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FILOSOFIE OP POTCHEFSTROOM DIE AFGELOPE EEU (1917-2017) Deel 5: ?n Nuwe Rigting?
Full text linkPHILOSOPHY AT POTCHEFSTROOM THE PAST CENTURY(1917-2017). Part 5: A new direction?
Four articles in this journal have already reviewed the history of philosophy at Potchefstroom during the past hundred years from the beginning of the previous century up to about 2017. The previous (fourth) part indicated that from about 2010 unanimity no longer existed between lecturers in the School of Philosophy about the up to then Reformational approach followed. It also described in detail the main contours of such an integral Christian philosophy, preparing the table for this last article. As the subtitle of this article indicates it entails a discussion of the different thinking of one lecturer in the School since 2010, Prof Anné Verhoef.
Attention is paid to his academic background, his publications and eclectic philosophical method. It appears that in his philosophical development up to now he has especially been strongly influenced by process theologies and two thinkers, viz. Robert Jenson and Paul Ricoeur. The investigation is followed by a critical summary of his own religious presuppositions and philosophy.
The series of five articles is finally concluded by emphasising gratitude for a rich past, selfreflection needed for the present and a future ideal.SAMEVATTINGVier vorige artikels in hierdie tydskrif het gehandel oor die geskiedenis van Filosofie op die Potchefstroomkampus van die Noord-Wes Universiteit gedurende die afgelope eeu vanaf ongeveer 1917 tot ongeveer 2017. In die vorige (vierde) aflewering is aangetoon dat daar vanaf ongeveer 2010 onder die dosente in die Skool vir Filosofie nie meer unaniem aanvaar is dat hierdie dissipline vanuit ?n Reformatoriese perspektief beoefen word nie. In die bydrae is ook in besonderhede uiteengesit wat die hoofkontoere van so ?n integrale Christelike filosofie behels. Terselfdertyd het dit die tafel voorberei vir die huidige laaste artikel. Soos die subtitel daarvan aandui, bevat dit vanuit so ?n tradisionele perspektief ?n gesprek met die denke van een dosentin die Skool vanaf 2010, naamlik prof. Anné Verhoef.
Die aandag word gevestig op sy akademiese agtergrond, sy publikasies en sy eklektiese metode. Dit blyk dat hy, ten minste wat sy standpunt tot dusver betref, sterk beïnvloed is deur onder andere die prosesteologie en veral ook twee ander denkers, naamlik Robert Jenson en Paul Ricoeur. Die ondersoek bied daarna ?n kritiese samevatting van sy religieuse vertrekpunt en filosofie.
Ten slotte word die hele reeks van vyf artikels afgesluit deur die noodsaaklikheid te beklemtoon van dankbaarheid vir ?n ryk verlede, selfkritiek gedurende die hede en ?n ideaal vir die toekoms.
https://doi.org/10.19108/KOERS.84.1.245
Teologie as Wetenskap: Noodsaak van Dialoog
Full text linkOpsommingDie vraag word gestel: wanneer sal teologie as ‘n wetenskap geld sodat teologiese arbeid ‘n plek aan ‘n openbare universiteit verseker kan wees? Die debat of teologie by ‘n universiteit hoort of gerelegeer behoort te word tot kerklike skole hang af van die keuse van tipologie wat bepaal of teologie as ‘n wetenskap beskou word. Die dialoogmodel veronderstel ‘n mutualistiese verhouding tussen wetenskap en teologie wat impliseer dat daar gemene grond in voorveronderstellings, metode en konsepte is wat gesprek moontlik en selfs noodsaaklik maak. Dit vereis dat teologie ‘n gespreksvennoot in en met die wetenskappe bly maar word gekortwiek wanneer teologie absolutistiese eise maak gebaseer op die uitgediende veronderstelling dat die kerk met ewige waarhede werk wat nie krities bespreek kan word nie. Teologiese ondersoek moet deurgaans ‘n kritiese ingesteldheid teenoor sy metodologie handhaaf, oop vir betwisting bly, interdissiplinêr, multidissiplinêr en selfs transdissiplinêr navorsing doen en bydra tot die mens se soeke na begrip en betekenis. So alleen kan teologie ‘n waardige dialoogvennoot word. Die artikel word afgesluit deur te demonstreer wat die bydrae van so ‘n dialoog kan wees, deur in gesprek met die veertiende-eeuse Middel-Engelse mistieke Cloud of Unknowing te tree. Die gevolgtrekking is dat die teks nadenke oor hermeneuse asook God en gebed kan verryk.AbstractThe question is asked: when will theology be a science so that theological work can be ensured a place at a public university? The debate whether theology should be practiced at a university or be delegated to church schools depends on the choice of typology that determines whether theology is regarded as a science. The dialogue model presupposes a mutualistic relationship between science and theology that implies that common ground in presuppositions, methods and concepts makes such a dialogue possible and even necessary. This requires that theology remains a conversation partner in and with the sciences but is handicapped when theology makes absolutistic demands based on the outdated assumption that the church works with eternal truths that cannot be critically discussed. Theological inquiry must maintain a critical attitude towards its methodology throughout, be open for contestation, represent interdisciplinary, multidisciplinary and even transdisciplinary research and contribute to the human quest for understanding and meaning. In this way, theology can be a worthwhile dialogue partner. The article concludes by demonstrating what the contribution of such a dialogue can be by interviewing the fourteenth century Middle English mystical Cloud or Unknowing. The conclusion is that the text can enrich reflection on hermeneutics as well as God and prayer.
https://doi.org/10.19108/KOERS.83.1.230
De Geest van Christus
Full text linkWith good reason John Calvin has been called the theologian of the Holy Spirit. His dealings with the work of the Spirit were mostly aimed at giving spiritual guidance. Exactly that motif brought him into polemics. The work of the Spirit is first of all soteriological. The Spirit of Christ brings a sinner into a saving union with Christ. Calvin’s thinking on the Spirit can clearly be discerned in his polemics with Roman Catholic doctrine, with the Anabaptists, and with Luther. Over against Rome Calvin emphasizes that it is not the power of the church that confers salvation, but that God’s Spirit is always the Spirit of Christ and the Spirit of the Word. That becomes visible in the church, but it does not make the church the author of salvation! Over against the Anabaptists Calvin stresses faith. Faith is knowing and trusting Christ in a personal relationship. This implies experience, but it is always a relationship of faith, with its ground outside ourselves, in Christ. Genuine faith, therefore, cannot be measured by someone’s extraordinary experiences, but by a living knowledge of Christ. Luther was inclined to include the work of the Spirit in the Word of God, and in Calvin’s view this detracted from the freedom of the Spirit to, not automatically, make use of the Word. Some attention is paid to Calvin’s thinking about spiritual gifts. Seeing that here he did not clearly stick to his conviction on the close bond between Spirit and Word, it helps us to realise that Calvin was human - not infallible ...
The Holy Spirit being the Spirit of faith, the Spirit of Christ and the Spirit of the Word, however, remains important for the church in our age.
https://doi.org/10.19108/KOERS.82.2.235
Die Ned Geref Kerkorde van 1962: In Samehang en Voeling met die Res van die Lewe of Werklikheid?
Full text linkAbstract: The Church Order of 1962 of the Dutch Reformed Church: connected to the rest of life with a feeling for the whole of creation?
The Church Order of 1962 was the first church order accepted by the new General Synod of the Dutch Reformed Church. Apart from the fact that it tried to be an order according to Holy Scripture and the Three Formulas of Unity as reformed confessions of faith, it contains articles based on norms revealed out of the contact and cooperation of the church with the rest of life. Norms revealed out of the pattern of God’s creation in which aspects created with an own character together with other such aspects, form an integrated whole. An aspect will lead a human act and use the core of other aspects to form norms for the act mentioned.
The Church Order of 1962 is investigated from article 1 till 70. The question in the title is answered in the affirmative. This Church order is connected to the rest of life and contains articles to confirm this.
Opsomming: Die Ned Geref Kerkorde van 1962: in samehang met die res van die lewe of werklikheid?
Die eerste kerkorde van die nuwe Algemene Sinode van die Ned Geref Kerk in 1962 poog om Bybels en belydenismatig te wees. Daarom bou dit op konstantes of beginsels wat op die Woord van God en die belydenisskrifte van die Ned Geref Kerk gebaseer is. Hiernaas weerspieël dit norme soos blootgelê deur die samehang van die kerk met die res van die lewe of geskape werklikheid. ‘n Werklikheid waarin daar ‘n verskeidenheid oorspronklike aspekte is wat met mekaar saamhang. ‘n Lewe waarin elke menslike handeling deur ‘n aspek gelei word en die kern van ander aspekte in diens neem as norme vir optrede.
Die Kerkorde van 1962 word van artikel 1 tot 70 vir sulke norme of samehange ondersoek. Die vraag in die titel word bevestigend beantwoord. Die Ned Geref Kerk leef in samehang en voeling met die res van die lewe.
https://doi.org/10.19108/KOERS.83.1.236
Learner-centeredness: A multiple intelligence approach to reveal individual learner preferences for curriculum content in Foundation Phase
Full text linkGardner’s multiple intelligences can directly link with the subjects or the curriculum taught in school. The focus in this paper is on Foundation Phase learners and their personal favourite subjects. In allowing learners to choose what they find the most interesting, the most popular subject is identified and new perspectives are provided on which areas should need attention. The method involved is a quantitative approach incorporating statistics obtained through a Likert scale. 105 participants were involved and interesting views surfaced. Literacy is no longer at the top of the list of most popular subjects, a concern for teachers who aim at teaching learners to read and write as Art is found to be the most popular subject. Fusing Art and other forms of intelligences can be employed as a strategy to teach literacy and popularise it. OpsommingGardner se onderskeid tussen multi-intelligensie tipes can direk in verband gebring word met die vakke wat op skool onderrig word. Die fokus in hierdie navorsingsstuk is op die Grondslagfase en die leerders se persoonlike gunsteling vakke. Nuwe lig op populêre vakke word gewerp deur leerlinge die geleentheid te bied om hulle persoonlike voorkeur uit te oefen. Hierdie metode stel navorsers instaat om vas te stel wat om te doen om die probleem van swak geletterdheid aan te spreek. ‘n Kwantitatiewe metode is gevolg om leerderkeuses te identifseer en resultate is in present weergegee. 105 deelnemers was betrokke en interessante perspektiewe het aan die lig gekom. Gelletterdheid is nie die gewildste vak nie en Kuns is een van die Grondslagfase leerders se voorkeure. Indien kuns dan ingespan kan word in ander vakke as deel van integrasie kan dit moontlik die leer in daardie vakke bevorder. https://doi.org/10.19108/KOERS.83.1.221
Religion and Reason in the Grasp of Basic Models
Full text linkHow do religious faith and human understanding relate to each other? On this question there is no consensus, nor has there ever been in the past. The history of Western philosophy confronts us with a complex diversity of views that grew into more or less indisputable standard positions. These positions are not the strict result of theoretical reflection. Their acceptance is largely based on pre-theoretical considerations, the self-evidence of a spiritual intuition or religious motivation.
The different views of the realtionship of religion and reason can be grouped into a limited number of basic models or motifs. This essay will discuss seven of them as they arose in the Christian tradition. I will name them as follows: identification, conflict, subordination, complementarity, foundation, authenticity and transformation.
For the sake of brevity the text focuses on the origins and first manifestations of these models. But we will add again and again fragments of further developments to make clear how resilient these models are. They continue to assert themselves even in new periods of time. Their diversity keeps on challenging us, up to the present day, to reconsider the self-evidence of our own position in the debate on religion and reason
Kuyperania 2017
Full text linkThis article looks at new works published in 2017 by or about the Dutch polymath Abraham Kuyper.https://doi.org/10.19108/KOERS.83.1.236
Enacting Social Justice in Education through Spiritual Leadership
Full text linkPromulgated by Nelson Mandela in December 1996, South Africa’s post-Apartheid Constitution draws on the Bill of Rights to affirm the democratic values of human dignity, equality and freedom. As an emerging democracy, South Africa further seeks to address issues of social justice and equality in education through the South African Schools Act of 1996. This Act sets out policies and practices intended to redress past injustices and support the rights of learners, educators and parents. Drawing on critical feminist theory, this study explored the experiences of female educational leaders in South Africa’s disadvantaged rural school communities. This qualitative research adopted a case studies research design. Data were collected through in-depth interviews and observations. The aims of this paper are: (i) to investigate the principles of social justice and equity as expressed through spiritual leadership; and (ii) to interpret these principles in relation to education policies. Identifying connectedness and spirituality as prerequisites for spiritual leadership, the study found that spiritual leadership is a means through which social justice leadership can be enacted. While the South African Schools Act upholds the notion that public schools promote democracy through respect for all and a tolerance of diverse religious beliefs, this paper does not conflate spirituality with religion. It instead, explores alternative interpretations which explore spiritual leadership and restorative justice as vehicles through which equity and social justice can be understood and enacted.
https://doi.org/10.19108/KOERS.82.3.232
Spiritual formation towards Pentecostal leadership as discipleship
Full text linkThis contribution, a further development of the first author’s recent thesis, investigates aspects of leadership in the Pentecostal tradition as it encourages discipleship. First contextualised broadly within unfolding post-secular sensitivities internationally and then contextualised specifically within the nature and history of Pentecostalism, the understanding of leadership and spiritual formation within the latter is then analysed. Leadership and spiritual formation within Pentecostalism are then developed towards an understanding of discipleship.Geestelike vorming onderweg na Pentekostalistiese leierskap as dissipelskapOpsommingHierdie bydrae, ‘n verdere ontwikkeling van die eerste outeur se onlangse proefskrif, ondersoek aspekte van leierskap binne die Pentekostalistiese tradisie onderweg na die aanmoediging van dissipelskap. Eerstens breedweg gekontekstualiseer binne internasionaal ontluikende post-sekulêre sentimente en daarna meer spesifiek gekontekstualiseer binne die eie-aard en geskiedenis van die Pentekostalisme, word die verstaan van leierskap en geestelike vorming binne hierdie groepering geanaliseer. Leierskap en geestelike vorming binne die Pentekostalisme word ontwikkel in die rigting van ‘n dissipelskapsbegrip. https://doi.org/10.19108/KOERS.83.1.2254
A critical analysis of the learners’ constitutional rights to basic education in South Africa
Full text linkGlobally, several countries propose to make primary education compulsory and freely available to all. Although there has been steady growth in learner enrolment in South African public schools since 1994, the socioeconomic status of parents, racial and religious discrimination, high cost of school fees and schools’ language policies have prevented poor learners from accessing basic education, especially in public schools located within affluent areas. This paper critically examines legislation and policies relating to children’s constitutional rights to education. The government’s mandate to redress past injustices and concentrate on social justice and equity in public education is hampered by the failure of many schools correctly interpreting or consistently applying legislation and regulations relating to learner admissions. It has been found that the admission policies drawn up by school governing bodies (SGB) covertly prevent poor learners from enrolling at affluent schools. Although school admissions have been contested in various court cases, governing bodies of affluent schools continue to practice unfairness in opening its doors to all children. To ensure that social justice and equity prevail in school education, the Department of Education should revise policies or amend existing legislation encouraging SGBs to provide learner access without any prejudice.https://doi.org/10.19108/KOERS.82.3.232