Issue 1, 2005 Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Volume 70,
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Godsdiens as &apos;n moontlike faktor in onderwysstelsels en die beplanning daarvan : research article
J.L. Van der Walt and
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 1 –25 (2005)
Religion as a possible factor in education systems and their planning
Students of education systems distinguish a number of factors that can impact on education systems and their planning. Religion, however, is rarely if ever mentioned as a factor in education system planning. In this article, the authors reflect on various facets of the question as to why religion has not been acknowledged as a factor in education systems in modern societies. The following aspects of the problem are addressed: the nature of the education system; the influence of secularism on education systems and their planning; problems which would be encountered if religion were to be taken into account in education system planning; and the accommodation of religions and religious diversity in education systems. The conclusion is drawn that in the contemporary world, religion is recognised as a factor in education system planning only in the form of secularism (with a few exceptions, such as in mono-religious Islamic states). All other religions are relegated from public life to the private spheres of people&apos;s lives. Because secularism embodies the notion of a public morality that can potentially be shared by (and should be promoted among) all citizens of a particular country or society, secular values tend to be incorporated in the constitutions and other laws of countries. As a result, this value system tends to be promoted by means of the public education system. The article ends with two scenarios of what can be expected to happen if the opposite were allowed to happen, and schools, for instance, were not expected to adhere to secular values, but rather to the "sectarian" religious values of their choice.
In die onderwysstelselkunde word &apos;n hele reeks faktore onderskei wat &apos;n invloed op die onderwysstelsel kan hê. Godsdiens word egter selde of ooit in die hedendaagse opset van onderwysstelselbeplanning as sodanige faktor genoem of behandel. Dié artikel bied &apos;n besinning oor verskillende fasette van die vraag waarom godsdiens in hedendaagse regstaatsamelewings nie as &apos;n faktor in onderwysstelsels erken skyn te word nie. Aandag word aan die volgende aspekte van die probleem gegee: die wese van die onderwysstelsel; die invloed van die sekularisme op onderwysstelsels en hulle beplanning; probleme wat ondervind kan word indien godsdiens as &apos;n faktor in onderwys-stelselbeplanning beskou word, en die akkommodering van godsdiens en godsdiensverskeidenheid in die onderwysstelsel. Die gevolgtrekking word gemaak dat godsdiens in die hedendaagse wêreld net in die vorm van sekularisme erken word as &apos;n faktor wat in ag geneem moet word met onderwysstelselbeplanning (met enkele uitsonderings, soos in enkelgodsdiens Moslemlande). Alle ander godsdienste word weens die sekularisme uit die openbare lewe verdring na mense se privaatlewens. Omdat die sekularisme die gedagte beliggaam dat daar &apos;n openbare moraliteit en universeel geldende waardes is wat alle burgers in &apos;n bepaalde land of samelewing met mekaar kan deel, word hierdie waardes gewoonlik opgeneem in die grondwette van lande en in ander wetgewing. Juis hierdie waardestelsel word dan deur die openbare onderwys bevorder. Die artikel sluit af met twee scenario&apos;s van wat verwag kan word indien die teenoorgestelde toegelaat word om te gebeur - indien skole byvoorbeeld toegelaat word om nie sekularistiese waardes aan te hang nie, maar wel die waardes van die "sektariese" godsdiens van hulle keuse.
Eating disorders among adolescents in South African public schools - a Biblical perspective : research article
S. Schoeman and
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 27 –49 (2005)
Eetversteurings onder adolessente in openbare skole in Suid-Afrika - &apos;n Bybelse perspektief
Die samelewing se beheptheid met maer-wees en liggaamsvorm, vorm deel van elke skool se verborge leerplan. Die strewe om maer en skraal te wees, het tot &apos;n toename in eetversteurings onder jongmense in Suid-Afrika gelei. Sommige van die leerders is maar slegs in die senior fase (Grade 7 tot 9) van die algemene-onderwys- en-opleidingsbaan. Dit is daarom tydig om die probleem van eetversteurings, veral onder adolessente in openbare skole in Suid-Afrika te ondersoek. Eerstens is dit die doel van hierdie artikel om inligting aan beleidsmakers, leerplanontwikkelaars, onderwys-administrateurs en opvoeders aangaande die Bybelse siening van gesondheid oor te dra en die pedagogiese potensiaal van so &apos;n siening te illustreer. Tweedens is dit die doel om Christenopvoeders te ondersteun ten einde leerders met die nodige kennis, vaardighede, waardes en ingesteldhede toe te rus om eetversteurings die hoof te bied, deur onder andere van Bybelse waarhede gebruik te maak.
Society&apos;s obsession with thinness and body image is part of every school&apos;s hidden curriculum. The ideal to be skinny and thin resulted in an escalation in eating disorders among adolescents in South Africa. Some of the learners are only in the senior phase (Grades 7 to 9) of the general education and training band. It is therefore timely to review the problem of eating disorders, especially among adolescents in South African public schools. The purpose of this article is firstly to provide policy-makers, curriculum developers, educational administrators and educators with knowledge of the biblical view of health and to illustrate the pedagogical potential of such a view. Secondly the purpose is to assist Christian educators in teaching learners in public schools the necessary knowledge, skills, values and attitudes to counteract eating disorders by using, among other things, biblical truths.
&apos;n Psigo-opvoedkundige ondersoek na enkele vooronderstellings en konsepte onderliggend aan die Neurolinguistiese Programmeringsmodel : research article
C.M. Vorster and
J. Du Plooy
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 51 –73 (2005)
Vroeg in die sewentigerjare is &apos;n model ontwikkel om terapeutiese metodes wat deur uitnemende sielkundiges gebruik is te identifiseer. Uiteindelik is die sogenaamde Neurolinguistiese Programmeringmodel (NLP) daargestel en hierdie model word vandag op vele terreine aangewend - byvoorbeeld in psigoterapie met kinders, in die onderwys, in die sakewêreld, ensovoorts. Die doel van hierdie artikel is om meer lig te werp op die belangrikste vooronderstellings en konsepte wat NLP onderlê. Hierdie ondersoek word hoofsaaklik onderneem vanuit &apos;n psigo-opvoedkundige perspektief. Daar word egter ook gepoog om te konsentreer op toepassingsmoontlikhede (indien enige) van NLP-konsepte vanuit &apos;n Christelike vertrekpunt. Die belangrikste NLP-konsepte wat verband hou met die situasie van kinders op pad na volwassenheid word bespreek, of hulle nou terapie ontvang of in &apos;n klaskamersituasie is. Hoewel voortdurend verwys word na die tersaaklikheid van NLP in die psigo-opvoedkunde word sekere transendentaal-kritiese perspektiewe aangaande die be-langrikste konsepte en vooronderstellings van NLP ten slotte gebied.
A psycho-educational investigation into a few suppositions and concepts underlying the Neuro-linguistic Programming model
In the early 1970s a model was developed to identify the therapeutic methods that were used by outstanding psychologists. Eventually the so-called Neuro-linguistic Programming (NLP) model was introduced and this model is still used today in many fields such as in psychotherapy with children, in teaching, in the business world and so forth. The purpose of this article is to shed more light on the main presuppositions and concepts underlying the NLP model. This investigation will mainly be undertaken from a psycho-educational perspective. It will, however, also be attempted to concentrate on application possibilities (if any) of NLP concepts, taking a Christian point of departure. The most important NPL concepts will be discussed in relation to children on their way to adulthood, whether they are in therapy or in a classroom situation. In conclusion, while referring to the relevance of NLP in psycho-education, certain transcendental-critical perspectives will be provided concerning the most important concepts and presuppositions of NLP.
Waardegedrewe gemeenskaps-kommunikasie - die sosiale entstof teen MIV en VIGS? : research article
Paul J. Schutte
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 75 –98 (2005)
Value-driven community-based communication - the social vacine against HIV and AIDS? Recent statistics show the prevalence of HIV / AIDS in South Africa is still not decreasing, despite numerous intervention programmes and the formation of AIDS councils. In the medium to long term HIV / AIDS prevention could be more successful if there were to be a stronger paradigm shift towards more horizontal communication at the community level as opposed to the current mainly government-driven top-down approach which communicates solutions primarily through the national media. An interpersonal and interactive community approach, based on dialogue, is therefore urgently needed. Above all, this community focus should be based on clear values to ensure sustainability. Faith-based organisations should play a far greater role in AIDS campaigns in which the normative dimension is spelled out explicitly.
Volgens resente statistiek neem die voorkoms van MIV / VIGS in Suid-Afrika steeds nie af nie, ten spyte van intervensieprogramme en die tot-standkoming van VIGS-rade. Wat die medium- tot langtermyn betref, is daar &apos;n groter kans op suksesvolle voorkoming van MIV / VIGS as die fokus sterker verskuif na &apos;n meer horisontale kommunikasiebenadering op gemeenskapsvlak in teenstelling met die hoofsaaklik regeringsgedrewe, eenrigting-van-bo-na-onder-kommunikasie tans waar oplossings oorwegend deur die nasionale media gekommunikeer word. &apos;n Dialogiese, inter-persoonlike en interaktiewe gemeenskapsfokus is dringend nodig. Bowenal moet hierdie gemeenskapsfokus op duidelike waardes gegrond wees om enigsins volhoubaar te wees. Geloofsgebaseerde organisasies behoort &apos;n veel groter rol te speel in VIGS-veldtogte en die behoud van waardes moet eksplisiet gestel word.
Biblical counselling regarding inner change : research article
Yvonne Campbell-Lane and
George A. Lotter
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 99 –123 (2005)
Bybelse berading met betrekking tot innerlike verandering
Innerlike verandering is nie net die einddoel van berading nie, dit is ook &apos;n sentrale konsep van die evangelie. Bybelse beradering behels &apos;n Skriftuurlike insig in die wese van verandering en &apos;n strewe om hulle wat berading ontvang te help om hulle lewe te verander onder leiding van die Heilige Gees. Verandering is die essensie van die proses van heiligmaking en behels dat die persoon wat berading ontvang sy sondige lewenswyse aflê, sy denke vernuwe en hom / haar sal beklee met die nuwe lewe (Ef. 4:22 e.v.; Kol. 3:8 e.v.; Rom. 12:1-2). Ten spyte van die Christen se nuwe identiteit in Christus, het sy sondige natuur steeds &apos;n effek op sy lewe en het hy nodig om te groei in heiligmaking. In die meeste gevalle word die gelowige nie onderrig dat sy / haar irrasionele en onbybelse denke, gedrag en gewoontes moet verander word nie. Indien hierdie ou lewenstyl nie vervang word met die nuwe lewe nie, sal hy / sy terugval in die ou sondige gewoontes, onbybelse denke en gedrag. Die pastorale berader moet die persoon wat berading ontvang, leer dat God dit moontlik maak dat hy / sy kan verander. &apos;n Sekulêre antropologiese en sielkundige siening staan in skerp teenstelling met &apos;n Skriftuurlike siening van sonde en heiligmaking. Effektiewe Bybelse berading steun op &apos;n Bybelse antropologie en wêreldbeskouing. &apos;n Bybelse berader moet heiligheid en &apos;n Christelike lewenstyl aanmoedig by hom / haar wat berading ontvang sodat die beradene meer en meer soos Christus kan word. As die Christen-berader die Woord van God bedien op &apos;n wyse wat lewensveranderend werk, bring God die Vader die innerlike verandering teweeg by hulle wat die berading ontvang. &apos;n Pastorale berader behoort bedag te wees op die effek van sonde in die lewe van die beradene. Om sonde en sy nagevolge te ignoreer kan die effektiwiteit in die fasilitering van verandering in die lewe van die beradene beperk. Dit is noodsaaklik dat die berader die aard van verandering verstaan en toegerus is met kennis oor die aard en die kenmerke van verandering.
The concept of inner change is not only the ultimate goal of counselling; it is also a central concept of the gospel. Biblical counselling entails a Scriptural understanding of the nature of change and aims at helping the counsellee change his / her inner life under the guidance of the Holy Spirit. Change is the essence of the process of sanctification, entailing "putting off" (laying off) sinful ways of life, renewing the mind, and "putting on" ("clothing" oneself) with godly ways of life (Eph. 4:22 ff.; Col. 3:8 ff.; Rom. 12:1-2). Although believers have a new identity in Christ, they still suffer from the effect of sin and have to grow in sanctification. Often the believer has not been instructed about changing previous irrational and unbiblical beliefs, behaviour, and habits, and he / she thus still integrates these negative results of sin into his / her new life. Unless old patterns are replaced with new ones, the counsellee can revert to sinful habits, unbiblical beliefs and behavioural patterns. A pastoral counsellor thus needs to teach the counsellee that God has made provision for him / her to change. A worldly anthropology-psychology is entirely opposed to the Biblical doctrines of sin and sanctification. Effective Biblical counselling depends on a Biblical anthropology and world view. A Biblical counsellor should promote holiness and a lifestyle in accordance with Biblical guidelines, thus shaping the counsellee to the likeness of Jesus Christ. When a Biblical counsellor ministers the Word of God in a life-transforming way, then God himself changes the counsellee from the inside out. A counsellor may not ignore sin and its effect as it will limit the effectiveness of counselling in facilitating lasting change in the life of a counsellee. It is important that a Biblical counseller understands the nature of change and is equipped with knowledge about, and the character of change.
Professional development of teachers : critical success factors : research article
G.M. Steyn and
L.J. Van Niekerk
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 125 –149 (2005)
Professionele ontwikkeling van onderwysers: deurslaggewende faktore om sukses te behaalProfessionele ontwikkeling het die afgelope aantal jare baie aandag ontvang. Ten spyte van navorsingsbevindings berus die ontwikkeling van professionele ontwikkelingsprogramme dikwels op foutiewe aan-names van sodanige navorsing of selfs op geen navorsing nie. Die doel met hierdie artikel is drieledig: om te verduidelik waarom sommige programme misluk; om kernfaktore te identifiseer wat die effektiewe implementering van professionele ontwikkeling kan beïnvloed, en om die belangrikheid van kontekstuele faktore soos omgewing, interne toestande en individuele oorwegings, wat stukrag aan professionele ontwikkeling in skole gee, te beskryf. Spesifieke kategorieë wat beklemtoon is, sluit die volgende in: die leerstyle van opvoeders, toewyding van opvoeders, transformatiewe leierskap, buite-skoolse omstandighede, binne-skoolse omstandighede en die vereistes van professionele ontwikkelingsprogramme. Die ontwerp van professionele ontwikkelingsprogramme vir opvoeders vereis nuwe denke en nuwe wyses van interaksie wat ten doel het om die leerprestasies van leerlinge te verbeter.
Professional development (PD) has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance.
Standaardwerk oor vroëe sosio-ekonomiese strukture in Suid-Afrika Groep sonder grense : Die rol en status van die gemengde bevolking aan die Kaap, 1652-1795, H.F. Heese : book review
Johann W.N. Tempelhoff
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 153 –155 (2005)
Die historiografie van rasseverhoudings het in die jare sewentig van die vorige eeu merkwaardige vooruitgang gemaak.
Historiese Jesus of Verkondigde Christus Jesus : die keuse : Eerlike geloofsvrae oor die Jesusgesprek, Isak Du Plessis : book review
Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap 70, pp 155 –158 (2005)
In hierdie boek - waarvoor die fondament al deur die skrywer in vorige publikasies gelê is - herken ek opnuut my Kampense studiemaat van amper &apos;n halfeeu gelede: irenies, veel eerder versoenend as verdoemend, in die trant van: Kom ons maak ruimte om van mekaar te verskil, en tog by mekaar te bly.