Scielo RSS <![CDATA[Koers]]> vol. 82 num. 1 lang. en <![CDATA[SciELO Logo]]> <![CDATA[<b>Transformative learning through teacher collaboration: a case study</b>]]> This article, which developed from previous studies at the school, reports on a qualitative study aimed at investigating the professional learning experiences of staff members at a South African primary school. Transformative learning and adult learning theory underpinned the study. Data were collected by means of an open-ended questionnaire administered to teachers of the Mathematics department, a focus group interview with these teachers and individual interviews with the principal. Participants indicated that teacher collaboration enhanced their professional learning in the various horizontally and vertically structured teams at the school. They emphasized the importance of effective communication, trust and respect in their interpersonal relationships. Although participants acknowledged differences in their personalities and professional approaches, they regarded them as beneficial and complementary for their learning. The study showed that transformative learning was contextualised and therefore suggested that more research should be carried out to explore the contextual factors that promote sharing of knowledge and skills among teachers at other schools.<hr/>Hierdie artikel wat uit vorige studies in die skool ontwikkel het, doen verslag oor 'n kwalititiewe studie wat die professionele leerervaringe van personeel in 'n Suid-Afrikaanse laerskool ondersoek het. Transformasionele leer en volwasseneleerteorie het as grondslag van die studie gedien. Data is ingesamel deur middel van oop vrae in 'n vraelys aan onderwysers in die Wiskundedepartement, 'n fokusgroeponderhoud met hierdie onderwysers asook individuele onderhoude met die skoolhoof. Deelnemers het aangetoon dat onderwysersamewerking hulle professionele leer verbeter het in die horisontale en vertikale strukture in die skool. Hulle het die belangrikheid van effektiewe kommunikasie, vertroue en respek in hulle interpersoonlike verhoudinge beklemtoon. Alhoewel deelnemers verskille in hulle persoonlikhede en professionele benaderings erken het, het hulle dit as voordelig en komplementerend beskou. Die studie het aangetoon dat transformasionele leer gekontekstualiseerd is en dat verdere studies derhalwe aanbeveel word om die kontekstuele faktore wat die bevordering van kennis en vaardighede onder onderwysers bevorder, te ondersoek. <![CDATA[<b>Neoliberalism and education: A reformational-pedagogical perspective (part 1)</b>]]> This article forms yet another link in a series of studies and publications from the pens (computers) of South African reformational educationists regarding the so-called -isms deemed to be threats to the Christian (Biblical) orientation to education (including teaching and learning). In this, the first part of the article, a brief overview is given of how these reformational educationists have so far responded to the various "-isms" that they perceived to be threats or challenges to Christian education. This is followed by an attempt to define the concept "neoliberalism" and to indicate what it means in general, and in particular, in the educational context. This part of the article paves the way for a critical analysis of neoliberalism as a "philosophy of education" and of its transcendental preconditions in the second part.<hr/>Hierdie artikel is 'n verdere skakel in 'n reeks studies en publikasies uit die penne (rekenaars) van Suid-Afrikaanse reformatoriese opvoedkundiges wat verband hou met die sogenaamde -ismes wat hulle beskou het as bedreiginge vir die Christelike (Bybelse) siening oor opvoeding (insluitend onderwys in die sin van onderrig en leer). In hierdie deel van die artikel word eerstens 'n kort oorsig gegee oor hoe die reformatoriese opvoedkundiges tot dusver te werk gegaan het om die "-ismes" wat hulle beskou het as bedreigings vir, of as uitdagings aan die Christelike opvoeding en onderwys, aan die kaak te stel. Dit word gevolg deur 'n poging om die begrip "neoliberalisme" te omskryf en te stel wat dit breedweg impliseer, veral in 'n opvoedkundige konteks. Hierdie deel van die artikel berei die weg voor vir 'n kritiese ontleding van neoliberalisme as 'n "opvoedingsfilosofie" en van sy transendentale voorwaardes in die tweede deel van die artikel. <![CDATA[<b>Tracing philosophical education at Potchefstroom a century ago</b>]]> It is to be regretted that the history of education in Philosophy at other universities, like the Free University of Amsterdam, the Netherlands (established in 1880) has been documented in several publications, while very little is known about who taught and what was taught in Philosophy during the early days of the later to be known Potchefstroom University for Christian Higher Education (established already in 1869). The introduction indicates that also about the teaching of this subject in general in South Africa not much has been documented. Nevertheless, from the start philosophy was regarded as an important part of the academic curriculum for the training of future ministers (and later also teachers) of the Reformed Churches in South Africa. From about the second decade of the twentieth century two types of Christian Philosophy emerged more clearly. Prof Ferdinand Postma (1879-1950) taught in the line of the logos philosophy of his Dutch mentor, Jan Woltjer (1849-1917), but no traces of this tradition were left after Postma. Prof Sietse Los (1871-1944) followed the Herman Bavinck line, the influence of which was still discernible in the philosophy of H.G. Stoker (1899-1993). This investigation focuses on the philosophical tradition represented by Los a century ago. This overview consists of the following four main parts. Firstly, it investigates the historical background of Reformed theology, especially as it was represented by A. Kuyper and H. Bavinck, the mentors of Los. This is, secondly, followed by some biographical notes on Los The third, or main section, is devoted to an analysis of Loss philosophical anthropology from seven of his books published in South Africa and the Netherlands between 1904 and 1944. His view of being human boils down to a Christian-biblicist reinterpretation of preceding Aristotelinising and Platonising ideas about the human being. He supported Aristotle's and his subsequent followers' views as embedded in the Christian tradition in their dichotomist view of soul and body as two separate substances. But he combined their anthropology with Plato's and his Christian followers' view that the human soul itself should be divided into three functions (a trichotomy) of intellect, will and emotion The fourth section concludes with an evaluation of some weak as well as positive points in Loss contribution to philosophical education at Potchefstroom during the early days of the previous century. <![CDATA[<b>Kuyperania in 2016</b>]]> This article looks at new works published in 2016 by, on, or about Abraham Kuyper<hr/>Hierdie artikel kyk na nuwe werk gepubliseer in 2016 deur of oor Abraham Kuyper <![CDATA[<b>Catholic secondary education and identity reformation in Zambia's Southern Province: an outcome of a conflict of educational policy values or not?</b>]]> This article sets out to reflect critically on the causes of undesired identity reformation that has occurred in Catholic secondary schools in Zambia's Southern Province since the country gained independence from Britain in 1964. This critical reflection is necessitated by the fact that although scholars in the field of Catholic education and the Zambian people acknowledge the presence of undesired identity reformation in Catholic schools, this issue is presented in brief, speculative and indefinite terms. This is against a background where such schools have earned themselves a good reputation due to their provision of quality education to the Zambian people since independence. Catholics and other people concerned with the welfare of Catholic education have started to express their discontent with the identity reformation experienced by Catholic schools. This article, therefore, critically engages with Carmody's (2007) contentions regarding the causes of undesired identity reformation in Catholic schools and relates them specifically to Catholic secondary schools in Zambia's Southern Province in order to verify them it is shown in this article that Carmody's contentions are not relevant in explaining the causes of undesired identity reformation in Catholic secondary schools in Zambia's Southern Province As such, in stating the nature and the scope of the undesired identity reformation in Catholic secondary schools in Zambia's Southern Province, the article highlights four genuine causes of undesired identity reformation. These four genuine causes are linked to a weakening of the "academic" and "religious" missions of Catholic schools, which contributes to their loss of Catholic education identity as recommended in Catholic education policy.<hr/>Hierdie artikel, "Katolieke sekondêre onderwys en identiteitsreformasie in Zombie se Suidelike Provinsie: n Gevolg van strydige waardes van onderwysbeleid of nie?", is n uitvloeisel van n studie getitel "Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie". Die artikel dui aan dat sedert Katolieke skole in Zambië gevestig is, hulle deel van daardie land se onderwysvoorsiening uitmaak en oor die jare n goeie reputasie as verskaffers van onderwys van n goeie gehalte opgebou het. Sedert Zambië se onafhanklikwording in 1964 het Katolieke onderwys egter n ongewenste identiteitsverandering of -reformasie ondergaan, wat behels dat dit van Katolieke onderwyspraktyk, soos aanbeveel in Katolieke onderwysbeleid, afwyk. Kenners van Katolieke onderwys in Zambië en die Zambiese nasie erken die identiteitsverlies wat Katolieke skole sedert onafhanklikwording ondervind en gee hul ontevredenheid daarmee te kenne. Die betrokke kenners verwys slegs oorsigtelik na die probleem van identiteitsverlies wat Katolieke skole ondervind, wat tot gebrekkige insig in die probleem bydra. Die Zambiese nasie verwys slegs op spekulatiewe en onduidelike wyse na hierdie probleem, wat ook tot gebrekkige insig in die probleem van identiteitsverlies in Katolieke skole in die land bydra. Met verwysing na die argumente wat kenners van Katolieke onderwys oor hierdie probleem in Zambië aanvoer, is hierdie artikel gemoeid met die argumente wat Carmody (2007) aangaande die oorsake van ongewenste identiteitsreformasie in Katolieke skole aanvoer; die argumente word spesifiek met katolieke sekondêre skole in Zambië se Suidelike Provinsie in verband gebring met die doel om hulle te verifieer. Die artikel dui aan dat Carmody se argumente nie op Katolieke sekondêre skole in Zambië se Suidelike Provinsie van toepassing is nie en voer redes hiervoor aan. Die artikel gee ook n tentatiewe beskrywing van die ongewenste identiteitsreformasie wat Katolieke sekondêre skole in die Suidelike Provinsie ondervind en sluit af met n uiteensetting van die vier ware oorsake van ongewenste identiteitsreformasie in Katolieke sekondêre skole in Zambië se Suidelike Provinsie. <![CDATA[<b>Reformed Pietism, Hieronymus van Alphen and the heavenly quest in Susanna Smit's spiritual diaries</b>]]> Hieronymus van Alphen se stigtelike poësie sien die lig op n tydstip wat die Nederlandse piëtisme 'n hoogtepunt bereik. Van Alphen se poësie val in twee kategorieë uiteen: poëtiese verse en digsange. Saam met Pieter Leonard van de Kasteele, was Van Alphen verantwoordelik vir die Proeve van stichtelijke mengel-poesij wat in 1771 verskyn het. Dié bron het ook in die Kaapse geloofsgemeenskap neerslag gevind. Sy Proeve van liederen en gezangen (1802 [1801]) het eweneens groot effek in Nederlandse gereformeerde kringe en aan die Kaap gehad. Beide werke speel in die Voortrekkervrou Susanna Smit se geloofsprofiel 'n belangrike rol. Dit is egter veral die sug na die hemelse vereniging met Christus wat in dié verband by Susanna sterk na vore tree. In hierdie artikel word die neerslag van Van Alphen se piëtistiese poësie in Susanna se godsdienstige dagboeke en die effek daarvan op haar godsdienstige mentaliteitsprofiel ondersoek<hr/>Hieronymus van Alphen's pious poetry saw the light at a time Dutch pietism had reached its zenith. Van Alphen's poetry comprises both poetic literature and hymns. Acting as co-author with Pieter Leonard van de Kasteele, Van Alphen was responsible for Proeve van stichtelijke mengel-poesij [Proofs of pious mixed poems] (1771). This source had a warm reception in religious circles at the Cape. His Proeve van stichtelijke gesangen [Proofs of pious hymns] (1802) had a similar impact in Holland and in Cape Reformed circles. Both works played a significant role in the Voortrekker woman Susanna Smit's religious mentality profile, particularly the quest to be united with Jesus in heaven served as a significant point of reference in Susanna's spirituality. In this essay the impact of Van Alphen's pietistic poetry in Susanna's religious diaries and the effects thereof on her religious mentality profile are investigated <![CDATA[<b>Corporate Social Responsibility in the Zambian mining sector: an overview of three distinctive operational eras</b>]]> Corporate Social Responsibility (CSR) within the extractive industry is a relevant and contentious issue globally Issues pertaining to equality, human rights and sustainable development are pervasive throughout the economic, social and environmental arenas of the extractive industry There is still not consensus on the definition of CSR regarding the measurement of performance or impact, or how to determine which of the various 'developmental' components of the concept - namely economic, social or environment - takes precedent over the other where there are competing interests This article on CSR in the Zambian Copperbelt uses the experiences of mining communities as stakeholders who have gone through three types and eras of CSR practices within a generation The Zambian Copperbelt has a history of operating under colonial rule, nationalisation ana privatisation. The aim is to interrogate the CSR practices of the three identified eras in the history of the Zambian Copperbelt The article is based on the findings from a mainly qualitative research approach. The research employed the survey procedure through focus groups, personal interviews and inputs from key informants The findings are presented by a selection of narratives of CSR experiences from the Zambian Copperbelt mining communities. Consequently, an in depth discussion and analysis reflecting the effects of a CSR enabling environment in the three eras as experienced by community members follows. The paper concludes with a brief overview of the lessons learnt throughout the three eras<hr/>Korporatiewe Sosiale Verantwoordelikheid (K5V) binne die ontginningsindustrie is 'n relevante en omstrede kwessie wêreldwyd Kwessies met betrekking tot gelykheid, menseregte en volhoubare ontwikkeling is universeel ooglopend binne die ekonomiese-, sosiale- en omgewingsarenas van die mynsektor Daar is steeds nie konsensus oor die definisie van K5V rakende die meting van prestasie of impak daarvan nie, ook nie hoe om te bepaal watter een van die verskillende "ontwikkelings" komponente van die konsep (naamlik die ekonomiese, sosiale of omgewingsaspek) bevoordeel moet word bo die ander, waar daar mededingende belange is nie Hierdie artikel oor K5V in die Zambiese Koperstreek gebruik die ervarings van myngemeenskappe as belanghebbendes wat deur drie tipes en tydperke van KSV praktyke gegaan het, binne 'n generasie. Die Zambiese Koperstreek het 'n geskiedenis van die bedrywighede onder koloniale heerskappy nasionalisering en privatisering. Die doel is om die KSV praktyke van die drie bogenoemde eras te ondersoek deur die geskiedenis van die Zambiese Koperstreek Híerclíe artikel is gebaseer op die bevindinge van 'n hoofsaaklik kwalitatiewe navorsingsbenadering en het gebruik gerriaak van fokusgroepe, persoonlike onderhoude en insette deur sleutel informante Die bevindinge word aangebied deur 'n seleksie van verhole rakende die KSV ervarings van die Zambiese Koperstreek myngemeenskappe. Daarna volg h in-diepte bespreking en ontleding rakende die gevolge van 'n KSV bemagtigende omgewing, in die dríe eras soos ervaar deur lede van die gemeenskap. Die artikel sluit af met 'n kort oorsig oor die lesse wat geleer is oor die drie eras