Exploring African Traditional Methods of Teaching Christian Education for Children: The Case of Three ELCT Dioceses

Ndelekwa Kuvavenaeli Pallangyo
Tumaini University Makumira
Box 55, Usa-River, Tanzania
Email: ndelekwapallangyo@gmail.com

Abstract: This study explored the importance of integrating African traditional teaching methods into Christian education and evaluated their use in Sunday school programmes across three dioceses of the Evangelical Lutheran Church in Tanzania (ELCT): The Northern Diocese, Diocese of Meru, and North Central Diocese. A qualitative case study design was employed, using purposive, expert, and stratified sampling techniques. Data were collected through interviews, questionnaires, and direct observation. The findings revealed that Sunday school teaching is predominantly teacher-centred, relying heavily on narration, memorization, and limited learner interaction. In most observed classes, children were expected to listen quietly while teachers explained biblical stories, with few opportunities for discussion, questioning, reflection, or practical participation. This approach resulted in passive learning and restricted children’s active engagement in developing their understanding of the Christian faith. In contrast, the study found that African traditional pedagogical methods emphasize participation, experience, community involvement, and age-appropriate learning. Although these methods have declined in contemporary practice, participants regarded them as valuable resources for strengthening Christian education. Storytelling, role-play, imitation, songs, riddles, age-group learning, and intergenerational mentorship were identified as culturally relevant and effective approaches for nurturing children’s faith. Respondents emphasized that integrating these methods into Sunday school could enhance children’s participation, understanding, and spiritual development. However, successful integration requires well-trained teachers, contextual adaptation of traditional practices, and stronger collaboration between churches and families. The study therefore argues that incorporating African pedagogical methods into Christian education can create more engaging, culturally meaningful, and holistic approaches to teaching the Christian faith among children in the selected ELCT dioceses.