Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720080003&lang=en vol. 73 num. 3 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>The heart of humankind rediscovered: On the track of a Scriptural view of being human in the philosophy of D.H. Th. Vollenhoven</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300001&lng=en&nrm=iso&tlng=en Hierdie artikel bied 'n samevatting van die mensbeskouing van die reformatoriese filosoof, D.H. Th. Vollenhoven (1892-1978). So 'n sinopsis is noodsaaklik, aangesien Vollenhoven self nooit sy antropologie volledig uitgewerk het nie. "Fragmente" uit sy verskillende geskrifte en ook enkele werke oor sy filosofie word dus hierin byeengebring, sodat die hoofkontoere asook die uniekheid van sy visie duidelik sal blyk. Dit word gedoen in die lig van die feit dat baie Christene vandag nog steeds onbybelse gedagtes oor die mens huldig. Die ondersoek ontwikkel vanaf 'n inleiding wat eerstens die noodsaak en aktualiteit van die na-vorsing verduidelik. Dit word opgevolg met 'n verduideliking van Vollenhoven se historiese en sistematiese benadering tot die filosofie, asook die ontwikkeling van sy eie antropologiese idees. Daarna word aangetoon hoe hy (met behulp van sy probleem-historiese metode) die groot aantal antropologieë deur die geskiedenis geanaliseer het. Die volgende afdeling bevat 'n sistematiese uiteensetting van sy eie visie op menswees wat gevolg word met 'n aanduiding van die huidige relevansie daarvan. Die afsluiting bestaan uit 'n terugblik en finale evaluering.<hr/>This article provides a summary of the anthroplogy of the reformational philosopher, D.H. Th. Vollenhoven (1892-1978). Such a synopsis is needed because Vollenhoven himself never worked out his views on being human in detail. The "fragments" from his different writings as well as some books about his philosophy are therefore collected in order to clarify the basic contours as well as uniqueness of his viewpoint. This is done in the light of the fact that many Christians even today are still influenced by all kinds of unbiblical anthropological ideas. The investigation develops from an introduction that indicates the need and topical nature of the research. This is followed by an explanation of Vollenhoven's historical and systematic approach as well as the development of his own anthropological views. It is then indicated how he (with his problem-historical method) analysed the great variety of anthropologies throughout history. The next section contains a systematic exposition of his own views on being human, which is followed by an indication of its contemporary relevance. The concluding section consists of a review and final evaluation. <![CDATA[<b>Moral-jural reflections on the right to marital dignity and the "nursery of human society": Interpreting Luther's views on conjugal rights and benevolent love</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300002&lng=en&nrm=iso&tlng=en At the advent of the Reformation, the institution of marriage, with particular emphasis on the marriage of priests and the degeneration of married life in Germany, proved to be a contentious matter in the discourse on marriage between Martin Luther and his colleague Melanchthon on the one hand and the papal authorities on the other. Although Luther subscribed to the basic definition of marriage postulated by the classical Roman jurists, he placed the issue of man's "de facto" conjugal union in a broader perspective of moral-jural right as the foundation of the spouses' duties and rights in marriage. Hence the distinction between "de facto" and "de jure" conjugal union enabled Luther and Melanchthon to develop a broader natural law-inspired view on marital dignity and the right thereto. In this article the origin, content and some implications of Luther's reformational perspectives on the dignity of marriage are investigated.<hr/>Met die aanvang van die Reformasie het die huweliksinstelling, met besondere verwysing na die huwelike van priesters en die verval van die huwelikslewe in Duitsland, 'n kontensieuse aangeleentheid geblyk te wees in die voortgaande diskoers tussen Luther en sy student Melanchthon aan die een kant en die pouslike owerhede aan die ander kant. Alhoewel Luther die basiese definisie van die huwelik volgens die klassiek-Romeinse juriste onderskryf het, het hy die "de facto" huwelikseenheid in n wyer perspektief van moreel-juridiese reg ingebed, synde die basis van die huweliksgenote se verpligtings en regte in die huwelik. Dus het die onderskeid tussen "de facto"- en "de jure"-huwelikseenheid Luther en Melanchthon in staat gestel om 'n wyernatuurreg-geïnspireerde perspektief op die waardigheid van die huwelik te ontwikkel as wat tot op daardie stadium die geval was. In hierdie artikel word die oorsprong, inhoud en enkele implikasies van Luther se reformatoriese perspektiewe op die waardigheid van die huwelik ondersoek. <![CDATA[<b>When "paradigms" differ: Scientific communication between skepticism and hope in recent philosophy of science</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300003&lng=en&nrm=iso&tlng=en The first half of this article illustrates how contemporary humanist philosophy of science got caught up in a gradual loss of confidence concerning the possibility of sound communication among scholars holding on to different paradigms or presuppositions. The second half is dedicated to the responses provided by a Christian school of philosophy to the bleak possibility of a communication crisis. The resources deployed by the reformational school of philosophy are argued to constitute valuable instruments to create a more hopeful attitude towards scientific dialogue. A final note is dedicated to the possible causes of the difficulties experienced in this area of reflection by contemporary humanist philosophy of science.<hr/>Die eerste helfte van hierdie artikel skets die prentjie van hedendaagse humanistiese wetenskapsfilosofie wat toenemend verstrengel raak in 'n verlies aan selfvertroue oor die moontlikheid van substansiële kommunikasie tussen wetenskaplikes wat tot verskillende paradigmas of vooronderstellings behoort. Die tweede helfte bestaan uit die reaksies van 'n denkskool in die Christelike filosofie oor hierdie troostelose moontlikheid van 'n kommunikasiekrisis. Die bronne wat die reformatoriese filosofie aanwend, so word geredeneer, stel waardevolle instrumente beskikbaar om 'n hoopvoller houding tot die wetenskaplike dialoog te skep. 'n Finale afdeling brei uit oor die moontlike oorsake van die probleme wat hedendaagse wetenskaps-filosofie in hierdie denkarea ondervind. <![CDATA[<b>Performativity and the modern school(principal)</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300004&lng=en&nrm=iso&tlng=en Op grond van waarnemings op die terrein van onderwysbestuurswetenskap, insluitende die resultate van 'n empiriese ondersoek, is tot die gevolgtrekking gekom dat skole en hulle hoofde deesdae neig om deur die eise van performatiwiteit verswelg te raak, dit wil sê die eis dat hulle in meetbare terme moet presteeren hulle aan die kultus van "efficiency and effectiveness" behoort te onderwerp. Na 'n kort beskrywing van onlangse verwikkelings en veranderings in skole en in die werk van skoolhoofde word na die bevindings voortvloeiend uit die empiriese ondersoek verwys. Dit word opgevolg deur 'n bespreking van drie kernbesware teen performatiwiteit op skole en op die werk van skoolhoofde, te wete die reduksionisme wat dit vooronderstel, die onpedagogiese neigings wat dit inhou en die negatiewe uitwerking daarvan op die skool as samelewingsverband. Die bespreking geskied vanuit 'n Christelik-reformatoriese denkraamwerk.<hr/>Based on observations in the field of education management science, including the results of a recent empirical survey, we concluded that schools and their principals have become inundated with the demands for performativity, i.e. the demand to achieve in measurable terms as well as submit to the cult of efficiency and effectiveness. After briefly considering recent developments and changes in schools and in the work of school principals, we refer to the findings of the empirical survey. This is followed by a discussion of three key objections to performativity in schools and in the work of principals, namely the reductionism that it presupposes, its non-pedagogical tendencies and its negative effects on the school as a societal relationship. The discussion is conducted within a Christian-reformational frame of reference. <![CDATA[<b>In pursuit of a foundational accountancy philosophy</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300005&lng=en&nrm=iso&tlng=en Recent accounting history is characterised by many developments, including several high-profile corporate failures, such as Enron, Parmalat and even Saambou, as well as major developments in financial reporting standards, such as the broad-based acceptance of international financial reporting standards and the convergence efforts between the UK-based International Accounting Standards Board and the US-based Financial Accounting Standards Board. As a result, long-accepted accounting assumptions are being challenged in favour of new principles and practices. Furthermore, in academic circles the scientific foundation of accounting is being questioned. At many universities, limited education is taking place in the underlying theory and philosophy of accounting in favour of teaching prospective accountants how to pass difficult professional exams. Seen against this backdrop, a reconsideration of the objectives and purpose of accountancy may be overdue. This article attempts to illuminate the intrinsic assumptions and objectives of accountancy, seen in the light of modern-day accounting issues and developments.<hr/>Onlangse rekeningkunde geskiedenis word gekenmerk deur baie ontwikkelings, insluitend verskeie hoë-profiel korporatiewe mislukkings, soos Enron, Parmalat en selfs Saambou, asook belangrike ontwikkelings in finansiële verslagdoening, soos die wydverspreide aanvaarding van internasionale finansiële verslagdoeningstandaarde en die samesmeltingspogings tussen die VK-gebaseerde Internasionale Rekeningkundige Standaarde Raad en die VSA-gebaseerde Finansiële Rekeningkundige Standaarde Raad. As gevolg hiervan, word aanvaarde rekeningkundige aannames lank reeds bevraagteken ten gunste van nuwe beginsels en praktyke. Verderword die wetenskaplike grondslae van rekeningkunde in akademiese kringe bevraagteken. By baie universiteite vind beperkte opvoeding in die grondliggende teorie en filosofie van rekeningkunde plaas, ten gunste van pogings om voornemende rekenmeesters te leer hoe om moeilike professionele eksamens te slaag. Gesien teen hierdie agtergrond, is die heroorweging van die doelwitte en doelstellings van rekeningkunde waarskynlik alreeds nodig. Hierdie artikel poog om lig te werp op die intrinsieke aannames en doelwitte van rekenmeesterskap, in die lig van moderne rekeningkundige probleme en ontwikkelings. <![CDATA[<b>The spirituality of student teachers: A blind spot?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300006&lng=en&nrm=iso&tlng=en This article, which is framed in a Christian perspective, argues the importance of creating a space to nurture the spirituality of student teachers since that colours the entire educational experience. Teacher education ought to be done in an environment which is conducive not only to intellectual growth, but also to spiritual growth. First, the concept of spirituality is briefly explained. The particular experiences of a lecturer in the Philosophy of Education, who is attempting to provide support for the spiritual dimension of students by challenging them to explore some of the fundamental questions of life, form the central part of the article. Ways are suggested of not only acknowledging the spirituality of education students, but also nurturing and deepening it. Finally, suggestions for further research are outlined.<hr/>In hierdie artikel word die belangrikheid van die skep van 'n ruimte vir die ondersteuning van die spiritualiteit van onderwysstudente beklemtoon. Die spirituele behoort erken te word as 'n onmisbare deel van die holistiese voorbereiding van onderwysers. Gedurende hulle opleiding behoort 'n omgewing geskep te word waarin nie net die intellektuele nie, maar ook die spirituele kan gedy. Daar word gebruik gemaak van die ervarings van die skrywer as dosent van die Filosofie van die Opvoeding waardaarin die klasse gepoog word om die spirituele dimensie van die studente te ondersteun deur hulle onder andere met sommige van die kernvrae van die lewe te konfronteer. Spiritualiteit, wat 'n integrale deel uitmaak van 'n onderwyserse lewensfilosofie, kleurdie hele opvoedingsgebeure. In hierdie artikel wat vanuit n Christelike raamwerk geskryf word, word die konsep "spiritualiteit" kortliks verduidelik en voorstelle word gemaak ten einde die spiritualiteit van onderwysstudente nie bloot te erken nie, maar ook te ondersteun en uit te bou. <![CDATA[<b>The role of music as wholebrain activity in inner change</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300007&lng=en&nrm=iso&tlng=en In hierdie artikel word die belangrikheid van musiek as heelbreinaktiwiteit vir innerlike verandering aangetoon. Daar word aandag gegee aan die relevante aspekte daarvan: die psigologiese dimensies, die postmoderne konteks waarbinne dit gebeur, die funksie van die brein en veral die belang van die gebruik van die hele brein teenoor die linkerbreinbenadering. Verder word die agtergrond van musiek en die invloed daarvan op innerlike verandering bespreek. As gevolg van die paradigmaskuif na die postmodernisme word gevoelens en ervarings makliker uitgedruk. Volgens die bevindings van hierdie artikel word innerlike verandering en heelwording van die postmoderne mens moontlik deur die gebruik van musiek en die aanwending van simbole, metafore, rituele en die kunste. Die finale gevolgtrekking waartoe gekom is, is dat musiek as heelbreinaktiwiteit gebruik kan en behoort te word om innerlike verandering teweeg te bring.<hr/>In this article the importance of music as wholebrain activity in the context of inner change is discussed. Attention is given to the following relevant features: the psychological dimensions, the postmodern context in which it happens, functions of the brain and especially the consequences of the use of the whole brain instead of the leftbrain approach. The background to the development of music and the influence it may have on inner change is also discussed. Due to the paradigm shift towards postmodernity, feelings and experiences are more easily expressed. According to the results of the research inner change and healing of the postmodern individual may be promoted by the use of music as well as symbols, metaphors, rituals and art. The final conclusion of this article is that music as a wholebrain activity can and should be used to bring about inner change. <![CDATA[<b>The integration of humorous texts in language education to develop students' emotional literacy: A case study</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300008&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Christian worldviewish reflection of religion</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300009&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Examining social security in Norway and South Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300010&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Reformatories betrokke: op weg na 'n werklikheidsbeskouing</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300011&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Die totstandkoming van Suid-Afrika in breër Europese konteks geskets</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300012&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Om God te vind langs die viswaters - Martin Versfeld se verheerliking van die alledaagse</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300013&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching. <![CDATA[<b>Access to social security</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572008000300014&lng=en&nrm=iso&tlng=en Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente. Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.<hr/>The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents. By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching.