Another look at education from a Christian stewardship perspective

Despite the current postmodern aversion to large-scale philosophies, another look at Christian stewardship education has become necessary. Christian educators need a reminder in the prevailing socio-political conditions in South Africa about the intricacies of their calling and duties towards the upcoming generation. The article commences with a discussion of education in general and then goes on to argue that the ‘thin’, minimalist and universalist language of modern day secular pedagogical theory should be augmented, or preferably replaced, by the ‘thick’, maximalist and particularist language of education theory rooted in the Bible. The article highlights a number of key concepts associated with Christian stewardship education and concludes by observing that, whilst an entire book (once again) could have been written on the subject, the discussion of a few key issues with regard to Christian stewardship education can serve as a reminder to Christian educators about their pedagogical responsibilities

Chaos and order in education

The relation between chaos and order in social systems has been a recurring theme in educational literature over the last decade. Discussions commonly propose links with developments in mathematics and physics. The authors take a critically constructive look at some of the fundamental questions that underlie the discussion. They look at the nature of the relevant developments in mathematics and physics in their possible relation to educational theory and practice. They proceed to explore the role of order, predictability and control and the place of religion in the education systems, and in academic discourse, of today's pluralist societies. South African Journal of Education Vol.24(1) 2004: 64-6

Violent societies: Educating the upcoming generations about their social contract

The citizens of many countries in the world, particularly of South Africa, are experiencing the collapse of the social order in their country as a result of certain circumstances. This fact of social disintegration has led educationists to again examine the nature and contents of the social contract that the South African citizenry has entered into. In secular states, the social contract should at least be rooted in two ethical principles, namely trust and humanistic versions of the Golden Rule. Analysis of the South African social contract demonstrates this point, and also shows how a positive modus vivendi [living together] can flow from the recognition and application of these two principles. The upcoming generations should therefore be educated to understand the nature and content of their social contract, the two ethical principles, and the need for a positive modus vivendi based on their particular social contract

The search for a moral compass and a new social contract in the context of citizenship education

Some observers regard South Africa as one of the most violent, lawless and morally depraved societies in the world. Several other countries around the world can be shown to be similarly afflicted. In South Africa’s case, this condition might be because of political transformation, particularly the lingering effects of the struggle against past injustices (apartheid, racism) inflicted on sections of the population. The social instability has been exacerbated by an influx of migrants and a resultant increase in diversity. One way of attempting to assuage this situation is to harness the school subject known as ‘citizenship education’ for guiding the upcoming generations into committing to a new moral compass, that is, awareness or consciousness with a conscience, and to an accompanying new social contract. Finding a rationale for such a moral compass and social contract that all the citizens of South Africa and of other similarly stricken countries would be prepared to commit to is a daunting task because people tend to be subjective in reflecting about their personal and group views, particularly about their religious beliefs and convictions. Closer examination reveals, however, that despite all the diversity, differences and conflict prevalent in societies, people are potentially able to share a set of basic values that arguably could form the core of the sought-for moral compass. Citizenship education could be functional in bringing home to the next generation the notion of henceforth living in accordance with the precepts of such a moral compass and social contract

The image of the teacher held by learners from 10 different countries: A new perspective on the causes of problems with learner discipline

The article reports on research that investigated the image of teachers held by school learners. Based on a conceptual-theoretical distinction between the ideal teacher, the totally effective teacher and the typically excellent teacher, it was assumed that learners would focus on the first, which is a mental construct, and not on the third, which refers to a flesh-and-blood person actually found working in classrooms. They would not be aware of the discrepancy existing between the ideal teacher and the actual typically excellent teacher. A hundred learners in each of England, Latvia, Greece, Serbia, Slovenia, Bulgaria, Turkey, Pakistan, South Africa and Mexico were asked to write a one-page essay on the following topic: ‘What does a typical teacher look like?’ The investigation confirmed the correctness of the assumption. Despite clear instructions to describe a typical teacher, many respondents from all 10 countries described what they regarded as the ideal teacher. There seems to be a discrepancy between what learners want in a teacher (the ideal teacher) and what they actually have (the typical teacher). It is also possible that the lack of exposure to truly transformative teachers may in many instances lead to ineffective education. This may be one of the causes of problems with learner discipline in school that has thus far been overlooked in the scholarly pursuit to get to the root of problems with learner discipline, possibly because it does not fit neatly into the widely used model of categorising the causes of problems with learner discipline in schools

The capability of national education systems to address ethnic diversity

Modern societies have become much more complex in recent decades, also in terms of ethnic identities and differences. The question arose whether education systems were capable of addressing the needs of ethnic and other minorities in countries across the globe. After examining a cross-section of education systems (in Australia, Canada, China, Israel, Malaysia, Rwanda, Russia and South Africa) with the aid of a set of specially developed criteria, it was concluded that these systems seemed to comply with the criteria in various ways, albeit in different measures and in several configurations. It is recommended that policy makers apply such criteria for enhancing the capability of an education system to address the needs of ethnic minorities and to meet the demands of increased social complexity

Three perspectives on the notion of ‘the best interests of the child’

The research reported in this article was centred on three research questions about the issue of ensuring that, in education and schooling, the principle of the best interests of the child is respected. The inauspicious treatment of children through the ages led the international community in the form of the United Nations to adopt its Convention on the Rights of the Child (CRC) in 1989. The series of developments culminating in the adoption of the CRC led to the formulation of the following three research questions: (1) What motivated the United Nations to adopt its CRC, in particular its formulation of the notion of ‘the best interests of the child’? (2) How did the notion of ‘the best interests of the child’ subsequently find expression in the 1996 Constitution of the Republic of South Africa and the South African jurisprudence following thereafter? (3) What perspectives does the Bible, as the Word of God, provide on the notion of ‘the best interests of the child’? Interpretivism-constructivism was used in putting together the thesis developed in this article. Interpretivism was applied to the results of an initial literature study on the status of the child, followed by constructivism in construing the line of argumentation that follows. The second part of the article emerged after a critical analysis of the post-1994 legislation and jurisprudence in South Africa. The norm set by the CRC has been respected since the advent of the new political dispensation in South African legislation and subsequent jurisprudence. The Bible, as the Word of God, also provides perspectives regarding the notion of ‘the best interests of the child’, although it does not employ this phrase as such. It teaches that since children are human beings and created in the image of God, and also because they are vulnerable, they have to be treated with loving care, respect, sympathy, and empathy. Contribution: The article sheds light on the way the concept ‘best interests of the child’ attained international acceptance and subsequently obtained application in the South African constitutional arena since 1994. It also creates a link between legal stipulations and biblical perspectives regarding the notion of ‘the best interests of the child’

How Citizens with Integrity Can Contribute to Social Justice in an Unequal Society

ABSTRACT Life in South Africa and elsewhere in the less developed world abounds with examples of social injustice, to such an extent that one could justifiably speak of unjust and unequal societies. In South Africa, a divide between the newly rich and the very poor has developed, coupled with a high crime rate which is one of the results of this inequality. This paper examines the thesis that social injustice can be eradicated in all unequal societies through educating the upcoming generations to be people with integrity, people who can be truly "organic" individuals, that is, with a spirit of serving others and caring for their interests. Education should be aimed at forming, guiding, equipping and enabling future citizens of the country to become driven with a spirit of selflessness and unselfishness. This will imbue in them a readiness to share with others and in doing so, to act and behave to the common good of all living in that particular society. This study has implications for education in all unequal societies, those still riddled with social injustice and suffering deep social divides

Bydraende faktore tot leerderdissiplineprobleme: ’n Multiveranderlike analise

Contributory factors to learner discipline problems: A multivariate approach. Hitherto, researchers in the field of the various causal or contributory factors of learner discipline problems in schools tended to approach each of those factors in isolation. This article reported on research regarding the theoretically justifiable notion of the confluence of the various factors that culminate in learner discipline problems at school. Grade 9 learners as well as their educators completed questionnaires in which they had to indicate on a semantic differential scale the extent to which they thought each of the 36 possible causes played a role in the incidence of learner discipline problems in their school. Routine factor analysis revealed that seven factors contributed to learner misbehaviour in their particular school, namely social problems in society, the influence of parents on the behaviour of their children, the authority of the educator, democratic participation in school governance, the nature of school structures, and also physical and psychological disabilities

The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives

In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project. Keywords: citizenship; citizenship education; citizenship values; democracy; globalisation; political reform; post-conflict societies;  school as social institution; social justice; value systems&nbsp