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A critical analysis of the ideological foundations of South African education in the transitional process from a deterministic to a democratic education system
No full textEnglish: In order to critically analyse the ideological foundations of South African education, a link was
established between the nature of the transition from a closed to an open society and the
emergence of an ideology. It was concluded that only when the differentiation of culture into
different life spheres (inter alia, science, the arts, the school and the state) takes place in
accordance with the distinct structure by which each sphere is constituted, such life spheres will
coexist alongside each other. However, when one life sphere is accredited the status of the
supreme source of authority, then other life spheres are regarded as subservient to the elevated
sphere. In this regard it appears that the elevation of a life sphere to a supra-modal status
constitutes the emergence of an ideology. While the latter represents a hierarchical view of
society, a structurally pluralist view of society where all life spheres coexist alongside each other,
appears to be anti-ideological. The impact of an ideology on school-typical education apparently
results in the school not being granted the lawful right to function in accordance with its own
sphere of competence and school-typical authority. Rather it is placed in a subservient position to
the supposedly supreme authority, being misused for other than school-typical (ideological)
purposes. Against this background an attempt was made to engage in a critical exposition of the
way in which the school, as a relative autonomous social institution, functioned in different
periods in the history of South African education.
In the attempt to not only expose ideological thought-patterns, but also to penetrate to the
presuppositions that underpin such thought-patterns, an argument was put forward in favour of
the adoption of the critico-rationalist attitude, as well as the application of transcendental
critique. Six critical questions proposed by the critical rationalist, Karl Popper, appeared to be
helpful in exposing the ideological thought-patterns in a society. Although it was found that the
exposure of such thought-patterns assists man in becoming more resistant against ideological
indoctrination and manipulation, it was by virtue of transcendental critique that it was possible to
the penetrate to the roots of such thought-patterns. Thus, by adopting the critico-rationalist
attitude and by virtue of applying transcendental critique, it was possible to critically analyse the
ideologicalfoundations of South African education.
A critical exposition of the nature of South African education under the ban of the apartheid
regime (1948 - 1994) revealed that school-typical education was primarily (mis)used to promote
the ideology of apartheid. Simultaneously it was possible to determine that ideological
thought-patterns during this dispensation were regulated not only by the absolutisation of a
particular nation to the status of a supreme authority, but also by a fusion between the Christian
principle (central commandment of love) and the absolutised nation. As such, it was concluded
that when the school was mobilised as an ideological state apparatus, its structural uniqueness, as
well as its terrain of competence was disregarded and violated.
A critical review of the struggle against the oppressive apartheid regime also involved the
exposition of the way in which school-typical education was mobilised as an ideological
apparatus. It was concluded that this period was interspersed with ideological thought-patterns
regulated by an elevated will of the people. Simultaneously, however, it was also possible to
determine that the last appeal for the justification of norms and ideals were not to be found in the
will of the people, but within the supposedly free autonomous human personality and human
reason. The ideology of revolutionary populism therefore had a profound impact on
school-typical education: since the will of the people was regarded as the supreme authority, and
while it was the will of the people to liberate themselves from the oppressive apartheid regime,
school-typical education was utilised as a tool of liberation. School-typical education was
therefore, once again, reduced to an ideological apparatus and the school was not granted the
right to function in accordance with school-typical aims.
After the 1994-elections South African education was plunged into a process of radical
transformation. While education in South Africa had for many years been misused for ideological
purposes, transformation is aimed at establishing a non-racist and equitable system. When
viewed against the background of conclusions drawn from the previous chapters, it is evident that
transformation can only succeed once it allows school-typical education to function according to
its own sphere of competence and authority. However, a critical analysis of educational
transformation revealed the presence of ideological thought-patterns. Similar to the ideology of
revolutionary populi srn, it appeared that ideological thought-patterns were being directed by an
overemphasis on the will of the people. It can thus be anticipated that if the will of the people
continues to be regarded as the supreme authority, school-typical education will once again be
driven and directed, not by its own distinct structure, but by the will of a social collective entity called the people.Afrikaans: Ten einde te kom tot 'n kritiese analise van die ideologiese onderbou van Suid-Afrikaanse
onderwys, was dit nodig om die relasie tussen die aard van die oorgangsproses vanaf 'n geslote
tot In oop samelewing, en die ontstaan van 'n ideologie vas te stel. In dié verband is daar tot die
gevolgtrekking gekom dat indien die differensiasie van kultuur in 'n verskeidenheid lewensfere
(inter alia, wetenskap, die kunste, die skool en die staat) in samehang met die besonderse
struktuur wat die bestaan van elke lewensfeer moontlik maak, geskied, lewensfere in
neweskikking tot mekaar sal bestaan. Sou 'n bepaalde lewensfeer egter met die status van 'n
superieure outoriteit geakkerediteer word, dan word alle ander lewensfere aan die superieure
sfeer ondergeskik gestel. In dié opsig wil dit voorkom asof die akkreditering van 'n lewensfeer
met supra-modale status verband hou met die ontstaan van 'n ideologie. Terwyllaasgenoemde 'n
hierargiese visie op die samelewing impliseer, blyk dit asof 'n struktureel-pluralistiese
samelewingsvisie nie alleen die neweskikkende bestaan van lewensfere impliseer nie, maar dat
sodanige visie ook anti-ideologies van aard is. Die impak van 'n ideologie op skool-tipiese
onderwys lei skynbaar tot In situasie waar die skool nie die reg geniet om in samehang met sy eie
bevoegdheidsfeer, en aan die hand van skool-tipiese gesag, te funksioneer nie. Dit blyk eerder
dat wanneer die skool in 'n ondergeskikte posisie tot 'n genaamde superieure outoriteit geplaas
word, dit tergelykertyd ook vir ander as skool-tipiese doeleindes misbruik word. Teen hierdie
agtergrond is 'n poging aangewend om te kom tot 'n kritiese uiteensetting van die wyse waarop
die skool, as 'n relatief-outonome sosiale instelling, tydens verskillende periodes in die
Suid-Afrikaanse onderwysgeskiedenis gefunksioneer het.
In In poging om ideologiese denkpatrone bloot te lê, en om ook tot die vooronderstellings wat
sodanige patrone onderlê deur te dring, word daar ten gunste van die toepassing van kritiese
rasionalisme, asook transendentale kritiek geargumenteer. Ses kritiese vrae, soos voorgestel deur
Karl Popper, blyk behulpsaam te wees in die blootlegging van ideologiese denkpatrone.
Alhoewel dit aangevoer kan word dat die blootlegging van sodanige denkpatrone die mens noop
om meer weerstand teen ideologiese manipulasie en indoktrinasie te bied, is dit egter by wyse van
transendentale kritiek moontlik om tot die wortels daarvan deur te dring. Dus, by wyse van die
aanneming van die krities-rasionalistiese houding, en deur die toepassing van transendentale
kritiek, blyk dit moontlik om tot In kritiese analise van die ideologiese onderbou in
Suid-Afrikaanse onderwys te kom.
'n Kritiese uiteensetting van die aard van Suid-Afrikaanse onderwys tydens die apartheidsregime
(1948-1994) toon dat skool-tipiese onderwys primêr misbruik is om die apartheidsideologie te
bevorder. Terselfdertyd was dit moontlik om vas te stel dat ideologiese denkpatrone gedurende
hierdie periode nie alleen deur die verabsolutering van 'n spesifieke nasie tot superieure status,
maar ook deur 'n fusie tussen die Christelike beginsel (die sentrale liefdesgebod) en die
verabsoluteerde nasie, gereguleer is. In dié verband is tot die gevolgtrekking gekom dat die
skool nie alleen as 'n ideologiese staatsapparaat gemobiliseer is nie, maar dat die strukturele
integriteit, sowel as die bevoegdheidsfeer van die skool misken en geskend is.
'n Kritiese oorsig van die stryd teen die onderdrukkende apartheidsregime gee 'n aanduiding van
die wyse waarop skool-typiese onderwys as ideologiese apparaat gemobiliseer is. In dié verband
is daar tot die gevolgtrekking gekom dat hierdie periode deurspek was met ideologiese
denkpatrone wat deur die verabsoluteerde wil van die mense gereguleer is. Tergelykertyd is
vasgestel dat die laaste appel vir die regverdiging van norme en ideale nie as sodanig in die wil
van die mense te vinde was nie, maar eerder in die sogenaamde vrye, outonome menslike
persoonlikheid en rede. Om hierdie rede het die ideologie van revolusionêre populisme In
diepgaande impak op skool-tipiese onderwys gehad: aangesien die wil van die mense as die
hoogste gesag voorgehou is, en terwyl dit die wil van die mense was om hulself van die
onderdrukkende apartheidsregime te bevry, is skool-tipiese onderwys as In bevrydingsmiddel
gemobiliseer. Skool-tipiese onderwys is gevolglik tot In ideologiese apparaat gereduseer, wat
impliseer dat die skool weer eens nie die reg gegun is om in samehang met skool-tipiese
doelstellings te funksioneer nie.
,
Na die 1994-verkiesing is Suid-Afrikaanse onderwys midde-in In radikale transformasie proses
geplaas. Aangesien onderwys vir baie jare vir ideologiese doeleindes misbruik was, is huidige
transformasie daarop afgestem om In nie-rassistiese en billike stelsel daar te stel. Teen die
agtergrond van die uiteensetting van voorgaande gedagtes, blyk dit dat transformasie slegs
suksesvol kan wees indien skool-tipiese onderwys die reg geniet om binne die grense van In eie
bevoegdheidsterrein te funksioneer. In Kritiese uiteensetting van onderwystransformasie toon
egter die teenwoordigheid van ideologiese denkpatrone. Soortgelyk aan die ideologie van
revolusionêre populisme, wil dit voorkom asof ideologiese denkpatrone deur In oorbeklemtoning
van die sogenaamde wil van die mense gereguleer word. Dit kan derhalwe geantisipeer word dat
indien daar voortgegaan word om die wil van die mense as In superieure outoriteit voor te hou,
skool-tipiese onderwys weer eens deur In eksterne outoriteit, en nie deur In eie unieke struktuur
nie, gereguleer sal word
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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