1887

n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Godsdiens as 'n moontlike faktor in onderwysstelsels en die beplanning daarvan : research article

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Abstract


Students of education systems distinguish a number of factors that can impact on education systems and their planning. Religion, however, is rarely if ever mentioned as a factor in education system planning. In this article, the authors reflect on various facets of the question as to why religion has not been acknowledged as a factor in education systems in modern societies. The following aspects of the problem are addressed: the nature of the education system; the influence of secularism on education systems and their planning; problems which would be encountered if religion were to be taken into account in education system planning; and the accommodation of religions and religious diversity in education systems.
The conclusion is drawn that in the contemporary world, religion is recognised as a factor in education system planning only in the form of secularism (with a few exceptions, such as in mono-religious Islamic states). All other religions are relegated from public life to the private spheres of people's lives. Because secularism embodies the notion of a public morality that can potentially be shared by (and should be promoted among) all citizens of a particular country or society, secular values tend to be incorporated in the constitutions and other laws of countries. As a result, this value system tends to be promoted by means of the public education system. The article ends with two scenarios of what can be expected to happen if the opposite were allowed to happen, and schools, for instance, were not expected to adhere to secular values, but rather to the "sectarian" religious values of their choice.

In die onderwysstelselkunde word 'n hele reeks faktore onderskei wat 'n invloed op die onderwysstelsel kan hê. Godsdiens word egter selde of ooit in die hedendaagse opset van onderwysstelselbeplanning as sodanige faktor genoem of behandel. Dié artikel bied 'n besinning oor verskillende fasette van die vraag waarom godsdiens in hedendaagse regstaatsamelewings nie as 'n faktor in onderwysstelsels erken skyn te word nie. Aandag word aan die volgende aspekte van die probleem gegee: die wese van die onderwysstelsel; die invloed van die sekularisme op onderwysstelsels en hulle beplanning; probleme wat ondervind kan word indien godsdiens as 'n faktor in onderwys-stelselbeplanning beskou word, en die akkommodering van godsdiens en godsdiensverskeidenheid in die onderwysstelsel.


Die gevolgtrekking word gemaak dat godsdiens in die hedendaagse wêreld net in die vorm van sekularisme erken word as 'n faktor wat in ag geneem moet word met onderwysstelselbeplanning (met enkele uitsonderings, soos in enkelgodsdiens Moslemlande). Alle ander godsdienste word weens die sekularisme uit die openbare lewe verdring na mense se privaatlewens. Omdat die sekularisme die gedagte beliggaam dat daar 'n openbare moraliteit en universeel geldende waardes is wat alle burgers in 'n bepaalde land of samelewing met mekaar kan deel, word hierdie waardes gewoonlik opgeneem in die grondwette van lande en in ander wetgewing. Juis hierdie waardestelsel word dan deur die openbare onderwys bevorder. Die artikel sluit af met twee scenario's van wat verwag kan word indien die teenoorgestelde toegelaat word om te gebeur - indien skole byvoorbeeld toegelaat word om nie sekularistiese waardes aan te hang nie, maar wel die waardes van die "sektariese" godsdiens van hulle keuse.

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/content/koers/70/1/EJC59183
2005-01-01
2016-12-06
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