Nuanses in die filosofie van die wetsidee

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Editorial

The Editorial Board is pleased to present this issue. This number brings to a focus the Christian-scientific perspective’s engagement with key issues in present-day society; the interaction between worldview, culture, ethnicity, and different religious commitments; as well as subject-specific considerations in regard to ethical decisionmaking. Three of the articles appear as the final installments of a series by the respective authors

Teaching for a transformative engagement with our context: The importance of care in Christian pedagogical suggestions for higher education

Responsible scholarship requires that students engage with their context and their own learning to understand and transform our world with wisdom. Ponti (J.J.) Venter argues that such a notion is central in understanding the task of a (Christian) university. In this article, dedicated to Professor Venter, I argue that the pedagogical implications of such a Christian understanding of science need to be developed further in a higher education context. I propose that care deepens wonder and sustains action by continuously calling our imagination to envisage longed-for change in both an academic and a broader social context. I offer five concrete suggestions to support lecturers in guiding students to act from their care for the world. These suggestions refer to the importance of inventory work, the cultivation of empathy, inspiring examples, emotional involvement, and an inner and outer dialogue as to the appropriate form their care should take. A Christian pedagogy should, secondly, support students in unfolding their own style of moving between theory and experience; thirdly, it should enable students to experience themselves as partners in academic discussions and as historical formative agents contributing to our world; fourthly, it should focus on a view of the world in which their tentacles are feeling for change, accompanied by normative sophistication. Fifthly, the development of a suitable pedagogy requires lecturers to develop peer groups organically to reflect on teaching practices that encourage students’ transformative engagement with our world

Redaksioneel – Koers 79, 2014

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Nuances in the Philosophy of the Cosmonomic Idea

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Editorial: Koers 79, 2014

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Editorial

It is with great pleasure that the Editorial Committee presents the second edition of 2010. The articles in this edition cover a wide range of topics. As always, emphasis is placed on an integrated lifeview foundation that offers new insights into relevant philosophical, moral and ethical issues in the variety of disciplines