Teaching and Twofold Love: Data Analysis and Discussion of Results

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Chapter 2: Data Analysis and Discussion of Results: Twofold-love and Socio-Cultural and Ecclesiastical Contexts of the DRC, Rwanda and Burundi

Can teaching twofold love contribute to a culture of peace in the Great Lakes region? This is the research question in this study. As the whole study develops an answer to this question in the context of qualitative research, the first chapter has mainly dealt with a general overview, research methodology, potential benefits of the study, and assumptions. The second chapter will follow the logic of the research question by dealing precisely with the relevant details of data analysis and discussion of the results. In this context, the second chapter will start by explaining in detail the means for data collection in terms of a qualitative approach. In the first place, this comprises the author’s day-to-day experiences in the Great Lakes region, academic conferences, focus group discussions, the pilot study and especially the questionnaire. After a detailed explanation of this research approach and the procedure for data collection, this chapter will discuss the results in the context of the Great Lakes region. Although the second chapter will start with the process of data analysis and discussion of results, it will insist on the socio-economic, political, environmental and ecclesiastical identification of what goes by the name of the Great Lakes region and its inhabitants. This analysis of the regional context will then help to determine whether or not
teaching twofold love is really needed in the Great Lakes region in order to achieve a culture of peace. If needed, a discussion on how to teach this will constitute the third chapter.

Data Collection: Day-to Day Experiences-Conferences-Pilote Study

Day-to Day Experiences

Although this study has not used participant observation as a traditional procedure for data collection, it is important to deal with this in order to have a general understanding. This will help one to differentiate day-to-day personal experiences from participant observation.According to De Vos et al (2002: 280), “participant observation can be described as a qualitative research procedure that studies the natural and everyday set up in particular community or situation.” With regard to the researcher’s attitude in participant observation, Muller and Sheppard (as quoted by De Vos et al, 2002: 279) “state that the researcher should be actively involved in the daily situation of respondents while observing their behaviour.”Here, there are two important areas of involvement for the researcher. Firstly, he/she is a participant, and secondly, he/she is an observer. Based on the essence of the objectives of the study, the researcher should look for a good balance along the continuum of total involvement and total observation. Coertze (as quoted by De Vos et al, 2002: 280) says that “the phenomenological approach is important in participant observation as the research endeavours to gain an in-depth insight into the manifestations of the reality. Participant observation is thus anti-positivistic in as much as this procedure does not aim at measuring in numbers, or gaining rules for behaviour.” Kvale (as cited by De Vos et al, 2002: 192) “defines qualitative interviews as attempts to understand the world from the participant’s point of view, to unfold the meaning of people’s experiences [and] to uncover their lived world prior to scientific explanations”. According to De Vos et al (2002: 298), “qualitative studies typically employ unstructured or semi-structured interviews. Unstructured interviews are also known as in-depth interviews […] Unstructured interviews are conducted without utilizing any of the researcher’s prior information, experience or opinions in a particular area.” According to May (as cited by De Vos et al, 2002: 298), “semi-structured interviews are defined as those organised around areas of particular interest, while still allowing considerable flexibility in scope and depth”.
According to De Vos et al (2002: 298):
The unstructured one-to-one interview, also sometimes referred to as the in-depth interview, merely extends and formalises conversation. It is referred to as a “conversation with a purpose”. The purpose is not to get answers to questions, nor to test hypotheses, nor to “evaluate” in the usual sense of the term. At the root of unstructured interviewing is an interest in understanding the experience of other people and the meaning they make of that experience. It is focused, discursive and allows the researcher and participant to explore an issue. It is used to determine individuals’ perceptions, opinions, facts and forecasts, and their reactions to initial findings and potential solutions.It is also important to note that in an unstructured interview, one needs to differentiate between the content of the interview and its process. The content of an interview, which is the easiest component, is “what the participant says”. On the other hand, the process of an interview, which is both a powerful and elusive component, involves reading between the lines in what the participant says, while noticing how he/she talks and behaves during the interview. In the end, the researcher remains the barometer. He tries to understand the participant through non-verbal cues (De Vos et al, 2002: 296). In the process of an interview,the researcher can confirm, enrich or contradict the participant’s content. According to Patton(as quoted by De Vos et al, 2002: 297), informal conversation, which is certainly another form of unstructured interview, resembles a chart, during which participants may sometimes forget that they are being interviewed, as most questions flow from the immediate context.
In the context of personal experiences and the lengthy process of data collection, the researcher has thus participated in and observed both the secular world and the entire Christian society in the Great Lakes region since the early years of his life up till now, and especially from 1977 onwards, when he entered his first year of theology at university level. His involvement in the lives of his Great Lakes region respondents (see the general overview of this study in chapter 1 at 1.1, and research methods at 1.2.5), as a Christian, theologian, lecturer at secular and theological universities, UNESCO worker dealing with more than 500 NGOs from the Great Lakes region, church leader, and chairman of registered institutions such as the Federation of Congolese Abroad, Great People for Community Development International, UNILAC etc, has helped him in gaining personal experience and observing and understanding the educational and life problems of people in this region. Being a Great Lakes region citizen, the researcher’s personal experiences, which should be differentiated from participant observation as a procedure for data collection, started with unstructured, one-to-one interviews (in-depth interviews) in 1977 and continued until 1999. In order to understand the experiences of other people from the DRC, Rwanda and Burundi in the area of Christian education and practical actions in the context of Christian responses to socio-economic, spiritual, political, behavioural and ecclesiastical crises, he somehow began the process of one-to-one, open-ended interviews. * Although this process was not a direct part of this research, it has contributed to this study. In this process, the researcher used to ask many “what, why, how, who and where” questions, in order to separate the thousands of individuals from 1977 up until 1999. He also wrote down all their stories and made a list of their problems (content of the interview). He also used the procedure for conducting interviews (trying to understand his respondents through their non-verbal cues), in order to better understand them. In this process of conducting unstructured interviews, the researcher used open-ended questions and then explored (together with each participant) some new territories in his research. In this way, there was flexibility and some type of data generation.

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Declaration
Epigraph
Abstract
Key Terms
Dedication
Acknowledgments
List of Abbreviations
Glossary
Table of Contents
Chapter 1: Introduction
1.1 General Overview
1.2 Research Methodology
1.2.1 Problem Statement and Rationale for the Study
1.2. 2 Research Problem and Objectives
1.2. 3 Preliminary Literature Review
1.2.3.1 Social Dependent Variables
1.2.3.1.1 Practical Theology by Gerben Heitink
1.2.3.1.2 Theology and Social Structure by Robin Gill
1.2.3.1.2.1 Four Theses Among Sociologists of Knowledge
1.2.3.1.2.1.1 Theology is Mere Ideology
1.2.3.1.2.1.2 Theology as General Ideology
1.2.3.1.2.1.3 Theology Versus Ideology
1.2.3.1.2.1.4 Theology as Socially Constructed Reality
1.2.3.1.2.2 Social determinants of Theology
1.2.3.1.2.2.1 Social Determinants of Individuals Theologians
1.2.3.1.2.2.2 Social Determinants of Theological Positions
1.2.3.1.2.2.3 The Social Significance of Theology
1.2.3.1.3 The Dilemma of Education in Africa by Pai Obanya
1.2.3.1.4 Sciences, Professions, Scientific Theory, Professional Research and Professional Practice According to de Vos and others
1.2.3.1.4.1 Sciences
1.2.3.1.4.2 Professions
1.2.3.1.4.3 Scientific Theory
1.2.3.1.4.4 Professional Research
1.2.3.1.4.5 Professional Practice
1.2.3.1.4.6 Ethical Aspects of Research
1.2.3.1.5 Foundational Issues in Christian Education by
Robert W. Pazmino
1.2.3.1.5.1 Biblical Foundations
1.2.3.1.5.2 Theological Foundations
1.2. 3.1.5.3 Historical Foundations
1.2.3.1.6 Conclusion
1.2.4 Research Design
1.2.5 Research Methods
1. 3 Potential Benefits of the Study
1.4 Assumptions
Chapter 2: Data Analysis and Discussion of Results: Twofold-love and Socio-Cultural and Ecclesiastical Contexts of the DRC, Rwanda and Burundi
2.1 Collection of data: Day-to Day Experiences-Conferences-Pilot Study
2.2 Data Collection: Questionnaires and Discussion of Results
Chapter 3 Teaching and Twofold Love: Data Analysis and Discussion of Results
3.1 Theoretical Teaching
3.2 Practical Teaching
3.3 Affective Teaching
3.4 Need Oriented Teaching
3.5 Contextual Teaching
3.6 Good Pattern in Behaviour of the Teacher
3.7 Christian Behaviors and Teaching of Twofold Love
3.8 Idleness as a symbol of Ineffective Teaching
3.9 Educational Psychology and Teaching Twofold Love in the Great Lakes Region
Chapter 4: Toward Solutions to The Dilemmas Of Teaching Christian Education In The Great Lakes Region: Love, Culture of Peace, Secularisation And Poverty
4.1 Love
4. 2 Education and Culture of Peace
4.3 Secularisation
4.4 Poverty and Health Problems
4.5 A Curriculum Developmen
Chapter 5: CONCLUSION-
APPENDIX 1 Research Questionnaire
APPENDIX 2 Conferences and Focus Groups
APPENDIX 3 Pilot Study
APPENDIX 4 Chronology of the DRC and Twofold Love
APPENDIX 5 Chronology of Rwanda and Twofold Love
APPENDIX 6 Chronology of Burundi and Twofold Love
APPENDIX 7 Letter of the Researcher to the UN Special Representative of the Secretary General in the Great Lakes Region:
APPENDIX 8: Letter from the UN Special Representative of the Secretary General to the Researcher
APPENDIX 9: Participation and Research During The UN /African Union’s International Conference on Peace, Security, Development and Social questions in the Great Lakes Region (2003-2006)
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