Koers (E-Journal)
Not a member yet
2282 research outputs found
Sort by
FILOSOFIE OP POTCHEFSTROOM DIE AFGELOPE EEU (1917-2017) Deel 4: Op die tweesprong?
Full text linkThree previous articles in this journal reviewed the history of philosophy at Potchefstroom from the beginning of the previous century up to about 2009. In this and the next contribution the writer, acting again as a fly on the wall, provides a peephole on the current situation at the end of 2017. As the subtitle suggests, it seems that Christian philosophy at Potchefstroom has arrived at the cross-roads. Different reasons, like the on-going secularisation of the North West University have contributed to the situation. A cause for differences within the School of Philosophy may also be that lecturers from outside the tradition of a Reformational approach are critical about the traditional Christian philosophical approach of more than a century. Since his viewpoint is one clear example of such an alternative approach the academic training, publications and viewpoint of Prof. Anné H. Verhoef will investigated in detail in a last (fifth) contribution. The present article about the main contours of a Reformational approach in philosophy serves as a necessary background from which the philosophical theology of Verhoef will be analysed and evaluated in the conclusion of this series. SAMEVATTINGIn drie vorige artikels in hierdie tydskrif is die geskiedenis van filosofie op Potchefstroom vanaf die begin van die vorige eeu tot ongeveer 2009 behandel. In hierdie en die volgende bydrae bied die skrywer, weer ?n vlieg teen die muur, ?n volgende kyk op die huidige situasie teen die einde van 2017. Soos die subtitel van die huidige artikel aandui, wil dit voorkom asof die Potchefstroomse Christelike filosofie tans voor ?n tweesprong te staan gekom het. Verskillende redes kan daarvoor aangevoer word, soos die voortgaande sekularisering van die Noord-Wes Universiteit (NWU). ?n Oorsaak vir die verskille binne die Skool vir Filosofie, kan moontlik ook daarin gesoek word dat dosente van buite die tradisionele Christelik-Reformatoriese tradisie bygekom het en die denkgemeenskap van meer as ?n eeu nie deel nie. As een voorbeeld van so ?n alternatiewe visie sal die akademiese agtergrond, publikasies en standpunt van prof. A.H. Verhoef in ?n laaste (vyfde) bydrae in besonderhede nagegaan word. Die huidige artikel oor die hoofkontoere van ?n Reformatoriese wysbegeerte dien as agtergrond waarteen die filosofiese teologie van Verhoef in die slotartikel analiseer en evalueer sal word. https://doi.org/10.19108/KOERS.84.1.245
Geborgenheid en opvoedende onderrig in Meganiese Tegnologie-werkswinkels by openbare skole.
Full text linkAbstract
South Africa has both a shortage and an urgent need for qualified people with technical and mechanical skills. In order to meet this need, the teaching of technical subjects at public schools should be promoted and improved. A key aspect of teaching technical subjects in schools is to ensure the safety of all learners in technical workshops. The theory of Geborgenheit (safety, wellness, wellbeing) in education entails the notion that effective teaching and learning is enhanced if the places of learning are safe and secure. School workshops should be secure and safe spaces for learners in order for effective teaching and learning to occur. Although the state may be held liable if harm is caused in a negligent or culpable manner to a person in a school workshop, such incidents have negative effects on learners and educators as well. This study reports on the findings of mixed method research, which involved quantitative data collection among 220 technical schools as well as qualitative research about safety and the frequency and nature of injuries in Mechanical Technology school workshops. The findings indicate that educators (teachers, instructors) have insufficient knowledge of the law, including ignorance of the de minimis non curat lex-principle, state liability based on section 60 of the Schools Act and the applicability of the Occupational Health and Safety Act to school workshops. Some learners, especially black school girls, are afraid of machines and refuse to work with them. More importantly, the study confirms that some educators are unqualified to teach Mechanical Technology as a subject. Factors like the lack of security, non-compliance with statutory requirements and ignorance of the law contribute to reduce Geborgenheit in workshops. This, in turn, affects the effectiveness of the teaching and learning process in schools.
Abstrak
In Suid-Afrika is daar ?n dringende behoefte aan gekwalifiseerde mense met tegniese en meganiese vaardighede. Om aan hierdie behoefte te voldoen behoort die onderrig van tegniese vakke in openbare skole bevorder te word. ?n Sleutelaspek by openbare skole is die veiligheid van leerders in tegniese werkswinkels. Die teorie van Geborgenheid in die onderwys behels dat effektiewe onderrig-leer plaasvind indien die plekke van leer veilig en geborge is. Alhoewel die staat aanspreeklik is indien persone weens nalatige of skuldige optrede by skoolwerkswinkels beseer word, kan sulke insidente ?n negatiewe uitwerking op opvoeders (onderwysers, instrukteurs) en leerders hê. Werkswinkels moet ?n geborgenheidsruimte vir leerders skep sodat effektiewe onderrig en leer bevorder kan word. ’n Gebrek aan geborgenheid mag die onderrig- en leerproses ernstig benadeel. Die studie rapporteer bevindings van gemengde metodes navorsing, wat kwantitatiewe data-insameling by 220 tegniese skole asook kwalitatiewe navorsing oor veiligheid, die frekwensie en aard van beserings by Meganiese tegnologie werkswinkels behels het. Die bevindings dui daarop dat opvoeders onvoldoende kennis aangaande die reg het, insluitend onkunde oor die de minimis-beginsel, staatsaanspreeklikheid ingevolge artikel 60 van die Skolewet en die toepaslikheid van die Wet op Beroepsgesondheid en -Veiligheid op skole. Sommige leerders, veral swart skooldogters in sekere skole, is bang vir werkswinkelmasjinerie en weier om daarmee te werk. Die studie bevestig ook dat sommige opvoerders nie behoorlik gekwalifiseer is om Meganiese Tegnologie aan te bied nie. Faktore soos die gebrek aan sekuriteit, nie-nakoming van wetlike vereistes en onkunde van die reg kniehalter geborgenheid in die werkswinkels. Dit benadeel die effektiwiteit van die onderrig-leerproses.
https://doi.org/10.19108/KOERS.84.1.245
Validation and the further disclosures of language test design
Full text linkThe subjective validation of language tests and their objective validity remain contested. The debate is clouded by a lack of conceptual clarity: every measure of the adequacy of a test is either subsumed under validity, or other test features are promoted to prime consideration. An alternative is to recognize the technical dimension of experience as the leading function of applied linguistic artefacts such as language tests. In its coherence with other dimensions of reality, the technical aspect generates echoes of those others. These references to other facets are the basis of technically stamped, applied linguistic concepts. While a previous analysis referred to a number of foundational concepts in test design, this paper examines the traces of the lingual, social, economic and ethical aspects within the technical. These are all regulative technical ideas, acting as lodestars in the design of language tests. They are disclosures of the technical meaning of test design. Moreover, they allow applied linguistics to conceive of them as design principles, which must be given concrete shape and form in the actual development of language tests. Acknowledging this state of affairs enables the applied linguist to develop a robust and non-reductionist theory of applied linguistics.
https://doi.org/10.19108/KOERS.84.1.245
‘n Kykie na kopstukke. Filosofie op Potchefstroom die afgelope eeu (1917-2017). Deel 3: die uitbouers
Full text linkABSTRACT
A peep-hole on big guns; philosophy at Potchefstroom during the past century (1917-2017). Part 3: the elaborators
This article is the third in a series of four which outlines the history of philosophy at Potchefstroom during more than a century. Firstly, two main professors, F. Postma and S.O. Los, who taught philosophy up to about 1917 received attention (cf. Van der Walt, 2017). After this first period of reconnoitring followed a second of systematisation by Proff H.G. Stoker and J.A. Taljaard (cf. Van der Walt, 2018).The present contribution covers the third period, viz. that of the further elaboration in various directions of a Christian-reformational philosophy. At the hand of their academic backgrounds, personal interests and publications the following seven heads of the Department of Philosophy (later School of Philosophy) march past: Proff B. Duvenage, N.T. van der Merwe, Pieter G.W. du Plessis, M. Elaine Botha, Johannes J. Venter, followed by an interim without a departmental head, Pieter J.J.S. Potgieter and Michael F. Heyns.This article is aligned with the framework of an extensive evaluative conclusion about the history of philosophy at Potchefstroom during more than a century as reviewed in this series. The fourth and final contribution will discuss the growing tension in the School has, by 2016, arrived at the cross-roads.
SAMEVATTING
In ?n reeks van vier artikels is hierdie die derde wat die hooflyne van die geskiedenis van filosofie op Potchefstroom oor meer as ?n eeu beskrywe (vgl. Van der Walt, 2017 en 2018 vir die vorige twee). Nadat op ?n tydperk van filosofiese verkenning (tot ongeveer 1917) gelet is, is twee sisteembouers uit die tweede periode bekyk. Nou word nog sewe profiele van hulle opvolgers ten tonele gevoer, wat as verteenwoordigers van ?n derde periode van die uitbouing van ?n Christelike filosofie beskou kan word.Die volgende figure passeer die revue: (1) Benoon Duvenage (departementshoof vanaf 1974 tot 1980); (2) Nicolaas Theodor van der Merwe (vanaf ongeveer 1957 dosent en vanaf 1980 tot 1986 departementshoof); (3) Pieter G.W. du Plessis (dosent vanaf 1957 tot 1965 aan die PU verbonde en tussen 1988 en 1989 waarnemende departementshoof); (4) Marthina Elaine Botha (vanaf 1969 dosent en vanaf 1990 tot 1995 departementshoof; (5) Johannes Jacob Venter (vanaf 1970 dosent aan die PU, na ?n tydperk (1979-1974) by die Universiteit van Fort Hare weer terug aan die PU en vanaf 1996 tot 1998 departementshoof; (6) Vanaf 1999 tot 2001 verloor filosofie sy selfstandigheid deurdat dit demoveer word tot slegs ?n vakgroep binne een van die nuutgestigte skole, die Skool vir Sosiale en Owerheidstudies waarvan prof Willie van Wyk die direkteur was. (7) Pieter Jacobus Johannes Stephanus Potgieter (vanaf 2001 tot 2008 direkteur van die nuwe Skool vir Filosofie); (8) Michael F. Heyns (vanaf 2002 dosent in Filosofie en vanaf 2009 tot op datum direkteur van die Skool).Hierdie artikel word afgesluit met ?n breedvoerige evaluerende terugskouing op die geskiedenis van filosofie op Potchefstroom gedurende meer as ?n eeu. Die laaste (vierde) bydrae bespreek die groeiende spanning (sedert ongeveer 2010) en die huidige krisis in die Skool vir Filosofie.
https://doi.org/10.19108/KOERS.83.1.237
The Idea of a “For-Profit” Private Christian University in South Africa
Full text linkThe one-sided focus of Christian higher education in South Africa on the field of theology and the lack of integrating faith and learning in other subjects emphasizes the need for a Christian university in South Africa. The question addressed in this article is whether a Christian university can also be for-profit, considering the fact that all Christian private higher education institutions in South Africa are non-profit. There are numerous criticisms against for-profit higher education institutions. The greatest of these are that for-profit private higher education institutions miss the purpose of what it means to be a university and that profitable higher education institutions exploit students. The church also has numerous criticisms of the profit motive, but from the Bible it is clear that there are two lines of thought regarding profit. The one is that profit is dangerous and that it easily becomes an idol; the other is that people are called to be profitable. This article concludes that there is room for a for-profit Christian higher education institution in South Africa. This for-profit Christian higher education institution should be imagined in terms of its understanding of profit regarding its mission, students, faculty and governance.
https://doi.org/10.19108/KOERS.84.1.244
Degrees of adequacy: the disclosure of levels of validity in language assessment
Full text linkThe conceptualization of validity remains contested in educational assessment in general, and in language assessment in particular. Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility (“construct validity”) of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from pre-school level tests of emergent literacy, to measurements of postgraduate students’ ability to cope with the language demands of their study. Further disclosures of language test design will be dealt with more comprehensively in a follow-up paper. Both papers present an analysis of how such disclosures relate to a theoretical framework for responsible test design. Grade van toereikendheid: die ontsluiting van vlakke van geldigheid in taaltoetsingOpsommingOm geldigheid te konsepsualiseer bly \u27n betwiste saak in opvoedkundige meting in die algemeen, en in taalassessering in die besonder. Geldigmaking en geldigheid kan respektiewelik opgevat word as die subjektiewe en objektiewe kante van die sistematiese argument wat gevoer kan word vir die toereikendheid van toetse. Tans word geldigmaking gekonseptualiseer as afhanklik van die interpretasie van die resultate van die instrument. Tog is dit so dat wanneer \u27n toets \u27n punt oplewer, dit \u27n eerste aanduiding is van sy geldigheid. Soos die geskiedenis van geldigheidsteorie ook aantoon, word daardie toereikendheid verder ontsluit met verwysing na die teoretiese regverdiging (konstrukgeldigheid) van \u27n taaltoets. Daardie logies-analitiese ontsluiting van geldigheid word verder geneem in die analogies linguale vraag: Is die toetsresultate interpreteerbaar en betekenisvol? Hierdie artikel illustreer hierdie verskillende grade van geldigheid met verwysing na empiriese analises van toetse van akademiese geletterdheid, vanaf voorskoolse toetse van ontluikende geletterdheid tot by metings van nagraadse studente se vermoë om die eise van akademiese diskoers te hanteer. Verdere ontsluitings van taaltoetsontwerp word vollediger hanteer in \u27n opvolgartikel. Beide artikels bied \u27n analise van hoe sulke ontsluitings verband hou met \u27n teoretiese raamwerk vir verantwoordelike toetsontwerp. https://doi.org/10.19108/KOERS.84.1.245
Kuyper and vaccinations: a case study in Kuyper’s approach to an ethical issue
Full text linkThe 2019 translation of the second volume of Abraham Kuyper’s Pro Rege contains chapters on his approach to vaccinations. This article examines his arguments in favour of vaccinations as a case study on Kuyper’s approach to an ethical issue. Kuyper utilizes both sphere sovereignty and common grace as the key philosophical tools as well as using scriptural, rhetorical and pragmatic arguments to make his case.
Keywords: Kuyper, Common grace, vaccinations, ethics, sphere sovereignty
Opsomming
Die 2019-vertaling van die tweede volume van Abraham Kuyper se Common Grace bevat hoofstukke oor sy benadering tot inentings. Hierdie artikel ondersoek sy argumente ten gunste van inentings as \u27n gevallestudie oor Kuyper se benadering tot \u27n etiese kwessie. Kuyper maak gebruik van beide sfeer soewereiniteit en algemene genade as die sleutelfilosofiese gereedskap sowel as die gebruik van skrif, retoriese en pragmatiese argumente om sy saak te maak.
Kernbegrippe: Kuyper, Algemene genade, inentings, etiek, sfeer-soewereiniteit
https://doi.org/10.19108/KOERS.84.1.246
‘Monumentum aere perennius’ – Discussions and Decisions by the Synod of Dort on the Translation of the Bible
Full text linkThe Synod of Dordrecht 1618/19 was not only the most ecumenical synod of reformed churches in history, but is also famous for reaching closure with the formulation of the Canons of Dort, on the highly controversial discussions of election, grace, predestination, free will and other related theological themes that disturbed the Netherlands during the first two decades of the 17th century. Unfortunately, in the wake of this, other crucial matters that also were dealt with at the Synod tend to be obscure. The critical issue of Bible translation is one such example. Although this theme appears to be in the shadow of the contentious debates on election etc., till today the importance of the decisions of the Synod on the principles of Bible translation, which gave rise to the well-known Dutch “Statenvertaling” (State Translation), remain unassailed. These include principles such as translating from the original languages, staying as close as possible to the original source text, remaining as faithful as possible to the typical Hebrew and Greek idiom, as well as the use of an unadulterated, understandable language as target language – with special consideration of and respect for the Names of the Lord, while also taking other important translations into account.
Key concepts: Statenvertaling (Dutch State Translation); Dordrecht/Dort ; Bible translation ; Translation principles
‘Monumentum aere perennius’ – Diskussies oor en besluite deur die Sinode van Dordrecht oor BybelvertalingOpsommingDie Sinode van Dordrecht 1618/19 was nie slegs die mees ekumeniese sinode van gereformeerde kerke in die geskiedenis nie, maar dit is ook beroemd vir die vasstelling van die Dordtse Leerreëls wat terselfdertyd as afsluiting gedien het vir die hoogs omstrede diskussies oor die uitverkiesing, genade, voorsienigheid, vrye wil en ander samehangende teologiese onderwerpe – temas wat groot onrus veroorsaak het in die Nederlande gedurende die eerste twee dekades van die sewentiende eeu. Ongelukkig bring die bekendheid van die Dordtse Leerreëls mee dat ander sleutelsake wat ook deur die sinode hanteer is in die vergetelheid raak. Die sentrale kwessie van Bybelvertaling is een só ’n aspek. Ofskoon dit lyk of hierdie saak in die skaduwee van die kontensieuse diskussies oor uitverkiesing ensovoorts staan, is die betekenis van die sinodebesluite oor die beginsels van Bybelvertaling (wat uiteindelik in die Statevertaling uitgemond het) ’n uitgemaakte saak. Dit sluit beginsels in soos om uit die oorspronklike tale te vertaal, om so na as moontlik aan die oorspronklike bronteks te bly, terwyl ook so getrou as moontlik die tipiese Hebreeuse en Griekse idioom weergegee word en terselfdertyd van ’n suiwer, verstaanbare segswyse en uitdrukking in die doeltaal gebruik gemaak word. Hierby kom besondere aandag aan en respek vir die Name van die Here terwyl ook ander belangrike vertalings in ag geneem word in die vertaalproses.
Kernbegrippe: Statevertaling; Dordrecht / Dordt; Bybelvertaling; Vertaalbeginsels
https://doi.org/10.19108/KOERS.84.1.247
Social Change and the Identity of Catholic Secondary Schooling in Zambia’s Southern Province: A Catholic and Zambian National Education Policy Analytical Perspective Since 1964
Full text linkThe Catholic Church has always proved to be a very dependable and reliable partner to various governments globally in terms of educational provision through Catholic educational institutions at all educational levels. Apart from such education institutions contributing to educational provision at all educational levels globally, the education they provide is also of a high standard. Taking a pinnacle position, at all levels in Catholic educational provision is the ‘religious mission’ and subordinate to this is the ‘academic mission’; and combined the two missions form the basis of Catholic schooling globally. However, the two missions of Catholic schooling highlighted above have not remained static over the years in Zambia’s education system due to factors of social change. Consequently, this has specifically led Catholic schools to experience an ‘identity change’ over the years since the attainment of political independence in Zambia (1964).The interplay of issues regarding the situation of Catholic schooling indicated above is centred on social change which determines educational policy directives or provisions culminating in the ‘changed identity of Catholic schools’. Social change factors divert the schools from educational practice as directed by the evolving Catholic education policies over the years. The general purpose of the paper, which utilises research findings from Hambulo’s (2016) study entitled ‘Catholic secondary education and identity reformation in Zambia’s Southern Province,’ is to give a categorical articulation of how factors of social change in the Zambian setting have influenced education policy directives, leading to the ‘changed identity’ of particularly Catholic secondary schools in Zambia’s Southern Province since 1964.
Keywords: academic; education; Catholic; mission; policy; religious
Opsomming
Die Katolieke Kerk het nog altyd bewys dat hy wêreldwyd ’n baie betroubare en geloofwaardige vennoot vir verskeie regerings is wat betref onderwysvoorsiening deur middel van Katolieke onderwysinstellings op alle onderwysvlakke. Afgesien van hierdie onderwysinstellings se bydrae wêreldwyd tot onderwysvoorsiening op alle onderwysvlakke, is die onderrig wat die Kerk bied ook van ’n hoogstaande standaard. By Katolieke onderwysvoorsiening is die “godsdienstige missie”, en ondergeskik hieraan die “akademiese missie”, op alle vlakke belangrik; en as hierdie twee missies gekombineer word, vorm dit die wêreldwye basis van Katolieke onderrig. In Zambië se onderwysstelsel het die twee missies van Katolieke onderwys wat hier bo genoem word, met die verloop van tyd egter nie staties gebly nie ? vanweë faktore van sosiale verandering. As gevolg van hierdie faktore en sedert Zambië politieke onafhanklikheid (1964) bereik het, het Katolieke skole oor die jare ’n “identiteitsverandering" ondergaan. Die interaksie tussen kwessies rakende die situasie van Katolieke onderwys wat hier bo genoem word, sentreer op sosiale verandering wat die onderwysbeleidsriglyne of -voorskrifte bepaal, wat gelei het tot die “veranderde identiteit van Katolieke skole”. Sosiale veranderingsfaktore het die skole weggelei van onderwyspraktyke soos bepaal deur die ontwikkelende Katolieke onderwysbeleid deur die jare. Die hoofdoel van hierdie artikel, wat die navorsingsbevindings van Hambulo (2016) se studie, “Catholic secondary education and identity reformation in Zambia’s Southern Province” gebruik, is om kategoriese artikulasie te bied van hoe faktore van sosiale verandering sedert 1964 in die Zambiese opset die onderwysbeleidsriglyne beïnvloed het en gelei het tot die “veranderde identiteit” van Katolieke sekondêre skole in Zambië se Suidelike Provinsie in die besonder.
Sleutelwoorde: akademies; onderwys; Katoliek; missie; beleid; godsdienstig
https://doi.org/10.19108/KOERS.84.1.2447
 
Kuyperania 2018
Full text linkThis article looks at new works published in 2018 by or about the Dutch polymath Abraham Kuyper.
Hierdie artikel kyk na nuwe werk gepubliseer in 2018 deur of oor die Nederlandse polimaat Abraham Kuyper.
https://doi.org/10.19108/KOERS.84.1.245