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Establishing ethical workplaces: Insights from independent school leaders and educators
Full text linkThe researchers viewed and analysed the data through a Christian lens. A qualitative ethnographic case study approach was used within an interpretivist paradigm to investigate how school leaders and educators understand and practise ethical leadership to foster an ethical working environment. Semi-structured interviews were conducted with principals, deputy principals, and educators from two independent schools, presenting rich insights into participants’ lived experiences of their school environment. The conclusions from the data indicate that ethical leadership is most effective when grounded in values such as integrity, accountability, and servant leadership, which are associated with Christian principles. Such leadership is a prerequisite to fostering an ethical work environment typified by trust, respect, and a shared moral purpose. The study also exposed trepidations within faith-based schools, specifically where institutional Christian identities overlap with managerial or market-driven imperatives. In addition, there was an unwillingness to raise discontent with leadership conduct, which underlines concerns about voice, agency, and the presence (or absence) of a “speak-up” culture.
Opsomming Die skep van etiese werksomgewings: Insigte van onafhanklike skoolleiers en opvoeders Die navorsers het die data vanuit ’n Christelike perspektief bestudeer en geanaliseer. ’n Kwalitatiewe, etnografiese gevallestudiebenadering is binne ’n interpretivistiese paradigma gebruik om te ondersoek hoe skoolleiers en opvoeders etiese leierskap verstaan en beoefen ter bevordering van ’n etiese werksomgewing. Data is ingesamel deur middel van semigestruktureerde onderhoude met skoolhoofde, adjunkhoofde en onderwysers van twee onafhanklike skole, wat waardevolle insigte bied ten opsigte van die deelnemers se beleefde ervarings en leierskapspraktyke. Die bevindings toon aan dat etiese leierskap die doeltreffendste is wanneer dit gegrond is in waardes soos integriteit, aanspreeklikheid en dienende leierskap, dit wil sê waardes wat in ooreenstemming met Christelike beginsels staan. Sodanige leierskap is ’n voorvereiste ter bevordering van ’n etiese werksomgewing wat deur vertroue, respek en ’n gedeelte morele doel gekenmerk word. Die studie het ook bekommernisse binne geloofsgebaseerde skole aan die lig gebring, veral daar waar institusionele Christelike eienhede met bestuurs- of markgedrewe imperatiewe oorvleuel. Verder was daar ’n onwilligheid om ontevredenheid oor leierskapsgedrag te opper, wat kommer oor seggenskap, agentskap en die teenwoordigheid (of afwesigheid) van ’n laat-jou-stem-hoor”-kultuur benadruk.
Die Heidelbergse Kategismus as ’n Geloofsbelydenis en die Voortrekker-Gelofte van 1838:: Die toespraak van Paul Kruger op 16 Desember 1886
Full text linkVerskeie bronne huldig die oortuiging dat die korrekte viering vandag van die Gelofte van 16 Desember 1838 in Natal deur die Voortrekkers ’n Christelike en godsdienstige gebeurtenis behoort te wees: ’n godsdienstige gebeurtenis as deel van die lewe in sy geheel, wat op die eer van God gerig is. President Paul Kruger – die laaste president van die Boererepubliek in die ou Transvaal (1883–1900), oftewel die Zuid-Afrikaansche Republiek (ZAR) – was ’n voorstander van hierdie oortuiging oor die gevolge van die verbond.Hy het sy toespraak op 16 Desember 1886 by Paardekraal, Krugersdorp, begin met ’n verwysing na vraag 1 in die Heidelbergse Kategismus. Hy het sy gehoor, as Christelike gelowiges of Christelike Afrikaners wat in die reël die Gelofte herdenk, aangespoor om hul lewens in geheel aan God toe te wy as ’n antwoord in gehoorsaamheid aan hul verlossing in Christus.Kruger het die gereformeerde belydenisse van die kerk waarvan hy ’n lid was, beskou as oortuigings wat die lewe in totaliteit beïnvloed. In sy toespraak van 1886 het hy ook daadwerklik op probleme in sy republiek gewys. Hy het egter sy mense aangespoor om as Christelike burgers van hierdie republiek op te tree. Hierdie siening van Kruger word tot vandag toe deur baie Christelike Afrikaners en Afrikaner-instellings ondersteun.
Abstract: The Heidelberg Catechism as a confession of faith and the Voortrekker Covenant of 1838:The speech of Paul Kruger on 16 December 1886
Various sources believe that the correct commemoration today of the covenant of 16 December 1838 in Natal by the Voortrekkers, should be a Christian and religious event; a religious event as part of life as a whole aimed at the honour of God. President Paul Kruger, the last President of the Boer Republic in the old Transvaal (1883-1900), the South African Republic, was a supporter of this conviction about the consequences of the covenant.
He started his speech on 16 December 1886 at Paardekraal, Krugersdorp, with a reference to the Heidelberg Catechism question one. His urged his audience as Christian believers or Christian Afrikaners who normally undertake a commemoration of the vow, to dedicate their lives as a whole as an answer in obedience to their redemption in Christ.
Kruger saw the reformed confessions of the church of which he was a member as beliefs with an influence on life as a whole. In his speech of 1886, he also paid attention to problems in his Republic. However, he appealed to his people to behave as Christian citizens of this republic. This view of Kruger is supported up to today by many Christian Afrikaners and Afrikaner institutions
ʼn Reformatoriese perspektief op die ouer se rentmeesterskaplike roeping tot die handhawing van ordelike kinderdissipline in Suid-Afrika
Full text linkKinders is ‘n geskenk van God wat aan ouers toevertrou is om as die primêre opvoeders en bewaarders van die kind op te tree. Verskeie vorme van oortredings en wangedrag is egter hedendaags aan die toeneem onder kinders. Dit is ‘n Goddelike opdrag en verantwoordelikheid van ouers om hul kinders te dissiplineer, maar daar is tans heelwat faktore en omstandighede wat ouers verhoed om hul rentmeesterskapsplig en verantwoordelikheid teenoor hul kinders na te kom. Onder hierdie faktore tel die Westerse wegbeweging van Bybelse waardes, hoë egskeidingsyfers en vaderlose gesinne. Deur middel van die toepassing van die interpretivisties-konstruktivistiese metode word hierdie faktore uitgepluis en word ‘n omskrywing van ouers (sorggewers) se rentmeesterskapstaak en -verantwoordelikheid gegee. Laasgenoemde is gefundeer in beginsels soos die feit dat ouers die primêre opvoeders van die kind is, dat tug en dissiplinering verantwoordelik behoort te geskied, dat alle handelinge met die kind in ‘n Skriftuurlike kinderantropologie gefundeer behoort te wees en dat ouers ‘n goeie begrip behoort te hê van wat opvoeding behels.
Abstract
A Reformed perspective on parents’ stewardship calling to uphold orderly child discipline in South AfricaChildren are a gift from God, entrusted to parents to serve as the child’s primary educators and guardians. However, various forms of transgressions and misconduct among children are increasingly prevalent in contemporary society. It is a divine command and a parental responsibility to discipline their children. Yet, many factors and circumstances currently prevent parents from fulfilling their stewardship task and responsibility toward their children. Among these factors are the Western departure from Biblical values, high divorce rates, and fatherless households. Using the interpretivist–constructivist method, these factors are examined, and a description of parents’ (caregivers’) stewardship tasks and responsibilities is provided. The latter is grounded in principles such as parents being the child’s primary educators, that correction and discipline should be exercised responsibly, that all interactions with the child should be grounded in a Scriptural child anthropology, and that parents should have a sound understanding of what education entails.
Is it possible to apply Catholic doctrine to the common good of the company?
Full text linkThe rationale for this article lies, on one hand, in the need to address the perennial organisational problems of companies. On the other hand, the rationale of this article lies in the fact that the Catholic Church has not yet explicitly dealt with aspects related to the function, structure, and management of companies (Kennedy, 2002), despite having an extensive doctrine applicable to this field. All the published evidence to date shows that Catholic doctrine contains more than sufficient judgment elements to tackle the complex problems of the business world. This article proposes an approach to Catholic doctrine in formulating the common good within the company, considering its different dimensions (economic, social, cultural) and various forms of unity: origin, organisation, and action. This must be applied in a way that helps strengthen it as a human institution, given its prominent role in contemporary societies. At the same time, this article has also been written with the purpose of finding alternative principles, procedures, and attitudes that contribute to the survival, balance, and improvement of businesses in their social role. This should always be from the perspective of the Church’s social doctrine and from a justified conception of the company as a political community belonging to larger communities.
OpsommingIs dit moontlik om die Katolieke leerstellings op die algemene beswil van die maatskappy toe te pas? Die rasionaal vir hierdie artikel lê, aan die een kant, in die behoefte om op die voortdurende organisatoriese probleme van maatskappye te fokus. Aan die ander kant lê die rasionaal van hierdie artikel daarin dat die Katolieke Kerk nog nie uitdruklik aandag gegee het aan aspekte wat met die funksie, struktuur en bestuur van maatskappye verband hou nie (Kennedy, 2002), al beskik dit oor uitgebreide leerstellings wat op hierdie veld van toepassing is. Al die gepubliseerde bewyse tot op hede toon dat die Katolieke leer meer as voldoende beoordelingsgronde bevat om die komplekse probleme van die sakewêreld aan te pak.Hierdie artikel stel ’n benadering tot die Katolieke leer voor in die formulering van die algemene beswil binne die maatskappy, met inagneming van sy verskillende dimensies (ekonomies, sosiaal, kultureel) en verskillende vorme van eenheid: oorsprong, organisasie en handeling. Dit moet toegepas word op ’n wyse wat help om die maatskappy as ’n menslike instelling te versterk, gegewe sy prominente rol in hedendaagse samelewings.Terselfdertyd is hierdie artikel ook geskryf met die doel om alternatiewe beginsels, prosedures en houdings vas te stel wat tot die oorlewing, balansering en verbetering van ondernemings in hul sosiale rol bydra. Dit behoort altyd te geskied vanuit die perspektief van die Kerk se sosiale leer en vanuit ’n geregverdigde opvatting van die maatskappy as ’n politieke gemeenskap wat deel van groter gemeenskappe uitmaak.
Developing Spiritually Grounded Lecturers through Supportive Higher Education Environments
Full text linkAbstractIntegrating faith and learning in higher education presents significant challenges for lecturers. This task often involves integrating secular content with biblical principles, creating tension when attempting to deliver content from a Christian perspective. As a result, many Christian lecturers opt to present material pedagogically without critically evaluating it through a Christian worldview. Consequently, Christian higher education institutions may lack a coherent framework aligned with the Great Commission outlined in Matthew 28:19-20. Christian higher education institutions can support lecturers in integrating faith and learning within their subject content. This study employs a qualitative research design to conduct a thematic analysis of documents on the integration of faith and learning. The study revealed that faith integration in Christian higher education institutions is most effective when institutionally scaffolded and spiritually embodied. Key institutional support structures such as reformed biblical frameworks, reflective practice, academic staff, academic staff development, and communal accountability enable lecturers to align their academic teaching with the transformative mission of the Great Commission.” Therefore, this article argues that Christian higher education institutions should provide institutional support to lecturers through clear policies, dedicated resources, and targeted training. Such support can help reduce tensions and foster greater coherence in educational approaches. Moreover, when teaching is aligned with the Great Commission, a holistic environment is created, which leads to a supportive community of lecturers who can share practices and strategies for effective faith integration. This research highlights the role of institutional support in overcoming the challenges of faith integration in Christian higher education. It also provides a framework for faith-learning integration, which Christian higher education institutions can explore to equip their lecturers better to fulfil their educational purpose while staying true to biblical foundations. OpsommingDie ontwikkeling van geestelik gegronde dosente deur middel van ondersteunende hoëronderwysomgewingsDie integrasie van geloof en leer in hoër onderwys skep unieke uitdagings vir dosente. Hierdie proses vereis die koppeling van sekulêre inhoud met bybelse beginsels, wat dikwels spanning veroorsaak wanneer inhoud vanuit ’n Christelike perspektief aangebied word. Juis hierom verkies heelwat dosente om materiaal pedagogies aan te bied sonder om dit krities vanuit ’n Christelike wêreldbeskouing te evalueer. Gevolglik beskik Christelike hoëronderwysinstellings nie altyd oor ’n samehangende raamwerk wat die Groot Opdrag weerspieël wat in Matteus 28:19–20 gegee word nie. Hierdie studie gebruik ’n kwalitatiewe navorsingsontwerpe ten einde die integrasie van geloof en leer te ondersoek. Dit geskied deur ’n tematiese analise van dokumente. Die bevindinge toon dat geloofsintegrasie die doeltreffendste plaasvind wanneer dit institusioneel gestruktureer en geestelik beliggaam word. Belangrike ondersteuningsmeganismes sluit in: gereformeerde bybelse raamwerke, reflektiewe praktyke, ontwikkeling van akademiese personeel en gemeenskaplike aanspreeklikheid. Hierdie strukture stel dosente in staat om hul onderrig met die transformerende missie van die Groot Opdrag te belyn. Die studie voer dus aan dat Christelike hoëronderwysinstellings institusionele ondersteuning behoort te verskaf deur middel van duidelike beleide, toegewysde hulpbronne en toegespitste opleiding. Sodanige ondersteuning kan help om spanning te verminder, en dit kan samehang tussen opvoedingsbenaderings versterk. Bowendien, wanneer onderrig met die Groot Opdrag belyn word, word ’n holistiese gemeenskap geskep, wat tot ’n ondersteunende akademiese gemeenskap bydra. Sodanige gemeenskap kan praktyke en strategieë met die oog op doeltreffende geloofsintegrasie deel. Hierdie navorsing beklemtoon dus die rol van institusionele ondersteuning. Dit bied ook ’n raamwerk vir geloof-leerintegrasie wat Christelike hoëronderwysinstellings kan gebruik om hul dosente beter toe te rus om hul roeping in die onderwys te vervul terwyl hulle getrou aan Bybelse grondslae bly.https://doi.org/10.19108/KOERS.91.1.262
Adrio König oor die doel van die openbaring van die wederkoms
Full text linkHierdie artikel ondersoek of die vraag na die telos (doel) van die openbaring van Christus se wederkoms in die Nuwe Testament as ’n dogmatiese kwessie beskou moet word. Vorige navorsing deur Van Rhyn (2017) het die telos vanuit ’n eksegeties-openbaringshistoriese perspektief behandel. Hierdie studie fokus egter op die teologie van Adrio König, veral soos in The eclipse of Christ in eschatology (1989) uiteengesit, om vas te stel of sy teologiese raamwerk ’n dogmatiese uitleg van die vraag ondersteun. König se Christosentriese eskatologie, wat hy as ’n “teleologiese Christologie” beskryf, beeld Christus uit as die eschatos en telos van die geskiedenis. Sy verwoording van die drie wyses van Christus se koms (vir ons, in ons, met ons) integreer die wederkoms met God se verbondsmatige verlossingsdoelwitte.Die artikel kom tot die gevolgtrekking dat König se teologie, wat hy self as teleologies of doelgedrewe tipeer, duidelik impliseer dat God se telos met die openbaring van die wederkoms sake soos vermaning, vertroosting, hoop, waarskuwing en verbondsvervulling op die oog het. Hierdie teloi funksioneer sowel kerugmaties as pastoraal ten opsigte van gelowiges en ongelowiges. Die studie bevestig dat die openbaring van Christus se wederkoms nie bloot informatief is nie: Dit is diep teologies van aard, en daarom vorm dit ’n geldige onderwerp van dogmatiese besinning.
AbstractThis article explores whether the question regarding the telos (goal) of the revelation of Christ’s second coming in the New Testament should be regarded as a dogmatic issue. Previous research by Van Rhyn (2017) addressed the telos from an exegetical-revelatory historical perspective. This study, however, engages the theology of Adrio König, especially as presented in The eclipse of Christ in eschatology (1989), to determine whether his theological framework supports a dogmatic interpretation of the question. König’s Christocentric eschatology, described as “teleological Christology”, frames Christ as the eschatos and telos of history. His articulation of the three modes of Christ’s coming (for us, in us, with us) integrates the second coming into God’s covenantal and redemptive purpose.
The article concludes that König’s theology, which he himself denotes as teleological or purpose-driven, clearly implies that the revelation of the second coming serves divine purposes such as exhortation, comfort, hope, warning and covenantal fulfilment. These purposes function both kerugmatically and pastorally for believers and unbelievers. The study affirms that the revelation of Christ’s return is not merely informational but profoundly theological, and thus a valid subject of dogmatic reflection.
https://doi.org/10.19108/KOERS.90.1.263
\u27n Reformatoriese benadering tot die Opvoedingsfilosofie: Uitdagings vir nou en vir die toekoms
No full textHierdie artikel beliggaam die outeur se perspektief op die ontwikkeling van die reformatoriese benadering tot die opvoedingsfilosofie in Suid-Afrika, vanaf die middel van die 19de eeu tot en met 2024. Dit begin deur die grondleggende werk van baanbrekersfigure soos professore J Chr Coetzee en HJJ Bingle uit te lig. Die oorsig volg dan die gestadigde agteruitgang van hierdie benadering vanaf ongeveer 1969, toe Suid-Afrikaanse opvoedingsfilosowe hulle toenemend na alternatiewe paradigmas soos pragmatisme, fenomenologie en postmodernisme begin wend het. Hierdie ideologiese skuif het gelei tot ’n afname in die invloed van die reformatoriese tradisie onder beide universiteitsdosente en studente. Deur op drie sleutelstudies te steun, elk met ’n unieke perspektief, spoor die artikel na hoe hierdie transformasie oor ses dekades ontvou het. Die koms van ’n volledig-demokratiese Suid-Afrika in 1994 wat tot grootskaalse hervormings in skool- en universiteitsopvoeding gelei het, het die wending na sekulêre humanisme verder versnel. As gevolg hiervan is die reformatoriese opvoedingsfilosofie in die praktyk na die privaat sfeer verplaas. Hierdie verwikkeling plaas die verantwoordelikheid op opvoedingsfilosowe in private hoëronderwysinstellings om die reformatoriese opvoedingsfilosofiese nalatenskap voort te dra waar vorige geslagte daarmee opgehou het.
This article examines the author’s perspective on the development of the reformational approach to the philosophy of education in South Africa, from the mid-19th century through to 2024. It begins by highlighting the foundational work of early pioneering educationists such as Professors J Chr Coetzee and HJJ Bingle. The overview then follows the decline of this approach from around 1969, as South African philosophers of education increasingly turned to alternative paradigms, such as pragmatism, phenomenology, and postmodernism. This ideological shift led to a noticeable decrease in the influence of the reformational tradition among both university lecturers and students. Drawing on three key studies, each providing a unique perspective, the article traces the transformation that has unfolded over the last six decades. The establishment of a fully democratic South Africa in 1994, coupled with major reforms in school and university education, further accelerated the turn toward secular humanism. As a result, the reformational philosophy of education has effectively been relegated to the private sphere. This shift places the responsibility on philosophers of education within private higher education institutions to continue the reformational education philosophical legacy where previous generations stopped.
https://doi.org/10.19108/KOERS.90.1.263
The environmental crisis: A religious solution?
Full text linkThe earth and its inhabitants are facing an impending environmental catastrophe. Despite remarkable technological advancements and sophisticated economic strategies, the situation continues to worsen at an alarming rate. The growing demand for higher living standards exacerbates the exploitation of resources, contributing to environmental degradation. Human greed and interpersonal competition drive the rapid extraction of natural resources, leading to the degradation of the planet’s ecological foundation. Therefore, the solution does not lie in enhanced or restrained technological progress, educational programmes or new economic theories but in transforming human attitudes and aspirations, profoundly shaped by socio-economic and cultural-historical contexts.
In this context, religion plays a crucial role in shaping individuals’ worldviews. Most religious teachings advocate for the responsible use of resources, together with love and respect towards other human beings. If these core principles of environmental stewardship and care for others, along with the warnings against greed and the dangers of wealth, were more actively embraced, the current environmental crisis could have been avoided.
https://doi.org/10.19108/KOERS.90.1.2581
“The poor man’s son” and Adam Smith’s theory of beauty
Full text linkThe article\u27s novelty is its focus on the role of Smith’s theory of beauty and its implications for utility in the narrative of ‘The Poor Man’s Son’. From this point of view, the narrative contains Smith’s criticism of the misguided view of the beauty of utility and affirmation of harmonious systems. Adam Smith’s narrative of ‘The Poor Man’s Son’ in his book The Theory of Moral Sentiments [1759] has received significant attention from scholars. Recently, three modes of interpretation can be distinguished. The first group follows a mode of interpretation from the world of the text, which is literal and regards the narrative as Smith’s support of beneficence. The narrative is perceived as Smith’s criticism of commerce and consumerism in pursuing happiness. Secondly, reading from the world behind the text, others pay more attention to historical and material aspects and argue that the narrative warns against misplaced ambition and affirms the virtue of commerce. Thirdly, when reading from the world in front of the text, the reception of the text is focal, and the emphasis shifts to the tension between beneficence and commercial prowess in Smith\u27s work. The problem with all three interpretations is that the nature of beauty, utility and commerce is not explored. In this article, a discourse analysis of the narrative in its wider context reveals an alternative interpretation based on Smith’s theory of beauty that has important implications for contemporary digital technology and systems.
https://doi.org/10.19108/KOERS.90.1.259
The challenges of principals\u27 dual roles in South African public schools: balancing policy implementation and stakeholder dynamics
Full text linkPrincipals play a central role in the implementation of educational policies, functioning as intermediaries between the Department of Basic Education and school governing bodies. In their dual capacities as representatives of the head of department and ex-officio members of governing bodies, principals significantly influence the operationalisation of both national and local policies within schools. These responsibilities shape their interactions with both the employer and the governing body. This study explores the challenges that principals encounter in fulfilling their dual roles in policy implementation, particularly as they navigate and attempt to reconcile often conflicting expectations. Employing a qualitative research methodology and an exploratory case study design, data were systematically collected and analysed through coding techniques. The findings reveal the complex landscape principals navigate, characterised by tensions between directives from the Department of Basic Education and the advocacy of school governing bodies, which reflect parental interests. The study further underscores the importance of integrating democratic principles and Christian values into the implementation of educational policies, advocating for inclusive participation, shared decision-making, and mutual respect – principles deemed essential for fostering just and effective governance within schools.
ABSTRAKSkoolhoofde vervul ’n sentrale funksie in die implementering van onderwysbeleide deur as intermediêre gesagsfigure tussen die Departement van Basiese Onderwys en skoolbeheerliggame op te tree. In hul dubbele rolle as verteenwoordigers van die hoof van die provinsiale departement van onderwys, sowel as ex officio-lede van skoolbeheerliggame, speel skoolhoofde ’n bepalende rol in die implementering en operasionalisering van beide nasionale en plaaslike onderwysbeleide binne skole. Hierdie verantwoordelikhede beïnvloed skoolhoofde se interaksies met sowel die werkgewer as die skoolbeheerliggaam. Hierdie studie ondersoek die uitdagings waarmee skoolhoofde gekonfronteer word in die uitvoering van hul dubbele rolle in die implementering van onderwysbeleide, veral in konteks van die behoefte om dikwels teenstrydige verwagtinge te balanseer en te versoen. Deur gebruik te maak van ’n kwalitatiewe navorsingsbenadering en ’n eksploratiewe gevallestudie-ontwerp, is data op sistematiese wyse ingesamel en ontleed met behulp van koderingstegnieke. Die bevindings beklemtoon die kompleksiteit van spanningsgevulde verhoudings waarin skoolhoofde hulle bevind, aangesien hulle nie slegs verantwoordelik is vir die implementering van opdragte vanaf die Departement van Basiese Onderwys nie, maar ook vir die bevordering van die belange van skoolbeheerliggame. Die studie onderstreep verder die noodsaaklikheid van die integrasie van demokratiese beginsels en Christelike waardes in die implementeringsproses van onderwysbeleide. Daar word gepleit vir inklusiewe deelname, kollektiewe besluitneming en wedersydse respek—kernbeginsels wat as fundamenteel beskou word vir die bevordering van regverdigheid en doeltreffende onderwysbestuur binne skole.
https://doi.org/10.19108/KOERS.90.1.257