Die 19de-eeuse Nederlandse skoolstryd in ’n filosofiese en ideologiese kragveld1

During the 19th century the history of education and schooling in the Netherlands was characterized by a struggle by various religious and church groups for the freedom to erect and support own schools. This history also included the struggle to obtain equal financial support for these ‘particular’schools. The course of the struggle was largely determined by the philosophies, ideologies and commitments of the various participants in the struggle. These philosophical/ideological positions entailed mainly the following: Enlightenment thinking (Rationalism in its various forms), Deism, Romanticism, revolutionary thinking, Classical Humanism, Socialism, Modernism, the Réveil (re-awakening), and ethical thinking. In this article each of these philosophical/ideological positions is briefly outlined and its impact on the education struggle and the personalities involved is indicated

Die probleem van religieuse/godsdienstige pluralisme en die moontlike hantering daarvan in die openbare onderwys

The problem of the existence of a multitude of religions (and cultures) within the borders of one and the same country occurs world-wide and many systems of education have been designed to handle the problem as fairly as possible. Some of the approaches traditionally applied in public education in addressing this problem arc briefly discussed and it is concluded that none of these approaches is in fact fair to all religious groups or can be successfully defended on fundamental grounds. Another approach to (he problem, viz. differentiation in education (schooling) on the basis of religious conviction and life-view (cosmoscope), is presented as a more suitable solution to the problem, and is then outlined in some detail. A basic premise of this approach is to present all users of schooling, and therefore all religious groups in a specific country’, with the advantages of private parent-teacher-controlled schools while, on the other hand, not burdening the parents with the financial implications of private education. Th is approach amounts to a system of private education and schooling within the structures of public education

Christelike onderwys in die praktyk: ’n Evaluering van die huidige stand van sake

Despite many years of reflection on and discussion of the theory and practice of Christian education in the RSA and other parts of the Western world, full justice has so far not been done to the ideals of Christian education in the practical situation of the classroom. This conclusion is drawn on the basis of an analysis of certain utterances by educationalists from four different parts of the world as well as on an analysis of some books generally used in RSA schools. The article is concluded with some suggestions towards rectifying the matter

Die doel, taak en terrein van die opvoedkunde soos beoefen aan die PU vir CHO (1935-1985)

In agreement with the method of historical weight it was hypothesized that the academic leaders of a Faculty of Education (i.e . the five deans who served in the PU for CHE's Faculty of Education in the period 1935-1985) can be regarded as the tuning fork regarding the aims of the science of education practised in that particular Faculty. The Faculty of Education of the PU for CHE celebrated a half-century of academic work in 1985. This article reports on an analysis of the views of the five deans who served (the last one is still serving) in the Faculty, on the aims and the task of the science of education. It was found that interalia one ideal was kept alive by all the deans: to practise education in a Scriptural/Christian way. Also, they all tried to either explain how Scriptural education (Pedagogics) works or what efforts should be con­ trived to ensure this form of scientific work. It was also found that certain developments in the views on the roles of norms and facts in the process of scientific work took place as the years went by and greater in sigh t was gained in the philosophy of (educational) science

Die verifikasieprobleem in die opvoedkunde

Dit behoef geen lang en ingewikkelde betoog om weer die belangrikheid en die ingewikkeldheid van die verifikasieprobleem hier te stel nie: trouens, elke wetenskaplike het al op die een of ander wyse te doen gekry met die probleem van waarheid en verifikasie in die loop van die beoefening van sy besondere wetenskap. ’n Oorsig van die geskiedenis van die wetenskap bring veral een saak sterk op die voorgrond, naamlik dat daar tussen kennis en waarheid ’n besonder noue samehang bestaan, dermate dat dit selfs gesê kan word dat kennis nie sonder waarheid bestaan nie. As die sekerheid van die waarheid ontbreek, kan daar nie van kennis gepraat word nie, maar hoogstens van vermoede, mening (Gr. doxa) of waarskynlikheid (Spier, 1950:148). Anders as denke is kenne altyd op die een of ander wyse op die waarheid betrokke (Spier, 1950:129)

The reliability of trace DNA or low copy number (LCN) DNA evidence in court proceedings

Although forensic DNA testing is well established, some experts disagree with the interpretation and statistical significance of test results obtained from very small samples. This article discusses the problems regarding the use of the low copy number (LCN) technique as well as the value that can be derived from such an analysis. It focuses on the problematic results that can arise from using very small samples for forensic DNA identification. Since this kind of analysis is based on low amounts of DNA samples (between 100 picograms and 200 picograms in South Africa) that are amplified by using more than the normal 28 cycles to create larger samples for analysis, the reliability of the analysis has been questioned. The amplification process, known as the Polymerase Chain Reaction (PCR), is associated with risks such as stochastic effects and contamination that could make interpretation of the results difficult for the defence. While standard operating laboratory protocols could prevent contamination and although the electropherograms could aid the detection of contamination, it is highly problematic for the defence counsel to ascertain whether these procedures were indeed strictly followed. Drawing on foreign jurisprudence, this article considers the risks and key controversies and explains what lawyers need to know, in order to be able to recognise controversial results that could stem from using the LCN DNA technique for forensic DNA identification. The conclusions thus drawn may be of particular relevance to the South African context, as no reported case law exists in which the issues relating to the use of LCN DNA have yet come to the fore

Die mens se (versteurde) verhouding met die natuur, en die opvoedingsimplikasies daarvan

One of the most important topics for discussion in the area of educational philosophy is the matter of man's relationship with and his responsibility towards nature. Nature is the non-human part of all created reality. The problem is that the world population is steadily growing whereas natural resources are divining, with the result that man is lining himself to destruction. To complicate matters, mankind does not behave responsibly towards his home, that is nature. Evidence for this statement can be found in the air and the water which is continually being polluted. Add to this also other forms of pollution like excessive sound and the results of modern technology and it becomes dear that the problem of man’s relationship with nature has already assumed grave proportions. A solution to the problem may be found in the education of children to not only understand the problem but also to see a way in which to strike a sensible balance between the exploitation of nature and ways and means to combat and neutralize the. detrimental effects of such exploitation. Even if there had been no sin or a fall into sin man would have required education to acquaint him with the correct ways to use nature and live in it, but the fall into sin has complicated matters considerably. Sin is responsible for man’s misbehavior concerning nature, and education is the main apparatus with which to combat this ill behavior

Die navorsingsmetode van die fundamentele opvoedkunde*

Fundamental Pedagogics, as one of the group of sciences constituting Education, has it's own set of research methods, although investigation of and thought about these do not always seem to he firmly grounded. Such investigation reveals that the inductive, verification o f hypothesis method as well as the method of literature study, is a basic method  of this discipline. Apart from these well-known methods there are, however, other methods of research which are useful only for Fundamental Pedagogics. Such methods would include the method of reflection about principles where the process of thinking fulfils itself within the framework of regulative principles; the method of the analysis of phenomena as a subsection of the encompassing method of the empirical study of structure, the transcendental-critical method with its various phases (the immanent. the transcendental, the. transcendent and the ethretical) and the problem- historical method. For the Fundamental Pedagogics student all these methods (as far as possible in combination to evade the danger of monism) are useful and important, because they do not only enable him to analyse the phenomenon of education, hut also to reflet tellingly on educational events and to describe educational structures, as well as to dele) mine which religion is the driving force behind a specific theory of education and practice of education, and which then functions within that framework

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

Adulthood as a universal educational goal

In some educational circles the aim of pedagogy (the leading/guiding of children) is circumscribed or indicated as “adulthood”, “which is commonly accepted as the first and the natural destination of the child who is on his journey through the world. Education ...is to lead/guide or to accompany a child on his way to the adulthood worthy of a human being as its aim” (Gunter, 1970, p. 9). In this respect one comes across several (vague) references in literature to “ the idea of adulthood” , the “norm figure of adulthood” being “ the natural destination of every child”, “the figure (form) of adulthood” (Landman & Gous, 1969, p. 80), “the ideal figure of adulthood” (as opposed to a “phantom of adulthood”), “a norm figure which is worth striving for” (ibid, p. 81). The authors just referred to rightly come to the conclusion that “content should be given to the idea of adulthood” (Landman, Roos & Liebenberg, 1971, p. 145)