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Onderwysersopleiding in Suid-Afrika: leersame aspekte van ander stelsels
Get PDFTeacher education in South Africa: noteworthy aspects from other systems Teacher education in South Africa, as part of the educational system, has been subjected to radical reform since 1994, as part of the reconstruction of society and of the education sys-tem. Deliberations about this aspect of the system have re-sulted in a number of significant policy documents and practical changes. The question arose whether South African theory and practice, with specific reference to teacher education, could learn in any way from the systems and practices of other countries. To find an answer to this question, a comparison of the teacher education systems of ten other countries and federal states including two developing countries and federal states, was made. The comparison, based on a particular philo-sophical-theoretical framework, revealed that the South African teacher education system compared well in theory and practice with the other systems. The study also revealed a few lacunae in both South African and foreign theory and practice
Communicative action: the Habermasian and Freirean dialogical approach to participatory communication for social change in a post-1994 South Africa
Get PDFDespite its almost four decade mainstay, the field of parti-cipatory communication for social change still experiences a definitional and pragmatic problem regarding what exactly participation is (cf. Jacobson & Storey, 2004; Chambers, 1994; Melkote & Steeves, 2001; Rogers, 1976; Lerner, 1964; Schramm, 1964; Servaes, 1995). What remains is a vastly under-theorised field of participatory communication for social change. This article examines the possibility of participatory communication approaching the Habermasian “ideal speech situation” in which people, as communicators, are seen as having a value in their own right and not simply regarded as a means to an end (cf. Habermas, 1984; 1987; 1989). Consistent with the Freirean “liberal pedagogy”, the praxis of dialogical communication or intersubjective communication is seen as putting right the “participative” quality of participatory com-munication (cf. Freire, 1970). For both theorists, transformative action can only occur if reflective and collective learning occurs in linguistically constructed settings where the normative dimensions of truth (logos), rightfulness (ethos) and truthfulness (pathos) are raised and met in the developmental conversation. This is especially significant in a globalised world and fragmented, post-bourgeois public sphere where debate among developmental stakeholders is becoming more marginal, in-strumentalist, and less public. Based on available analyses of development communication literature, this article proposes that the chosen dialogical approaches share a type of communi-cative behaviour (i.e. action theoretic), rather than representing a particular paradigm or school of thought. This could offer further definitional clarification of proper participatory communi-cation for social change in a post-1994 South Africa
A perspective on (neo-)Darwinism (2010)
Get PDFA perspective on (neo-)Darwinism first of all has to account for those assumptions derived from the humanities, causing neo-Darwinism not to be a purely special scientific or natural scientific theory. A discussion of the many-sidedness of living entities highlights the difficulties surrounding a definition of biology. Attention is briefly given to the physicalism of Darwin’s 1859 work before the quest for origins is discussed. These considerations pave the way for an assessment of striking shortcomings in the thought of Darwin and his followers. In particular, modern nominalism is identified as an important source for neo-Darwinism, especially manifest in the idea that organisms are not types and do not have types (Simpson). Darwin’s idea of incremental (continuous) change both in respect of the genesis of a complex organ (or the origination of the first living entity) and of successive fossil forms contradict the current state of affairs – and the same applies to his own radical idea that “injurious” variations will be eliminated immediately by natural selection, for it cannot be reconciled to the role of mutations in neo-Darwinian theory. In addition neo-Darwinian paleontologists pointed out that evolution requires intermediate forms and paleontology does not provide them (Kitts) and explicitly confessed that they have paid lip-service to the idea of change while they knew all the time that it was not true (Eldredge): the dominant theme of the paleontological record is stasis, constancy – a type appears and remains constant for millions of years before it disappears (Gould). The supposition of incremental continuity received a further blow from the “Cambrian explosion”, the “nasty fact” that most “major animal groups appeared simultaneously” about 530 million years ago. A few aspects of the uniqueness of humankind are treated as well as the confused picture found in an attempt to synthesise neo-Darwinism and Christianity. In an appendix a brief assessment is added concerning the pretentions of neo-Darwinism
Reflections on the value concept in accounting
Get PDFThe recent meltdown in global finances and the reasons for it may make people doubtful about the stewardship function of accounting. In the global financial markets, there is a great fascination with the reality that accounting values intend to reflect. However, what many people considered valuable is now suddenly of no value. The question can therefore be asked what is meant by the value concept as a foundation to modern-day accountancy. “Value” is a concept that is open to different interpretations, based on the needs, perspectives and personal values of the interpreter. This article aims to reflect on the value concept from an accounting perspective in analysing the fundamental quali-tative perspectives and how these perspectives might affect the quantitative value measurements, as reported in the financial statements. From a quantitative perspective, accounttancy aims to measure and report the monetary values of items. However, there is a move towards a mixed valuation model with many financial statements, including both historical cost and value-based accounting information. The article concludes that this questionable development opens up many additional and subjective interpretations of accounting value measurement and reporting. Both valuation measurement methods have merit when considered in the overall purpose of accounting information. However, subjective value-based mea-surements may cast a shadow of doubt on the reliability and comparability requirements of accounting value information
Luther als protestantischer Katechet
Get PDFLuther as protestant catechist Luther’s catechetical activity is based on the catechetic tradition already extant in the Early Church. He reverts to this tradition, and more especially to the catechetical instruction of the Middle Ages. Luther observed great negligence and deficiency with regard to the catechesis in the Roman Catholicism of his time. In Luther’s view, a catechism is a short summary of Holy Scrip-ture; it is a condensed and succinct expression of the teachings of the Christian faith. Along with his study on the unfree will (“De servo arbitrio”) Luther considered his two catechisms, which developed out of his preaching activity, as his most im-portant written work. His “Small catechism”, which was very well received, was reissued more than 60 times – and translated into a variety of languages – up until the time of his death. According to Luther, catechesis (catechetical instruction) is the means by which the catechism is to be learned. A vital part of this process is that the catechism must take root in the heart. The catechism is not a vehicle for objective, scientific faith, but rather defines a living, personal faith as trust in God. All Christians, including adults, must therefore know the catechism in such a way that it is engraved on their consciousness. This necessitates the attendance of catechetical sermons. There is much pneumatological profit to be had in the reading and discussion of the catechism, and in meditating on it, because the Holy Spirit is present in all these activities. All that is necessary for the Christian to know about his salvation is richly and thoroughly present in the catechism. In the light of this, the catechism is profoundly trinitarian and eschatological in orientation. The catechism teaches that the fulfilment of the Ten Commandments, the realisation of the good, is born out of true faith. Those who do not know the catechism are not allowed to partake in the sacrament of the Lord’s Supper
Die Ãœbersetzung des Genfer Katechismus (1542/1545) ins Deutsche durch Zacharias Ursinus im Jahr 1563
Get PDFThe translation of the Genevan Catechism (1542/1545) into German by Zacharias Ursinus in 1563 It is with considerable surprise that one finds in the “Opera Selecta Calvini” vol. 2 a German translation of Calvin’s Geneva Catechism (1542/1545). The translation dates from 1563, and originated in Heidelberg. Even more surprising is the translator – none other than Zacharias Ursinus, one of the chief com-posers of the Heidelberg Catechism, which was also penned in 1563. The impression could be created that Calvin’s Catechism was intended at the outset to achieve the position later attained by the Heidelberg Catechism. The title of the German translation of Calvin’s Catechism is also interesting: “Catechism of the protestant churches in France”. Olevianus explained in a letter to Calvin that the translation was titled thus for fear that the Germans would otherwise not read the catechism. Comparing the German translation with the Geneva Catechism, it is evident that Ursinus made use of the French edition of 1542 as well as the Latin edition of 1545 as the source text. While his translation is literal, a few alterations in meaning occur, giving rise to decisive theological adjustments. A comparison with the Heidelberg Catechism is complicated by the fact that Ursinus was only one of a committee of composers who worked on the latter document. The theological corrections made to Calvin’s Catechism in the German edition reveal Ursinus’ tendency to emphasise the soteriological meaning in his translation. Beza would eventually be the one who would irreversibly modify Calvin’s theology in the direction of the reformed orthodoxy
Kommunikasiekunde in Suid-Afrika: die begin, die hede en uitdagings vir die toekoms
Get PDFCommunication science in South Africa: the beginnings, the present and challenges for the future This article is based on the Gert Pienaar Commemorative Lec-ture given by the author of this article on 27 August 2009 at the North-West University, Potchefstroom. The late Professor Gert Pienaar founded communication science (then Press Science) in South Africa, fifty years ago. Apart from acknowledging his contribution, the purpose of the lecture and of this article is to briefly outline the main research paradigms which have guided South African mass communication research the past fifty years, namely the positivist (or managerial) paradigm and the critical paradigm. It is argued that normative questions about the role and functions of the media in society underlie these paradigms. Against the background of new paradigms such as the postmodern and postcolonial paradigms (of which the basic tenets are also outlined) the applicability and relevance of old normative media theory in a new society and in a new media landscape (briefly described) are questioned and the Western prejudice of “old” normative theory is highlighted. With this in mind, four research areas for future South African mass com-munication research are emphasised, namely fundamental new media research, development communication research from an African perspective, communications policy research, and the indigenisation of mass communication theory
The spirituality of student teachers: a blind spot?
Get PDFThis article, which is framed in a Christian perspective, argues the importance of creating a space to nurture the spirituality of student teachers since that colours the entire educational experience. Teacher education ought to be done in an environment which is conducive not only to intellectual growth, but also to spiritual growth. First, the concept of spirituality is briefly explained. The particular experiences of a lecturer in the Philosophy of Education, who is attempting to provide support for the spiritual dimension of students by challenging them to explore some of the fundamental questions of life, form the central part of the article. Ways are suggested of not only acknowledging the spirituality of education students, but also nurturing and deepening it. Finally, suggestions for further research are outlined
Perspektiewe vir ’n normatiewe politiek: die boodskap van die Instituut vir Reformatoriese Studie (IRS) tydens ’n stormagtige staatkundige tydperk (1976-1996) in Suid-Afrika
Get PDFPerspectives for a normative politics: the message of the Institute for Reformational Studies (IRS) during a turbulent constitutional period (1976-1996) in South Africa This essay has a two-fold aim. It firstly investigates the political message of the IRS during the period of approximately 1976 to 1996 as well as its relevance for the contemporary political dispensation in South Africa. Secondly, for the purpose of future research, it provides the results of bibliographical research about IRS publications on politics and related issues. The first (systematic) part starts with the worldviewish foundations for a Christian perspective on politics. Then the value of a structural analysis of the state is explained in detail. Finally a few guidelines for political action are given. In the second (bibliographical) section the material is arranged (in order to follow the historical development) in a chronological order and the different IRS series are given (in view of further research) in separate bibliographies