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Worldview, the credit crisis and the ‘unity of life’. From ‘framework’ to ‘deep commitment’
Get PDFThe term ‘worldview’ harbours different dimensions that are not always clearly distinguished. A worldview can be considered to be a personal matter, but it may also be a more collective phenomenon, as it can manifest itself for example within a certain sphere of life (e.g. politics or economics) as a full-blown ideology or a more implicit ‘embedded worldview’. A second distinction can be made between the dimension of a deep, existential commitment and that of an encompassing mental framework, between spiritual inspiration and a more or less intellectually coherent system. There may be tensions between these various dimensions. Having a worldview as a person may imply being in conflict with other worldviews that are embodied in certain social fields. How can people deal with these conflicts? One can easily be seduced to avoid the conflicts and to shift gears between them. With the credit crisis and economics used as an illustration, this article explores some of the techniques that people – consciously, semi-consciously or unconsciously – may employ to navigate the differences between various social domains and their inherent worldviews. In order to support people to regain some unity, the notion of worldview may still be helpful, but interpreted primarily as ‘deep commitment’
A critical consideration of ethical foundations for the accounting profession
Get PDFWhen considering some of the key reasons for the desperate state of the current global economic environment, it is difficult to deny accounting’s role therein. Although accounting institutes require adherence to codes of conduct, the question remains as to what happened to the stewardship function of the accounting profession. This article has critically reflected on the question, ‘What constitutes an ethical accounting profession’? The key principles within many institutes’ codes of conduct, such as competency, integrity, objectivity and confidentiality, have been considered against the background of utilitarianism, formalism and virtue ethics as foundational ethical theories. This article has concluded that although these principles aim to provide a framework for ethical accounting conduct, individual subjectivity on the part of the accountant will play a role in how these ethical principles become ethical practices
Learners in the marketplace: Ethical and educational dilemmas
Get PDFSince the abolishment of legislation (the South African Schools Act, No. 84 of 1996) stipulating that a learner may only attend a certain school in an area, there is great competition amongst schools to attract learners to their schools. There is a tendency to regard as commodities learners who can be seen as assets to the school, especially if these learners show a talent for sports and have outstanding sporting achievements. The main aim of the research was to determine whether school principals, learners and parents think that it is unethical to ‘buy’ talented learners. A qualitative research approach was undertaken to determine the views of a purposefully selected sample of school principals, learners and parents regarding the ‘buying’ of talented learners. These participants were chosen as they were important role players in the process of ‘buying’ talented learners. Data were collected by means of a questionnaire with semistructured and open-ended questions. The participants’ answers were critically analysed, and the ethical correctness was determined by evaluating them against the ethical ideas identified in five ethical approaches, namely the utilitarian approach, the rights approach, the fairness or justice approach, the virtue approach and the ethical problem solving approach. An extrapolation of these findings gives one an idea of our society’s attitude to the ‘buying’of talented learners and whether a need exists to actively create greater awareness of this practice. The findings are significant to illustrate the different viewpoints of school principals,talented learners and parents on the ethical and educational dilemmas of schools that ‘buy’ talented learners
How should agriculture produce enough food for the world?
Get PDFFrom an agricultural point of view, the question if the earth can feed adequately not only its current population of 7 billion people, but also the expected population of 9 billion people to 10 billion people by 2050, is currently answered in two opposing ways. Some believe modern agriculture should increase productivity by implementing technological innovation and eliminating subsistence agriculture. Others believe industrialised agriculture is out of tune with the ecology and sufficient healthy food may be produced by an agriculture that recognises ecological and biological limits (known as ecological intensification). On the basis of a theoretical framework derived from reformational philosophy and in particular the concept of enkapsis, this article supports ecological intensification, especially if it forms part of a cultural development guided by Schuurman’s metaphor of a garden-city. However, it is still a marginal activity within a culture directed by a belief in progress. High rates of economic growth, based on technological innovation, appears to validate such faith, but human and environmental costs are insufficiently acknowledged (metaphor: the earth is a machine). A break with technicism and economism becomes a pre-condition for feeding adequately both the present and the projected population of the world
Competence development as normative practice - Educational reform in medicine as heuristic model to relate worldview and education
Get PDFIn this article, a Normative Practice Model (NPM) for education was developed. Two hypotheses guided this article: (1) the presupposition that developments in medical education are relevant for education in general and (2) the idea that medical education, just as education in general, can be interpreted as a normative practice. The Normative Practice Model was initially designed for medicine. This original version attempted to clarify why norms and values are intrinsic to medical practice, what these norms and values are, and how they are related. This article introduced the recent reform of medical specialist training programmes in the Netherlands as a case study for application of the Normative Practice Model to education. This reform elucidates how and why norms and values are intrinsic to medical education. The Normative Practice Model offers a global framework that enables one to locate and evaluate the relative contribution of each of the norms and values. By doing so the model also gives an answer to the more general question of whether and how worldview and education are connected. It appears that in highly technical and specialised practices such as medicine, the concept of competence is used as bridge between valued-laden motivations and attitudes on the one hand and measurable performance on the other hand. In this article it was argued that thinking about competences in the context of normative practices helps to elucidate the relationship between worldview and education
Contextualising theological education in Africa by doing theology in a missional hermeneutic
Get PDFThis article originated at curriculum development workshops for seminaries at different venues in sub-Saharan Africa. Its goal was to provide guidelines towards finding a hermeneutic key to practising theology contextually as a response to a process of spiritual discernment which would lead to a contextualised, missional theological curriculum and training. It briefly described elements of the history and context of theological training in the Christendom paradigm. It has little faith in the future of this paradigm, and argued that the southern shift of the heartland of Christianity points us in a new direction. The article said: look at the changing context, the influence of globalisation and the information revolution and revisit key theological parameters in Scripture. Observe what is happening in missional congregations and let all of these developments guide us on a journey to discover a new hermeneutic to do and teach theology in Africa
Worldviews: A blessing or a curse?
Get PDFThe concept of a worldview resonates with other concepts, such as those of ‘culture’, ‘civilisation’, and ‘way of life’. Arguably, it is a modern phenomenon, the possibility of which was actualised at the dawn of the modern epoch. Nevertheless, in principle, its ‘possibility’ goes back as far as Plato’s Republic. It is Heidegger, however, who is most informative for understanding what a worldview is, as well as why the modern epoch is its time of provenance. Consequently, an analysis of Heidegger’s essay, ‘The time of the world picture’ (or worldview) provided the framework within which it was argued that worldviews are both blessings and curses in the current era: blessings, because, as Harries has argued, we have been disabused of the modern idea of one encompassing worldview or ideology, so that one can no longer believe in only a single ’correct’ view of the world; curses, because they bedevil any wellintended attempts at communicating with understanding on issues of common concern. It was the burden of this article to provide a way of addressing this state of affairs with some hope of transcending the causes of alienation and it is again Heidegger who is the source of such a way, through his notion of the ‘fourfold’
Bullying in schools ? The educator’s role
Get PDFWorldwide there is a problem with violent incidents occurring amongst learners in schools. Bullying is one mode of violence that often occurs at school level. Bullying means repeatedly attacking a person psychologically, physically and/or emotionally in order to inflict harm. Bullying behaviour cannot be ignored, because the victims often report physical and mental health problems caused by the abuse they suffered. The future of the bully is also at stake, because such a person can turn into an abuser in his or her adult years. This research focused on the challenges for teachers in the school system to handle bullying behaviour. The specific aims of the study were to research the role of school policies and ethos, as well as the teacher’s role, in dealing with bullying. The researchers investigated the problem by using social identity theory as theoretical framework and Christianity as worldview. The researchers mainly used a qualitative research design. Data for this study were collected by means of a literature study and questionnaires with closed questions as well as open-ended questions about teachers’ experiences regarding bullying. The main emphasis was on the feedback on the open-ended questions. It became clear from the research that schools should adopt an anti-bullying policy. Teachers should give more attention to classroom rules and they should become skilled in dealing with bullying. Recommendations were made concerning the role of teachers as well as the place of school ethos and policies when the above-mentioned behavioural problem needs to be managed
A plea for inclusive worldview education in all schools
Get PDFTaking personhood education (‘Bildung’) of students as the aim of schools, the author argues that worldview education should form an integral part of this education in all schools. It is shown that such a conceptualisation of worldview education is adequately combinable with citizenship education. In worldview-citizenship education the emphasis is first of all on students’ appropriation and (continuous) development of their own worldview. A second important aim of this modus of education is that students should learn to live together in the context of the school as an embryonic society which represents different worldviews. With this two?fold aim the individual or personal and the social or communal side of the pedagogical coin are kept together. In the final part a concrete example of an inclusive practice of worldview citizenship education is described in a partnership of a Christian, a state, and an Islamic elementary school in the area of Amsterdam South?East