Acta Academica - Volume 43, Issue 2, January 2011
Volume 43, Issue 2, January 2011
Source: Acta Academica 43, pp 1 –40 (2011)
This article investigates the representation of "dulle Griet" by the seventeenth-century artists David II Teniers and David III Ryckaert in the context of Catholic Flanders. In a society preoccupied with hierarchical order both the state and church aimed to root out archaic beliefs and customs, and to save society from witchcraft. The representations of mad Meg are interpreted as comic archaisms satirising the magical culture of the peasants to confirm the superiority of the urban elite. While these imaginative inventions heightened their artistic prestige and social standing, it is argued that the painters also contributed to the efforts to demystify the ideology of witch hunting.
'Dulle Griet' in sewentiende-eeuse Vlaamse skilderkuns: 'n lagwekkende beeld van populêre boerekultuur
Hierdie artikel ondersoek die voorstelling van "dulle Griet" deur die sewentiende-eeuse kunstenaars David II Teniers en David III Ryckaert in die konteks van Katolieke Vlaandere. In 'n maatskappy wat behep was met hiërargiese orde het beide die staat en kerk daarna gestrewe om argaïese gelowe en gebruike uit te roei en om die samelewing van heksery te red. Die voorstellings van dulle Griet word geïnterpreteer as komiese argaïsmes wat die magiese kultuur van die boere gehekel het om die superioriteit van die stedelike elite te bevestig. Terwyl hierdie verbeeldingryke uitvindings hul artistieke aansien en sosiale status verhoog het, kan dit bepleit word dat die skilders ook bygedra het tot die strewe om die ideologie van heksevervolging te ontmasker.
Source: Acta Academica 43, pp 41 –65 (2011)
Die uitwerk van 'n afgrensingskriterium in reformatoriese filosofie
Die huidige wetenskapsfilosofie worstel ernstig met 'n oënskynlik eenvoudige vraag: hoe onderskei 'n mens tussen wetenskaplike en nie-wetenskaplike kennis? Die soeke na 'n kriterium vir onderskeid tussen wetenskap en nie-wetenskap is uitgebreid maar lewer nie veel op nie. Hierdie artikel stel aan die orde die bydrae wat die Reformatoriese filosofie, 'n relatiewe klein Christelike denkskool, maak. Daar word geargumenteer dat laasgenoemde 'n moontlike antwoord op die afgrensings-probleem bied. Die standpunte van die relevante skrywers word kortliks gegee met die konklusie dat (sedert die begin van die skool in die 1930's) die debat oor die afgrensingskriterium 'n beduidende ooreenkoms tussen Reformatoriese filosowe toon.
Analogical grounding of figurative language : narrative and metaphor and the rhetoric of inquiry
Source: Acta Academica 43, pp 66 –81 (2011)
Storytelling requires clear qualification of context if it is to provide solid knowledge. Combining storytelling or narrative with scientific discourse is to some extent incongruous. Stories and narratives thrive on the concrete and often particular experiences of human beings whereas theorising is characterised by abstraction aimed at identifying the laws underlying the regularities observed in reality. Although stories often deal with the individual and particular, the knowledge contained in them refers to classes of phenomena, not to unique individuals. The secret to understanding the prevalence of metaphor in narrative and storytelling is located in the fact that metaphor discloses par excellence the ontic and ontological classifications in reality. It lies at the root of descriptive classification, meaning change and meaning transfer and is grounded in the analogies revealed by the metaphor.
Analogiese begronding van figuurlike taalgebruik: narratief en metafoor en die retoriek van ondersoek
Die narratiewe benadering wat tans in talle wetenskappe opgang maak, vereis 'n deeglike kwalifikasie van konteks indien die kennis wat daarin ter sprake is as betroubare kennis gereken moet word. Die kombinasie van storievertelling en wetenskaplike teorieë is tot op sekere hoogte inkongruent omdat wetenskaplike teorieë per definisie werk met abstrakte en universele kennis terwyl stories handel oor die partikuliere en individuele gebeure of verskynsels. Metafoor en analogie speel in beide voorwetenskaplike storievertelling en wetenskaplike betoog 'n belangrike rol. Dit berus of appelleer op die grondliggende klassifikasie en kategorisering van die werklikheid wat juis in die proses van artikulasie van die klassifikasies en kategorieë openbaar gemaak word. In hierdie proses speel analogieë 'n belangrike rol.
Timelessness, Trinity and temporality
Author Anne Verhoef
Source: Acta Academica 43, pp 82 –112 (2011)
In philosophy and theology there exists a complex relation between timelessness, Trinity and temporality. Timelessness is an age-old attribute given to God in philosophical and theological traditions, but within the last century's development of trinitarian theology new emphasis has been placed on God's temporality. This article discusses the trinitarian theologian Robert W Jenson's understanding of God's "temporal infinity" as well as the theologian Antje Jackelén's theology of time. Their proposed concepts of God's time/eternity is analysed in terms of the contemporary philosophical and scientific debates on the nature of time. Although Jenson's and Jackelén's conceptions of God's time/eternity might, to a great extent, be philosophically sound, they still have some unresolved - perhaps more theological than philosophical - implications.
Tydloosheid, Triniteit en temporaliteit
In filosofie en teologie bestaan daar 'n uiters komplekse verhouding tussen tydloosheid, Triniteit en temporaliteit. In beide hierdie tradisies is tydloosheid 'n eeue-oue eienskap van God, maar binne die ontwikkeling van die trinitariese teologie van die vorige eeu is nuwe beklemtoning op God se temporaliteit geplaas. Hierdie artikel bespreek die trinitariese teoloog Robert W Jenson se verstaan van God se "temporele oneindigheid" sowel as die teoloog Antje Jackelén se teologie van tyd. Beide se voorstelle oor God se tyd/ewigheid word geanaliseer in terme van die kontemporêre filosofiese en natuurwetenskaplike debatte oor die aard van tyd. Alhoewel Jenson en Jackelén se konsepte van God se tyd/ewigheid in 'n groot mate filosofies houdbaar is, het dit steeds onopgelosde - dalk meer teologies as filosofies - implikasies.
"Sunny side and/or shady side?" : the living conditions and resilience of elderly Sunnyside residents
Author Assim Alpaslan
Source: Acta Academica 43, pp 113 –144 (2011)
This article describes the experiences relating to the living conditions of a sample of older people residing in Sunnyside, Tshwane. Based on their narratives and the meanings they attach to their living conditions in Sunnyside, this article concludes that this suburb has both a sunny and a shady side for the elderly. Their view of and approach to life, as well as their resilience enable the elderly to deal with the shady side of Sunnyside. Contrary to what might have been expected, the advantages relating to the sunny side of their suburb appear to transcend the disadvantages of its shady side.
Die lewensomstandighede en veerkragtigheid van die ouer inwoners van Sunnyside
Die artikel beskryf 'n groep bejaarde persone se ervarings rondom hul lewensomstandighede in Sunnyside, Tshwane. Vanuit die deelnemers se vertellinge en die betekenisse wat hulle heg aan hulle lewensomstandighede in Sunnyside is daar tot die gevolgtrekking gekom dat Sunnyside vir dié groep bejaardes beide 'n son- en 'n skadukant het. Die manier waarop die deelnemers na die lewe kyk en dit benader en die veerkragtigheid wat hulle demonstreer bemagtig hulle om die skadukant van Sunnyside te hanteer. In teenstelling met wat verwag sou word, lyk dit asof die voordele verbonde aan die sonkant die skadukant van die woonbuurt oorheers.
Parent-child relationship and adolescent egocentrism
Source: Acta Academica 43, pp 145 –164 (2011)
This article aims to establish how different categories of parent-child relationships are associated with certain manifestations of egocentrism. An empirical investigation was carried out, and questionnaires were used to measure egocentrism and parent-child relationships. The results of the investigation showed that the adapted egocentrism questionnaire can be considered reliable and construct valid. Significant negative correlations were obtained between parent-child relationships and egocentrism, in particular between personal fable and the relationship of knowing. Results from the regression analysis showed that 39% of the variance in parent-child relationship can jointly be explained by imaginary audience, personal fable and overestimation of responsibilities.
Ouer-kindverhouding en adolessente egosentrisme
Die artikel het ten doel om vas te stel hoe verskillende kategorieë van ouer-kindverhoudinge verband hou met sekere manifestasies van egosentrisme. 'n Empiriese ondersoek is uitgevoer en vraelyste is gebruik om egosentrisme en ouer-kindverhouding te meet. Die resultate van die ondersoek het aangetoon dat die aangepaste vraelys om egosentrisme te meet betroubaar en konstrukgeldig is. Beduidende negatiewe korrelasies is gevind tussen ouer-kindverhouding en egosentrisme, veral tussen persoonlike fabel en kenverhouding. Resultate van die regressie analise het getoon dat 39% van die variansie in ouer-kindverhouding gesamentlik verklaar kan word deur verbeelde gehoor, persoonlike fabel en oorskatting van verantwoordelikhede.
Source: Acta Academica 43, pp 165 –192 (2011)
This article analyses the decisions and feedback from reviewers of a decentralised ethics committee to applicants in a two-year period. Results indicate that the review of research protocols by an ethics committee are complicated by challenges related to factors such as the formal requirements for review, process of informed consent, research design, how power relationships are addressed, and sample selection. These challenges are put into perspective by discussing organisational factors that lead to ethical divide rather than ethical synergy between ethics committee members and applicants.
Uitdagings verbonde aan etiekevaluasie van opvoed-kundige navorsing by 'n Suid-Afrikaanse universiteit
Hierdie artikel bestudeer die etiekevaluasieproses deur die besluite en terugvoer van evalueerders verbonde aan 'n gedesentraliseerde etiekkomitee te analiseer oor 'n periode van twee jaar. Resultate dui aan dat die evaluasie van navorsingsprotokolle deur 'n etiekkomitee gekompliseer word deur uitdagings met betrekking totfaktore soos formele vereistes van evaluasie, ingeligde toestemmingsproses, na-vorsingsontwerp, hoe magsverhoudinge aangespreek word, en steekproefneming. Hierdie uitdagings word in perspektief geplaas deur organisatoriese faktore te beskryf wat lei tot 'n etiese gaping, eerder as etiese sinergie, tussen etiekkomiteelede en aansoekers.
Teaching about social justice : black lecturer, white students
Author Willy Nel
Source: Acta Academica 43, pp 193 –213 (2011)
This article reports an analysis of white students' reflections on the teaching of social justice issues by their black lecturer. These reflections follow their seemingly resistant behaviour in respect of the social justice-laden content, and the conscious effort by their lecturer at disrupting their silencing behaviour. At face value the reflections contradict the resistance initially displayed in class, with their journals reflecting an overwhelmingly accepting tone towards the social justice issues taught. This article aims to contribute to discussions regarding teaching about social justice.
Onderrig oor sosiale geregtigheid: swart dosent, wit studente
Hierdie artikel rapporteer 'n analise van wit studente se nadenke oor die onderrig van sosiale geregtigheidskwessies deur hul swart dosent. Dit volg na hulle skynbaar weerstandige gedrag teenoor die sosiale geregtigheidsgelade inhoud en die bewuste poging deur die dosent om hulle stilmakende gedrag te onderbreek. Oppervlakkig beskou weerspreek hul nadenke die weerstand wat hulle in die klas vertoon. Hul joernale weerspieël 'n oorwegend aanvaardende toon rakende die sosiale geregtigheidskwessies. Hierdie artikel poog om by te dra tot gesprekke oor die onderrig van sosiale geregtigheid.
Self-directed learning and career decision-making
Author Karina De Bruin
Source: Acta Academica 43, pp 214 –235 (2011)
This article explores the relationships between self-directed learning and aspects of career decision-making. First-year students in access programmes at a South African university participated in the study. Having entered higher education via an alternative route, it was expected that these students would find it difficult to make career decisions. Students who measure high on self-directed learning find it easier to make career decisions. The results indicate that self-directed learning has significant correlations with career decision self-efficacy, career decision certainty and indecision. Multiple regression analyses showed that self-directed learning explained approximately 4% of the variance in career decision certainty besides what is explained by career decision self-efficacy.
Selfgerigte leer en loopbaanbesluitneming
Die artikel ondersoek die verbande tussen selfgerigte leer en aspekte van loop-baanbesluitneming. Eerstejaarstudente in toelatingsprogramme aan 'n Suid-Afrikaanse universiteit het aan die studie deelgeneem. Aangesien hierdie studente alternatiewe toegang tot hoëronderwys verkry het, sou 'n mens kon verwag dat hulle probleme met loopbaanbesluitneming sou ervaar. Selfgerigte leerders vind dit makliker om loopbaanbesluite te maak. Die resultate dui aan dat selfgerigte leer beduidende korrelasies met self-effektiwiteit, sekerheid en besluiteloosheid rakende loopbaanbesluite het. Meervoudige regressie-ontledings het aangetoon dat selfgerigte leer ongeveer 4% van die variansie in sekerheid rakende loopbaanbesluite verklaar, bo en behalwe dít wat deur self-effektiwiteit verklaar is.
Challenges to parental involvement in school governance
Source: Acta Academica 43, pp 236 –263 (2011)
Many parents find it difficult to embrace their governance role within public schools, with the exception of those within elementary schools. Despite the intention of the South African Schools Act of 1996 to change this situation, some primary schools reported a mixed-bag of responses regarding parental involvement in school governance. This article reveals that "young to middle-aged" parents display immense energy, inquisitiveness, and a desire to lead and be involved, while their older counterparts still accept and respect the unfolding of events at school without question.
Uitdagings rakende die betrokkenheid van ouers in die bestuur van skole
Baie ouers vind dit moeilik om hul bestuursrol binne openbare skole aan te gryp met uitsondering van ouers in aanvangsonderrigskole. Ten spyte van die poging van die Suid-Afrikaanse Skolewet van 1996 om die situasie te verander, verklaar sommige primêre skole 'n mengelmoes van reaksies aangaande ouers se betrokkenheid in die bestuur van skole. Die artikel toon dat "jonger tot middeljarige" ouers baie energie en nuuskierigheid vertoon en 'n behoefte het om leiding te gee en betrokke te wees, terwyl hul ouer eweknieë steeds net die gebeure by die skool sonder enige bevraagtekening aanvaar en respekteer.