Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720180001&lang=en vol. 83 num. 1 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Early education of orphans and vulnerable children: A crucial aspect for social justice and African development</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100001&lng=en&nrm=iso&tlng=en In the last decade there has been a significant escalation in the number of orphans ana vulnerable children (OVC) in various parts of the world, more particularly, in Sub- Saharan Africa The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio- ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa.<hr/>Gedurende die laaste dekade was daar 'n aansienlike verhoging in die aantal wees- en kwesbare kinders (WKK) regoor die wêreld maar veral in sub-Sahara Afrika. Die skrywer argumenteer sterk dat vroeë kinderopvoeding die hoofvoertuig is om die bekommernisse oor WKK aan te spreek deur die ontwikkeling van vaardighede en menslikekapitaal vir toekomstige volwassenes en daardeur die bestuurs- en ekonomiese ontwikkeling in Afrika te stimuleer. Hy agumenteer dat deur inklusiewe opvoeding n sosiaal-regverdige raamwerk belangrik is om die regte van WKK in ag te neem. Deur van n bio-ekologiesesisteemsteorie model gebruik te maak hou die skrywer navorsings voor wat gebaseer is op die opvoedkundige, sielkundige en sosiale ervaringe van WKK om die behoefte vir die aanvaarding van verantwoordelikheid om die lot WWK deur vroeë-kinderontwikkeling en opvoedkundige intervensies deur regerings in Afrika te motiveer indien hulle ernstig is oor ekonomiese volhoubaarheid en voorspoed. Alhoewel die navorsing wat in hierdie referaat bespreek word in Suid Afrika gedoen was glo die skrywer dat die bevindinge verteenwoordigend is van dit wat in die res van Afrika gebeur. Ter afsluiting, beskou die skrywer die implikasies ten opsigte van die bevindinge as deurslaggewend vir toekomstige beleids- en opvoedkundige-rigtinggewing vir noodsaaklike ontwikkelinge in Afrika. <![CDATA[<b>The management and governance of racial integration in public secondary schools in Gauteng</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100002&lng=en&nrm=iso&tlng=en The main purpose of this paper was to establish the effectiveness of school management ana governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin's Change Management Theory A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. <![CDATA[<b>Professional development of newly-appointed principals at public high schools in Gauteng. Is social justice served?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100003&lng=en&nrm=iso&tlng=en Gauteng, the smallest province with the highest per capita income in South Africa, should not have any dysfunctional schools. As a province, Gauteng spends a large portion of their annual budget on education, thus the professional development of principals should be the central focus point of their education system. Principals should be equipped or have the necessary knowledge, skills and values with which to manage and lead an effective and efficient school The aim of this paper is to determine what knowledge and skills newly-appointed high principals need to fulfil this function and if they have been a part of any induction programme designed to guide and equip successfully principals to manage their schools. The success of a high school principal is measured against a schools final Grade 12 results<hr/>ABSTRAK Gauteng, die kleinste proviniste met die hoogste per capita inkomste in Suid Afrika, behoort geen disfunksionele skole te hê nie. As 'n provinsie spandeer Gauteng n groot deel van hul jaarlikse begroting op opvoeding, daarom moet die professionele ontwikkeling van hoofde die sentrale fokuspunt van die onderwysstelsel wees. Skoolhoofde behoort toegerus te word met kennis, vaardighede en waardes, om n effektiewe en doeltreffende instelling te kan bestuur en te lei. Die doel van die navorsing is om vas te stel wat die behoeftes van nuutaangestelde skoolhoofde is, hetsy kennis en/of vaardighede. Het die nuutaangestelde hoofde aan enige intreeprogram deelgeneem om hulle toe te rus om n skool suksesvol te bestuur? Die sukses van hoërskoolhoof word gemeet aan die skool se finale Gr 12 resultate <![CDATA[<b>Missed opportunities: The rhetoric and reality of social justice in education</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100004&lng=en&nrm=iso&tlng=en This article examines the paradox of post-apartheid education policies which established the formal basis for social justice and equity through legislation while in reality these laudable goals remain unattainable and elusive. The article is informed by and builds on the conceptualisation and analysis of the barriers to social justice and equality in education by global and local critical, post-colonial and political economy of education scholars. It critically outlines the key arguments and studies around these concepts and attempts to show the strengths and limitations of their analyses. Conceptual coherence was achieved through a theoretical framework which focuses on social class, community and critical education policy. An original contribution is made by extending and adapting some of these views, beyond their initial application, to support the education initiatives of South African social movements in poor communities. In concert with the latter, local education policy analyses will be critiqued for not paying sufficient attention to issues of social class, context and community voices in education. <![CDATA[<b>An essay on what the Reformation could not prevent the identification of church and 'volk'. Three examples reconsidered</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100005&lng=en&nrm=iso&tlng=en In this year of REFO 500 the author investigates the question why the Reformation with its 'theology of sola Scripture and solus Christus' could not prevent the successive identification of church and 'volk' in history and why it could not prevent the fatal consequences this identification had for the gospel message of reconciliation, the exemplary existence of the church of Christ and the coming of the kingdom of God. Three examples serve as proof for this statement: the attitude of the Anglican Church in England during the second Anglo-Boer War (now called the South African War)(l899-l902); the Lutheran Church in Germany during the Second World War (1939-1945) and the Reformed Churches in South Africa during the years of apartheid (1948-1994). All three examples reveal an untenable identification of church and 'volk', although in varying degrees. How could that happen? <![CDATA[<b>Politocratic communitarianism, immanentist sociology and sphere sovereignty</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100006&lng=en&nrm=iso&tlng=en Politocratic communitarianism supports the historic revival of ancient Greek notions of social life in opposition to the nominalist trends in modernistic philosophy of society. The need for a penetrating normative philosophy of society from an integral non-dualistic angle to social life is manifest from Danie Goosen's and Koos Malan's pursuit of the neo-Aristotelian philosophical revival of the Greek polis: their formalistic approach to sociology, the dialectical tension between "normativity" and "factuality", and the juxtaposing of the "general" and the "specific" in their approach to social phenomena. In this article the shortcomings of politocratic communitarianism are traced to its immanentist approach to social theory with all the ensuing dialectical tensions emanating from its social philosophy and its views on the role of the state in society. <![CDATA[<b>Kuyperania in 2017</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100007&lng=en&nrm=iso&tlng=en This article looks at new works published in 2017 by or about the Dutch polymath Abraham Kuyper.<hr/>Hierdie artikel kyk na nuwe werk gepubliseer in 2017 deur of oor die Nederlandse polimaat Abraham Kuyper. <![CDATA[<b>"Flourishing with music": from music students to well-rounded musicians of the 21<sup>st</sup> century</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100008&lng=en&nrm=iso&tlng=en People need music to sing, dance, play, work and listen to during a substantial part of their daily lives. Musicians understand and communicate life through music, a form of art that individuals and societies treasure. Tertiary music educators invest time and energy in order to assist music students in creating their own successful careers, but do their teaching and learning include holistic education approaches that develop the student into a well-rounded person? As a "think piece", this article advocates a few important perspectives that will encourage undergraduate music educators to structure a music programme that will prepare music students to flourish in their lives and future work place. 21st-century skills for living and lifelong learning recommended by researchers, business leaders and education specialists are acknowledged and related to the challenges of teaching music as a well-rounded person. Wellbeing, flow and mindfulness are aspects that open up other dimensions such as meaningfulness and spirituality<hr/>Musiek speel h belangrike rol in mense se alledaagse lewe. Hulle sing, dans op die maat van musiek, luister daarna wanneer hulle werk, kuier en sport beoefen. Musikante verstaan en kommunikeer die lewe deur musiek sodat individue en die samelewing dit as h kunsvorm kan ervaar en koester. Tersiêre musiekopvoeders spandeer tyd en energie om musiekstudente vir produktiewe betekenisvolle musiekloopbane voor te berei. Maar word daar ooit aandag gegee aan holistiese onderrig en leer wat musiekstudente se menswees ook aanraak en afrond? In hierdie artikel beredeneer ek h paar standpunte wat tersiêre musiekopvoeders sal aanmoedig om voorgraadse musiekkursusse so te struktureer dat musiekstudente in hul lewens en werkplek sal floreer. Ek ondersoek lewenslange leervaardighede wat deur sakeleiers, navorsers en onderrigdeskundiges aanbeveel word. Hierdie vaardighede word verbind met die uitdagings om musiekstudente te laat fokus op hul persoonlike welstand, die hier-en-nou, betekenisvolle lewe en hul verbintenis met spiritualiteit deur musiek en musiekaktiwiteite. <![CDATA[<b>Peer review, scholarship and editors of scientific publications: the death of scientific knowledge in Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100009&lng=en&nrm=iso&tlng=en This paper argues that the manner in which the scholarship peer review as a process of scientific quality is conducted and perceived in the editorial arena is a cause of insufficient knowledge production in Africa and developing countries. Arguments still persist that the developing countries such as Africa contribute at least 1.25% of the world knowledge production. This paper does not aim to support the idea that the peer review process of scholarship in the publication of scientific material is unnecessary, but argues that the manner of using it to judge scholarship quality is often flawed in many academic publications. This paper uses an analytical approach from literature sources to argue that the usage of peer review without considering the complex process affecting peer review will result in the death of knowledge in the academic enterprise of developing countries such as Africa. This paper concludes that only if editors of scientific publishing can conduct peer reviews in an ethical manner without biasedly directing knowledge, knowledge generation will increase to solve economic problems in Africa. <![CDATA[<b>Spiritual formation towards Pentecostal leadership as discipleship</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100010&lng=en&nrm=iso&tlng=en This contribution, a further development of the first author's recent thesis, investigates aspects of leadership in the Pentecostal tradition as it encourages discipleship. First contextualised broadly within unfolding post-secular sensitivities internationally and then contextualised specifically within the nature and history of Pentecostalism, the understanding of leadership and spiritual formation within the latter is then analysed. Leadership and spiritual formation within Pentecostalism are then developed towards an understanding of discipleship<hr/>Hierdie bydrae, n verdere ontwikkeling van die eerste outeur se onlangse proefskrif, ondersoek aspekte van leierskap binne die Pentekostalistiese tradisie onderweg na die aanmoediging van dissipelskap. Eerstens breedweg gekontekstualiseer binne internasionaal ontluikende post-sekulêre sentimente en daarna meer spesifi ek gekontekstualiseer binne die eie-aard en geskiedenis van die Pentekostalisme, word die verstaan van leierskap en geestelike vorming binne hierdie groepering geanaliseer. Leierskap en geestelike vorming binne die Pentekostalisme word ontwikkel in die rigting van n dissipelskapsbegrip <![CDATA[<b>The Church Order of 1962 of the Dutch Reformed Church: connected to the rest of life with a feeling for the whole of creation?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100011&lng=en&nrm=iso&tlng=en Die eerste kerkorde van die nuwe Algemene Sinode van die Ned Geref Kerk in 1962 poog om Bybels en belydenismatig te wees. Daarom bou dit op konstantes of beginsels wat op die Woord van God en die belydenisskrifte van die Ned Geref Kerk gebaseer is. Hiernaas weerspieël dit norme soos blootgelê deur die samehang van die kerk met die res van die lewe of geskape werklikheid. n Werklikheid waarin daar n verskeidenheid oorspronklike aspekte is wat met mekaar saamhang. n Lewe waarin elke menslike handeling deur n aspek gelei word en die kern van ander aspekte in diens neem as norme vir optrede. Die Kerkorde van 1962 word van artikel 1 tot 70 vir sulke norme of samehange ondersoek Die vraag in die titel word bevestigend beantwoord. Die Ned Geref Kerk leef in samehang en voeling met die res van die lewe.<hr/>The Church Order of 1962 was the first church order accepted by the new General Synod of the Dutch Reformed Church. Apart from the fact that it tried to be an order according to Holy Scripture and the Three Formulas of Unity as reformed confessions of faith, it contains articles based on norms revealed outside the contact and cooperation of the church with the rest of life. Norms revealed out of the pattern of God's creation in which aspects created with an own character together with other such aspects, form an integrated whole. An aspect will lead a human act and use the core of other aspects to form norms for the act mentioned The Church Order of 1962 is investigated from article 1 till 70. The question in the title is answered in the affirmative. This Church order is connected to the rest of life and contains articles to confirm this <![CDATA[<b>A peephole on big guns; philosophy at Potchefstroom during the past century (1917-2017). Part 2: the systematic philosophers</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572018000100012&lng=en&nrm=iso&tlng=en SAMEVATTING Die vak Wysbegeerte (later herdoop tot Filosofie) se handvol filosowe het vir die grootste deel van die afgelope eeu belangrike bydraes gelewer in die bepaling van die Christelike karakter van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys Behalwe min of meer terloopse verwysings na die vak of persone wat dit aangebied het in algemene geskiedenisse van die PUK, is daar egter nog niks oor die geskiedenis van filosofie en die kopstukke daarby betrokke te boek gestel nie. Met enkele hooflyne wil hierdie verkenning in dié leemte voorsien en verdere detailnavorsing stimuleer. In h vorige bydrae (Van der Walt, 2017) is die tydperk van wysgerige verkenning tot ongeveer 1916 met figure soos proff. S.O. Los en F. Postma bekyk. Hierdie bydrae fokus op die bydraes van twee figure gedurende die tweede periode van sistematisering van h Christelike filosofie, Hendrik Gerhardus Stoker (dosent aan die begin van die twintigerjare en vanaf 1936 tot 1964 departementshoof) en Jan Adrian Louw Taljaard (dosent vanaf 1948 en departementshoof vanaf 1965 tot 1974). Wat het hulle akademiese opleiding behels, wat was hulle besondere belangstellings en publikasies? Die artikel word afgesluit met h terugblik op die gemeenskaplike religieusegrondslaevanhulledenke. In h volgende (derde) aflewering sal daaropvolgende, latere fiilosofiiese kopstukke bekyk word, verteenwoordigers van h derde periode in die geskiedenis van filosofie op Potchefstroom, naamlik wysgerige uitbouing. Die reeks sal afgesluit word met h vierde en laaste bylae oor die meer resente situasie vanaf ongeveer 2010.<hr/>While during the last century philosophy played a key-role in shaping the Christian character of the erstwhile Potchefstroom University for Christian Higher Education (now a campus of the North-West University), its history has not yet been documented and published. In a series of four articles the author provides a preliminary reconnaissance and outline to fill this lacuna and to encourage possible further research. A previous article in this journal investigated the philosophers, F. Postma and S.O. Los, and the nature of the philosophies they taught about a hundred years ago (1916) at the Potchefstroom University College (cf. Van der Walt 2017). This first period may be characterised as a time of philosophical reconnoitring. The following hundred years (of about 1916 to 2017) of philosophy can be divided into three main phases: first a time of system-building, followed by a period of philosophical elaboration and finally of reconsideration. This review deals with the second period of system-building (Stoker & Taljaard) while the next will discuss the third period of elaboration (the following philosophers) while the thir d will review the present critical situation. As the title of the first two contributions suggests, the writer acts as a fly on the wall looking back at the "big guns", those philosophers who headed the Department (later School) of Philosophy at Potchefstroom, to indicate inter alia what their academic backgrounds, fields of specialisation and publications were. Since all of them shared a commitment to a Christian approach in their philosophising the essay in conclusion focuses on the deepest religious foundations of their thinking. The third article will provide a more detailed critical evaluation of the possible impact of the Christian Reformational philosophical tradition in philosophy at Potchefstroom.