Ses dekades opvoedingsfilosofie sedert J. Chris Coetzee – waar staan ons vandag?

Six decades of philosophy of education since J. Chris Coetzee – where do we stand today? Approximately six decades have gone by since Professor J. Chris Coetzee first published his “Introduction to the philosophy of education” (the title of which can be translated as “Introduction to general theoretical education”). This article is aimed at explaining how the field of reformational philosophy of education in South Africa has developed during these six decades. The discussion does not follow the pattern of a mere historical review of events in the field. Use is made of recent developments in the fields of the history and sociology of science to explain the condition that philosophy of education in South Africa currently finds itself. Theories about the evolution of science developed by Kuhn, Neurath, Barrow and others are used to explain the nature of the crises experienced in this field of science

Op weg na 'n Christelike opvoedingsfilosofie?

Wie oor die onderwys -- in die besonder die Christelike onderwys - -skryf kan daarop reken dat hy die belangslelling van die Afrikaner sal geniet. Dit is die geval met die boek van prof. C. F. G. Gunter: „Opvoedingsfilosofieë. Op weg na ’n (Cliristelike opvoedingsfilosofie”. Veral die subtitel het groot verwagtings gewek — verwagtings wat deur die vleiende resensies van twee Transvaalse opvoedkundiges verhoog is.1

Sosiologiese oriëntering

Hoe kan die sosiologiese eise van die moderne tyd deur die Calvinistiese filosofie en praktyk van die opvoeding benader word

Christian philosophy of education in South Africa: the cultural-historical activity theory to the rescue?

Parents’ choice of schools for their children has become particularly problematic in the current circumstances because of the fact that most schools have become secular and hence cannot support Christian parents in their task of educating children in line with the former’s baptismal vow. In addition to this, Philosophy of Education has all but disappeared from teacher education curricula. These circumstances have not, however, detracted from Christian parents’, teachers’, caregivers’ and other educators’ need for a Christian Philosophy of Education. This article offers such a Philosophy of Education in the form of Biblical perspectives regarding the main facets of education couched in cultural-historical activity theory.  This approach circumvents objections against a mere “grab bag” of Biblical perspectives about education as well as against yet another master theory or grand narrative about Christian education.https://doi.org/10.19108/KOERS.81.2.226

Onderwysersopleiding in Suid-Afrika: leersame aspekte van ander stelsels

Teacher education in South Africa: noteworthy aspects from other systems Teacher education in South Africa, as part of the educational system, has been subjected to radical reform since 1994, as part of the reconstruction of society and of the education sys-tem. Deliberations about this aspect of the system have re-sulted in a number of significant policy documents and practical changes. The question arose whether South African theory and practice, with specific reference to teacher education, could learn in any way from the systems and practices of other countries. To find an answer to this question, a comparison of the teacher education systems of ten other countries and federal states including two developing countries and federal states, was made. The comparison, based on a particular philo-sophical-theoretical framework, revealed that the South African teacher education system compared well in theory and practice with the other systems. The study also revealed a few lacunae in both South African and foreign theory and practice

Opvoedkunde aan die P.U. vir C.H.O. – ‘n Toekomsblik

Die Potchefstroomse Universiteit het eers sedert 1925 ’n leerstoel in die Opvoedkunde maar beoefen al die opleiding en wetenskaplike toerusting van onderwysers sedert sy stigting in 1869

Die moontlikheid van Christelike onderwys in Suid-Afrika ná 1994

The possibility of Christian education in South Africa after 1994Conditions in South Africa have become decidedly unfavourable for the continued practice of Christian education in schools. A culture of fundamental human rights has become firmly established, which, among others, has resulted in the arrival of a secular-humanist educational dispensation. The issue facing the Christian community is how to exploit the prevailing conditions for the survival of Christian education in the system. The research reported in this article has revealed that the new system hinges on four principles, and that an understanding of these principles can afford scope and latitude for Christian education. The four principles are analysed in some detail with reference to a Constitutional Court decision and recent legislation

Performatiwiteit en die hedendaagse skool(hoof)

Performativity and the modern school (principal) Based on observations in the field of education management science, including the results of a recent empirical survey, we concluded that schools and their principals have become inundated with the demands for performativity, i.e. the demand to achieve in measurable terms as well as submit to the cult of efficiency and effectiveness. After briefly considering recent developments and changes in schools and in the work of school principals, we refer to the findings of the empirical survey. This is followed by a discussion of three key objections to performativity in schools and in the work of principals, namely the reductionism that it presupposes, its non-pedagogical tendencies and its negative effects on the school as a societal relationship. The discussion is conducted within a Christian-reformational frame of reference

Die skool en die onderwyser as faktore in die geestesgesondheid van die kind*

Ons hou geestesgesondheidsweke, stig beroepsentrums, samel geld in om mense wat geestelik siek is te genees, klae oor die tekort aan psigiaters, kliniese sielkundiges, bedryfsielkundiges, voorligters, skoolpsigoloë,ens. ’n Karige kwarteeu gelede het ons aan al hierdie dinge slegs akademiese aandag gewy. In hierdie kursus wordverskeie tipes kinders bespreek en geleer hoe om hulle probleme te benader

Martin Buber en de pedagogiek

Veel gezichtspunten uit de ideeëngeschiedenis komen in aanmerking om bestudeerd te worden in de Opvoedingsfilosofie. In (godsdienst)pedagogisch perspectief blijft het denken van Martin Buber (1878-1965) een voorbeeld van een inspirerende visie