Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720100004&lang=en vol. 75 num. 4 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Redaksioneel</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400001&lng=en&nrm=iso&tlng=en <![CDATA[<b>Editorial</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400002&lng=en&nrm=iso&tlng=en <![CDATA[<b>The value of values: A Christian-philosophical reflection on the nature and directional power of values</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400003&lng=en&nrm=iso&tlng=en Om die rigtingkrisis in die moderne kultuur te verlig, is dit deesdae populêr om sekere waardes vir 'n organisasie, instelling of bedryf te formuleer. Gewoonlik word as vanselfsprekend aanvaar dat dit duidelik is wat met die begrip "waarde" bedoel word. Selfs indien dit wel verduidelik word, geskied dit gewoonlik in vae terme. Vir filosofies-geskoolde mense is so 'n situasie onbevredigend en problematies. Die bedoeling van hierdie artikel is dus om vanuit 'n christelik-filosofiese perspektief duidelikheid te bereik aangaande die vraag van wat die plek, aard en gesag van waardes is. In 'n vorige bydrae in hierdie tydskrif oor die waardestelsel van die Noordwes-Universiteit (NWU) kon hierdie probleem nie bevredigend opgelos word nie, aangesien dit nie op die teoreties-filosofiese nie, maar op praktiese probleme gefokus was. Om die bydrae van reformatoriese visies op waardes te waardeer, begin die ondersoek met 'n kort oorsig oor die geskiedenis van die westerse filosofie. Dit is belangrik, omdat reformatoriese denkers in reaksie daarop hulle eie visies formuleer en hulle bydraes beter verstaan kan word. Dan volg 'n kort beskrywing van die sistematiese filosofie van D.H. Th. Vollenhoven met die oog daarop om die plek van waardes in 'n mens se totale werklikheidsvisie te bepaal. Die derde gedeelte, wat handel oor H.G. Stoker se visie op waardes, bring meer duidelikheid oor die aard en gesag van waardes. 'n Ondersoek na die standpunte van J.P.A. Mekkes, J. Olthuis, S. Fowler, J.J. Venter en D.F.M. Strauss bring nog verdere verheldering en maak dit moontlik om n aantal stellings oor waardes te formuleer, wat moontlik die hedendaagse verwarring rondom waardes, ook by die NWU, kan help opklaar. Aangesien algemene waardes nie werklik voldoende normatiewe rigting vir multikulturele en multireligieuse instellings kan aandui nie, besin die laaste gedeelte van die artikel oor 'n alternatiewe manier waarop die probleme van die NWU, asook ander organisasies en instellings wat 'n verskeidenheid standpunte moet akkommodeer, moontlik opge-los kan word. 'n Kort terugblik sluit die ondersoek af.<hr/>To counteract the crisis of direction in contemporary culture, added values to organisations, institutions or businesses are very popular nowadays. What exactly is meant by the concept "value", however, is usually taken for granted. Even when an explanation is provided, it is usually done in very vague terms. For philosophically-minded people, this situation is unsatisfactory and problematic. Therefore the aim of this article is, from a christian-philosophical point of view, to arrive at more clarity on the question of what precisely the nature, status and directional power of values are. In a previous contribution in this journal, on the value system of the North-West University (NWU), this problem could not be solved satisfactorily, since it mainly focused on practical rather than theoretical aspects. For a better appreciation of the value of reformational viewpoints on values, the investigation begins with a short review of the western history of philosophy. It is only against the backdrop of this historical review that the contribution of reformational thinkers can be fully understood. It then moves to a brief description of D.H. Th. Vollenhoven's philosophy in order to determine the place of values in one's view of reality as a whole. The third section deals with H.G. Stoker's view on values, which clarifies the nature and power of values. An investigation of the viewpoints of J.P.A. Mekkes, J. Olthuis, S. Fowler, J.J. Venter and D.F.M. Strauss provides further clarification enable a formulation of some statements about values which could clarify the current confusion about values, that of the NWU included. Since general values are not capable of providing clear normative direction in multi-religious and multi-cultural institutions, the last section reflects on an alternative way to solve the problems of the NWU as well as other institutions and organisations which have to accommodate different viewpoints. A brief review concludes the study. <![CDATA[<b>Economism</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400004&lng=en&nrm=iso&tlng=en Modern society is characterised not only by a fascination with scientific technology as a means of solving all problems, especially those that stand in the way of material progress (technicism), but also by an obsessive interest in everything that has to do with money (economism or mammonism). The article discusses the relationship between technicism and economism, on the basis of their relationship to utilitarian thinking: the quest for the greatest happiness for the greatest number of people. Recent major studies of neo-liberalism (seen as an intensification of utilitarianism) by Laval and Dardot are used as reference to the development of utilitarianism. It is suggested that the western view of the world, as expressed in economism and technicism, with a utilitarian ethics, features three absolutisations: those of theoretical thinking, technology and economics. In a second part, the article draws on the framework of reformational philosophy to suggest an approach that, in principle, is not marred by such absolutisations.<hr/>Die moderne samelewing word nie alleen gekenmerk deur 'n fassinasie met wetenskaplike tegnologie as middel om alle probleme, veral dié wat in die pad staan van materiële vooruitgang (tegnisisme), op te los nie, maar ook deur 'n obsessiewe belangstelling in alles wat te make het met geld (ekonomisme of mammonisme). Hierdie artikel bespreek die verhouding tussen tegnisisme en ekonomisme, gegrond op albei se verhouding tot die nuttigheidsdenke: die soektog na die grootste geluk vir die grootste hoeveelheid mense. 'n Onlangse studie van neo-liberalisme (gesien as 'n versterking van die nuttigheidsleer) deur Laval en Dardot, word as verwysing gebruik vir die ontwikkeling van die nuttigheidsleer. Dit word beweerdat die westerse beskouing van die wêreld met 'n nuttigheidsetiek soos geopenbaar in die ekonomisme en tegnisisme, deur drie verab-soluterings gekenmerk word, naamlik van teoretiese, tegnologiese en ekonomiese denke. In 'n tweede gedeelte bou die artikel op die raamwerk van die reformatoriese filosofie omn benadering aan die hand te doen wat in beginsel nie geskaad word deur sodanige verabsolutering nie. <![CDATA[<b>The changing face of American compassion: Ethnicity, religion, and worldview conflicts</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400005&lng=en&nrm=iso&tlng=en When Barack Obama announced his support for "Faith Based Initiatives" in August 2008 many people were shocked. Others saw it as a political ploy because they regarded the policy as one of the Bush Administration's more unpopular programmes. In fact, the idea of "Faith Based Initiatives" was first proposed during the Clinton Presidency with support from such liberals as Senator Joe Liebermann. In this article popular misunderstandings of the role of religion in the USA will be discussed to show that the issue is far more complex than the media and a host of critical authors want us to believe and that the attack on "Faith Based Initiatives" has far-reaching implications for the relationship between Christianity and politics in both America and the rest of the world. It also raises issues about ethnicity, religion and the conflict of worldviews.<hr/>Die aankondiging van steun aan "Geloofsgebaseerde Inisiatiewe" deur Barack Obama het talle mense geskok. Ander mense weer het dit gesien as 'n politieke set, omdat hierdie program en beleid juis een van die Bush-administrasie se meer onpopulêre progamme was. Die idee van "Geloofgebaseerde Inisiatiewe" is eerste deur die Clinton-presidensie voorgestel met ondersteuning van liberale politici soos senator Joe Liebermann. In hierdie artikel word die populêre wanopvattings oor die rol van godsdiens in die VSA bespreek ten einde aan te toon dat hierdie aangeleentheid veel meer kompleks is as wat die media en 'n groot aantal outeurs voorgee dat dit is. Die aanval op die "Geloofsgebaseerde Inisiatiewe" het verreikende implikasies vir die verhouding tusssen Christendom en die politiek, sowel in die VSA as in die res van die wêreld. Dit stel ook vraagstukke aangaande etnisiteit, godsdiens en die konflik van wêreldbeskouings aan die orde. <![CDATA[<b>Critical prophecy and political leadership in biblical, African and Islamic worldviews</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400006&lng=en&nrm=iso&tlng=en This article examines the socio-political influence of prophecy in traditional African and the biblical perspectives, in order to challenge contemporary African religious men and women to serve as the conscience of society. There is hardly any doubt that political leaders are usually prone to abuse of their positions and they need to be reprimanded and lampooned. A discussion on Islam is included, because, together with Christianity, it dominates, to a large extent, socio-political and economic leadership in Africa. It is the view of many scholars that neither Christianity nor Islam have been applied sufficiently to political leadership in Africa to have an impact on mass socio-political and economic welfare, although some heroic individual exceptions are noted. The materials were gathered through a literature study. The study is comparative in the sense that it compares prophecy in traditional Africa with what is obtained from the Bible and the church as we know it today. The study recommends critical prophecy in the two dominant Old Testament religions, namely Christianity and Islam, and in African Traditional Religion, for improved political leadership and development in Africa.<hr/>Hierdie artikel ondersoek die sosio-politieke invloed van profesie vanuit tradisionele Afrika- en bybelse perspektiewe ten einde kontemporêre Afrika-gelowiges uit te daag om as die gemeenskap se gewete te dien. Daar bestaan byna geen twyfel nie dat politieke leiers geneig is om hulle posisies te misbruik en hulle behoort mondelings sowel as skriftelik tereggewys te word. 'n Bespreking oor Islam word ingesluit, aangesien dit tot 'n groot mate, tesame met Christenskap, die sosio-politieke en ekonomiese leierskap in Afrika domineer. Dit is die uitgangspunt van menige navorsers dat sowel Christenskap as Islam oor die algemeen nie effektief in Afrika-politiek toegepas word om 'n massa-impak op sosio-politiese en ekonomiese welstand te hê nie, alhoewel sommige individuele heroïse geleenthede wel raakgesien word. Die materiaal is hoofsaaklik deur 'n literatuursoektog ingesamel. Hierdie artikel is vergelykend in die sin dat dit profesie in tradisionele Afrika vergelyk met dit wat oor die algemeen in die Bybel te vind is, sowel as met die kerk soos dit vandag daar uitsien. Die artikel stel kritiese profesie in die twee dominante gelowe van die Ou Testament, naamlik Islam en Christenskap sowel as in tradisionele Afrika-godsdiens voor, ten einde politieke leierskap en ontwikkeling in Afrika te verbeter. <![CDATA[<b>Life- and worldview: Development and transformation - the case of the Lamba of the Masaiti region in Zambia</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400007&lng=en&nrm=iso&tlng=en This article reports on a case study regarding the development and educational transformation of a subgroup of the Lamba living in the Masaiti region of the CopperBelt Province of Zambia, where the Foundation for Cross-Cultural Education in Zambia (FCE) has been serving for the past thirteen years. It was concluded that the current life- and worldview of a community such as the one living in the Masaiti region can be transformed to a truly Christ-centred life- and worldview by firstly taking cognisance of how the community currently expresses itself in terms of each of the universals or components of a life-and worldview, and secondly by subjecting each of those universals or components to a process of life- and worldview transformation. It was furthermore found that life- and worldview transformation should be seen as a prerequisite for the developmental transformation of such communities.<hr/>Hierdie artikel berig oor 'n gevallestudie aangaande die ontwikkeling en die onderwyskundige transformasie van 'n subgroep van die Lamba, woonagtig in die Masaiti-streek van die Koperbeltprovinsie van Zambië. Die Foundation for Cross-Cultural Education in Zambië (FCE) is reeds die afgelope dertien jaar werksaam onder die mense in hierdie gebied. Daar is tot die gevolgtrekking gekom dat die huidige lewens- en werklikheidsvisie van 'n gemeenskap soos dié van die Masaiti-streek getransformeer sal kan word tot 'n ware Christus-gesentreerde lewens- en werklikheidsvisie. Dit kan gedoen word deur eerstens in ag te neem hoe die gemeenskap homself tans tot uitdrukking bring in terme van elkeen van die universaliteite of komponente van 'n lewens- en werklikheidsvisie, en tweedens deur elkeen van hierdie universaliteite of komponente te onderwerp aan 'n proses van lewens- en werklikheidsbeskouings-transformasie. Daar is ook tot die gevolgtrekking gekom dat lewens- en werklikheidsvisietransformasie beskou moet word as 'n voorvereiste vir die ontwikkelingstransformasie van sodanige gemeenskappe. <![CDATA[<b>The Spirit and secularisation</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400008&lng=en&nrm=iso&tlng=en The existence of creation, especially of life, depends on the work of the third Person. In keeping with his nature as holy, the Spirit undergirds creation by providing separation and relatedness. This activity is, however, not of such a kind as to remove the measure of freedom that God gave through his self-limitation, and that is necessary for creation to occur. It is possible for individuals and society as a whole to ignore the Spirit, and for secularisation to occur. The action of the Spirit also underlies the new creation, which results in a distinctive society, the church, which is characterised by separation and relatedness. Through the church, the Spirit seeks to influence society as a whole by example without removing its freedom. To maintain the validity of this example, the Spirit also seeks to develop the church as a holy society, specifically counteracting the factors that produce secularisation in society.<hr/>Die bestaan van die skepping, veral van lewe, hang van die werk van die derde Persoon af. Getrou aan sy heilige aard, onderskraag die Gees die skepping deur skeiding en verwantskap daar te stel. Hierdie werking is egter nie van so 'n aard dat die mate van vryheid, wat God deur sy selfbeperking gegee het, verwyder word nie, en dit is noodsaaklik dat skepping plaasvind. Dit is vir individue en die samelewing as geheel moontlik om die Gees te ignoreer sodat sekularisasie wel plaasvind. Die werking van die Gees lê ook ten grondslag van die nuwe skepping, wat uitloop op 'n eiesoortige gemeenskap, die kerk, wat deur skeiding en verwantskap gekenmerk word. Deur die kerk streef die Gees om die samelewing as geheel by wyse van voorbeeld te beïnvloed sonder om die vryheid daarvan weg te neem. Om die geldigheid van hierdie voorbeeld te handhaaf, streef die Gees om die kerk as 'n heilige gemeenskap te ontwikkel, terwyl dit spesifiek die faktore wat sekularisering in die samelewing veroorsaak, teenwerk. <![CDATA[<b>Ethical decision-making in forensic psychology</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400009&lng=en&nrm=iso&tlng=en The purpose of this article is to develop a comprehensive process for identifying and addressing primarily ethical issues related to the psychology profession in South Africa. In fulfilling this purpose, research was conducted of relevant ethical and to a lesser extent, legal aspects pertaining to the psychology profession. In an attempt to prevent unprofessional conduct claims against psychologists from succeeding and to alert psychologists to the concurrent ethical problems that may lead to malpractice suits, this article offers material on some important issues - in the context of forensic psychology - such as ethical decision-making and principles, professional ethics, the regulation of psychology as a profession, the Ethical Code of Professional Conduct to which a psychologist should adhere, ethical aspects and issues pertaining to forensic psychology in general, some ethical issues pertaining to child forensic psychology, summary guidelines for ethical decision-making and some steps to follow to ensure sound ethical decision-making.<hr/>Die doel van hierdie artikel is om 'n proses te ontwikkel waardeur etiese kwessies met betrekking tot die sielkundeprofessie in Suid-Afrika geïdentifiseer en hanteer kan word. Om hierdie doel te bereik, is navorsing gedoen oor die relevante etiese kwessies en, tot 'n mindere mate, die regskwessies met betrekking tot die sielkundeprofessie. In 'n poging om te verhoed dat onprofessionele gedragseise teen sielkundiges slaag en om sielkundiges te waarsku oor etiese probleme wat mag lei tot eise teen hulle, bied hierdie artikel inligting oor belangrike kwessies in die konteks van forensiese sielkunde, naamlik etiese besluitneming en beginsels, professionele etiek, die regulering van die sielkundeprofessie, die Etiese Kode waaraan sielkundiges moet voldoen, aspekte en kwessies met betrekking tot forensiese sielkunde in die algemeen, sommige etiese kwessies met betrekking tot kindersielkunde, opsommende riglyne vir etiese besluitneming en stappe om te volg om etiese besluitneming te verseker. <![CDATA[<b>Creating intentionally inviting schools through professional development: An appreciative inquiry</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400010&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Neo-Marxism and neo-Calvinism</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400011&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Sustainable empowering learning environments</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400012&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Uitdagings van ruimtelike integrasie, urbanistiek, vervoer en die omgewing</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400013&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Nederland in die Ooste</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400014&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Major contribution to the historiography of the Anglo-Boer War</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400015&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Insiggewende egodokument</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400016&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based. <![CDATA[<b>Suid-Afrika se Grensoorlog, 1966-1989: 'n Versameling kontemporêre artikels</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572010000400017&lng=en&nrm=iso&tlng=en The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers' awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based.