'n Reformatoriese benadering tot die Opvoedingsfilosofie: Uitdagings vir nou en vir die toekoms
Hierdie artikel beliggaam die outeur se perspektief op die ontwikkeling van die reformatoriese benadering tot die opvoedingsfilosofie in Suid-Afrika, vanaf die middel van die 19de eeu tot en met 2024. Dit begin deur die grondleggende werk van baanbrekersfigure soos professore J Chr Coetzee en HJJ Bi...
| 主要作者: | |
|---|---|
| 格式: | 電子 Article |
| 語言: | Afrikaans |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| 出版: |
2025
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| In: |
Koers
Year: 2025, 卷: 90, 發布: 1, Pages: 1-10 |
| Further subjects: | B
Postmodernism
B Higher Education B private institutions of higher education B Pragmatism B filosofie van die opvoeding B philosophy of education B Pragmatisme B private hoëronderwysinstansies B reformational approach B Postmodernisme B Phenomenology B fenomenologie B reformatoriese benadering B hoër onderwys |
| 在線閱讀: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 245 | 1 | 3 | |a 'n Reformatoriese benadering tot die Opvoedingsfilosofie: Uitdagings vir nou en vir die toekoms |
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| 520 | |a Hierdie artikel beliggaam die outeur se perspektief op die ontwikkeling van die reformatoriese benadering tot die opvoedingsfilosofie in Suid-Afrika, vanaf die middel van die 19de eeu tot en met 2024. Dit begin deur die grondleggende werk van baanbrekersfigure soos professore J Chr Coetzee en HJJ Bingle uit te lig. Die oorsig volg dan die gestadigde agteruitgang van hierdie benadering vanaf ongeveer 1969, toe Suid-Afrikaanse opvoedingsfilosowe hulle toenemend na alternatiewe paradigmas soos pragmatisme, fenomenologie en postmodernisme begin wend het. Hierdie ideologiese skuif het gelei tot ’n afname in die invloed van die reformatoriese tradisie onder beide universiteitsdosente en studente. Deur op drie sleutelstudies te steun, elk met ’n unieke perspektief, spoor die artikel na hoe hierdie transformasie oor ses dekades ontvou het. Die koms van ’n volledig-demokratiese Suid-Afrika in 1994 wat tot grootskaalse hervormings in skool- en universiteitsopvoeding gelei het, het die wending na sekulêre humanisme verder versnel. As gevolg hiervan is die reformatoriese opvoedingsfilosofie in die praktyk na die privaat sfeer verplaas. Hierdie verwikkeling plaas die verantwoordelikheid op opvoedingsfilosowe in private hoëronderwysinstellings om die reformatoriese opvoedingsfilosofiese nalatenskap voort te dra waar vorige geslagte daarmee opgehou het. | ||
| 520 | |a This article examines the author’s perspective on the development of the reformational approach to the philosophy of education in South Africa, from the mid-19th century through to 2024. It begins by highlighting the foundational work of early pioneering educationists such as Professors J Chr Coetzee and HJJ Bingle. The overview then follows the decline of this approach from around 1969, as South African philosophers of education increasingly turned to alternative paradigms, such as pragmatism, phenomenology, and postmodernism. This ideological shift led to a noticeable decrease in the influence of the reformational tradition among both university lecturers and students. Drawing on three key studies, each providing a unique perspective, the article traces the transformation that has unfolded over the last six decades. The establishment of a fully democratic South Africa in 1994, coupled with major reforms in school and university education, further accelerated the turn toward secular humanism. As a result, the reformational philosophy of education has effectively been relegated to the private sphere. This shift places the responsibility on philosophers of education within private higher education institutions to continue the reformational education philosophical legacy where previous generations stopped. https://doi.org/10.19108/KOERS.90.1.2635 | ||
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| 650 | 4 | |a filosofie van die opvoeding | |
| 650 | 4 | |a hoër onderwys | |
| 650 | 4 | |a Postmodernisme | |
| 650 | 4 | |a Pragmatisme | |
| 650 | 4 | |a private hoëronderwysinstansies | |
| 650 | 4 | |a reformatoriese benadering | |
| 650 | 4 | |a Higher Education | |
| 650 | 4 | |a Phenomenology | |
| 650 | 4 | |a philosophy of education | |
| 650 | 4 | |a Postmodernism | |
| 650 | 4 | |a Pragmatism | |
| 650 | 4 | |a private institutions of higher education | |
| 650 | 4 | |a reformational approach | |
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