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  1.  16
    The Colonisation of South Africa: A Unique Case.Erna Oliver & Willem H. Oliver - 2017 - Hts Theological Studies 73 (3).
    From the 15th century onwards, most of the countries in Africa have been colonised by theEuropean world powers, Great Britain, France, Portugal, Germany, Spain, Italy and Belgium.South Africa was officially colonised in 1652. Apart from the European colonisation beingexecuted from the south of the continent, South Africa also experienced a migration andinvasion of people groups from the north. The indigenous people groups, inhabiting thecountry long before these two groups arrived there, will be discussed as background to the restof the article. (...)
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  2.  7
    An African Reformation.Erna Oliver & Willem H. Oliver - 2017 - Hts Theological Studies 73 (3):1-8.
    The year 2017 is the year in which the Reformation, started by Martin Luther, is celebrating its 500th birthday. This depicts a milestone in the life of the Church of the Reformation and also in the life of Christians worldwide. This is a good time to ponder on the epistemological question of the validity and necessity of the Reformation. If this question is answered in a positive way, then it could bring us to the realisation that the time is ripe (...)
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  3.  9
    Faith, Righteousness and Salvation in Romans.Willem H. Oliver - 2018 - Hts Theological Studies 74 (4):1-6.
    In the book of Romans, also called 'Paul's Letter/Epistle to the Romans', it is clear that Paul created a very close lexical semantic relation between the concepts πίστις/πιστεύω [faith, believe], δίκαιος/δικαιοσύνη [righteous, righteousness] and σωτηρία/σῴζω [salvation, save]. Although it is said that the theme of righteousness is the focal point of Paul's theology, especially in Romans, this term is very closely linked to the two concepts, faith and salvation, in this letter. The aim of this article is to investigate that (...)
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  4. Serious Games in Theology.Willem H. Oliver - 2019 - Hts Theological Studies 75 (4):1-8.
    In South Africa, the implementation of serious games and gamification in the design of curricula, being presented in schools and institutions of higher education, is mostly a novelty. As we are in a transitional phase with education, especially on two levels, namely, with the decolonisation of education and preparing education for the Fourth Industrial Revolution, it would be fitting and high time to fully implement gaming into the curricula. This article takes a look at the implementation of a serious game (...)
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    The Bible in the Fourth Industrial Revolution: ‘What’s in It for Me?’.Willem H. Oliver - 2020 - Hts Theological Studies 76 (4).
    The society in which we currently live and operate is globally the Fourth Industrial Revolution and locally our environment or community. Although we are still in a lag period between the 3IR and 4IR, the 4IR already has a global disruptive effect, with artificial intelligence being gradually implemented, with fluid contexts, and where nobody agrees on anything. Deep learning, unlearning and relearning must take place on a daily basis. The question could well be asked if there is any place for (...)
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  6.  4
    The Radical, Righteous and Relevant Jesus in a Coronavirus Disease-Defined World.Willem H. Oliver - 2021 - HTS Theological Studies 77 (4):1-8.
    Stephan Joubert has already made his mark in South Africa with his solid way of doing Theology. In this Festschrift, we wanted to accord recognition to him for what he has already made and for what he is currently doing with e-kerk. His book, Jesus Radical, Righteous, Relevant, having initially been written in Afrikaans, was translated in 2012 into English and depicts his heart for the followers of Jesus and the familia Dei, specifically in South Africa. This article is a (...)
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    Teaching Theology in the Fourth Industrial Revolution.Willem H. Oliver - 2020 - HTS Theological Studies 76 (2).
    Post-school education in South Africa mostly takes place within an industrial-age factory environment as has been done for the past 50 years or longer. This is the case despite the fact that the world is on the brink of, or already part of, the Fourth Industrial Revolution, called by some an ‘emerging new world order’. Educating students today like we did it half a century ago has now become education to a ‘quickly vanishing world’. Although one may argue that the (...)
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