Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720110002&lang=es vol. 76 num. 3 lang. es <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Knowledge for sale? The impact of a consumerist hermeneutics on learning habits and teaching practices in higher education</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200001&lng=es&nrm=iso&tlng=es The impact of the commercialisation, if not the corporatisation of higher education institutions in a globalised economy, has been widely discussed in recent literature with regard to the ethos of institutions, management, research, as well as teaching and learning. Indeed, in the 'knowledge industry' knowledge is offered for sale. This article makes a contribution to this discourse by exploring the impact of consumerist hermeneutics on the basis of critiques of consumerism in Christian discourse, drawing especially on the work of Vincent Miller, 'Consuming religion' (2003). The notion of consumerist hermeneutics is related to the impact of culture commodification in a consumer society. Given the overload of information, consumers have to adopt shallower forms of attention as a survival strategy. If such a shallower engagement is applied to virtually all cultural products, this leads to a reductionist understanding of knowledge. The impact of such consumerist hermeneutics on learning habits and teaching practices in undergraduate university education is then discussed briefly. In conclusion, some possibilities for resisting the hegemony of a consumerist ideology are noted.<hr/>Die impak van die kommersialisering en korporatisering van hoëronderwysinstellings in 'n geglobaliseerde ekonomie word wyd bespreek in eietydse literatuur, met betrekking tot die etos en bestuur van instellings, navorsing, leer en onderrig. In die sogenaamde kennisindustrie word kennis te koop aangebied. Hierdie artikel lewer 'n bydrae tot hierdie diskoers deur die impak van n verbruikershermeneutiek te ondersoek op grond van Christelike literatuur oor die verbruikerskultuur, met spesi-fieke verwysing na die werk van Vincent Miller in 'Consuming religion' (2003). Die konsep 'verbruikershermeneutiek' hou ver-band met die kommodifisering van kultuur in 'n verbruikersame-lewing. Verbruikers word gedwing, gegewe die oorlading van inligting, om vlakker vorms van aandag te benut as n oor-lewingstrategie. Indien sodanige vlakker aandagvorms op alle kulturele produkte toegepas word, lei dit tot 'n reduksionistiese begrip van kennis. Die impak van sodanige verbruikersherme-neutiek op studiegewoontes en onderrigpraktyke in voor-graadse universiteitsonderrig word op grond hiervan ondersoek. Verskeie moontlikhede om weerstand teen die hegemonie van die verbruikersideologie te bied, word ten slotte genoem. <![CDATA[<b>Ensuring coherence: Two solutions to organising poetic language</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200002&lng=es&nrm=iso&tlng=es The organisation of poetic language as discourse type and as text is worth considering in its own right. What do poets bring to expression through their organisation of language, and how do they do it, if they employ language skilfully in order to support the main discursive threads of their work? This contribution demonstrates that poets may choose to organise language around discursive threads in order to ensure the integrity or wholeness of their texts. We might also label this wholeness the aesthetic coherence of the poetry that is produced. The article discusses two examples of how poets ensure coherence by organising their language in highly specific and inventive ways.<hr/>Dit is die moeite werd om die organisatoriese aspek van poetiëse taal as volwaardige diskoers- en teksvorm te oorweeg. Wat bring digters tot uitdrukking in die manier waarop hulle taal organiseer; en hoe bewerkstellig hulle dit indien hulle taal vernuftig aanwend sodat die diskursiewe draad van die teks deurlopend ondersteun word? Hierdie bydrae illustreer hoe dig-ters, in die organisering van hulle poëtiese taalgebruik, keuses maak om hulle taal so aan te wend dat diskursiewe lyne die koherensie en integriteit van hulle tekste verseker. Hierdie soort samebinding sou estetiese koherensie genoem kon word. Die artikel bespreek twee voorbeelde van poëtiese koherensie aan die hand van verskeie digters se hoogs innoverende en doel-gerigte organisering van taal. <![CDATA[<b>Rehabilitating the traitor in Taylor Caldwell's <i>I, Judas</i></b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200003&lng=es&nrm=iso&tlng=es During the course of the previous century, authors from various genres attempted to clear the name of Judas Iscariot, or alternatively, tried to explain why he betrayed Jesus Christ. One of the most ambitious attempts at this was that of the well-known British-American author Taylor Caldwell in her book called „I, Judas' (1977). The strategy supporting Caldwell's partial exculpation of Judas is analysed against the background of various early descriptions of Judas. The conclusion is that Caldwell's excessively fertile literary imagination, combined with the encroachment of postbible traditions in this apparent first-person narrative of the accused disciple undermines the credibility of her alternative perception of Judas.<hr/>Gedurende die vorige eeu het skrywers in verskillende genres gepoog om Judas Iskariot se naam in ere te herstel, of om te verduidelik waarom hy Jesus Christus verraai het. Een van die mees ambisieuse pogings in hierdie verband was die bekende Brits-Amerikaanse skrywer Taylor Caldwell se boek Ί, Judas' (1977). Die strategie vir Caldwell se gedeeltelike verontskul-diging van Judas, word teen die agtergrond van verskeie vroeëre beskrywings van Judas geanaliseer. Daar word tot die gevolgtrekking gekom dat Caldwell se uitermate vrugbare literêre verbeelding, tesame met die indringing van na-bybelse tradisies in hierdie oënskynlik eerste-persoon verhaal van die beskuldigde dissipel, die geloofwaardigheid van haar alter-natiewe persepsie van Judas ondermyn. <![CDATA[<b>Jesus's direct experiences of God the Father: A paradox within Jewish theology and gateway to human experience of God</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200004&lng=es&nrm=iso&tlng=es With the unavailability of a consistently similar and collectively accepted biblical definition of a 'direct experience of God', this article sets out to explore Jesus's direct experience of God the Father within the Hebrew environment, which states that no one can see God 'face to face' and live (Exod. 33:17-20). An immediate or direct experience of God is no doubt biblically rooted, but the nature and understanding thereof is largely a product of philosophers and theologians within the context of their worldviews. This article makes the case that Jesus had immediate experiences of God the Father, and this operates from the position that a direct experience of God is a fundamental property of the human reality. It sets out to explore the intimate nature and characteristics of Jesus's immediate experiences of God the Father. This is done in the light of the paradoxical religious considerations of the Israelites (Gen. 32:30; Exod. 33:20) where God said to Moses: 'You cannot see my face; for no one can see me and live.' But Genesis 32:30 records Jacob as saying: 'For I have seen God face to face and my life is preserved.' While the paradox is furthered by John 1:18: 'No one has seen God at any time ...', Christians in Paul's time appear to have departed from such Hebraic reticence. The article sets out to identify some characteristics of Jesus's direct experiences of the Father and use these as a yardstick to measure the plausibility of human experiences of God. Complying with the limitations imposed on the scope of this article, the vastness of this topic has been restricted to what is reasonable within these confines.<hr/>Met die onbekombaarheid van n konsekwent-ooreenstemmend en gesamentlik aanvaarde bybelse definisie van n 'direkte ervaring van God', gee hierdie artikel n uiteensetting van Jesus se direkte ervarings van God die Vader binne die Hebreeuse milieu wat bepaal dat geen mens God van aangesig tot aan-gesig kan sien en bly leef nie (Eks. 33:17-20). n Onmiddellike of direkte ervaring van God is sonder twyfel in die Bybel ge-wortel, maar die aard en begrip daarvan is grootliks die resultaat van filosowe en teoloë se werk binne die konteks van hulle eie wêreldbeskouings. Hierdie artikel maak die stelling dat Jesus wel onmiddellike ervarings van God die Vader gehad het en dat dit funksioneer vanuit die posisie dat 'n direkte ervaring van God 'n wesenseienskap van die menslike werklikheid is. Dit verken die intieme aard en eienskappe van Jesus se onmiddellike ervarings van God die Vader. Dit vind plaas in die lig van die paradoksale godsdienstige oorwegings van die Israeliete (Gen. 32:30; Eks. 33:20) waar God vir Moses sê: 'Vir my kan jy nie sien nie, want geen mens kan vir my sien en bly leef nie.' Maar volgens Genesis 32:30 sê Jakob: 'Ek het God van aangesig tot aangesig gesien en tog het ek nie omgekom nie.' Hierdie paradoks word voortgesit deur Johannes 1:18: 'Niemand het God ooit gesien nie ... .' Dit blyk dat Christene in Paulus se tyd wegbeweeg het van die sodanige Hebreeuse terughoudendheid dat God nie direk ervaar kan word nie. Die artikel poog om 'n paar eienskappe van Jesus se direkte er-varings van die Vader te identifiseer en as n maatstaf te gebruik om die geloofwaardigheid van menslike ervarings van God te meet. In ooreenstemming met die beperking wat geplaas is op die bestek van die artikel, is die omvang van die onderwerp beperk tot wat redelik is binne die grense hiervan. <![CDATA[<b>Flagging philosophical minefields at the Synod of Dort (1618-1619): Reformed Scholasticism reconsidered</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200005&lng=es&nrm=iso&tlng=es This article investigates the phenomenon of reformed Scholasticism (of about 1550-1700), as it occurred at the Synod of Dort (1618-1619) and its Canons. More specifically, it focuses on the central problem at the Synod, viz. the relationship between God and human beings, as expressed in the ideas contained in the Canon regarding divine election and reprobation. As illustration the positions of two leading figures in the clash between the Calvinists and the Remonstrants, namely that of Gomarus (1563-1641) and Arminius (1560-1609), are philosophically analysed. In spite of the fact that neither viewpoint was eventually accepted by the Synod, their theologies clearly reflect the dominant scholastic philosophy of the time. This analysis is carried out in the context of the problem-historical method of historiography developed by D.H. Th. Vollenhoven (1892-1978), one of the fathers of Christian philosophy. This contribution provides (in a series of other research publications, cf. 1.2.6 and bibliography) a final evaluation of the Synod and its Canons.<hr/>Hierdie artikel ondersoek die fenomeen van die gereformeerde Skolastiek (van ongeveer 1550-1700) soos dit ook na vore gekom het tydens die Sinode van Dordt (1618-1619) en in die Dordtse Leerreëls. Dit fokus meer spesifiek op die sentrale probleem by die Sinode, naamlik die verhouding tussen God en mens soos dit tot uitdrukking kom in die Sinode se Leerreëls oor goddelike verkiesing en verwerping. Ter illustrasie word die standpunte van twee van die leidende figure in die stryd tussen die Calviniste en die Remonstrante, naamlik dié van Gomarus (1563-1641) en Arminius (1560-1609), filosofies geanaliseer. Hoewel die Sinode uiteindelik nie een van hierdie twee teoloë se standpunte aanvaar het nie, reflekteer hulle teologieë die skolastieke filosofie van destyds. Hierdie analise word gedoen volgens die probleem-historiese metode soos ontwikkel deur D.H. Th. Vollenhoven (1892-1978), een van die vaders van 'n Christelike filosofie. Hierdie artikel (in 'n reeks van ander navorsingsartikels, vgl. 1.2.6 en die bibliografie) bied die outeur se finale evaluering van die Sinode en sy Leerreëls. <![CDATA[<b>Rhizoids, technicism and economism</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200006&lng=es&nrm=iso&tlng=es A highly differentiated society requires integration. Dooyeweerd refers in this regard to science and technology. Intersocietal linkages play a key role in this process. They are affected, however, by technicism and economism. Rhizoids are configurations or distinct patterns of intersocietal relationships, linking activities in society to the kingdoms of material things, plants and animals. A delineated theory of rhizoids is given, especially configured as technical-economic relationships. The article defines elements of rhizoids such as flows, stows and transformations. In principle, rhizoids enable all important economic dispositions, including non-monetary ones, to be accounted for. This is important if economising is to take place within ecological limits. The presence and impacts of technicism and economism may be discerned in the shape and operation of rhizoids. An application to the treadmill problem in agricultural production for world markets is outlined. This is followed by a brief discussion of the spirit of capitalism, as reflected in technicism and economism (the earth is seen as a machine). They trigger a dialectical movement, leading to the establishment of smaller local rhizoids as alternatives to global ones. Schuurman's plea for a paradigm shift towards seeing the earth as a garden-city offers a way of escaping from such dialectics.<hr/>n Hoogs gedifferensieerde gemeenskap vereis integrasie. Dooyeweerd verwys in hierdie verband onder andere na weten-skappe en tegnologie. Intergemeenskaplike verbindings het n kernrol in hierdie proses, maar word deur tegnisisme en ekonomisme beïnvloed. Risoïedes is groeperings of bepaalde patrone van intergemeenskaplike verhoudings wat aktiwiteite in die samelewing verbind tot die ryk van materiële dinge, plante en diere. n Basiese teo-rie word vir risoïedes verskaf, met spesifieke fokus op tegnies-ekonomiese verhoudings. Hierdie artikel omskryf die elemente waaruit risoïedes bestaan, byvoorbeeld vloeiings, bergings en transformasies. Risoïedes maak dit moontlik om in beginsel alle belangrike ekonomiese neigings, nie-monetêre/geldelike neigings ingesluit, te verreken. Dit is belangrik indien ekonomiese aktiwiteite binne ekologiese beperkings moet plaasvind. Die teenwoordigheid en impak van tegnisisme en ekonomisme kan in die vorm en aktiwiteite van risoïedes onderskei word. ' n Toepassing van die trapmeulprobleem in landbouproduksie vir die wêreldmark word geskets. Dit word opgevolg deur n kort bespreking oor die gees van kapitalisme soos dit in tegnisisme en ekonomisme (die aarde word as n masjien beskou) weerspiëel word. Tegnisisme en ekonomisme veroorsaak n dialektiese beweging wat aanleiding gee tot die ontstaan van kleiner plaaslike risoïedes as alternatiewe vir globale risoïedes. Schuurman se pleidooi vir n paradigmaskuif om die aarde as n tuinstad voor te stel, bied n manier om van sodanige dialektiek te ontsnap. <![CDATA[<b>Some views of Xhosa women regarding the initiation of their sons</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200007&lng=es&nrm=iso&tlng=es Notwithstanding attempts from the Eastern Cape Department of Health and other organisations to regulate the process of initiation, each year initiates still die or are mutilated. The challenge is to keep the boys safe without interfering with the traditional customs. It appears that women's voices are rarely heard on this issue. Through a literature review the author attempts to understand the rite of initiation from a cultural perspective. The general meaning and specific usage of concepts such as 'culture', 'traditional', and 'masculinity' are explained, as well as how these concepts are used in the article. A questionnaire was designed and administered to establish the views of Xhosa women on the ritual of initiation. On comparing these results with results from previous research, it shows a decline in the number of women who favour the traditional way of initiation without medical intervention. Although this indicates a shift in women's views, a conflict is evident, as there is still overwhelming agreement that traditional initiation is a prerequisite for becoming a man who is respected by his community. The empirical research indicates that although women are forbidden to take part in discussions on this subject, some women did take the liberty to express their opinions.<hr/>Ten spyte van pogings van die Oos-Kaapse Departement van Gesondheid en ander organisasies om die proses van inisiasie te reguleer, is daar jaarliks steeds seuns wat sterf of geskend word. Die uitdaging is om die seuns te beskerm sonder om met die tradisionele gebruike in te meng. Vroue se stemme word selde gehoor in gesprekke oor hierdie kwessie. Deur middel van 'n literatuurstudie is gepoog om die rite van inisiasie vanuit n kulturele perspektief te verstaan. Die alge-mene betekenis en spesifieke gebruik van konsepte soos kul-tuur', 'tradisioneeT en 'manlikheid' word uitgeklaar en daar word verduidelik hoe hierdie konsepte in die artikel gebruik word. n Vraelys is opgestel en afgeneem om vas te stel wat die opinie van Xhosavroue ten opsigte van die rite van inisiasie is. 'n Vergelyking van hierdie navorsingsresultate met resultate wat voorheen verkry is, wys op 'n afname in die hoeveelheid vroue wat ten gunste is van tradisionele inisiasie sonder mediese in-tervensie. Alhoewel dit op n verandering in die vroue se mening dui, dui dit tog op 'n teenstrydigheid, aangesien daar steeds n algemene ooreenstemming is dat tradisionele inisiasie 'n voorwaarde is vir 'n man om deur sy gemeenskap gerespekteer te word. Die empiriese navorsing toon dat sommige vroue wel die vrymoedigheid gehad het om hulle opinies te lug, alhoewel vroue verbied word om aan gesprekke oor hierdie saak deel te neem. <![CDATA[<b>Values and the need for a character education programme within the college context in the North-West Province: Exploration and preliminary proposals</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200008&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Die ander letterkundige storie</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200009&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Globalisation through an African lens</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200010&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Perspective on South African politics</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200011&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Terugblik op taalregte in 2004</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200012&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Terugflits na taalregte in 2005</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200013&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>'n Merkwaardige boek oor 'n kleurryke openbare figuur</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200014&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>'n Kuier by 'n klomp bekendes</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200015&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>Stamboom van herkoms</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200016&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>All the colours in history</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200017&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste. <![CDATA[<b>A history of neighbouring cousins</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572011000200018&lng=es&nrm=iso&tlng=es Values and character education possess the inherent building blocks for the preservation of a healthy society. Values and character education have the potential to address moral issues in society and especially in educational institutions, such as schools, colleges and universities. One of the primary aims of values and character education is to allow students to experience life to the fullest. Values and character education could probably ensure a better life and future for South Africa's youth. From the available literature, it is evident that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate values education programmes in colleges and other institutions such as universities. In order to determine the values orientation among students of Further Education and Training Colleges (FET) in the North-West Province, an empirical study was done to ascertain students' opinions and the contributions of values education and character education. Semi-structured interviews were also conducted with the student council, the head of support services, as well as an official of student support services.<hr/>Waarde- en karakteropvoeding bevat boustene om n gesonde samelewing in stand te hou. Waarde- en karakteropvoeding het die potensiaal om morele kwessies in die samelewing te han-teer, veral by opvoedingsinstansies soos skole, kolleges en universiteite. Een van die belangrikste doeleindes van waarde- en karakteropvoeding is om studente in staat te stel om die lewe in sy volheid mee te maak. Waarde- en karakteropvoeding sou moontlik kon help om aan die jeug van Suid-Afrika 'n beter lewe en toekoms te bied. Uit die beskikbare literatuur is dit duidelik dat die samelewing 'n krisis ten opsigte van waardes, karakter en moraliteit ervaar. Die vervlakking van menslike en samelewingswaardes - soos weerspieël in die media - het die huidige regering genoodsaak om 'n waarde-opvoedingsprogram in kolleges en ander instansies soos universiteite te begin. Om die waarde-oriëntering van studente in Verdere Onderwys en Opleidingskolleges (VOO) van die Noordwesprovinsie te bepaal, is n empiriese ondersoek gedoen om die opinies oor en bydraes van waarde-opvoeding en karakteropvoeding vas te stel. Verder is semi-gestruktureerde onderhoude gevoer met die studenteraad, die hoof van studente-ondersteuningsdienste, asook 'n beampte van die studente-ondersteuningsdienste.