http://www.afmtc.org/site/index.php/site/index/ en hendrik@dcinteractive.co.za Copyright 2012 2012-05-05T07:33:00+02:00 http://www.afmtc.org/site/index.php/site/community_engagement/ http://www.afmtc.org/site/index.php/site/community_engagement/#When:07:33:00Z Changing the face of Africa You can give someone a fish to eat... Or You can teach someone how to fish... Or You can revolutionise the whole fishing industry... With the participatory community development initiative ATS comes alongside our alumni in order to understand the challenges they are facing in the real world and to jointly create innovative solutions. We believe that if we can provide support to our students and alumni, they can change the lives of the people around them and together, we can advance more effectively the Kingdom of God. By April 2012, ATS has launched four pilot projects. Read the feedback report from November 2011 for more information on these projects. Who can become part of the participatory community development initiative? Students who have successfully completed their CWC certificate or degree at ATS. Testimonials of spiritual leaders in the field "The main thing that I have realised is that the church has a very important role to play in changing and uplifting the community." *** "The entrepreneurial module, it is blessing me tremendously. It is opening my eyes; I will never be the same again." *** "I realised that my people has great potential! I will utilise it towards their success, because I want this community to succeed." ATS Community Engagement Fellow Pastor George van der Riet, an alumnus of Auckland Park Theological Seminary, is married to Karin Raubenheimer and they have five children. He is a senior pastor and has been serving in the full time ministry for the past 35 years. During this time he has achieved exceptional pastoral success and served in various leadership capacities including Regional Sunday School Chairman, Regional Youth Chairman and Regional Executive Leadership Chairman within the AFM church - the largest Pentecostal and Charismatic church in South Africa. He is a gifted individual, blessed with strong leadership abilities, a visionary knowing exactly where he is heading. His strategic insight enables him to identify, raise, empower and accommodate leaders of standing. He is a man of integrity, wisdom and tenacity, ensuring that no challenge is too daunting for him. Pastor George van der Riet formed part of the inception of the pilot project for the participatory community development initiative of ATS. He is assisting ATS to strategically align with appropriate corporate partners, execute the pilot project and secure funding. 2012-05-05T07:33:00+02:00 http://www.afmtc.org/site/index.php/site/sustainable_community_development/ http://www.afmtc.org/site/index.php/site/sustainable_community_development/#When:11:23:00Z .left { width:60% !important; clear:left !important; float:left; } .right { width:40% !important; clear:none !important; float:left; } A new generation grass-root leader Feedback report November 2011 Never has Africa felt a more clamant need for passionate, well-equipped grass-root leaders with both the will and ability to solve complex problems and to work permanent and far-reaching spiritual and social changes in needy communities. Qualitative research study In July 2011 ATS conducted a qualitative research study with the aim to understand the economical activities and context of people who are not employed within the formal employment sector. The research team made use of the human-centered design toolkit from IDEO that was a very helpful resource in the planning and execution of the research. Interviews were conducted with participants from: Mthatha in the Eastern Cape, Tyeni a small rural town 50 km north of Mthatha, and Durban in Kwazulu Natal. Why these towns?Three Auckland Park Theological Seminary (ATS) alumni students, who form part of the pilot launch of the sustainable community development program, have congregations in these towns. They, together with their management boards, agreed to form part of this exciting new approach to sustainable community development. Pastor Kaya Booi (Mthatha) and Prof WJ Hattingh (ATS) Why exciting and new?The need for humanitarian aid in South Africa is so prevalent and so pressing that grass-root leaders need to be also equipped as social entrepreneurs. "Social entrepreneurs are not content just to give a fish, or to teach people how to fish; they will not rest until they have revolutionised the fishing industry." [Bill Drayton] ATS wants to equip grass-root leaders to be social entrepreneurs who can help transform the local church to a sustainable community development centre. Entrepreneurs believe that humans can shape the future to become increasingly the world we would love to live in. Through human efforts the world can become progressively a world that we care about and are willing to commit to [Saras Saravathy]. We are excited about this program because we believe that by equipping grass-root leaders, we are creating relevant and sustainable solutions. We give input, suggestions and jointly brainstorm solutions but we find that this is merely the impetus to change. When we are long gone the people themselves shape a solution that address their unique situation. And true to the person of an entrepreneur, they dream and plan how to take the people around them on the journey to a better life. The online video illustrates this dynamic: What was found during our research in June 2011? The best practices found within the communities seem to be supported by positive, mental and emotional skills such as: hope for the future, self-discipline, acceptance of responsibility and the ability to self-transcendence. These skills seem to help the participants to gradually position themselves and their families towards a better quality of life, which in turn strengthens their emotional and mental skills. The best practices we have witnessed were predominantly depended on the collaboration of resources and efforts of friends and family members. The resources available to an individual within the research group are so restricted that on their own, their resources are not sufficient. The most clamant unsustainable practice we have identified is the child support grant of R260 being awarded to parents who have a very low income. The grant was created with the intention of protecting a child, however the implementation of this grant had resulted in a child becoming a "commodity". In many households the child grant is the only source of income that supports the entire family. This results in an alarming high number of teenage pregnancies, children being born out of wedlock and children who do not have a father who accepts any responsibility for them. Children are often left in the care of a grandmother while the mother collects the grant money and spends it on her own wants. Child neglect is the order of the day with children receiving insufficient nutrition, stimulation, discipline and nurturing. High levels of infection of HIV and AIDS are a direct result of this practice. Economies of scale refer to the cost advantages that a business obtains due to expansion. Many of the income sources currently utilised by the people can only become financially viable should they be extended. For example, entry-level salaries in Mthatha for school leavers are R600. The cost of transport to the city for one month is R242 leaving R358 for the rest of the month. The child grant however is R260 per month meaning that a working female without a child is only R98 per month better off than a female without work and who receives a child grant. Secondly, the small informal business relies heavily on the client base of their immediate community that has almost no buying power. For these businesses to survive they often illegally use electricity and other services. Expanding the client base outside of the community for these very small businesses is almost impossible due to the high cost of transport. Lack of good role models. Due to dysfunctional family structures - the absence of a father and even at times a mother - the children grow up with limited role models. They are left to their own devices and are deprived of sufficient adult guidance and involvement. Negative role models such as people selling drugs and alcohol were often identified as the most successful people in the community despite the fact that the participants stated that they felt that these activities were not moral and ethical. This contradiction might be because of the over emphasis on materialistic and visual indicators when making a judgement of whether an individual is successful or not. Limited access to information sources. The participants seem to be isolated from information regarding new work opportunities, business opportunities and general information that is deemed important to their quality of life. From our research it is evident that external factors (e.g. global economical conditions and national crime occurrence) impair the money generating ability of the participants but internal restricting factors also seem to play a significant inhibiting role. The internal restricting factors can be summarised in two interdependent categories that relate to the chicken and egg question namely, not being able to identify which one is the cause and which one is the result. The two restricting factors are dysfunctional families and milieu impaired individuals. For generations the participants have been severely deprived with regard to education, learning, exposure and upbringing, and currently there is nothing that we could identify that is in place to holistically rectify this disability of the participants. A dysfunctional family - such as we have come across - results in milieu impaired individuals. Milieu impaired individuals do not have the required skills to build a healthy supportive family structure on their own. A healthy family structure is, according to the philosophy of education, the most important vehicle to install knowledge, skills, experiences and a sense of the ethical in the child (Langeveld, 1950:243; Smith, 1989a: 2,3 & Smith, 1989b: 7). Vygotsky (Berthoud-Papandropoulou & Kilcher, 1996:173; Hedegaard, 1996: 171,172) refers to the concept of the "zone of proximal development". He states that the child can surpass his or her own capacities, within limits, through direct instructional guidance and social interaction. He further notes that when instruction creates a "zone of proximal development" it stimulates a series of inner development processes. This is a process that can unleash unexpected potential in individuals. High performing individuals can impact communities and eventually the entire country. From our research it seems that the well-being of our country is severely hampered in this regard. We cannot prosper as a country if the majority of our people cannot achieve, as Vygotsky called it, a "zone of proximal development". We cannot only aim to give the bare minimum education and guidance to our children; we need to help them, within limits, to surpass their own capacities. Regrettably, we have not even achieved the bare minimum with regard to the education and upbringing of our children in South Africa. What are the focus areas of our community development program? The participatory community development program of ATS focuses on four opportunity areas that serve as a springboard for ideas and solutions. They are as follows (ATS Research Report, June 2011): How might we facilitate the development of a rural community into an economic hub through entrepreneurial ventures? How might we strengthen and equip families who can foster healthy, well adjusted and capable family members? Holistically addressing, amongst other aspects, childcare and education, HIV & AIDS prevention, psychological support of teenage mothers and the functional integration of young men into the family structure. How might we facilitate the access of existing resources, the creation of new resources and the re-allocation of existing resources in order to build the quality of life within the community? How might we equip the local "faith based" group to become a source of relevant and important information pertaining to the quality of life of the community? Who are our partners?CWC and the participatory sustainable community development program, fall under the guardianship of ATS. ATS works in collaboration with various communities, local leaders, specialist partners and stakeholders, viz: Local grass-root leaders who have successfully completed Community Worker's Certificate (CWC) and form part of the sustainable community development program of ATS. The South African Defence Force's chaplains are assisting ATS with programs and workshops to strengthen family structures and to engage the community in the "war" against HIV & AIDS. Child Welfare South Africa will in 2012 be assisting ATS with programs and interventions to strengthen and equip families that can foster healthy, well adjusted and capable family members. The North West University is assisting ATS with research projects to evaluate and monitor intervention programmes. Various specialists and experts are contracted on an ad hoc basis. What have we done during our 2nd visit?ATS went back to the communities in Tyeni and Mthatha (we're visiting Durban in January 2012) and presented our research findings for their verification. Before After The findings were accepted as a whole and the group gave more in-depth information regarding "economies of scale", dysfunctional family structures and the future risk that local traditional leaders may pose to the project. We brainstormed with the communities' role-players to identify desirable solutions and build prototype representations of these solutions. The chaplains from the South African Defence Force presented interactive group discussions on relationships, marriage, HIV and AIDS and faithfulness within marriage. Two groups, one for English speaking people and one for Xhosa speaking people were conducted simultaneously. Enthusiastic group participation by members was the order of the day. It will take time but we believe that we have given a step in the right direction of rebuilding family structures that will foster healthy, well adjusted and capable family members. There was great interest in the pre-school programs and material. This is definitely a pressing need within the community. Pastor George van der Riet held a workshop where he introduced them to a 40-week pre-school program. Donations of toys were handed over to the newly found informal pre-school groups. In January 2012, three pre-school groups were started in the remote areas of the Eastern Cape. Pre-school children An underutilised resource at the Tyeni "faith-based" group and its 15 branches is agricultural land. For this reason, we have agreed that a solution for the economical need is to create food and farming systems, which will improve and sustain ecological, economical and social health through systemic, community-based and self-organising governance. ATS is currently in negotiation with a few major national stakeholders to be part of this section of the program. We hope that we can make some announcement in the near future. On the 17th of November 2011, as a symbolic gesture we ploughed 0.5 hectare of fertile ground at the main assembly of Tyeni Church and planted corn, beans and carrots. A local farmer (the owner of the tractor) and his wife will oversee the garden. Local farmer and his wife ConclusionSouth Africa is experiencing unique challenges not only on account of its own internal affairs but also the rapid changes worldwide. In many regards SA is at a crossroads: it could drop off the charts altogether, like Somalia, or come back even stronger and be in an even better position to have an impact on the global economy (Sunter & Ilbury; Walls; Jenkins). Economists and scenario planners are in consensus that what South Africa and Africa need is people who are resourceful, innovative, creative, entrepreneurial, industrious and productive (Laubsher; Sunter & Ilbury). Me. Graca Machel, the wife of Mr. Nelson Mandela, stated at the World Economic Forum for Africa in 2009 "that the responsibility for the continent's welfare lies with its people and leaders" (Beeld, 19 June 2009). We cannot leave these challenges only in the hands of government; we need passionate and well-equipped people to drive these changes on grass-root level. We need an aggressive bottom-up approach that will enable Africa's people to rise to the opportunity and the responsibility. It is for these reasons that Auckland Park Theological Seminary (ATS) has been focusing its attention on the training and development of leaders and theologians. The focus has been on equipping leaders with spiritual capacity and Biblical morals to be free democratic thinkers who are not manipulated; people with administrative skills, and social and economical entrepreneurial capacity to help Africa to rise to the occasion and bring an end to its victim culture. Should you feel called to be part of this challenge, you can: Enroll as a student. Volunteer to help record the printed study material into audio format (making the learning material available to students who's reading proficiency is not yet on tertiary standards). Sponsor a student's class fees. Subscribe to ATS' newsletter for regular updates below. Enter your email address to receive our newsletter 2012-01-17T11:23:00+02:00 http://www.afmtc.org/site/index.php/site/victor_kids_panel/ http://www.afmtc.org/site/index.php/site/victor_kids_panel/#When:09:23:00Z Kontak besonderhede Linda Erasmus Epos: assistant@afmtc.org Tel: +2711 726 7029 The English edition of the Victor Kids 2012 revision will be made available soon. 2011-12-02T09:23:00+02:00 http://www.afmtc.org/site/index.php/site/victor_kids/ http://www.afmtc.org/site/index.php/site/victor_kids/#When:08:55:00Z Die Victor Kids materiaal is hersien met ‘n paar spesifieke dinge in gedagte: Bekostigbaarheid asook beskikbaarheid Bruikbaarheid t.o.v. taalgebruik en ontwikkelings vlak van die kind Gebruikersvriendelik vir almal, sonder om die boodskap te wysig Module 1God, die omgewing en die mens Kinderfase 1 - Graad 0 tot 1 Die skepping: Dit is goed Eerste drie dae Vierde en vyfde dag Sesde en sewende dag Kroon van die skepping Verantwoordelikheid oor myself Noag en die ark Rentmeesterskap: Water Rentmeesterskap: Lug en omgewing God is betrokke Klein Samuel God praat met Samuel Eli se dood Samuel salf Dawid Dawid en Goliat Elia en die kraaie Elia en die weduwee Elia en die Baäl profete Jona en die vis Feeste Paasfees Pinkster Trauma Eiewaarde Kinderfase 2 - Graad 2 tot 3 God skep die wêreld en mense God het die wêreld gemaak God as skepper van verskeidenheid God het my en my mense gemaak Elke mens is uniek God se doel met mense Beskermers van God se aarde Voorsienigheid van God God sorg vir die wat gehoorsaam is aan Hom God sorg vir my en die skepping Dankbaarheid vir God se sorg Wie is die skepper God? God is ewig en onveranderlik God is almagtig en alomteenwoordig God is heilig God is vader God skep onverganklikheid God is wonderlik en maak wonderlike mense Feeste Paasfees Pinksterfees Trauma Verlies van eiewaarde Verlies deur die dood Verlies van onskuld Kinderfase 3 - Graad 4 tot 5 Die Skeppergod Die skepping vertel 'n storie Die skepping is ongelooflik Die mens as Skepsel Jy is deur God gemaak Jy is uniek Jy is met 'n doel gemaak Die skepping loof God Voorsienigheid van God God sorg vir my God se beskerming en gehoorsaamheid God beskerm ons Verhouding met God en mense Dade het gevolge My verhouding met God Beskermers van God se aarde God maak my nut As die Here nie die huis bou nie Feeste Paasfees Pinkster Trauma Verlies deur egskeiding Verlies van onskuld Verlies aan eie-waarde Kinderfase 4 - Graad 6 tot 7 Die mens as skepsel Die kroon van God se skepping Ambassadeur vir God Verhouding met die skepper God die skepper het 'n doel met my lewe God skep nuwe lewe My posisie in Christus Ek is God se kind Skeppende Christene God stel my in staat om 'n sukses te wees 'n Mislukking word 'n sukses in God se hand Die christen en kreatiwiteit Skeppende Christene. Hoe? Om problem op te los. Vaardighede met probleemoplossing Oorwinnende lewenstyl Lewende getuie vir God Andere in nood te help Ons is medewerkers van God Feeste Paasfees Pinkster Trauma Verlies van iets waardevol Verlies aan onskuld Verlies deur die dood 2011-12-02T08:55:00+02:00 http://www.afmtc.org/site/index.php/site/studia_historiae_ecclesiasticae_december_2009_abstract/ http://www.afmtc.org/site/index.php/site/studia_historiae_ecclesiasticae_december_2009_abstract/#When:13:29:00Z Aucklandpark Teologiese Seminarium: die hartseer verlede en uitdagings in die nuwe millennium Andries Putter Vakgroep: Praktiese Teologie, Noordwes-Universiteit, Potchefstroomkampus, Potchefstroom, Suid-Afrika Abstract This article entails an investigation of the history of Auckland Park Theological Seminary (ATS) and a future plan. ATS history can be divided into four periods: The early Bible School period, (1924-1949); the Bible School period (1950-1969) and the third period was that of the Theological College (1970-1995). From 1996-2008, ATS was part of the broader AFM decision to bring about unity within the respective AFM theological colleges, but to no avail. Questions arising from the article include the following: What were the reasons why the unity within the respective AFM theological colleges was not made possible? Can ATS function more effectively without the AFM influence, and if so, what will the effect be? The purpose of this article is to provide a better understanding for the reader about theological training within the AFM that influenced ATS and guidelines for students, pastors and role players about the future of ATS.  Should you be interested in receiving this article, you could subscribe here. 2010-06-09T13:29:00+02:00 http://www.afmtc.org/site/index.php/site/academic_programs_panel/ http://www.afmtc.org/site/index.php/site/academic_programs_panel/#When:16:38:00Z “Pentecostal people’s behaviour is one of independence, entrepreneurship, good behaviour, discipline, rational outlook on work and social activities. This leads to economic growth and poverty relief.” Prof. Peter Berger - American Sociologist 2009-09-11T16:38:00+02:00 http://www.afmtc.org/site/index.php/site/about_ats_panel/ http://www.afmtc.org/site/index.php/site/about_ats_panel/#When:16:35:00Z “In my experience ATS is one of the best Pentecostal theological training centers in the world”. Dr. M Clark - Regents Theological College in the United Kingdom. 2009-09-11T16:35:00+02:00 http://www.afmtc.org/site/index.php/site/previous_exam_and_test_downloads/ http://www.afmtc.org/site/index.php/site/previous_exam_and_test_downloads/#When:17:06:00Z Click on the documents below to download it. All forms are viewable with the Adobe Acrobat Viewer. BIB 1A exam 2005.pdf CCH APS EXAM 2005.pdf CCH EXAM JUNE 2005.pdf D2C91.pdf DG1A91.pdf DG2C91.pdf DG2C92.pdf DGHO6.pdf GR1A91 - Greek A Exam - Extramural.pdf GR1A91 - Greek A Exam - Intramural.pdf MS2A9.pdf MS2A91 JUNE EXAM.pdf NT2A Exam 2005.pdf OT3C91.pdf OTH1291.pdf PT1C91.pdf TEOL3C.eksamen.2005.pdf TLG 0107 Missions.pdf TLG 0107 Paper 1 2005.pdf TLG 0107 Paper 2 2005.pdf TLG 0707.pdf TLG 1007 2005.pdf TLG 1A _2_ CHH.pdf TLG 2A DOG.pdf TLG 2C Dogmatiek vraestel 2.pdf TLG 3A APS paper 1 2005.pdf TLG 3A paper 1 2005.pdf TLG 3A paper 2 2005.pdf TLG 3A Vraestel 2.pdf TLg1007Miss.pdf TLG1207.pdf TLG1A Dog.pdf TLG1CSG.pdf TLG3C CHH.pdf TLG3C OT.pdf Information 2007-02-15T17:06:00+02:00 http://www.afmtc.org/site/index.php/site/explanation_of_subjects/ http://www.afmtc.org/site/index.php/site/explanation_of_subjects/#When:15:08:00Z TLG1A11 = Systematic Theology & Ethics (Dogmatics)1& Church History 1(First Semester)Systematic Theology & Ethics (Dogmatics): Introduction to Dogmatics, Ethical themes.Church History: Church History as an academic discipline. International Church history: the early church up to the Reformation, history of doctrine: Christology and Trinity. TLG1B21 = Practical Theology 1 & Missiology 1 (Second Semester)Practical Theology: Practical Theology as a theological field of study. Introductory study of liturgy. Introductory study of homiletics. Introductory study of pastoral care and Christian counselling. Introductory study of Christian Education. Children’s and Youth ministries. Missiology: Introduction to Missiology. Development of missiology as a discipline. Biblical basis of missionary work. Important missionary personalities and pioneers. Contemporary developments in the mission world. TLG1C11 = Spiritual Growth & Personal Development (First Semester) The gifts of the Holy Spirit, methods of Bible study, Christian disciplines and contemporary world views. Personal development, creativity, communication and Academic writing skills TLG1D21 = Christian Management and Leadership (Second Semester)Basic knowledge and skills to be an entrepreneur with Christian values and principles. Christian leadership. GRA11 = Greek 1 (First Semester)Basics of Greek Grammar. Translate simple texts from the Septuagint (Greek Old Testament) and New Testament. Greek prose composition (English/Afrikaans into Greek). Basic principles of Semantics - context and meaning. GRA11 = Greek 1 (Second Semester)Greek 1B:Advanced Greek Grammar. Translate complex texts from the Septuagint (Greek Old Testament) and New Testament. Greek prose composition (English/Afrikaans into Greek). Theories of Bible Translation and Semantic Fallacies. Using Ancient Greek in Ministry - Introduction to Exegesis of the New Testament. HEB1A11 AND HEB 1B21 = HEBREW 1 Studies (First & Second Semester)Hebrew Grammar, Translate Biblical texts from Hebrew to English/Afrikaans, e.g. Jonah, Ruth. BS1A11 = Biblical Studies (First Semester)The Formation of the Old Testament, the Geography of Israel, the role of Archaeology, and the socio-historical background of the Old Testament. BS1B21 = Biblical Studies (Second Semester)The Intertestamental Period. Introducing the Apocrypha of the Old and New Testaments. New Testament Textual Criticism and Canon. Introduction to the Synoptic Gospels - Matthew, Mark and Luke. TLG2A11 = Missiology 2 & New Testament 2 (First Semester)Missiology: Missionary theology in the Old and New Testaments. Missionary work as the essential call of the church.New Testament: Introduction to the Gospel according to John, Acts and Revelation. Theology: the doctrine of Jesus. Hermeneutics. Exegesis: The Gospel according to John. TLG2B21 = Practical Theology 2 (Second Semester)Practical TheologyPastoral care: Introduction to pastoral counselling; the Biblical model for counselling; practice in counselling skills. Homiletics: The theory and practice; Hermeneutics and communication in preaching. Christian Education: The teaching task of the church; learning theories; phases of development TLG2C11 = Systematic Theology (Dogmatics) & Ethics 2 (First Semester)Systematic Theology (Dogmatics) and Ethics:Christology, Anthropology, Law of God, Harmatology, Covenant, Election and Soteriology. Ethical themes. TL G2D21 = Church History 2 & Old Testament 2 (Second Semester)Church History: International church history form the Enlightenment up to the end of the 20th Century, as well as the Eastern Orthodox Church. History of dogma; the doctrine of the Trinity, the doctrine of Christ, sin and grace, justification and the doctrine of the Eucharist.Old Testament: The introductory problems and message of narrative, poetical and wisdom literature. Missions in the Old Testament. TLG3A11 = Practical Theology 3 (First Semester)Practical Theology: Pastoral care: Pastoral counselling in specific situations, the lay pastorate. Diaconia: Diaconia as work of the church; the shepherd-flock and body of Christ models, small groups. Homiletics: Preaching styles, forms of sermons and practical preaching. Liturgy: Theory and practice, celebration as therapeutic moment in care. TLG3B21 = Missiology 3 & New Testament 3 (Second Semester)Missiology: Introduction to the Science of Religion. Study of Islam, Buddhism, Hinduism and African religions. Introduction to cross-cultural Communication. Church growth.New Testament: Introduction to the General and Pauline epistles. Theology of Paul. Exegesis. TLG3C11 = Church History 3 & Old Testament 3 (First Semester)Church History: History of the Apostolic Faith Mission of South Africa. Dogma history Divine healing in the AFM of South Africa. Theological development since the Second World War.Old Testament: The introductory problems, nature and message of the apocalyptic and prophetic literature. Theology. Exegesis TLG3D21 = Systematic Theology (Dogmatics) & Ethics 3 (Second Semester)Systematic Theology (Dogmatics) and Ethics: The kingdom of God. The doctrine of the church. The doctrine of the sacraments. Protology, evolutionism, angelology, demonology. Ethical themes. TLG3E; TLG4A; TLG0107: (First Semester)Practical Theology: Research in Practical Theology. Pastoral care: Pastoral counselling, cross-cultural and group counselling, mental health care. Media-preaching. Church management.Missionary Science: Missionary communication. Urban missionary work. Church growth. TLG3F; TLG4B; TLG0207: (Second Semester)New Testament: Hermeneutics. Use of the Bible in counselling. Exegesis of General Epostles.Old Testament: Theology. Exegesis. TLG3G; TLG4C; TLG0307: (Second Semester)Systematic Theology & Ethics: The doctrine of creation. The doctrine of the Holy Spirit. The doctrine of the angels. Sanctification. The doctrine of the end time.Church History: Methodology of Historiography. An assignment on a theme of the candidates own choice. Pentecostalists, Neo-Pentecostalists, independent black churches in Southern Africa, African Theology. Information 2007-02-15T15:08:00+02:00 http://www.afmtc.org/site/index.php/site/advanced_course_in_counselling_youth_in_crisis/ http://www.afmtc.org/site/index.php/site/advanced_course_in_counselling_youth_in_crisis/#When:12:11:00Z This certificate covers the following modules: Counselling youth: Understanding youth in their phases of development Counselling methods: Understanding & managing the skills in counselling youth in crisis Dealing with aspects related to youth in crisis: sexuality, substance abuse; depression & suicide, drugs and counselling the terminally ill. This certificate starts with a 3-4 day practical course to be attended after which the assignments and exam can be done by correspondence. More information and registration forms are available on request. Information 2007-02-15T12:11:00+02:00