1887

n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - 'n Beginselgrondslag vir gesag, vryheid, orde en dissipline in die onderwysopset van die vroeg-21ste eeu : research article

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Abstract

A principial foundation for authority, freedom, order and discipline in the educational context of the early 21st century


This volume of Koers contains a number of articles dealing with various aspects of authority, freedom, order and discipline in the educational context. The discussion in this, the introductory article, is based on the question whether postmodern conditions have brought about any changes to our views and ideas about these phenomena, especially since these conditions seem to favour relativism and to be averse to generalising "grand narrative"-views. In the discussion of each of these phenomena, the ramifications of extremely static and rigorous as well as of extremely fluid and dynamic approaches are considered. It is concluded that although cognisance has indeed to be taken of the needs and demands of postmodern man (in the shape of learners, for instance), persons in authority in educational context should strive to apply principles based on a Biblically-based/reformational view of man, society, authority, freedom, responsibility, accountability, order and discipline.

'n Beginselgrondslag vir gesag, vryheid, orde en dissipline in die onderwysopset van die vroeg-21ste eeu


Hierdie Koers-bundel bestaan uit 'n aantal artikels oor verskeie aspekte en fasette van gesag, vryheid, orde en dissipline. Die bespreking in hierdie inleidende artikel is gebaseer op die vraag of die heersende postmoderne kultureel-lewensbeskoulike omstandighede enige veranderinge meegebring het in die wyse waarop hierdie verskynsels benader (behoort te) word - in hierdie geval in onderwyskonteks - aangesien die postmoderne benadering 'n voorkeur toon vir 'n relativistiese aanslag en afwysend staan teenoor starre "groot verhaal"-sienings. Die implikasies van sowel 'n uiters statiese, rigoristiese en starre benadering sowel as van 'n uiters vloeiende en dinamiese benadering tot elkeen van hierdie verskynsels word ondersoek. Die gevolgtrekking word gemaak dat, hoewel daar inderdaad gereken moet word met die behoeftes en eise van die postmoderne mens (in die persoon van die leerder), gesagsdraers in onderwyskonteks steeds behoort te poog om beginsels gefundeer in 'n Bybelse/reformatoriese siening van die mens, samelewing, gesag, vryheid, verantwoordelikheid, toerekenbaarheid, orde en dissipline tot toepassing te bring.

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/content/koers/68/4/EJC59120
2003-01-01
2016-12-07
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