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A Christian philosophy of sex, marriage, and the family as the pinnacle of creation and the Image of God
No full textAbstracts in English, Zulu and SothoThe second half of the 20th century saw a sexual revolution against both human nature and God, which turned into widespread confusion and a culture of death. This thesis provides a vital response to the underlying philosophy that upholds this movement. The invention and popularization of the “birth control pill” altered the way people understand male-female relations, the meaning and purpose of sexual intercourse, the definition of marriage, and the sacredness of human life. In reaction, the Catholic Church moved to combat this unprecedented attack with an approach to philosophical anthropology that combines natural law with personalist values, seeking to restore right order to sex, marriage, and the family. Continuing in that vein, and to support and augment these efforts, this thesis provides a Christian philosophy grounded in phenomenological observation and metaphysical personalism that reveals marriage and family to be the summation of creation and the image of the Trinitarian God.Ingxenye yesibili yekhulu lama-20 yaba nenguquko engokobulili ngokumelene nemvelo yomuntu noNkulunkulu, eyaphenduka indida esabalele kanye nesiko lokufa. Lo mbhalo wemfundo ephakeme unikeza impendulo ebalulekile esimeni somqondo wokuziphatha oyisisekelo osekela le nhlangano. Ukusungulwa kanye nokudlondlobalisa “iphilisi lokulawula ukuzalwa” kwashintsha indlela abantu abaqonda ngayo ubuhlobo babesilisa nabesifazane, incazelo nenhloso yobuhlobo bobulili, incazelo yomshado, nobungcwele bokuphila komuntu. Ngokusabela, iSonto LamaKatolika lathuthela ekulweni nalokhu kuhlasela okungakaze kubonwe ngendlela yomkhakha ohlola ingqikithi yemvelo yomuntu kanye nesimo somuntu ehlanganisa umthetho wemvelo nezindinganiso zobuntu, ifuna ukubuyisela ukuhleleka okufanele kwezocansi, umshado kanye nomndeni. Ngokuqhubeka kulowo mbono, nokweseka nokwengeza le mizamo, lo mbhalo wemfundo ephakeme unikeza umqondo wokuziphatha wobuKristu osekelwe ekuqapheliseni okwenzekayo kanye nokuqondisisa ubukhona bomuntu obuveza umshado nomndeni ukuthi kube ukufinyezwa kwendalo kanye nomfanekiso kaNkulunkulu onguZiqu-zintathu.Karolong ya bobedi ya lekgolo la bo20 la dilemo ho bile le phetohelo ya dikamano tsa botona le botshehadi kgahlanong le botho ba motho le Modimo, e ileng ya fetoha pherekano e atileng le moetlo wa lefu. Thuto ena e fana ka karabelo ya bohlokwa ho filosofi ya motheo e tshehetsang mokgatlo ona. Ho qaptjwa le ho tuma ha “pilisi e thibelang pelehi” ho ile ha fetola tsela eo batho ba utlwisisang dikamano tsa monna le mosadi, moelelo le morero wa ho kopanela diphate, tlhaloso ya lenyalo le kgalalelo ya bophelo ba motho. Ha e arabela, Kereke e Khatholike e ile ya hlahisa ho lwantsha tlhaselo ena e e so ka e e-ba teng ka mokgwa wa thuto ya filosofi e kopanyang molao wa tlhaho le ditekanyetso tsa botho, ho batla ho tsosolosa taolo e nepahetseng ya thobalano, lenyalo le lelapa. Ho tswelapele ka mokgwa oo, le ho tshehetsa le ho eketsa boiteko bona,thuto ena e fana ka filosofi ya Bokreste e thehilweng ho dipatlisiso tse batlang ho hlalosa dintho ka tsela eo batho ba itemohelang ka yona le mohopolo o beilweng kantle ho temoho ya maikutlo a motho a tiisang boteng ba moya e senolang lenyalo le lelapa e le kakaretso ya popo le setshwantsho sa Modimo wa Boraro bo bong.Ph. D. (Philosophy)Philosophy, Practical and Systematic Theolog
Using Information and Communication Technology in teaching English at a Technical Vocational Education and Training college
No full textInformation and Communication Technology (ICT) has been found as possibly dominant in teaching English. Most institutions are embracing the use of technology in teaching English. However, ICT integration at Technical and Vocational Education Training (TVET) colleges is still being adopted very slowly. There are problems challenging its uses. The NC(V) students at TVET colleges lack communication skills. The lack of these skills affects their overall performance. This study focused on the barriers that lecturers face in using ICT when teaching English for NC(V) students at a TVET college. The study investigated the positive influence of integrating ICT in teaching English for NC(V) students at a TVET college, and addressed the challenges associated with the use and implementation of ICT in teaching English for NC(V) students at a TVET college. A qualitative research approach was used in this research in order to explore and determine ways in which ICT can be used in teaching English at a TVET college. A thematic analysis approach was used to analyse the data. The study’s participants were fifteen NC(V) lecturers offering English to NC(V) students at Nkangala TVET College. Semi-structured interviews and focus group interviews were conducted with Heads of Departments, Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers in order to investigate and acquire findings for the research. This study found that there are barriers when it comes to integrating ICT in teaching and learning English and these were: teacher-level barriers, student-level barriers, and school-level barriers. Moreover, this study found that management acceptance is important in implementing ICT for teaching and learning. It is hoped that this study will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College as this will improve students’ class attendance and enhance teaching and learning.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
An altered flipped class pedagogy as intervention strategy to address passive learning in a teacher-centred classroom
Get PDFThe passive learning phenomenon has a pervasive presence in many classrooms around the world. More dangerously, however, is that it is reinforced by passive teaching approaches that have become synonymous with traditional teacher-centred practice. The aim of the study is therefore to introduce an intervention, the Altered Flipped Classroom Pedagogy (AFCP), that counters the passive learning phenomenon. The AFCP derives from Bergman and Sam’s (2012) Flipped Classroom Pedagogy. It was adapted for the South African context where access to technology for teaching and learning is only available in 20,35% of public high schools. Flipped classroom pedagogy has its roots in socio-constructivist theories of learning, thereby increasing its potential to actively engage learners in the learning process. Due to the nature of the research question and the aim of the study it is positioned a-paradigmatically. It takes an interpretive stance which originates from qualitative description, a pragmatic qualitative approach. The methodology of a-paradigmatic studies are shaped by the intervention, the primary purpose being the link between theory and practice. The intervention (AFCP) that was introduced took the form of online teacher training which were supported by a complete teacher training manual that was specifically designed for in-service teachers. Four methods of data collection were employed, semi-structured on-line interviews, feedback questionnaires, a spontaneous response and research diaries. Thematic analysis was used to analyse the data according to Braun and Clark’s (2006) six phases. The findings show the intricate relationship between learner autonomy and teacher control. It also demonstrates learners’ capability to readily move across the Pedagogy-Andragogy-Heutagogy-continuum if provided the opportunity to do so. The recommendation is made that teachers embrace innovative pedagogies that promotes active learning and learner-centredness.Die passiewe leer-verskynsel het 'n blywende teenwoordigheid in klaskamers wêreldwyd. ‘n Groter gevaar, is egter dat dit onderhou word deur passiewe klaskamermetodologieë wat diep gesetel lê in die tradisionele onderwyser-gesentreerde benadering. Die doel van dié studie is dus om 'n intervensie, die Aangepaste Omgekeerde Klaskamerpedagogie (Altered Flipped Classroom Pedagogy), voor te stel wat poog om die passiewe leer-fenomeen teë te werk. Die AFCP het sy oorsprong in Bergman en Sam (2012) se Flipped Classroom Pedagogy. Dit is aangepas vir die Suid-Afrikaanse konteks waar slegs 20,35% van openbare hoërskole toegang tot tegnologie vir onderrig- en leerdoeleindes het. Die tradisionele omgekeerde klaskamerpedagogie het sy ontstaan in sosio-konstruktivistiese leerteorieë, wat die potensiaal verhoog om leerders aktief by die leerproses te betrek. Weens die aard van die navorsingsvraag en die doel van die studie is dit a-paradigmaties geposisioneer. Dit is interpretatief van aard en volg 'n pragmatiese kwalitatiewe benadering. Die metodologie van a-paradigmatiese studies word primêr gevorm deur ‘n intervensie wat beoog om ‘n skakel tussen bestaande teorie en praktyk te bewerkstellig. Die intervensie (AFCP) het die vorm van ‘n aanlyn opleidingsessie aangeneem. Die onderwysers wat die opleiding bygewoon het, is voorsien van ‘n spesiale handleiding wat ontwerp is vir die implimentering van die AFCP. Vier metodes van data-insameling is gebruik, semi-gestruktureerde aanlyn onderhoude, terugvoervraelyste, 'n spontane respons en navorsingsdagboeke. Tematiese analise is gebruik om die data aan die hand van Braun en Clark (2006) se ses fases te ontleed. Die bevindinge toon die ingewikkelde verband tussen leerder-outonomie en die impetus van onderwysers om in beheer te wees. Verder demonstreer dit ook leerders se vermoë om geredelik oor die Pedagogie-Andragogie-Heutagogie-kontinuum te beweeg indien hul die geleentheid gebied word. Die aanbeveling word gemaak dat onderwysers innoverende pedagogieë onderneem wat aktiewe leer en leerdergesentreerdheid bevorder.Isenzo sokungxalwa kwabafundi ngolwazi esaziwa njengepassive learning sixhaphakile kumagumbi okufundela amaninzi kwihlabathi jikelele. Nangona kunjalo, okuyingozi ngakumbi kukuba yomelezwa kukusetyenziswa kweendlela zokufundisa ezifana nenkqubo yemveli egxile kutitshala. Injongo yolu phononongo ke ngoko kukwazisa ngongenelelo loncedo elibizwa ngeAltered Flipped Classroom Pedagogy (AFCP), echasene nesenzo sokufundisa ngohlobo lwepassive learning (ukungxalwa kwabafundi ngolwazi). I-AFCP isekelwe kwiNdlela yokuFundisa eGuquguqukayo yaseKlasini (Flipped Classroom Pedagogy) kaBergman kunye noSam (2012). Olu hlobo lokufundisa lwalungiselelwa imeko yaseMzantsi Afrika apho ukufikelela kwithekhinoloji yokufundisa nokufunda kufumaneka kuphela kuma-20,35 eepesenti yezikolo eziphakamileyo zikarhulumente. Indlela yokufundisa eguquguqukayo yaseklasini (Flipped Classroom Pedagogy) ineengcambu zayo kwiithiyori zokufunda zezentlalo nonxibelelaniso, ngokwenjenjalo ikhulisa amandla ayo okubandakanya abafundi ngenkuthalo kwinkqubo yokufunda. Ngenxa yobume bombuzo wophando kunye nenjongo yophononongo ibekwe ngokomzekelo woguqulo lwamagama (iparadigmatic). Oku kuthatha isimo sokutolika esisuka kwinkcazo yomgangatho, esiyindlela yomgangatho wepragmatiki. Indlela yokwenza izifundo ze-a-paradigmatic zenziwe ngongenelelo olunenjongo ephambili ekukwenza unxibelelwano phakathi kwethiyori kunye nokusebenza. Ungenelelo ngoncedo (AFCP) olwaqaliswayo, lwathatha uhlobo loqeqesho lootitshala ngekhompyutha olwathi lwaxhaswa yincwadana epheleleyo yoqeqesho lootitshala eyayilungiselelwe ngokukodwa ootitshala asebephangela. Iindlela ezine zokuqokelelwa kwedatha ezisetyenzisiweyo, ludliwanondlebe olulungelelanisiweyo lwe-intanethi, amaxwebhu emibuzo nempendulo, impendulo ezenzekelayo kunye needayari zophando. Uhlalutyo lwedatha lwenziwe ngokwamanqanaba amathandathu ohlalutyo lwedatha ngokwemixholo (ngokwe-thematic analysis) ngokukaBraun noClark (2006). Iziphumo zibonisa unxulumano oluntsonkothileyo phakathi kokuzimela komfundi kunye nolawulo lukatitshala. Zikwabonisa isakhono sabafundi sokuhamba ngokulula ngaphaya kwenkqubo yePedagogy-Andragogy-Heutagogy xa benikwe ithuba lokwenza njalo. Kucetyiswa ukuba ootitshala bamkele iindlela ezintsha zokufundisa ezikhuthaza ukufunda ngenkuthalo nakwizifundo ezigxininisa kumfundi.D. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Using Vhavenda Traditional Entertainment to Curb HIVSpread in the Rural South African District
Get PDFPurpose. This study explored the use of traditional entertainment as a means of curbing human immunodeficiency virus (HIV)spread in the Vhembe district of South Africa. Engaging in cultural dances like tshikona, tshifasi, tshigombela, malende, davha, andmusangwe keeps the youth grounded, making it less likely that they will engage in unprotected sexual intercourse. Methods. Thisqualitative study utilized an ethnographic design. The study was conducted in rural villages in Vhembe district, Limpopo provincein South Africa. Eighteen participants consisted of Vhavenda traditional leaders and chiefs who met the selection criteria werepurposively selected to participate in the study. The sample size was determined by data saturation. Semistructured face-to-faceinterviews were used to collect data, guided by an interview guide. Four observations were done concurrently with the interviews.Interviews were audio-recorded, and field notes were taken. Ethnographic content analysis was used to analyze the data collected.Results. The results indicate that Vhavenda traditional entertainments like tshigombela and tshikona can be used in reducing andmanaging the spread of HIV, whereas malende, tshifasi, davha, and musangwe have the potential to spread and increase incidencesof HIV. Conclusion. The traditional entertainment such as tshigombela and tshikona can be utilized as they instill good morals.Malende, tshifasi, davha, and musangwe can be repatterned and modified. Traditional entertainments, if properly utilized, can addto the strategies of reducing the new incidences of HIV.College of Human Science
Suffering in evolutionary biology and Christian theology: Mutually exclusive notions?
Get PDFThe question of suffering, specifically that experienced by human beings, has been contentious
in the discourses of biology and religion. The dilemma, especially in the Christian faith
tradition has been to reconcile suffering with the idea of a benevolent deity in whose image
humans are believed to have been created. Evolutionary biology, and specifically the field of
cognitive psychology, contends that the experience of suffering may have more pragmatic
origins, while not necessarily being to the benefit of the individual, may be a mechanism that
favours the longevity of a species. This article explores the understanding of ‘natural suffering’
from the perspective of evolutionary biology and Christian faith convictions and proposes
principles that can facilitate a mutually beneficial religion and science discourse.Research Institute for Theology and Religio
Assessment of human factors as a main contributory factor to youth-related road fatalities, and countermeasures to address the problem
Get PDFAbstract in English, Afrikaans and SepediRoad-related deaths contribute significantly to the death rate in South Africa (SA) and
across the world, especially among the youth. The current study investigated road
fatalities among the age group classified as youth, between the ages of 20 and 35
years, from the perception of traffic officers and crash investigators. In addition, the
current study attempted to identify countermeasures to address this problem.
The cross-sectional, quantitative study used a questionnaire for the collection of the
data. The study found that the main human factors that contribute to fatalities among
youth aged 20-35 years are drunken driving, speeding, disregard for traffic lights,
overtaking and not wearing a seatbelt. The study found a strong correlation between
speeding and drunken driving. The study also captured strategies that can be
implemented, and key among those was the need for stricter requirements for
obtaining a driver’s licence, increased visibility of traffic officers at high-accident zones,
more traffic fine enforcement, and implementing road safety education as part of the
school curriculum.
The results of this study could assist policymakers to develop programmes aimed at
this specific age group between 20 and 35 years and passing laws that can address
the legislative-related gaps as identified in the current study.Padverwante sterftes dra aansienlik by tot die sterftesyfer in Suid-Afrika (SA) en
regoor die wêreld, veral onder jeugdiges. Hierdie studie het padsterftes ondersoek
onder die ouderdomsgroep wat as jeug geklassifiseer word – dit is persone tussen 20
en 35 jaar oud – vanuit die persepsie van verkeersbeamptes en ongelukondersoekers.
Boonop het hierdie studie gepoog om teenmaatreëls te identifiseer om hierdie
probleem op te los.
Dié deursnee- kwantitatiewe studie het ’n vraelys gebruik om data in te samel. Die
studie het bevind dat die belangrikste menslike faktore wat tot sterftes by jeugdiges
tussen die ouderdomme van 20 en 35 jaar bydra, dronkbestuur, spoed, die minagting
van verkeersligte, verbysteek en versuim om ’n sitplekgordel te dra, is. Die studie het
ook ’n sterk korrelasie tussen spoed en dronkbestuur gevind. Die studie het ook
strategieë uitgewys wat geïmplementeer kan word, met die volgende strategieë wat
deurslaggewend was: die behoefte aan strenger vereistes om ’n rybewys te bekom,
verhoogde sigbaarheid van verkeersbeamptes by hoë-ongeluksones, strenger
afdwinging van verkeersboetes en die implementering van padveiligheidsonderrig as
deel van die skoolkurrikulum.
Die resultate van hierdie studie kan beleidmakers help om programme te ontwikkel
wat op hierdie bepaalde ouderdomsgroep – persone tussen 20 en 35 jaar – gerig is
en wette aanneem wat aandag sal gee aan die regsverwante leemtes wat in dié studie
geïdentifiseer is.Mahu ao a hlolwago ke dikotsi tša mebileng ke sebakwakgolo go palomoka ya mahu
ka Afrika Borwa le lefaseng ka bophara, kudukudu go baswa. Nyakišišo ye e
sekasekile dikotsi tša mebileng go dihlopha tša baswa ba mengwaga ya magareng ga
20 le 35, go ya ka dipego tša bahlankedi ba mebila le banyakišiši ba dikotsi tša
mebileng. Go tlaleletša mo, nyakišišo ye e laeditše magato ao a ka tšewago go
šomana le bothata bjo.
Nyakišišo e šomišitše mokgwa wa khwanthithethifi ka go šomiša mananeopotšišo go
kgoboketša datha. Nyakišišo e hweditše gore mabaka ao a hlolago dikotsi go baswa
ba mengwaga ye magareng ga 20 go ya go ye 35 ke go otlela ba nwele madila, go
otlela ka lebelo, go hlokomologa melao ya mebileng (diroboto), go feta dinamelwa tše
dingwe le go se apare mapanta a polokego. Nyakišišo e hweditše gore go na le
tswalano e matla magareng ga go otlela ka lebelo le go otlela o nwele madila. Dipoelo
tša nyakišišo di laeditše gore go na le tlhokego ya go bea melawana e thata ya go
hwetša laesense ya go otlela, go oketša bahlankedi ba taolo ya sephethephethe
mafelong ao go bago le dikotsi tše ntši, go oketša kotlo go bao ba tshelago melao ya
mebileng le go akaretša thuto ya polokego ya mebileng go kharikhulamo ya sekolo.
Dipoelo tša nyakišišo ye di ka thuša badiramelao go hlama mananeo ao ba ka a
lebišago go sehlopha sa baswa ba mengwaga ya magareng ga 20 le 35 le go bea
melao yeo e tla thibago tlhaelelo ye e utolotšwego ke nyakišišo yeM. Com (Operations Management)Operations Managemen
The ethics of reading: A South African case
Get PDFWe are exposed to what readers think and want on a daily basis. Journalists write about what they read, see, hear, and experience. People read newspapers, magazines, articles, books, letters, and so on. Many people provide written feedback on what they read. Metaphysical considerations, ideological convictions, religious beliefs, historical circumstances, political drivers, and all kinds of personal preferences and prejudices determine how texts are handled. Publishers decide what can and should be read and therefore published, especially based on what will sell and even what should sell. Media houses also have their own prescriptions and guidelines on what to write and read, as the newspaper of your choice expects. These prescriptions are often driven by a spirit of political correctness as an issue of the day that easily becomes normative. In line with this, expectations, policies, and prescriptions regarding writing and reading are determined by institutions such as universities, government departments, and their research initiatives. These prescriptions often lead to the abdication of ethical responsibility concerning the act of writing and reading. The diverse nature of responses to the same text is a refl ection of this. The discourse that followed after an opinion column by Hennie van Coller in May, 2022 serves as a good example. This piece of writing dealt with the subject matter currently featuring in Afrikaans language children’s books. This discourse raises questions about how to write and read, but also about how to write and read appropriately. Even though education at all levels accepts writing and reading as a given, it
is likely that the instilling of these two acts receive the least attention. How to write and read appropriately simply means that good writing and reading should be done. In the wake of this discourse, the following question arises: How was the Van Coller opinion column read, and was such reading, as well as the various resultant responses to different opinions, ethical? To answer this question, I start by revealing my own position and points of departure on the matter. An overview of the discourse is provided, followed by a reflection on the fundamental points of departure. The selected readings of the Van Coller column are then analysed using a model of interdependent reading modalities to provide a considered answer to the questions posed above. It appears from the reading of the selected responses to the column that some readings lack respect for the written text of the column. Given the sensitive issues raised about, for example, typical or “ordinary” households, or the characters portrayed in children’s literature, it would appear that the true intention of the Van Coller text is mostly ignored in favour of reading an alternative text (that which could be inferred). Consequently, few readings of the text, including responses to said readings, have succeeded in making sense of the real issues raised in the Van Coller piece within the context described by the author. Attempts to identify and expose prejudices and hidden dogmas have also been hindered using an alternative text, as well as by the readers’ own hidden dogmas, distorted communication, and ostensible
misunderstandings. From a deconstructive perspective, several readings of the column raised and contextualised implied meanings in the text. Thus, connections between diverse starting points and different universes, “ours”, “theirs”, and norms from the text have been revealed.From the alternative text, the author of the column is, among other things, compared to the violent actions of an American actor, and alleged prejudices and emotions (hurt and threatened) are identified. The different ethical readings of the text succeed to some extent in finding new paths in, through, and beyond the text towards ethical realisation: being at home in Afrikaans. Arguments in response to readings are mostly conducted in an exclusive manner with unambiguous logic. The idiom and context in which the discourse, i.e. the original piece, responses to it, as well as counter responses by readers reacting to first readers of the text unfolded as either differing from or supporting the original piece, were predominantly hostile, aggressive, and ethically foreign. It was difficult to feel at home in this discourse.Public Administration and Managemen
Social dream-drawing: a socioanalytic method for studying identity work
No full textRooted in socioanalytic methodology, social dream drawing is presented in this chapter as a novel method for studying identity work. Social dream drawing entails facilitating a small-group work session along a systematic procedure to draw on both the conscious and unconscious aspects of identity work. Social dream drawing provides a space for reflective thinking aimed at surfacing participants’ associative unconscious thoughts and experiences and to consciously explore these for new insight and meaning. The chapter presents a case study example of a small group of women reflecting on their work-life challenges, demonstrating how the method generates a rich pool of data reflecting identity tensions and the identity work dynamics at play in attempting to resolve them. Social dream drawing draws on action research principles in that identity work is simultaneously facilitated and studied in the work session.Industrial and Organisational Psycholog
Measurement of single top-quark production in the s-channel in proton–proton collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A measurement of single top-quark production in the s-channel is performed in proton–proton collisions at a centre-of-mass energy of 13 TeV with the ATLAS detector at the CERN Large Hadron Collider. The dataset corresponds to an integrated luminosity of 139 fb−1. The analysis is performed on events with an electron or muon, missing transverse momentum and exactly two b-tagged jets in the final state. A discriminant based on matrix element calculations is used to separate single-top-quark s-channel events from the main background contributions, which are top-quark pair production and W-boson production in association with jets. The observed (expected) signal significance over the background-only hypothesis is 3.3 (3.9) standard deviations, and the measured cross-section is
σ
=
8.2
−
2.9
+
3.5
pb, consistent with the Standard Model prediction of
σ
SM
=
10.32
−
0.36
+
0.40
pb