Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme

Historically the school has been subject to a de-/vitalizing power-play fulfilled through the manipulative power of holders of power under the primacy of a specific religious ground motif The result has been that the school is seemingly experiencing an identity crisis because of the incomplete defin...

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Main Authors: J. H. de Villiers, J.L. van der Walt
Format: Article
Language:Afrikaans
Published: Scriber Editorial Systems 1992-03-01
Series:Koers : Bulletin for Christian Scholarship
Online Access:https://www.koersjournal.org.za/index.php/koers/article/view/793
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spelling doaj-ae93dda66f494d318d15be9f3f96e5072020-11-25T02:53:49ZafrScriber Editorial SystemsKoers : Bulletin for Christian Scholarship0023-270X2304-85571992-03-0157310.4102/koers.v57i3.793Die devitaliseringsdialektiek van die skool: enkele fundamentele problemeJ. H. de Villiers0J.L. van der Walt1Departement Fundamentele en Historiese Opvoedkunde Potchefstroomse Universiteit vir CHO POTCHEFSTROOMJ.L van der Walt Departement Fundamentele en Historiese Opvoedkunde Potchefstroomse Universiteit vir CHO POTCHEFSTROOMHistorically the school has been subject to a de-/vitalizing power-play fulfilled through the manipulative power of holders of power under the primacy of a specific religious ground motif The result has been that the school is seemingly experiencing an identity crisis because of the incomplete definition of its task of educative teaching, because man/power-holders have historically been wont to regard himself/themselves as the justified determiner of meaning of his/their structures. Subsequently the school's foundational function, its destinational function and its sphere of competence have been defined by way of apostatic ground motifs and secular points of departure. Thus the school has been subjected to a never-ending, self-denying bipolar play of power which can be self-undermining. While no power-play can be driven to its fullest consequences, 1school reforms* have been self-abortive in nature. There is therefore the demand to provide the school with a stable value system which for the Christian is situated in the creation-fall-redemption religious ground motif which places man in a radical Creator-creature relationship.https://www.koersjournal.org.za/index.php/koers/article/view/793
collection DOAJ
language Afrikaans
format Article
sources DOAJ
author J. H. de Villiers
J.L. van der Walt
spellingShingle J. H. de Villiers
J.L. van der Walt
Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
Koers : Bulletin for Christian Scholarship
author_facet J. H. de Villiers
J.L. van der Walt
author_sort J. H. de Villiers
title Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
title_short Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
title_full Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
title_fullStr Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
title_full_unstemmed Die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
title_sort die devitaliseringsdialektiek van die skool: enkele fundamentele probleme
publisher Scriber Editorial Systems
series Koers : Bulletin for Christian Scholarship
issn 0023-270X
2304-8557
publishDate 1992-03-01
description Historically the school has been subject to a de-/vitalizing power-play fulfilled through the manipulative power of holders of power under the primacy of a specific religious ground motif The result has been that the school is seemingly experiencing an identity crisis because of the incomplete definition of its task of educative teaching, because man/power-holders have historically been wont to regard himself/themselves as the justified determiner of meaning of his/their structures. Subsequently the school's foundational function, its destinational function and its sphere of competence have been defined by way of apostatic ground motifs and secular points of departure. Thus the school has been subjected to a never-ending, self-denying bipolar play of power which can be self-undermining. While no power-play can be driven to its fullest consequences, 1school reforms* have been self-abortive in nature. There is therefore the demand to provide the school with a stable value system which for the Christian is situated in the creation-fall-redemption religious ground motif which places man in a radical Creator-creature relationship.
url https://www.koersjournal.org.za/index.php/koers/article/view/793
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