Scielo RSS <![CDATA[Koers]]> http://www.scielo.org.za/rss.php?pid=2304-855720150002&lang=en vol. 80 num. 2 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Lydia Jaeger and Herman Dooyeweerd: Dialogues on the foundations of Christian scholarship</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200001&lng=en&nrm=iso&tlng=en This article introduces and discusses Lydia Jaeger's dialogue with and critical evaluation of a few aspects of Dooyeweerd's philosophy. From her critical realist position, Jaeger evaluates Dooyeweerd's rejection of the 'Logos-speculation' and his definitions of truth. As he deviates from the Christian epistemological tradition referring to the 'correspondence between thought and reality', Jaeger argues that he fails to connect subject and object sufficiently. I argue that in Dooyeweerd's ontology subject and object are thoroughly interwoven by the law-order. I also question Jaeger's critique that, in his epistemology, Dooyeweerd doesn't make sufficient use of biblical resources and is too inclined towards idealism. I suggest that Jaeger's contentions could be re-considered and that a more positive approach to reformational philosophy may open new avenues for her own research.<hr/>Hierdie artikel is 'n inleiding in, en bespreking van Lydia Jaeger se dialoog met, en kritiese evaluering van enkele aspekte van Dooyeweerd se filosofie. Jeager evalueer Dooyeweer se verwerping van die 'Logos-spekulasie' en sy definisies van waarheid vanuit haar krities-realistiese posisie. Omdat hy van die christelik epistemologiese tradisie afwyk, laasgenoemde verwysende na die 'korrespondensie tussen denke en realiteit', argumenteer Jaeger dat hy nie daarin slaag om subjek en objek genoegsaam met mekaar te verbind nie. Ek argumenteer dat Dooyeweerd se epistemologie subjek en objek deeglik met mekaar verweef deur middel van die wetsorde. Ek bespreek ook Jaeger se bewerings dat, in sy filosofie, Dooyeweerd nie genoegsaam gebruik maak van bybelse bronne nie en dat hy geneig is tot idealisme. Ek suggereer dat Jaeger se bewerings herbedink behoort te word en dat 'n meer positiewe benadering tot Reformatoriese filosofie nuwe weë ook vir haar eie navorsing kan oopmaak. <![CDATA[<b>Die stand van interreligieuse toleransie by 'n groep Suid-Afrikaanse onderwysstudente</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200002&lng=en&nrm=iso&tlng=en Godsdienstige verdraagsaamheid het een van die belangrikste vraagstukke van die huidige eeu geword, juis vanweë die gewelddadige optredes en dade wat ekstremiste in die naam van godsdiens pleeg. Die vraag by baie onderwysersopleiers is of huidige finalejaar onderwysstudente die nodige godsdienstige verdraagsaamheid aan die dag lê om die godsdienstige verskille in die skole en in die gemeenskappe waarin hulle hulle beroep gaan beoefen, te kan hanteer. 'n Vraelys (waarvan 'n afskrif as bylaag tot die artikel verskyn, en wat ander belangstellendes mag gebruik na verkryging van toestemming daartoe) is opgestel en gefundeer in 'n konseptuele en teoretiese raamwerk waarin die vraagstuk van religieuse verdraagsaamheid in besonderhede ondersoek is. Die vraelys is deur 'n steekproef van 300 studente (uit 'n populasie van nagenoeg 3000) ingevul. Dit blyk uit die resultate dat hoewel daar enkele kommerenswaardige aspekte is soos dat die respondente geneig is om hulle afsydig te hou van diegene met ander godsdienstige oortuigings as hulleself, en ook neig om andersdenkendes te wantrou, daar nie groot kommer oor die mate van religieuse verdraagsaamheid by hierdie groep studente hoef te wees nie.<hr/>Religious tolerance has become one of the most important issues of the current century in view of the many atrocities perpetrated in the name of religion by extremist groups. Of great concern to teacher educators is whether current final year students display the degree of religious tolerance that would be required from them when they have to deal with religious differences among their future students and in the communities in which they will practise their profession. A questionnaire, of which a copy is attached to this article and which may be used by interested parties after having acquired permission to do so, was constructed, based on a conceptual and theoretical framework in which the issue of religious tolerance is examined in detail. The questionnaire was administered to a sample of 300 teacher education students (drawn from a population of around 3000). The results show that while there are certain points of concern, such as that the respondents tend to withdraw from others with different belief systems and tend not to trust them, there are no great concerns about the state of religious tolerance in this particular group of students. <![CDATA[<b>The Chinese House Church Movement in South Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200003&lng=en&nrm=iso&tlng=en The purpose of the research is to provide an academic introduction to the Chinese House Church Movement in South Africa, and to give a brief description of the importance of this new missiological event - for, even though the presence of these churches is well known, little is known about the churches themselves. This research represents some of the very first explorations and missiological reflections on this phenomenon in South Africa. Therefore, in this article Alan Hirsch's idea of 'apostolic genius' and its connection to 'Jesus People' Movements and their impact is explored within the context of the Chinese church, both in mainland China and in South Africa. A brief history of the church in China is provided as background and context for an exploration of the Chinese House Church Movement in South Africa - through 'participant observation'. Consequently, suggestions are made as to ways in which one can more effectively assist already existing Chinese house churches, as well as with the establishment of more Chinese house churches. As this is a previously mostly 'unknown' and/or closed-off community, the research undertaken in this article is of great importance as an initial exploration and missiological reflection on this phenomenon.<hr/>Die doel van hierdie navorsing is om die Chinese huiskerkbeweging in Suid-Afrika by wyse van akademiese ondersoek aan die orde te stel en 'n inleidende bespreking te bied van hierdie belangrike gebeurtenis in sendingwetenskap. Hierdie navorsing behels van die heel eerste beskrywings en navorsing oor hierdie haas onbekende verskynsel. Die bespreking geskied aan die hand van Alan Hirsch se konsep van apostoliese impak en die sogenaamde 'Jesus People'-beweging, toegepas op Chinese huiskerke in China en Suid-Afrika. Die navorsing skets 'n kort oorsig oor die kerk in China om sodoende konteks te skep vir die gebeure in Suid-Afrika. Die inleidende bespreking van die Chinese huiskerke geskied aan die hand van 'deelnemende waarneming.' Die navorsing vervolg met voorstelle vir die verdere ontwikkeling van die huiskerke in Suid-Afrika. <![CDATA[<b>Vroeë adolessente se persepsies van hulle primêre versorgers se betrokkenheid by die skoolgemeenskap in 'n hoë-risiko gemeenskap</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200004&lng=en&nrm=iso&tlng=en Vroeë adolessente se persepsies van hul primêre versorgers se betrokkenheid by die skoolkonteks in 'n hoë-risiko gemeenskap is bepalend vir hul verhoudings- en persoonlike welstand. Alhoewel skoolprestasie van deurslaggewende belang is om positiewe jeugontwikkeling te bewerkstellig, is vele Suid-Afrikaanse adolessente steeds deel van die hoë voorkoms van herhaal-en-uitvalstatistiek. Die studie is gedoen binne die teoretiese raamwerk van die positiewe sielkunde om hulpbronne te verken wat welstand kan bevorder. Die kwalitatiewe metode is gebruik, en deelnemers tussen die ouderdomme twaalf en veertien jaar oud, verbonde aan een skool in 'n hoë-risiko gemeenskap, is gekies. Demografiese inligting toon dat die meeste deelnemers se primêre versorgers nie hul biologiese ouers is nie. Bevindings toon dat vroeë adolessente se persepsies van familie die voorsiening van basiese behoeftes as 'n vereiste vir skoolbetrokkenheid behels. Die hoofsaaklik negatiewe emosionele aard van skool-en-huis interaksies dra by tot negatiewe patrone wat met 'n hoë-risiko omgewing geassosieer word. Hierdie studie lewer 'n belangrike bydrae tot die Positiewe Sielkunde, aangesien waardevolle inligting verkry is sodat vroeë adolessente se verhoudingswelstand binne konteks verstaan kan word. Aanbevelings behels riglyne vir intervensies met die inagneming van eksterne asook interne faktore.<hr/>Early adolescents' perceptions of their primary care-givers' involvement as to the school context in a high-risk community is important for their relational and personal well-being. Although school performance is of crucial importance concerning positive youth development, many South African adolescents are still part of the high incidence of repeating grades and drop-out statistics. The study was conducted within the theoretical framework of positive psychology to explore resources aimed at higher levels of well-being. The qualitative method was used, and participants between the ages of twelve and fourteen years of age, of one school in a high-risk community, were selected.. Demographic information shows that the primary care-givers of most participants are not their biological parents. Findings indicate that early adolescents' perceptions of family imply the providing of basic needs as a requirement for school involvement. Also, the mostly negative emotional nature of home and learning environment interactions, adds to negative patterns which are associated with a high-risk community. This study offers an important contribution to Positive Psychology towards the understanding of early adolescents' relational well-being and its context. Recommendations include guidelines for interventions while taking into account external as well as internal factors. <![CDATA[<b>The reawakening of teaching through aesthetics in education: Students' perspectives</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200005&lng=en&nrm=iso&tlng=en A multidisciplinary approach to teacher education involves drawing from multiple pedagogies within disciplines, in particular the use of aesthetic methods of teaching, to redefine teaching through continuous reflection. This article reports on the process of pre-service students' interpretation of the sensory contemplation of aesthetic perceptiveness within their academic programmes at a higher education institution and explores how students internalised and applied these aesthetic qualities in their practice. Using a qualitative approach, the findings indicate the positive influence of aesthetically enjoyable and engaging teaching strategies, such as group or whole class discussions that infused technology, on pre-service students' understanding of content knowledge taught in lectures. Reports regarding pre-service students' application of these very strategies at schools during their school experience were positive in terms of their ability to reflect critically before, during and after the lesson, made possible by personal first-hand experiences with the selected strategy. It was found that pre-service teachers believe that for effective teaching to take place, as practitioners, they need to take 'full account of the multi-dimensional cultural world of the learner' and therefore it is recommended that they adopt a multi-dimensional approach that is inclusive of aesthetics in their practice. <![CDATA[<b>Facilitating spiritual intelligence in South African secondary school learners</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200006&lng=en&nrm=iso&tlng=en This article was motivated by concern for the challenges - on a spiritual level - that secondary school learners in South Africa face in the context of moral decay. It therefore aims to develop educational strategies that Life Orientation teachers in particular can use to facilitate spiritual intelligence (SQ) in learners, especially when religious and cultural diversity in schools is considered. To this end, a programme to develop SQ was designed based on a literature review, and then implemented within the framework of socio-constructivism. Purposive sampling was employed to select 10 Grade 11 learners in a secondary school in Pretoria. The programme was implemented with the learners in seven contact sessions over a period of three months. To evaluate the programme, a qualitative case study design was employed. Continuous evaluation during implementation was by means of learner reflective activities, informal conversation interviews, focus groups, semi-structured interviews, observations and a researcher self-reflective journal. The findings of this exploratory study revealed that certain content and educational strategies can facilitate SQ in secondary school learners.<hr/>Hierdie artikel is gemotiveer uit kommer oor die uitdagings van 'n spirituele aard en binne die konteks van morele verval, waarvoor sekondêreskool-leerders in Suid-Afrika te staan kom. Die doel was dus om onderrigstrategieë te ontwikkel wat veral Lewensoriëntering-onderwysers kan gebruik om spirituele intelligensie in leerders te fasiliteer, met in agneming van godsdienstige en kulturele diversiteit. Met dié doel voor oë is 'n program om spirituele intelligensie te ontwikkel uit die literatuur ontwerp en geïmplementeer binne die raamwerk van sosio-konstruktivisme. Doelbewuste steekproefneming is gebruik om tien Graad 11-leerders in 'n sekondêre skool in Pretoria te selekteer. Die program is met die leerders geïmplementeer in sewe kontaksessies oor 'n periode van drie maande. Om die program te evalueer het die studie 'n kwalitatiewe gevallestudie-ontwerp gebruik. Kontinue evaluering is gedurende hierdie tyd gedoen deur middel van aktiwiteite wat leerder-refleksie stimuleer, asook informele onderhoude, fokusgroepe, semi-gestruktureerde onderhoude, observasie en 'n joernaal met navorser-refleksies. Die bevindinge van hierdie eksploratiewe studie toon aan dat sekere inhoude en opvoedkundige stragtegieë spirituele intelligensie van sekondêreskool-leerders kan fasiliteer. <![CDATA[<b>Could you not write otherwise?" The political dimension of Alan Paton's poetry</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2304-85572015000200007&lng=en&nrm=iso&tlng=en The article explores the political dimension of Alan Paton's poetry, a dimension of his literary work that has, thus far, received little critical attention. It analyses a number of poems that suggest that Paton's themes chose him, as is asserted in the ironic poem, "Could You Not Write Otherwise?" Paton's books celebrate the multicultural nature of his "Beloved Country" and reveal his breadth of understanding of the experiences, hopes and fears of the white, black, coloured and Indian communities. The author critiques the cultural chauvinism that was the bedrock of "separate development", exposes it dissonance with Christian principles and challenges its tendency to peddle racist stereotypes. Paton champions an alternative, liberal political philosophy, and is mindful of the importance of acknowledging the dignity of the despised "others". He is conscious of the likely descent into violent confrontation with the apartheid state, which runs counter to his pacifist stance.