The objective of this study was to assess whether, and how, the attitudes towards business ethics of former South African business students have changed between the early 1990s and 2010. The study used the Attitudes Toward Business Ethics Questionnaire and applied a comparative analysis between leading business schools in South Africa. The findings of this study found a significant change in attitudes based on a set time frame, with a trend towards stronger opinions on business ethics and espoused values. Eleven (...) factors came out as fundamental, although they were less able to explain the variation in the attitudes than the previous study. A significant change in the rankings of variables was noted and indicated a shift in attitude toward a teleological moral philosophy as well as utilitarian motives. This shows a clear trend towards compliance-based ethics, which can be explained by the proliferation of business legislation and regulation in the wake of recent corporate governance failures and the subsequent global financial crisis. (shrink)

Some observers regard South Africa as one of the most violent, lawless and morally depraved societies in the world. Several other countries around the world can be shown to be similarly afflicted. In South Africa's case, this condition might be because of political transformation, particularly the lingering effects of the struggle against past injustices inflicted on sections of the population. The social instability has been exacerbated by an influx of migrants and a resultant increase in diversity. One way of attempting (...) to assuage this situation is to harness the school subject known as 'citizenship education' for guiding the upcoming generations into committing to a new moral compass, that is, awareness or consciousness with a conscience, and to an accompanying new social contract. Finding a rationale for such a moral compass and social contract that all the citizens of South Africa and of other similarly stricken countries would be prepared to commit to is a daunting task because people tend to be subjective in reflecting about their personal and group views, particularly about their religious beliefs and convictions. Closer examination reveals, however, that despite all the diversity, differences and conflict prevalent in societies, people are potentially able to share a set of basic values that arguably could form the core of the sought-for moral compass. Citizenship education could be functional in bringing home to the next generation the notion of henceforth living in accordance with the precepts of such a moral compass and social contract. (shrink)

Academics and/or scholars increasingly feel that their academic voice (combined or individual) has been squelched by the demands of performativity in its various guises, and resultantly, that they have been caught up in a process of steady disempowerment. Rather, it should be their right to be free to use their positions in the pursuit of scholarship as their conscience and their expert knowledge of their subject dictate. Academics should be free to question for themselves the boundaries of their limitations, and (...) not have these i mposedon them by the state or government bureaucracy. In order to help empower academics to regain their academic voice and identity, this article transposes six of the philosophical ideas of Belgian philosopher Rudi Visker to the world of academia. It explores the possibilities of using these ideas as instruments for the promotion and maintenance of academic freedom. Key concepts: academic freedom, managerialism, institutions of higher learning, Rudi Visker. (shrink)

This article is about developments that are on the rise in response to the global hegemony of the neoliberal approach to life in general and education in particular. After an outline of what neoliberalism entails and how it has impacted education, the discussion moves on to an outline of several of these new developments that are seemingly unrelated but at the deepest level seem to be critical of neoliberalism and its views about education. This is followed by a critical appraisal (...) of these new developments. The appraisal, executed along the guidelines of the social space and ethical function theory, shows that these new developments, although they suggest a number of important corrections regarding neoliberalism and its views on education, are in themselves one-sided and narrow. It is nevertheless important for educators and educationists to take account of such new developments that are in the process of changing our view of the world. (shrink)

Optimism has reigned supreme for a long time regarding the potential of education (schooling) to address the many societal ailments that humankind has had to deal with. The outbreak of the COVID-19 pandemic in March 2020 shifted all such aspirations to the back-burner. Now, after just more than a year after the initial outbreak of the pandemic, the question can be raised whether those who managed the pandemic in the educational context followed the correct policies and instituted the correct (ethical, (...) moral) measures in combatting the pandemic. This comparison between the situation in the Netherlands and South Africa reveals that although the role-players in both countries had a good understanding of the situation and of their duties in such conditions, they tended to treat education as just another facet of society, thereby demonstrating a lack of empathy with the unique demands of education (schooling). CONTRIBUTION: In this article, the authors investigate the governance performance of two different countries during the first year of the COVID-19 pandemic concerning education and judge that performance based on a Biblically driven ethical-moral-pedagogical framework. (shrink)

Optimism has reigned supreme for a long time regarding the potential of education (schooling) to address the many societal ailments that humankind has had to deal with. The outbreak of the COVID-19 pandemic in March 2020 shifted all such aspirations to the back-burner. Now, after just more than a year after the initial outbreak of the pandemic, the question can be raised whether those who managed the pandemic in the educational context followed the correct policies and instituted the correct (ethical, (...) moral) measures in combatting the pandemic. This comparison between the situation in the Netherlands and South Africa reveals that although the role-players in both countries had a good understanding of the situation and of their duties in such conditions, they tended to treat education as just another facet of society, thereby demonstrating a lack of empathy with the unique demands of education (schooling). CONTRIBUTION: In this article, the authors investigate the governance performance of two different countries during the first year of the COVID-19 pandemic concerning education and judge that performance based on a Biblically driven ethical-moral-pedagogical framework. (shrink)

The South African-Dutch research group responsible for this article started its activities in 2012 by looking at religious tolerance as a means of addressing the tendency for religious intolerance, extremism and fundamentalism. While tolerance seemed to be a promising way to counter religious intolerable behaviour, some shortcomings also became apparent. For example, the concept of tolerance includes an aspect of passivity towards others who adhere to another religion. The concept also does not appear to be able to respond to attitudes (...) and values such as respect, human rights and diversity. Accurate investigation of this problem, both conceptually and empirically, led to the understanding that hospitality is a concept that embodies more active adaptation to those who are different. Hospitality, therefore, seems to be a more promising concept than tolerance for reducing religious tension between individuals and groups. The inner contradiction discovered by Derrida in the notion of hospitality does not detract from the concept of being defined from a Biblical point of view. Hospitality can also be taught to young people. Although there are no formal provisions for hospitality in the national curricula, an analysis of the Dutch and South African national curricula shows that there is room for hospitality education. (shrink)

In recent years, schools and education authorities world wide have been paying increasing attention to issues surrounding diversity and religious tolerance. The term 'tolerance' is, however, clouded by considerable confusion and vagueness. This article seeks to contribute to recent scholarly attempts at understanding tolerance and the term that denotes it. After a brief semantic analysis of the term 'tolerance', arguments concerning the onticity of tolerance as phenomenon or entity are discussed. By examining its onticity we explore and explain some of (...) the essential features of tolerance. The article ends with a brief discussion of some of the implications of our examination that we foresee for education. (shrink)

Religion in education in South Africa and the Netherlands: A comparative study. The aim of this article is the reconstruction and comparison of the historical evolution of the place and role of religion in education in South Africa and in the Netherlands. The article commences with an overview of the historical evolution of the place and role of religion in education, up to the present, and a discussion of the dissatisfaction and objections which could be and which have been levelled (...) against the current situation. The Netherlands has followed a more accommodating policy and practice regarding religious beliefs and diversity than the international norm. While South Africa can learn much from the Dutch approach to the problem of religion in education, this approach has also been challenged in recent times. In both systems, controversy about the accommodation of religion in education has given rise to tension between the notions of freedom, tolerance and accommodation, on the one hand, and the acknowledgement of human rights and the need for social cohesion on the other. Other considerations to be taken into account in this regard are the downsides of providing a partisan, confessional type of education that could hinder learners in maintaining themselves in the outside world. The trend in modern society is towards individualised belief systems, not collective ones. And the warning to be heeded is that the line between education and indoctrination is thin. The current Dutch model, despite the problems that it currently encounters, could provide direction in respect of all these issues. Contribution: The article concludes with an educational-philosophical perspective regarding the question as to how educationists and educators could guide learners to a state where they can independently decide about their personal religious orientation, given the fact that they are now living in a time when relativism prevails, also in terms of religion and faith. (shrink)

The ego-focus of pioneer women on the South African frontier, 1760–1860, reflects distinct traits of mystical spirituality. The pioneer spirituality of women on the borders increasinglycame to expression in ego-texts with experiential inclinations. The leaning towards Jesuscentredmystical spirituality developed parallel to pietistic tendencies in Holland and Germany,and allegorical and tropological applications of the bridal metaphors in the Song of Songsformed a distinct element of female pietism on the frontier. Women believers in the interiorfavoured tropological applications of bridal metaphors in the (...) Song of Songs. The popularity ofsuch tropological applications can firstly be attributed to the physical conditions under whichpioneer women found themselves. Secondly, the availability of German pietistic workscontributed towards the religious culture of mystical and individualistic readings of bridalmetaphors in the Song of Songs. Tropological readings of the Song of Songs’ bridal metaphorsare traced to the theology of Bernard of Clairvaux particularly and other pre-reformationalmystical sources. (shrink)

This article represents a response to Andries van Aarde's view on a 'gateway to the future from a deconstructed past', a paper presented as part of a conference, 'Gateway to the Future from a Deconstructed Past', commemorating the centennial anniversary of the Faculty of Theology at the University of Pretoria, 05-06 April 2017. The article argues that texts, and theology faculties as texts, are just as any structure or construction haunted by their sacred secret. Haunted by the ghosts in (...) the texts from the past to be inspired for the calling of a theology and religion faculty in a time of populism and the 'renaissance of nationalism', according to Van Aarde. In being given the responsibility not only of responding to his contribution but also co-sharing the responsibility of the history of the faculty, the author says that he has a choice: he could respond to the letter of the text or I could be spooked by the ghosts of these texts, the haunting of the sacred secret, calling through Professor Van Aarde's deconstruction of these texts. The author decides to seek to allow the ghosts of his text to call him. A call, as most calls, to which one can only respond: Here I am! Here I am in this moment of history at this particular Faculty of Theology and Religion. This is a call to share the responsibility, the responsibility of being here and the responsibility of the being of a theology and religion faculty in a time of populism and nationalism, both globally and locally. (shrink)

The point of departure of this article is postmodern philosopher Michel Foucault’s ‘archaeological analysis’ of the history of sexuality, seen from the lens of the South African philosopher Johann Beukes. Foucault points out that since the circulation of the so-called handbooks on penance in the 6th century CE, same-gender sex was seen as a punishable sin. With regard to perspectives before this period, Foucault reflects specifically on the contribution of the Christian theologian Augustine, and particularly Augustine’s interpretation of the Greek (...) expression para phusin as ‘against nature’ as written in Paul’s letter to the Romans. He argues that this interpretation by Augustine represents a trend in contemporaneous thinking of non-Christian writers such as Plutarch and Themistios. The aim of this article is to demonstrate that a much more influential stimulus from another non-Christian thinker, namely Artemidorus of Daldis, created a common context that influenced Augustine’s views and subsequently those on same-gender sex, sexual identity, and heterosexual marriage within the Christian tradition.Contribution: The article shows how modern-day homophobia and aversion in same-gender sex do not have its primarily ground in Paul’s use of para phusin, but that Augustine and present-day homophobes in the Christian tradition do have their roots in a non-Christian conviction without realising its intercultural and non-Christian origins. (shrink)

Architecture and urbanism seem to be »weak« disciplines, constantly struggling for a better understanding of their nature and disciplinary borders. The huge amount of metaphors appearing in the discourse of both not only reference to their creative nature but also indicate their weakness and the missing piece strengthening their own understanding: a definition of space for architecture and of city for urbanism. But using metaphors in this field implies a problem - though metaphors achieve to bring opposites together, there remains (...) the question how literal they can actually become in order to relate to these subjects properly. In this volume, several authors from various fields using different approaches discuss this question. (shrink)

This article builds on collaborative research (observations, interviews, and writing and reflection workshops) conducted on Early Childhood Educators (ECEs). The text studies the inclusive education efforts of ECEs within early childhood centers. In this setting, the educational and care work carried out raises the question of encounters with others. Inclusive education places children, families, and ECE in liminal or in-between spaces. ECEs have to reconcile the similarities and differences between young children and their parents within early childhood centers. As a (...) result, certain points of rupture and convergence emerge between ECEs and families. The active involvement of ECEs appears to be a key component of this professional posture so conducive to inclusive education. (shrink)

Freivalds defined an acceptable programming system independent criterion for learning programs for functions in which the final programs were required to be both correct and "nearly" minimal size, i.e., within a computable function of being purely minimal size. Kinber showed that this parsimony requirement on final programs limits learning power. However, in scientific inference, parsimony is considered highly desirable. A lim-computablefunction is (by definition) one calculable by a total procedure allowed to change its mind finitely many times about its output. (...) Investigated is the possibility of assuaging somewhat the limitation on learning power resulting from requiring parsimonious final programs by use of criteria which require the final, correct programs to be "not-so-nearly" minimal size, e.g., to be within a lim-computable function of actual minimal size. It is shown that some parsimony in the final program is thereby retained, yet learning power strictly increases. Considered, then, are lim-computable functions as above but for which notations for constructive ordinals are used to bound the number of mind changes allowed regarding the output. This is a variant of an idea introduced by Freivalds and Smith. For this ordinal notation complexity bounded version of lim-computability, the power of the resultant learning criteria form finely graded, infinitely ramifying, infinite hierarchies intermediate between the computable and the lim-computable cases. Some of these hierarchies, for the natural notations determining them, are shown to be optimally tight. (shrink)

Since the beginning ofthe 1980s, successive Belgian governments have pursued a social security policy that is a combination of cutting social expenditure on the one hand and improving the plight of lower income categories among benefit recipients on the other. This has been realised by means of a strategy of 'targeting within universalism ', i.e. improving the benefits for the poor and restricting them for the better off, but without abolishing the entitlements oft he latter category completely. The Belgian experience (...) puts inperspective the 'middle class matters' argument, which predicts that, if cuts are made in social expenditure,the middle classes will use their political resources to defend the provisions they benefit from and to diminish the benefits reserved for the poor. (shrink)

The history of the phrase absolute music has been studied by many theorists of music and music historians, while historians of philosophy proved to be rather reluctant to such syncretic concept. However, absolute music is exactly the case of non-philosophical appropriation of a philosophical category, which fits theoretical framework of the studies in intellectual history. Initial exploration on the synthesis of history of philosophy and musicology and music history has shown that the conceptual field of intellectual history enables the transition (...) from abstract ideas to concrete social history of thought. It is proved that "absolute music" is not an authentic concept of music culture of the nineteenth century, but rather a good invention of new musical hermeneutics, which defined a period in the development of music and paradigm of concepts that characterized autonomy of musical form. The subject of historical and philosophical studies of the phrase "absolute music" lies in transformation of a philosophical term into a unit of aesthetic discourse, and later its reincarnation in the concept of musical historiosophy. Both philosophical and musicological approaches to the history of absolute music are based on the assumption that only theoretically relevant assertions and judgments appeal to the hermeneutic reconstruction and generalization, whereas political and social references of the discourse of absolute music can be left aside. So futher research shall focus on possibilities of how to reach the concrete social background of that form of thinking which employs the idiom absolute music. (shrink)

Nothing in our world seems more obvious, real, and commonsensical than the idea of self. This book is a fascinating examination of our assumptions about the deceptively simple concept of "self", of the many ways those assumptions are now being challenged, and of the possible new ways of being that may arise in their place.

"One can rarely read or hear commentary on art, popular culture, society, literature, or politics these days without being confronted by the mysterious term 'postmodern.' Unlike any other artistic, critical, or philosophical movement in history, postmodernism has come charging out of the ivory tower and into the minds and mouths of the public. The postmodern lens is now the one through which we all are expected to be able to view the world, but how many of us know what this (...) really means? The tenets of postmodernism are much more than a trendy system of thought or an academic dialogue. Rather, they offer practical tools for coming to terms with a world composed of vast amounts of unsettling information, daily interactions with unfamiliar cultures and beliefs, and a continuous and overwhelming set of choices. [This book] is a stimulating and accessible exploration of the complexities of postmodern thought--constructivism, deconstruction, irony, pluralism, multiculturalism--as diverse as the world it describes. Readers will discover the roots of postmodernism, what it does to cultural symbols and differences, and how it affects psychology, religion, and science in essays both profoundly serious and thoroughly entertaining. [The editor] acts as a guide to this difficult terrain by leading readers through each essay, describing new and provocative ideas in detail, dispelling confusion, and, most important, showing what this thinking has to offer everyone. [This book] is an indispensable handbook for the new cultural literacy of our emerging postmodern world"--. (shrink)

A collection of essays that provides an introduction to the emerging postmodern world. The reader is guided through the subject and shown how it affects psychology, philosophy, religion and science.

This qualitative study explored and described South African students’ experiences and perceptions regarding academic success. Focus group participants related academic success not only to achieveme...

The contributions of this volume discuss the legacy of Emmanuel Levinas philosophy. Examining critically the limits of his thinking, they also bear witness to its influence, thus demonstrating the significance of his groundbreaking project of establishing ethics as first philosophy".

Introduction: a day at the shelter -- How can I volunteer at an animal shelter? -- How can I volunteer at a wildlife center? -- How can I volunteer as a citizen scientist? -- How can I Volunteer at a zoo?

This chapter argues that recent attempts to make sense of the delusion of thought insertion in terms of a distinction between two notions of thought ownership have been unsuccessful. It also proposes an alternative account, in which the delusion is to be interpreted in the light of its prehistory.

This paper discusses Freud's model of the psychical apparatus in the “Project”, and concludes that it is a remarkably sophisticated work which even today is still highly relevant to neuropsychological theorising. Freud rejects the notion that what happens in the brain can be clearly localised in space and time. This anticipates the notion of a distributed system found in recent developments in computing (“neural net works”) and in Derrida's conception of systems characterised by différance. Every part of such a system (...) is constituted by its relation to the rest of the system. Although such systems are spatio-temporal, processes occur ring in them can not be pinpointed in space and time. Against the common charge that Freud has a passive hydraulic-reflex model of the psychical apparatus, the authors argue that Freud presents it as an open, complex, self-organising system. Ricoeur's (1972) claim that the model of the psychical apparatus in the “Project” is essentially solipsistic, is accordingly rejected. In conclusion the authors explain why they prefer the model in the “Project” to the more linear model found in Ch. VII of the Traumdeutung. S. Afr. J. Philos. Vol.20(3) 2001: 1- 21. (shrink)

This is a review article of Ross (2005), a book which attempts to show the implications of cognitive science and economics for each other. Ross makes neoclassical economics central to the unification of the behavioural sciences, and defends its fundamental health against its critics. He locates the source of the empirical and conceptual problems besetting neoclassical economics in the mistaken assumption that the economic agents neoclassicism talks about refer directly to real, whole people. Ross argues that people are atypical as (...) economic agents; bugs and other non-social animals are much more typical, and neoclassical economics applies to them in a straightforward way. How then does economics apply to the atypical agents that people are? Ross’s answer builds on Ainslie (2001), who models people as being the result of strategic interactions between successive economic agents, and on Glimcher’s (2003) work on the neuroeconomics of game playing in monkeys which, Ross argues, can be extrapolated to humans. The author is impressed by the boldness of Ross’s vision, and the arguments offered to support it. However, doubts remain about Ross’s theory of the self, the lifespan of the proposed successive economic agents out of which real people are composed, the implicit suggestion that in economics approximations can be overcome, and finally the conclusiveness of Ross’s case against the need for revolutionary reappraisals of neoclassical economics. (shrink)

This paper gives a sketch for a reconstruction of the Freudian unconscious, and an argument for its existence. The strategy followed attempts to side-step the extended debates about the validity of Freud's methods and conclusions, by basing itself on the desire/belief schema for understanding and explaining human behaviour – a schema neither folk psychology nor scientific psychology can do without. People are argued to have, as ideal types, two fundamental modes of fulfilling their desires: engaging with reality, and wishful thinking. (...) The first mode tries to acknowledge the constraints reality imposes on the satisfaction of desires, while the second mode tries to ignore, deny or disguise these constraints, inasmuch as they threaten to make such satisfaction impossible or unfeasible. Crucially, wishful thinking can be used so as to ignore or deny any desire that is incompatible with other strong desires. Thus we end up unaware of the existence or nature of some of our desires, of the fact that they are in flu enc ing our thought and be hav iour, and of the process our own mind has used to thwart awareness of them. Once we acknowledge this possibility, we are already seriously entertaining the possibility of the Freudian unconscious, or something fairly close to it. The more aware the subject is that her wishful thinking is just that, the less effective it becomes. Wishful thinking thus requires an unconscious; it is inimical to a clear, complete and unambiguous acknowledgement of its own status. Next, various aspects of my account (and Freud's) that allow a conception of the unconscious in non-Cartesian terms are emphasised: the unconscious is largely constituted by semantic phenomena of a particular type: forms of representation which would conceal their meaning even if the full light of 'attention', Cartesian 'consciousness' or 'introspection' were cast upon them. If wishful thinking is an integral part of mental life, philosophers and others wishing to “educate humanity” will have to proceed differently from what would have been appropriate had rational thought and action been the only available option for satisfying desires. Mankind cannot bear too much reality – T.S. Eliot S. Afr. J. Philos. Vol.22(4) 2003: 361-377. (shrink)