Koers (E-Journal)
Not a member yet
2282 research outputs found
Sort by
Waarde-uitklaring: Trojaanse perd in Suid- Afrikaanse skole?
Get PDFValue clarification: A Trojan horse in South African schools?This article entails an analysis of and a critical reflection on the value clarification approach to value-education. Questions that need to be answered are inter alia: Is value clarification perhaps an approach that offers an answer to the problem of moral pluralism in South Africa? What are the potential dangers of this approach? The origins of this approach are traced back to humanism, humanistic education and the human potential movement. It is suggested that the value clarification approach can lead to moral subjectivism, problem- and process-centredness and an overemphasis of personal emotions. Potential dangers of this approach for South Africa, where a lack of common values exists, are also highlighted. These dangers include individualism, relativism, narcissism, an egocentric “me first” attitude and the overall unacceptability of value neutrality in an educational situation, as well as of the absence of virtues and character and lack of recognition of social and historical concience. From a Biblical-educational point of view the approach of value clarification is unacceptable because of its humanistic basis. This article contains a warning for parents and teachers not to accept the value clarification approach to moral education as an easy solution to the moral threat in South African schools, but rather to see it as a potentially dangerous approach that could in fact contribute to the moral decline and erosion of authentic values
A dilemma in South African vocational guidance - and a possible solution
Get PDFThe dilemma in vocational guidance in the new democratic South Africa is clear. The rapidly changing social, demographic and economic features of life in South Africa require the immediate provision of culturally relevant vocational services to historically disadvantaged individuals and groups - services which have been as yet non-existent because of the previous systematic and structural exclusion of persons of colour from the development of relevant vocational guidance tests and procedures. In this article the authors suggest the implementation of self-help vocational guidance instruments (SHI’s) as a possible solution to the dilemma. An example of a self-constructed SHI is given as an illustration of how teachers can construct self-help instruments for their schools
Uitkomsgebaseerde onderwys in die lig van moderniteit en postmoderniteit
Get PDFOutcomes-based education in the light of modernity and postmodemityWestern civilization is in the midst of a paradigm shift from the modem era with its technical rationality to the postmodern era with its eclectic and pluralistic perspective. This paradigm shift has far-reaching consequences for education in general and teacher training in particular. Many new ideas in education for example the learner-centred approach, the teacher as facilitator and the emphasis on the interrelatedness of subjects stem from postmodern thinking. If educators are not aware of the differences in thinking between the two paradigms, they will not be able to understand the changes taking place at the moment and could be negatively inclined towards educational reforms. The future debate on the course and direction for education cannot progress if these cultural and philosophical changes are ignored
Die verhouding tussen onderrig en navorsing in universitêre verband
Get PDFThe relationship between teaching and research in the universityThe relationship between teaching and research is one aspect of the current dilemma concerning universities that has increasingly become the topic of debate. Among the uncertainties involved in the situation of the university belongs: an apparent tension between the teaching and research tasks of this institution. The question is whether this tension points to an intrinsic incompatibility of activities that do not really belong together and which consequently cause mutual disruption or whether it is it only a matter of an imbalance between interdependent functions. And if the latter, how can a healthy balance between university teaching and research be theoretically accounted for and practically implemented? The article discusses these questions, and, using the concept of “the academic learning process", argues in favour of the unity between teaching and research in the context of the university
Konstruktivisme, konstruksionisme en maatskaplike werk
Get PDFConstructivism, constructionism and social workIn this article the constructivistic framework of reasoning is illustrated with reference to the premises of the structure determinism of Maturana, Kelly\u27s personality constructs theory, and the radical constructivism as developed by Von Glasersfeld. Proceeding to the constructivistic frame of thought that reality is created by each individual with reference to particular internal processes (specifically cognitive processes), constructionism indicates, according to the social construct theory, that the interaction between individuals is responsible for the process of reality creation. The core of the frameworks of reasoning involves that reality is not created by the individual or individuals, and that, therefore not only one objective reality exists, but in fact a range of subjective realities - realities that are continually adapted by means of a process of evolution. As the individual is exposed to new experiences, he attaches new unique meanings to it, and this continually creates another reality. This view implies specific implications for the profession of Social Work. For example, final and objective diagnoses about persons, families, groups or communities cannot be made, as such diagnoses are based on a subjective reality created by a social worker in a certain situation. Indeed, there is no objective reality against which those concerned could be measured in order to come to a conclusion. Further, constructivism and constructionism imply that the social worker departs from a position of "not-knowing". He is therefore not the only skilled person, but seeks, together with the client, new realities that could contain the solution of the problems of the client
Kultuur, lewensvisie en ontwikkeling. ’n Ontmaskering van die gode van die onderontwikkelde Afrika en die oorontwikkelde Weste
Get PDF
Musiek en musici: onmisbaar in diens van God - Skrifoordenking uit 1 Kronieke 15
Get PDFDie meeste studente wat aan ’n musiekdepartement studeer het, word later musiekonderwysers of raak op een of ander wyse betrokke by musiekonderrig. Om (veral in Suid-Afrika vandag) ’n musiekonderwyser te wees, is egter nie maklik nie. Dit verg lang ure van konsentrasie en is geweldige uitputtend