KovsieJournals - University of the Free State (UFS)
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Pastoral leadership for a relevant missional ecclesiology in a context of poverty
Get PDFThe relevancy of an ecclesiology within a context of poverty is determined by an understanding of missional ecclesiology, the context of poverty, and the interaction of leadership and congregants within a context of poverty. Missional ecclesiology, a short conceptualisation of poverty, and empirical data on practices of pastoral leadership within a context of poverty guide the professional practice to answer the question as to the relevance of a missional ecclesiology in congregations within a context of poverty. The definition of poverty evolves from a discussion on the basic needs of people. In this article, poverty is defined as a circumstance where the deprivation of individual and collective human abilities and resources hinders people in achieving their well-being. Where the professional practices of leaders in congregations within a context of poverty resemble love, caring, understanding, and commitment towards the well-being of the people, congregants allow their leaders to have autocratic authority over their lives. When congregants experience mutual trust and pastoral leaders attend to their needs, they grow in their experiences of their well-being. Due to the latter, these congregants are committed to take part in a missional ecclesiology through the autocratic authority, inspiration, and teachings of their pastor
BOOK REVIEW Sinsoekers: Tussen twyfel en troos
Get PDFA book review of "Sinsoekers: Tussen twyfel en troos" by Cilliers, J. (Aucklandpark: UJ Pers, 2023), pp. 203, ISBN: 978-1-7764827-6-4. The review is in Afrikaans
Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study
Get PDFThis paper focuses on exploring the transition South African learners make from Grade 7 to Grade 8, with an emphasis on the experiences of all the role players in two school cultures during this transition phase. This qualitative exploratory research project was placed in a constructivist research paradigm. The data were analysed in an exploratory and interpretative way by identifying segments that were responsive to our research questions. The participants in the two purposively selected South African schools included a voluntary sample of teachers, parents, and learners in Grade 8 using the draw-and-write technique and focus group interviews with each learner group based on the interpretation of their drawings. Focus group interviews were also conducted with a small group of the parents and teachers of the Grade 8 learners in the two schools, and individual interviews were conducted with the school principals. Findings indicate some common ground but also qualitative differences between the two schools with specific reference to the quality of educational opportunities and socio-emotional challenges that may influence social inequalities in future
Borrowing practices in modern revolution-making: from Marx’s The Eighteenth Brumaire of Louis Bonaparte to Rancière’s The Names of History
Get PDFMarx’s The Eighteenth Brumaire of Louis Bonaparte has served as a locus classicus for postmodern interpretations of Marxism’s contemporary legacy and relevancy due to its thematisation of the performative, imaginary, psychological and linguistic aspects of revolutionary politics. This work has been used to redeem and rethink Marxian revolutionary politics along postmodern lines beyond its orthodox varieties, positioning Marx as an important forerunner of contemporary “post-Marxian” radical philosophy. I here argue that Jacques Rancière should feature prominently in this scholarship on the so-called postmodern Marx. Although having first offered a scathing reading of The Eighteenth Brumaire in The Philosopher and His Poor (1983), I demonstrate how Rancière offers a more affirmative yet implicit interpretation in The Names of History (1992). By determining the nature, value and potential of Rancière’s poststructuralist reworking of central themes from The Eighteenth Brumaire, I aim to deepen understanding of radical politics’s performative and affective aspects
Pedagogy of care in online teaching and learning environments at tertiary institutions through the eyes of Freire
Get PDFMaking the most of online or hybrid teaching platforms is essential to making sure that, in the Fourth Industrial Revolution (4IR), higher education settings in developing universities and places are not left behind. While a number of the technological platforms adopted during the Covid-19 lockdown have the potential to reach more kids, they have also overloaded educators and pupils. Therefore, it seems ironic that the same technology that makes it possible for higher education to offer online courses also frequently impedes student progress and places restrictions on the pedagogy of teachers. Regardless of format, the teaching and learning encounter should not come at the expense of caring for the actual student in the ever-changing hybrid teaching model that most tertiary institutions have since adopted. Therefore, the interest of this article is on how ‘care pedagogies’ might improve online teaching and learning at developing universities. In this sense, the role of university teachers should be reflected not only by the number of students engaged in class content, but also by the embodied cultural capital that students bring to online, face-to-face and hybrid learning spaces
The relationship between the philosophy of Ubuntu and the principles of inclusive education
Get PDFThis PRISMA scoping review identifies the emerging evidence on the relationship between the philosophy of ubuntu and the principles of inclusive education. The searches in this scoping review were conducted in AERD, Scopus, BASE EBSCO Host and Google Scholar to find the relationship between the philosophy of ubuntu as an African traditional knowledge system and the principles of inclusive education. Seven of the studies were included from a total of 134 articles published in Africa from January 2021 to December 2022 in English. Articles were excluded from review if they were published outside Africa, not in English, and from the period before January 2021. Data were thematically analysed following the thematic approach by Braun and Clarke (2021). Results organised by themes indicate that there is a very strong relationship between the philosophy of ubuntu and the principles of inclusive education. The thematic data analysis in this study indicated that both the philosophy of ubuntu and the principles of inclusive education are based on 1) equality, 2) unconditional acceptance, 3) enabling learning environment, and 4) respect for human diversity. The implication of this study is the recognition and adoption of the philosophy of ubuntu at inclusive education systems in Africa
Wayang civilizes religion: From spectacle to guidance
Get PDFIndonesia’s cultural acculturation and Christianity left behind by Islam are undeniable social realities that could be harmonised through puppetry. However, the propagator of Islam has used wayang (puppet) as a national symbol and original face. It has raised a polemic that involved serious conversations and sharp debates between religious and customary communities and invited the struggle of religious-cultural groups. Efforts to acculturate Christianity and culture in Java have not received serious attention. However, various opportunities could be used as media or objects of encounter such as wayang. Christian inculturation with a wayang perspective could contribute to the contextualisationof mission in Java, promoting smooth conversations with the community. This study aims to capture the potential that contributes to wayang for the mission and contextualisation of Christianity. A qualitative method with an analytical-descriptive approach was used to examine the past mission of Islam as well as wayang and model contextualisation in church traditions. The findings show that wayang is an opportunity for Christianity to take root and grow together with its culture. It must be an aim in the contextualisation mission to civilise Christianity in society
The beauty of sorrow:: A theological aesthetic based on the Ma\u27badong dance
Get PDFThis article explores the Ma’badong dance in the death rituals of the Torajan culture in Indonesia, emphasizing Gerardus van der Leeuw’s expansive definition of dance as a comprehensive expression of the human spirit. It argues that dance transcends a mere reflection of the soul, positing that sorrow in the Ma’badong danceis a manifestation of divine presence. This dance, still practiced today, embodies a theological aesthetic of “the beauty of sorrow,” examined through several dimensions. Firstly, it expresses sadness and empathy towards death. Secondly, it universalizes the human body as an instrument of sorrow. Thirdly, it celebrates life amidst grief. Fourthly, it provides a language of lamentation, creating a space for encountering God. Lastly, the Ma’badong dance affirms that God is present in the dancers’ sorrow. This articlepresents the Ma’badong dance as a profound theological aesthetic, where sorrowful movements become beautiful,facilitating remembrance of self, others, and God
Metaverse as challenge to homo religionis. Diachronic thinking in theory formation for pastoral caregiving to netizens
Get PDFMetaverse brings about the reshaping of the playful human being (homo ludens) into the digitalised human being (homo digitalis). Transcendence (homo transcendentalis) has become digitalised by the power of technologised options (optimalisation of our being human) and fictive forms of sublimations (avatars). Due to, inter alia, Facebook and Instagram, a spirituality of diachronic networking and digital immediacy, set in: I start to exist through and via (Greek: dia) the digitalised other. Thus, the following research question: How could metaverse thinking contribute to a multidimensional reinterpretation of religious spirituality
To mentor and be mentored in Grade R
No full textResearch suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice