associated compounds.