Scielo RSS <![CDATA[Koers]]> vol. 82 num. 1 lang. pt <![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