Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720080001&lang=en vol. 73 num. 1 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>The intrinsic relationship between education and spirituality</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100001&lng=en&nrm=iso&tlng=en Nadat hulle die verskynsel nagegaan het van (veral jong-) mense wat neig om hulle rug op die hoofstroomgodsdienste te draai en hulle toevlug tot "nuwe" vorms van spiritualiteit te neem, het die skrywers tot die slotsom gekom dat, soos nog al-tyd die geval was, daar nie reg kan geskied met die opvoeding van kinders nie tensy hulle spiritualiteit ook ontwikkel word nie. Om hierdie konklusie te verdedig, ontleed hulle religie as 'n verskynsel. Hulle bevind dat dit uit verskillende lae bestaan, met die spirituele as die diepste binnelaag. Hulle bespreek daarna die verskyning van die "nuwe" vorm van spiritualiteit en vind dat dit nie met die Bybelse konsep van spiritualiteit strook nie. Nadat hulle die intrinsieke verband tussen opvoeding en sowel die "nuwe" as die Bybelse vorms van spiritualiteit bespreek het, kom hulle tot die gevolgtrekking dat hulle aanvanklike konklusie bevestig kan word.<hr/>After having researched the phenomenon of (especially young) people turning their backs on mainstream religions and finding refuge in "new" forms of spirituality, the authors concluded that, as always, the education of children cannot be done justice to unless attention is also devoted to the development of their spirituality. To defend this contention, they firstly analyse religion as a phenomenon. They find it to be multi-layered, with spirituality forming the innermost layer. They then discuss the emergence of "new" forms of spirituality and find them to be alien to the Biblical concept of spirituality. After discussing the intrinsic link between education and both the "new" and the Biblical forms of spirituality, the authors find their initial conclusion to have been vindicated. <![CDATA[<b>Continuing professional development for teachers in South Africa and social learning systems: Conflicting conceptual frameworks of learning</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100002&lng=en&nrm=iso&tlng=en To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT), as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger's social learning systems conflict with effective professional development (PD) programmes and CPDT.<hr/>Ten einde onderwys in Suid-Afrika te verander, is dit nodig dat onderwysers toepaslik toegerus sal word om aan die uitdagings en behoeftes in die ontwikkelende land te beantwoord. Die nasionale beleidsraamwerk vir onderwysersopleiding en -ontwikkeling is 'n poging om die behoefte aan geskikte gekwalifiseerde onderwysers in Suid-Afrika te hanteer. Die doel daarvan is om die gehalte van onderwys te verbeter deur te fokus op die professionele ontwikkeling van onderwysers. Hierdie artikel poog om die volgende navorsingsprobleem te behandel: het voortgesette professionele ontwikkeling (VPOO), soos gestipuleer deur die nasionale beleidsraamwerk, die potensiaal om by te dra tot die ontwikkeling van onderwysers, soos voorgestel deur sosiale leersisteme? Die antwoord op hierdie vraag het die potensiaal om die beleid en die implementering daarvan te beinvloed. Die vraag beskryf ook hoe die konseptuele raamwerke van leer in Wenger se sosiale leerteorie in konflik is met effektiewe professionele ontwikkelingsprogramme vir onderwysers en VPOO. <![CDATA[<b>The role of a mentor for boys during their transition phase from late middle childhood to adolescence</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100003&lng=en&nrm=iso&tlng=en Seuns in hulle laat-middelkinderjare beleef verreikende veranderings in hulle lewens. Die bereiking van puberteit en die oorskakeling van kinderjare na adolessensie veroorsaak groot spanning en wrywing. Die intensiteit van die verhouding tussen pa en seun neem dikwels af terwyl die betrokkenheid in portuurgroepe weer toeneem. Hierdie artikel fokus op die seun in sy laat-middelkinderjare se belewing van sy biologiese pa en die invloed van die gesinsrangorde. As alternatiewe vaderfiguur word die klem op 'n mentor gelé. Die behoefte aan 'n mentor en die verwagtings wat die seun in sy Iaat-middeIkinderjare het rakende die mentor, word ondersoek.<hr/>Boys in their late middle childhood experience far-reaching changes in their lives. Reaching puberty and experiencing the transition from childhood to adolescence causes immense stress and tension. The intensity of the relationship between father and son decreases many times, while involvement with the peer group increases. This article focuses on the experiences of the boys in their late middle childhood regarding their biological father and the influence of the family hierarchy. As alternative father figure, the focus falls on a mentor. The longing for a mentor and the expectations of the boys in their late middle childhood in this regard are explored in this article. <![CDATA[<b>Contribution of stigmatisation and discrimination against HIV-positive adolescents to the occurance of the HIV and AIDS pandemic</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100004&lng=en&nrm=iso&tlng=en Hoewel daar wêreldwyd navorsing gedoen word oor die bekamping van die MIV- en VIGS-pandemie, blyk dit dat verspreiding van die virus in Afrika Suid-van-die-Sahara steeds aan die toeneem is. Vele redes kan aangevoer word waarom voorkomingsprogramme nie daarin slaag om die pandemie te bekamp nie. In hierdie artikel word gefokus op stigma en diskriminasie teenooradolessente as bydraende faktore. Die artikel lewer verslag oor kwalitatiewe navorsing wat onderneem is om die persepsies en houdings van die gemeenskap teenoor MIV-positiewe adolessente en VIGS-lyers en laasgenoemdes se ervarings in hierdie verband te ondersoek. Die analise van data het aan die lig gebring dat daar, ten spyte van beskikbare inligting wat die teendeel beklemtoon, nog steeds vrees bestaan vir infeksie deur normale kontak met lyers en dat hulle as gevolg daarvan anders behandel word as ander individue. 'n Kort bespreking van stigma in die algemeen en in die konteks van MIV en VIGS in die besonder is ter inleiding aangebied, asook 'n opsomming van kenmerke van adolessente wat hulle veral bloot-stel aan MIV- en VIGS-infeksie. Die artikel word afgesluit met enkele aanduidings van hoe stigmatisering en diskriminasie moontlik die hoof gebied kan word.<hr/>Although researchers all over the world study ways to curb the HIV and AIDS pandemic, the disease seems to be flourishing in sub-Saharan Africa. Many and varied reasons can be given for the apparently limited success of prevention programmes. This article focuses on stigma and discrimination as contributing factors, and reports on research undertaken to explore perceptions and attitudes towards adolescents who are HIV-positive. The experiences of these adolescents are also described. HIVpositive adolescents were selected in a focused way for individual interviews; parents, teachers and members of the community were selected randomly for focus group interviews. Data analysis revealed that stigma and discrimination are still very much a part of the everyday experiences of HIV-positive adolescents, and that people still harbour the misconception that the infection can be spread through normal interaction, despite information to the contrary. Results were presented after a brief discussion of stigma in general and specifically in the HIV and AIDS context. Characteristics of adolescents that render them especially vulnerable to infection are also presented. In conclusion some suggestions are made with regard to intervention and prevention programmes. <![CDATA[<b>Combat organ trafficking - reward the donor or regulate sales</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100005&lng=en&nrm=iso&tlng=en There is an acute shortage of transplantable human organs worldwide. The current systems of organ procurement cannot supply in the demand. A new approach is imperative. While countries struggle to find ways of motivating more people to become organ donors, the international illegal black market is thriving. A possible solution to the problem in South Africa might be to change current legislation by confirming human organ trafficking a specific crime as is the case in the United Kingdom. However, more available organs for transplantation in the current recognised system are also essential. To achieve this, it is proposed that donors should be rewarded more effectively, or a regulated market in human organs should be allowed.<hr/>Daar is wêreldwyd 'n geweldige tekort aan oorplantbare mens-like organe. Die wyse waarop organe tans verkry word, kan nie in die aanvraag voorsien nie. 'n Nuwe benadering het nood-saaklik geword. Terwyl organisasies in verskeie lande spook om mense te motiveer om vrywillig organe te skenk, floreer die internasionale swartmark in orgaanhandel. In Suid-Afrika is een moontlike oplossing om huidige wetgewing te verander deur orgaanhandel 'n spesifieke misdaad te maak, soos in die Verenigde Koningryk. Meer organe vir oorplanting is egter in die erkende stelsel noodsaaklik. Om dit te bereik, word beter ver-goeding aan skenkers aanbeveel, asook die toelating van 'n gereguleerde orgaanmark. <![CDATA[<b>A kenotic response to secularity</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100006&lng=en&nrm=iso&tlng=en The church must be concerned to make the correct response to its increasing impotence and marginalisation in Western society due to secularisation. Past reaction has been to accommodate to the changed worldview, even to identify with it. A more appropriate response is to be Christocentric, so as to reflect the action of God himself in the sending of Christ for salvation. This involved his kenosis . In this case the response of the church is its own kenosis. This is also appropriate as secularisation was possible through the kenosis of God. The kenosis of the church is not an acceptance of defeat, but on the contrary, just as the kenosis of Christ, it aims at a positive result, the transformation of society.<hr/>Die kerk moet sorg dra om op 'n verantwoordelike wyse te reageer teenoor haar toenemende onvermoë sowel as haar marginalisering in die Westerse samelewing as gevolg van sekularisering. Histories gesproke was haar strategie dié van akkommodasie en selfs identifikasie. 'n Meer gepaste respons sou wees om Christosentries te reageer - om die handeling van God self in sy missie van Christus, naamlik verlossing, te reflek-teer. Dit het sy kenosis (Selfontlediging) tot gevolg gehad. In hierdie geval is die respons van die kerk haar eie selfontlediging. Dit is moontlik, want sekularisasie was moontlik as gevolg van die Selfontlediging van God. Die selfontlediging van die kerk is nie om die aftog te blaas nie. Inteendeel, soos die Selfontlediging van Christus, het dit 'n positiewe resultaat ten doel, naamlik die transformasie van die samelewing. <![CDATA[<b>"Caring schools" - a solution for addressing challenging behaviour in schools?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100007&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Die universiteit: sy aard en die rol van die intellektueel</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100008&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Hoe lees jy die Bybel?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100009&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Die wetenskap se stryd teen onkunde</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100010&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Sodat jongmense meer oor die Afrikanergeskiedenis kan leer</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100011&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Meditasies: 'n tydlose gids vir die lewe</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100012&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer. <![CDATA[<b>Die boodskap van die beelde</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000100013&lng=en&nrm=iso&tlng=en Media reports suggest that challenging behaviour is no longer the exception to the rule in South African schools. Furthermore, such problem behaviour is increasingly violent in nature, thus constituting a particular cause for concern. In this article the concept of "caring schools" is explored as a means of addressing learners' challenging behaviour. A research study was undertaken at eight South African primary schools. The conclusions drawn from this research were verified by the correlative research findings of other researchers, as ascertained from the literature study. A key element of this research was the identification of attributes associated with caring schools and the impact thereof on learners' behaviour patterns. From the findings of this research study it is concluded that caring schools represent a possible solution for dealing with challenging behaviour in South African schools.<hr/>Verslae in die media toon dat uitdagende gedrag lankal nie meer die uitsondering op die reël is in Suid-Afrikaanse skole nie. Uitdagende gedrag is voorts ook gewelddadig van aard, wat 'n verdere rede tot kommer veroorsaak. In hierdie artikel word die konsep "omgeeskole" verken as 'n wyse om uitdagende gedrag te hanteer. Navorsing is by agt primêre, Suid-Afrikaanse skole onderneem. Die gevolgtrekkings gemaak op grond van hierdie navorsing, is deur die navorsingsbevindings van ander navorsers geverifieer, soos blyk uit die literatuurstudie. 'n Kerngedagte wat uit die navorsing blyk, is die identifisering van gedragspatrone, soos ontleen aan 'n etiek van omgee, wat eie is aan 'n omgeeskool. Die impak daarvan op leerders se uitdagende gedragspatrone, soos blyk uit hulle onbevredigde emosionele behoeftes, blyk ook hieruit. Die navorsingsresultate lei tot die gevolgtrekking dat "omgeeskole" 'n moontlike oplossing kan bied om uitdagende gedrag in Suid-Afrikaanse skole te hanteer.