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A classical approach to the restoration of discipline in South African schools
Get PDFAs a result of the era of civil disobedience associated with the struggle for freedom and democracy discipline in many schools has deteriorated. The persistent lack of discipline in all South African schools can only be countered by means of a wise application of discipline. Application of “discipline” according to the standard dictionary meanings of the word will, however, not be appropriate since it implies a clamp-down on disruptive behaviour, including punishment, chastisement and retribution. Discipline associated with the paideia ideal of well-educatedness and of the educator as the servant of his learners (paidagogos), though within the context of a reformational perspective of discipline on the other hand, will be more suitable
Legal requirements for school rules and disciplinary sanctions
Get PDFThe new educational dispensation has created some uncertainty regarding the application and formulation of school rules, lawful disciplinary measures and procedural requirements for discipline in schools. This contribution is aimed at providing a legal framework for lawful school rules, as well as for the interpretation and application of school rules. The legal framework is assessed from a reformational frame of reference, which includes taking a stand regarding the state and its functions. The discussion focuses on phenomena such as education, discipline and order. The requirements for lawful disciplinary measures are also addressed. The conclusion is that the drastic changes to the system afford Christian governing bodies and educators the opportunity to promote true discipleship within the parameters of the law
Ontological conditions for non-evil
Get PDFIn this article three interlocking ontological prerequisites for a condition of non-evil are identified. The first is the idea of a plurality of human aspects and dimensions that give one another room to exist, instead of an oppressing reduction to one aspect only. Secondly, these aspects need to exist next to one another as equally valued. This condition implies that even if a person lacks some aspect, she can still be affirmed as a human being because her humanity does not depend entirely or even mainly on the superiority of the missing aspect. Equality is, however, often interpreted as a homogenisation of all dimensions of life to one aspect only. This monism is a denial of variety and will only evoke its anti-pole in the form of a disengaged dualism or pluralism. I therefore argue that a third condition for the manifestation of a condition of non-evil is engagement between the aspects and dimensions of human life
’n Perspektief op die voorkoms van dissiplineprobleme in Afrikaanse skole
Get PDFDiscipline problems in Afrikaans schools – a perspective The aim of this article is to report on an investigation into the incidence and extent of discipline problems in Afrikaans schools, especially in the light of fundamental changes that have occurred during the past ten years within these schools. This report is also placed in the context of a reformational perspective on discipline, disciplinary problems and the role of educators in eradicating such problems. An empirical investigation was conducted, in which the experience of 76 principals of Afrikaans schools was probed by means of two questionnaires. The responses revealed that the overwhelming majority of principals opined that the discipline situation at their schools was either average or good, and that feelings of despondence and defaitism regarding discipline did not exist. In line with new official education policy, they had implemented new procedures, in order to address discipline problems. The incidence of disciplinary problems was not higher in multicultural schools. The incidence was, however, higher at urban than in rural schools. Parental involvement was identified as an essential factor in combatting disciplinary problems in schools. It was also found, on the basis of a Biblically-based view of education, that parents and other educators had a significant role to play in eradicating such problems
Nation building and the ‘struggle for Afrikaans’ under the new South African ‘rainbow’
Get PDFAlthough the geographical, technological and economic aspects of the South African nation have a reasonably stable basis, the socio-cultural aspect is not only contested, but has since 1994 led to new movements and public debates regarding the recognition of the position of some categories/minorities and their rights in the newly-created democratic dispensation. It would not be correct to assume that all these ‘new’ movements and voices are of a centrifugal nature and therefore indicative of potentially separatist tendencies. Whereas most of the evolution and history of ‘Afrikaans’ stemmed from its proponents’ opposition to the imposition of English and its imperialist backing, the current debate is about Afrikaans being displaced and relegated to a lowly position by an Englishspeaking black-majority government. Surveying the nature and context of this public debate on the ‘position of Afrikaans’ will broaden the understanding of contemporary ‘nation building’ in South Africa. Again, social scientists could endeavour to comprehend culture ‘in the making’ as created by some of the ‘imaginative’ Afrikaans-speaking participants and the implications of this discourse for nation building and competition
The legal nature of schools, codes of conduct and disciplinary proceedings in schools
Get PDFAll stakeholders in education should appreciate the legal nature of schools, legal provisions for the management of schools and discipline in schools as well as codes of conduct. Furthermore, these stakeholders should be able to properly implement the various legal prescriptions that apply to all of these aspects. The role of the state and schools in society is addressed from a reformational perspective. The same is done with respect to the true meaning and purpose of discipline in schools. The legal provisions with regards to each of these aspects are critically measured against these principles
Reflecting on the philosophical implications of evolution
Get PDFEvolution as paradigm is a prescribed topic in contemporary South African education. This means that macro-evolution – the idea that life evolved progressively from inert matter to humankind’s coming into being – must form the foundation of South African education. The aim of this article is to reflect, in a spirit of respectful yet critical enquiry, on three issues with regard to macro-evolution: First, the theory of macro-evolution is placed in its historical context which indicates that although this theory owes its widespread acceptance to Charles Darwin, it did not originate with him. Second, the scientific status of the theory of macro-evolution is scrutinised. Karl Popper’s view of this theory as a metaphysical framework for research is given, accompanied by a brief discussion. Third, three evolutionary worldviews are identified and discussed
Staatsinmenging in privaat-eiendom – verantwoordbaar vanuit Christelike perspektief?
Get PDFGovernment interference in private property – justifiable from a Christian perspective? A new concept of property was introduced into the South African legal system with the promulgation of the Constitution of South Africa (1996). Many South Africans regard this new notion as an imminent danger to the concept of ownership as known in the pre-constitutional era. The aim of this article is to establish whether the new concept of property and the state’s role in regulating property can be justified from a Christian perspective. The author briefly discusses the views of Thomas of Aquino and Hugo de Groot with regard to the individual’s rights to hold private property. Thereafter the new property concept in terms of section 25 of The Constitution, as well as the distinction between expropriation and deprivation is examined. The requirements for expropriation, deprivation and constructive expropriation are discussed with reference to applicable case law. In the conclusion the author considers whether the new property concept is justifiable in the light of the previously discussed Christian perspectives
’n Leerderperspektief op dissipline: ’n kwalitatiewe ontleding
Get PDFA learner perspective on discipline: A qualitative analysis Recent research has indicated that learner discipline constitutes a problem in South African schools. The aim of this research was to construct a learner perspective on discipline from a reformational point of view. A further aim was to report on an empirical study about how learners judged the state of discipline in their schools from this perspective. As part of a research project on learner discipline at the Potchefstroom University for CHE, learners at Afrikaans primary schools in the North West Province took part in an essay competition. The topic of the essay was “Discipline at my school”. The essays were subjected to a content-analysis. Learners realise the need for discipline and justify their belief in the need for discipline on practical (prerequisite for learning) and religious grounds. Most learners are of the opinion that the state of learner discipline in their schools is good. Misbehaviour that does occur is of a less serious nature (i.e. not criminal misbehaviour). Learners regard parental guiding as the most significant cause of ill-discipline at schools. A significant number of learners wrote that existing measures to maintain discipline at their schools were ineffective. Re-resorting to corporal punishment was the most commonly recommended alternative. This article concludes with recommendations for follow-up research and improvement of education practice