Music and language are universal human abilities with many apparent similarities relating to their acoustics, structure, and frequent use in social situations. We might therefore expect them to be understood and processed similarly, and indeed an emerging body of research suggests that this is the case. But the focus has historically been on the individual, looking at the passive listener or the isolated speaker or performer, even though social interaction is the primary site of use for both domains. Nonetheless, an (...) important goal of emerging research is to compare music and language in terms of acoustics and structure, social interaction, and functional origins to develop parallel accounts across the two domains. Indeed, a central aim of both of evolutionary musicology and language evolution research is to understand the adaptive significance or functional origin of human music and language. An influential proposal to emerge in recent years has been referred to as the social bonding hypothesis. Here, within a comparative approach to animal communication systems, I review empirical studies in support of the social bonding hypothesis in humans, non-human primates, songbirds, and various other mammals. In support of this hypothesis, I review six research fields: (i) the functional origins of music; (ii) the functional origins of language; (iii) mechanisms of social synchrony for human social bonding; (iv) language and social bonding in humans; (v) music and social bonding in humans; and (vi) pitch, tone and emotional expression in human speech and music. I conclude that the comparative study of complex vocalizations and behaviors in various extant species can provide important insights into the adaptive function(s) of these traits in these species, as well as offer evidence-based speculations for the existence of “musilanguage” in our primate ancestors, and thus inform our understanding of the biology and evolution of human music and language. (shrink)

In all cases, the problem concerns the proper meaning of subjunctive and counterfactual conditionals. For present purposes, a conditional sentence is one composed of at least two clauses, the central connective of which is, or is understood to be, "if... then." A subjunctive conditional is a conditional sentence in which the clause following the "if," the antecedent, may be true or false, but in which the truth or falsity of the entire sentence does not depend upon the truth or falsity (...) of its two clauses, the antecedent and consequent. A contrary-to-fact conditional, or counterfactual sentence, is a subjunctive conditional sentence which implicitly asserts that the antecedent is false. An example of the subjunctive conditional is. (shrink)

Savage et al. make a compelling case, Mehr et al. less so, for social bonding and credible signalling, respectively, as the main adaptive function of human musicality. We express general advocacy for the former thesis, highlighting: overlap between the two; direct versus derived biological functions, and aspects of music embedded in cultural evolution, for example, departures from tonality.

Christianity changed the world for the better through the development of education, charity organisations, art, music, law and medical care among others. However, not all changes initiated by Christianity were positive. The Christian religion was also responsible for division, death, destruction and war. Focusing on the positive changes, nearly 500 years after the reformation though, it seems as if Christianity has lost its renewing and transformative powers. It seems as if society, politics and the economy are pressurising Christianity to conform (...) to the world and not the other way round. Therefore, the research focuses on the question whether Christians can bring about positive change and transformation to the current problems in society. What can Christians do to provide a religious response to current persistent societal problems? Change agents – people who drive positive change – are capable and competent, make use of networks, are visible and contactable and are often also outsiders in the communities they serve. Examples of the work done by change agents – Christians within their local communities – through small-scale community projects are showcased here to suggest possible ways forward for dealing with persistent problems from a Christian point of view. (shrink)

From the 15th century onwards, most of the countries in Africa have been colonised by theEuropean world powers, Great Britain, France, Portugal, Germany, Spain, Italy and Belgium.South Africa was officially colonised in 1652. Apart from the European colonisation beingexecuted from the south of the continent, South Africa also experienced a migration andinvasion of people groups from the north. The indigenous people groups, inhabiting thecountry long before these two groups arrived there, will be discussed as background to the restof the article. (...) A few factors that made the colonisation of South Africa unique within theAfrican context will be discussed. (shrink)

The year 2017 is the year in which the Reformation, started by Martin Luther, is celebrating its 500th birthday. This depicts a milestone in the life of the Church of the Reformation and also in the life of Christians worldwide. This is a good time to ponder on the epistemological question of the validity and necessity of the Reformation. If this question is answered in a positive way, then it could bring us to the realisation that the time is ripe (...) for an African Reformation. This article will argue that this is indeed the case. A reformation, transformation and change is needed for the African Christian context. However, the question could well be asked: Who will be the 'second Luther?'. (shrink)

The knowledge driven, network society that is founded upon technology, demands from students to become independent, confident and motivated life-long, self-directed learners that can transfer their knowledge, skills and values. In order to deliver this type of graduates from a diverse and unequal student pool, effective education must be provided. Educators are encouraged to focus education on student-centeredness and to use technology effectively. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in (...) this environment. This article advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and ‘one size fits all’ assessment methods within theology. The SECTIONS framework was used to evaluate ten alternative assessment tools that are in accord with the development within society. (shrink)

Society is transforming from the industrial era to an information based, network society. Thereis widespread consensus that due to this revolution in society, education needs to make aparadigm shift in order to stay relevant to the changing needs of society. Although thisparadigm shift is promoted widely in academic literature, it seems as if in practice there arestumbling blocks preventing higher education to make positive strides into a new directionwithin the South African context. This research highlights some of the hurdles that (...) OpenDistance Learning higher education in South Africa is experiencing and also suggests apossible way forward to overcome these obstacles through the implementation of selfdeterminedlearning. In order for heutagogy to be implemented successfully,student support is of the upmost importance both in the curriculum design and the actualteaching and presenting of courses. (shrink)

This article applies change agency to the institutions of higher education in South Africa – referring here to all the post-school institutions and educators in general and more specifically focused on the unique opportunities and responsibilities towards change agency in theological training. The focus is on the characteristics of a change agent, which could be an individual or a group. Seemingly, change is not going to be initiated in a ‘top-down’ approach; therefore, this article suggests a ‘bottom-up’ approach, starting with (...) a change agent (an individual or a group) to become enthusiastic and active to bring about change. The method of constructivism is used, complemented by a general literature review of the past 70 years, filled with definitions of change agents and change agency. After the discussion of a few models, the researcher ventures to propose a way in which change agency can find a foothold among theological educators in higher education institutions in South Africa. (shrink)

Christianity changed the world for the better through the development of education, charity organisations, art, music, law and medical care among others. However, not all changes initiated by Christianity were positive. The Christian religion was also responsible for division, death, destruction and war. Focusing on the positive changes, nearly 500 years after the reformation though, it seems as if Christianity has lost its renewing and transformative powers. It seems as if society, politics and the economy are pressurising Christianity to conform (...) to the world and not the other way round. Therefore, the research focuses on the question whether Christians can bring about positive change and transformation to the current problems in society. What can Christians do to provide a religious response to current persistent societal problems? Change agents - people who drive positive change - are capable and competent, make use of networks, are visible and contactable and are often also outsiders in the communities they serve. Examples of the work done by change agents - Christians within their local communities - through small-scale community projects are showcased here to suggest possible ways forward for dealing with persistent problems from a Christian point of view. (shrink)

Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations) and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is whethergamification can enhance (...) a module or course on the level of higher education so much that aneducational institution cannot do without it anymore, knowing that we are working withstudents belonging to the ‘Digital Wisdom generation’. This article would like to open theway for the implementation of gamification as a transformative online assessment tool inhigher education. (shrink)

From the first days of their settlement at the southern part of Africa – from 1652 onwards – the European settlers distinguished themselves from the indigenous people groups by referring to themselves as ‘Christians’. However, this Christian mindset came along with a unique stubbornness that could often be seen as contrary to their faith. This double mindset of the people (religious and stubborn) – of which a significant part was later called the Afrikaners – became the means by which they (...) lived and operated, being called ‘unconsciously religious’. This new nation in the Cape was born Protestant, which carried in itself the notion of factional and schismatic tendencies, with different Protestant churches being formed alongside the original church that came to South Africa. Being devoted Christians on the one hand, and radical individualists on the other, they were in almost constant conflict with the people groups around them and with the government. This article explains how the two characteristics of religion and obstinacy sparked schism and influenced external conflict situations during the formation years of the nation up to the end of the 19th century. The Afrikaners portrayed a mix between their religiosity and their stubbornness, in which they ‘twisted religion to suit their purposes’. The consequences of this unholy bond are still haunting the Afrikaner nation today. (shrink)

In this review article, the book entitled Emergence Christianity, What it is, Where it is Going, and Why it Matters, written by Phyllis Tickle in 2012, is discussed. The discussion is both informative and critical. The publication, being a follow-up of a book she wrote in 2008, refers to the Great Emergence that is almost in full swing all over the Western and Latinised world. According to Tickle, an Emergence happens approximately every 500 years, and this concerns Christianity as well. (...) As the world is in the 500-year slot after the previous Emergence, the so-called fifth Emergence, nicknamed the Great Emergence, is imminent. (shrink)

Christianity is entering another revolution or reformation phase. Five hundred years ago, Luther stood up against the Roman Catholic Church, which started the reformation and the reformed movement, culminating in the birth of the Reformed Churches (RC). Today these RCs are seemingly the victims of the new revolution. The traditional Afrikaans-speaking RCs in South Africa serve as a striking example. The symptoms of these churches correspond to those of a dying church, highlighted by scholars like Rainer, Noble, Niewhof and Mattera. (...) Central to this situation is the fact that the relationship with God and his commandments is no longer the focus point of the churches. Thus, the identity crisis that the churches are experiencing is mirroring the chaotic South African society of violence, corruption and hopelessness. For these churches to turn the death spiral around, a reformation is needed that will transform them into alternative societies of peace and hope, founded on a living relationship with God. This article ends with suggestions on how to turn the tide for these churches, or at least how to start doing something positive to get out of the crisis. (shrink)

Higher education in general, and more specifically in the South African environment, is under pressure to transform. Although learning is often seen as the main focal point, the education process consists of three equally important pillars that form the triangle of effective education that fits within the intersection of the spheres of the community of inquiry framework. The basic pillars expand to student-centred teaching, blended learning and transformative assessment. This study is a short explanation of how these three pillars form (...) a basic framework for effective theological training. This is a qualitative study, using a philosophical and analytical research design and illuminative evaluation as research method. This is a model for effective higher education in Theology. The triangle of effective education is formed by student-centred teaching, blended learning and transformative assessment. The model fits into the intersection of the spheres identified by the community of inquiry framework of Garrison, Anderson and Archer. (shrink)