... rushing around like the red queen in a world where change is virtuous merely because it is change, we can start by putting up some resistance. ...

Social scientists who conduct qualitative research frequently use emotional engagement to gather information about participants’ thoughts, feelings, and behaviours in relation to a particularly research question. When the subject under investigation is related to trauma, listening to, or being exposed to personal accounts of participants’ traumatic experiences can carry a significant emotional cost for researchers. This may place them at risk of secondary trauma. In this article, I examine these issues from the context of my doctoral field research in South (...) Africa, which focused on intergenerational trauma amongst descendants of victims of apartheid-era gross human rights violations. I reflect on my positionality as both an insider and outsider and feelings of guilt that emanated from my sense of being privileged and an imposter. I also reflect on the emotional turmoil brought about by my engagement with the trauma of participants and their families. I conclude by sharing the lessons I have learnt, and that have enabled me to sustain my scholarly engagement with intergenerational trauma. Ultimately, this article gives insight into, and raises awareness about, the emotional consequences of conducting trauma research. It offers practical suggestions to help researchers navigate the emotional minefield involved in conducting trauma research. (shrink)

This paper explores the meaning of social justice and development in post-apartheid South Africa. It begins with social justice as a process of equalisation, presenting some evidence of the challenge and explaining the difficulty of achieving racial equality. Recognition of changes in national development strategy in the post-apartheid era, and their implications for inequality, leads to discussion of alternative development ethics, which involves reconsideration of what stands for the good life. The possibility of a combination of (...) traditional African communitarianism and the ethic of care is explored, as a basis for an alternative conception of the good. Some impediments to the realisation of such a vision are identified. (shrink)

In April 1998, the post-apartheid South African government introduced a monthly cash transfer for children in poor households. A requirement for getting the grant was that the birth of the child had to be registered, and the adult primary caregiver had to have the citizen identity document. The success of the system of support was contingent on the new democratic government's ability to integrate into one national welfare system what had been fragmented under apartheid into many racially (...) separated systems; it also, ironically, built on the apartheid-era state pension delivery system. Within a decade the grant reached more than ten million children, and was associated with a rapid increase in birth registrations, marking the poorest children's first step into citizenship, and opening up the possibility of later access to other programmes and entitlements. (shrink)

The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of (...) Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. (shrink)

This article examines the Stalin regime’s treatment of the ethnic Germans in the USSR during the 1940s as a case study in racial discrimination. After 1938, Soviet definitions of nationality became racialized. Systematic repression against certain nationalities in the USSR after this time clearly fit the definition of racial discrimination formulated by scholars in the post-war era. This article examines the separate and unequal institutions of the special settlement regime and labor army imposed upon the ethnic Germans in the (...) USSR during World War II in the context of race as a category constructed along lines of primordial and essentialist views of culture. It also compares the construction of racialized groups and the practice of racial discrimination in the USSR with South Africa during the apartheid era. (shrink)

Learning from the past prepares one for being able to cope with the future. History is made up of strings of relationships. This article follows a historical line from colonialism, through apartheid to post-colonialism in order to illustrate inter-religious relations in South-Africa and how each context determines these relations. Social cohesion is enhanced by a post-colonial theology of religions based on the current context. By describing the relationship between Christians and Muslims during the 17th–18th centuries in the (...) Cape Colony, lessons can be deduced to guide inter-religious relations in a post-colonial era in South Africa. One of the most prominent Muslim leaders during the 17th century in the Cape Colony was Sheik Yusuf al-Makassari. His influence determined the future face of Islam in the Cape Colony and here, during the 18th century, ethics started playing a crucial role in determining the relationship between Christians and Muslims. The ethical guidance of the Imams formed the Muslim communities whilst ethical decline was apparent amongst the Christian colonists during the same period. The place of ethics as determinative of future inter-religious dialogue is emphasised. Denial and exclusion characterised relationships between Christians and Muslims. According to a post-colonial understanding of inter-religious contact the equality and dignity of non-Christian religions are to be acknowledged. In the postcolonial and postapartheid struggle for equality, also of religions, prof Graham Duncan, to whom this article is dedicated, contributed to the process of acknowledging the plurality of the religious reality in South Africa. (shrink)

(Post)apartheid Conditions: Psychoanalysis and Social Formation advances a series of psychoanalytic perspectives on contemporary South Africa, exploring key psychosocial topics such as space-identity, social fantasy, the body, whiteness, memory and nostalgia.

Ubuntu has been defined as a moral quality of human beings, as a philosophy or an ethic, as African humanism, and as a worldview. This paper explores these definitions as conceptual tools for understanding the cultural, educational, and philosophical landscape of post-apartheid South Africa. Key to this understanding is the Althusserian concept of state apparatus. Louis Althusser divides the state apparatus into two forces: the repressive state apparatus (RSA); and the ideological state apparatus (ISA). RSAs curtail the working (...) classes, predominately through direct violence or the threat of violence, whereas ISAs function primarily by ideology, including forms of organised religion, the education system, family units, legal systems, trade unions, political parties, and media. This paper discusses the link between increasing inequality in post-apartheid South Africa and education, with specific reference to Althusser’s ISAs and the abuse of Ubuntu as a subterfuge for socio-economic inequality. (shrink)

South African missiology has seen a shift in its praxis since the late 20th century. David J. Bosch made a crucial contribution in this regard. The shift includes mission as a contextualised praxis and agency. In mission studies, agency has become necessary in postcolonial mission, primarily because of the loss of identity of the oppressed in colonised countries. Through contextual theologies of liberation, African theology, Black Theology of Liberation and postcolonial studies, theologians were able to reflect on the human dignity (...) of the colonised. However, there are still significant efforts needed in this quest, and therefore, the praxis cycle used in missiology is useful to also assess effects on the oppressed and marginalised through the emerging context of the Fourth Industrial Revolution (4IR). In the task of doing mission in the world differently, the questions that missiologists ask are important. The emergence of the 4IR aims to merge the biological with the technological and will bring more challenges to mission work in Africa. This will bring upon us the responsibility to reflect on the notion of human agency, the theologies espoused in such a time and missiologists’ contextual lenses and strategies employed. These should have to be carefully considered especially in a post-apartheid context. The researcher will, therefore, use the commonly used praxis cycle in missiological research to explore through a Socratic (questioning) approach what the implications will be for missiologists and mission agents in the quest of transforming church and the post-apartheid society.Contribution: Though there has emerged a few theological contributions from missiology, there has not been a missiological contribution on the 4IR. The author therefore uses one of the theological methods in the discipline to put on the table the imperative questions that those doing missiological research should pose in the context of the 4IR. (shrink)

This article examines the Radio Islam controversy of 1997, in which a South African Muslim radio station, affiliated with the conservative Deobandi organization Jamiatul Ulama, forbade women’s voices on its airwaves, citing the notion that women’s voices in this context were `awrah, and thus should not be heard on the radio. It locates this event and the legal, ethical and theological debates that ensued within the context of emergent post-apartheid constitutional discourses on gender and religious freedom, and (...) class='Hi'>post-apartheid religious media. The article then situates these debates against the nature of ‘public’ religion during and after apartheid. It concludes by suggesting the Radio Islam case is a particularly salient example of the porousness of the ‘secular’ and ‘post-secular’ in a specific constitutional and legal arrangement. (shrink)

In order to dismantle the racial and social hierarchy that is the legacy of apartheid, South Africa has followed the lead of Western liberal democracies andappropriated the discourse of affirmative action. This paper argues that current affirmative action policy fails in significant ways because it paradoxically ignores the concrete social and historical conditions of race and racism in South Africa and simply aims to normalize competition among abstract individuals by using a principle of racial neutrality The author argues that (...) social justice will only be achieved in South Africa in a context of deliberative democracy, where effective affirmative action aims at social cooperation, full participation of non-whites in decision-making, and the elimination of race as a relevant social category. (shrink)

In order to dismantle the racial and social hierarchy that is the legacy of apartheid, South Africa has followed the lead of Western liberal democracies andappropriated the discourse of affirmative action. This paper argues that current affirmative action policy fails in significant ways because it paradoxically ignores the concrete social and historical conditions of race and racism in South Africa and simply aims to normalize competition among abstract individuals by using a principle of racial neutrality The author argues that (...) social justice will only be achieved in South Africa in a context of deliberative democracy, where effective affirmative action aims at social cooperation, full participation of non-whites in decision-making, and the elimination of race as a relevant social category. (shrink)

In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded (...) and realized in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. (shrink)

"Dishonesty inspires more euphemisms than copulation or defecation. This helps desensitize us to its implications. In the post-truth era we don't just have truth and lies but a third category of ambiguous statements that are not exactly the truth but fall just short of a lie. Enhanced truth it might be called. Neo-truth . Soft truth . Faux truth . Truth lite ." Deception has become the modern way of life. Where once the boundary line between truth and lies (...) was clear and distinct, it is no longer so. In the post-truth era, deceiving others has become a challenge, a game, a habit. High-profile dissemblers compete for news coverage, from journalists like Jayson Blair and professors like Joseph Ellis to politicians (of all stripes), executives, and "creative" accountants. Research suggests that the average American tells multiple lies on a daily basis, often for no good reason. Not a finger-wagging scolding, The Post-Truth Era is a combination of Ralph Keyes's investigative journalism and solid science. The result is a spirited exploration of why we lie about practically everything and the consequences such casual dishonesty has on society. American society has become permeated from top to bottom by deception. Its consequences for the nature of public discourse, media, business, literature, academia, and politics are profound. With dry humor, passionate fervor, and deep understanding, Ralph Keyes takes us on a tour of a world where truth and honesty are no longer absolutes but mutable, fluid concepts. (shrink)

We are facing a crisis of trust in expertise today. Fewer and fewer people trust experts, and more and more politicians openly ignore expert consensus. 'Democracy in the Post-Truth Era' asks what might happen to democracy if we reject the fundamental liberal assumption that people are capable of making informed choices. The book explores the potential impact on society if people, including politicians, never appreciate the relevance of expert opinions. What if people cannot choose between supporters and opponents of (...) key issues such as the causes of climate change, effectiveness of vaccines and ways of combating economic and social crises? Applying social epistemology to these questions, the book considers whether democracy can be defended in the post-truth era. (shrink)

South Africa's transition to democracy coincided and interlinked with massive global shifts, including the fall of communism and the rise of western capitalist triumphalism. Late capitalism operates through paradoxical global-local dynamics, both universalising identities and expanding local particularities. The erstwhile hegemonic identity of apartheid, 'the Afrikaner', was a product of Afrikaner nationalism. Like other identities, it was spatially organised, with Afrikaner nationalism projecting its imagined community onto a national territory. The study traces the neo-nationalist spatial permutations of 'the Afrikaner', (...) following Massey's understanding of space as political, produced through interrelations ranging from the global to micro intimacies, potentially a sphere for heterogeneous co-existence, and continuously created. Research is presented that shows a neo-nationalist revival of ethnic privileges in a defensive version of Hall's 'return to the local'. Although Afrikaner nationalism's territorial claims to a nation state were defeated, neo-nationalist remnants reclaim a purchase on white Afrikaans identities, albeit in shrunken territories. This phenomenon is, here, called Afrikaner enclave nationalism. Drawing on a global revamping of race as a category of social subjugation, a strategy is deployed that is here called 'inward migration'. These dynamics produce a privatised micro-apartheid in sites ranging from homes, to commercial and religious enterprises, to suburbs. Virtual white spaces in the form of Afrikaans media products serve as extensions of these whitened locales. The lynchpin holding it all together is the heteronormative, middle-class family, with consumption the primary mode of the generation of its white comfort zones. (shrink)

Education has a responsibility to respond to the threat of deteriorating democracies. The post-truth era is marked by an erosion of trust in public institutions and extreme polarisation. This paper begins with an examination of the ways by which current literacy and media literacy education is not simply outmoded, but also limited by a grounding in neoliberal conceptions of rationality and individualism. Offering a counterpoint to the status quo, and foregrounding the significance of affect, I work with Levinas’s conception (...) of ethics to illustrate the tensions between affective reactionism and non-intentional affectivity, enjoyment and its disruption as a premise for intersubjectivity, and contrasting manifestations of anger. I conclude the paper with a proposal for literacy education that comprises intentional focus on relationality, responsibility, and affect. (shrink)

Despite its title and stated objectives this edited volume does not provide a broad and inclusive survey of post-apartheid South African historiographical developments. Its main topic is the unexpected demise in the post-apartheid context of the radical or revisionist approach that had invigorated and transformed the humanities and social studies during the 1970s and 1980s. In the context of the anti-apartheid struggle the radical historians had developed a plausible model of praxis for progressive scholarship, yet (...) in the new post-apartheid democratic South Africa radical historical scholarship itself encountered a crisis of survival. This should not be confused with a general “crisis” of historical scholarship in South Africa, as some of the uneven contributions to this volume contend, as that remains an active and diversely productive field due also to substantial contributions by historians not based in South Africa. If the dramatic and ironic fate of radical historical scholarship in the context of the transition to a post-apartheid democracy is the volume's primary topic, then it unfortunately fails to provide serious and sustained critical reflection on the origins and possible explanations for that crisis. A marked feature of the accounts of “history making” provided in this volume is the radical historians' lack of self-reflexivity and the scant interest shown in the underlying history of their own intellectual trajectories. (shrink)

This essay explores how the doctrine of the Resurrection informs theological reflection on reconciliation in post‐Apartheid South Africa. It begins by establishing the fragile and liminal state of reconciliation, despite the efforts of the Truth and Reconciliation Commission. It then argues that the Resurrection offers an ecstatic and relational understanding of the human, which in turn provides a basis for advancing claims regarding human dignity and well‐being. In conversation with the work of Oliver O'Donovan and James Alison on (...) the Resurrection, this view is further contextualized by incorporating insights from ubuntu and from the work of Judith Butler on grieving. The essay closes with proposals for how the church in post‐Apartheid South Africa can give witness to the Resurrection in its immediate life and work through advocacy and carrying on the politics of grieving. (shrink)

South Africa remains a divided community on many levels: socially, racially and socioeconomically. This is no more evident than in the recent protests - most notably waged on university campuses and on the streets in the past year. This, the article argues, is closely related to the need to reclaim the notion of power by those who feel they remain relegated to the social and economic peripheries after over 20 years of democracy. While 'theology and development' praxis has been most (...) closely associated in a post-apartheid era with welfare and charity approaches or pragmatic interaction with state and civil society, what has not been sufficiently addressed is the notion of power which once dominated ecclesiastical discourses. This is the proverbial 'elephant in the room', which the article argues must once again be revisited and re-engaged - both within scholarly reflection and within church practice - in order to address these divides. (shrink)

_Marx for a Post-Communist Era_ combines a deep understanding of Marxist thought with journalistic engagement in real-world themes. This comprehensive and timely book will be of interest to students and academics in the areas of philosophy, sociology, politics and cultural studies, and to anyone with an interest in Marx and his legacy.

The increased visibility of feminism in mainstream culture has recently been noted, with the presence of both online and offline campaigns embedding feminist claims in a variety of everyday spaces. By granting recognition to women’s experiences, these campaigns continue the feminist practice of generating critical knowledge on the basis of gendered experience. In the post-truth era, however, the norms governing claims-making are being significantly reconstructed, with significant consequences for critiques of gender inequality. It is argued here that these norms (...) are linked directly to a wider context of anti-feminism in which dismissing women’s claims is consistent with the goal that opponents of gender equality have of seeking and consolidating epistemic power in the face of what is perceived as systemic male disadvantage and victimhood. Returning to earlier debates within feminism, it is argued that the kinds of post-truth rhetoric used to dismiss women’s experience provide a challenge that feminism must confront. This rhetoric is often grounded in the authenticity of individual experience; however, experience cannot provide unmediated access to truth and, therefore, cannot provide the foundation for feminist claims. On the other hand, experience cannot merely offer one of many contested versions of ‘reality’. The excesses of both foundationalist and anti-foundationalist epistemology are countered with the argument that cognition is a human practice mediated by theoretical propositions which illuminate the question of what can be known. This is the role played by feminist theory in defending the role of experience. (shrink)

In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its very (...) possibility have been, and continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the repressive doctrine complicit in apartheid education that it claims to replace. More substantially still, African Philosophy of Education, by labeling itself uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider world but also from any critical interrogation. (shrink)

Siopis has always engaged in a critical and controversial way with the concepts of ‘race’ and ‘ethnicity’ in South Africa. For politically sensitive artists whose work has involved confronting the injustices of apartheid, the current post-apartheid situation has forced a reassessment of their practice and the terms on which they might engage with the fundamental changes which are now affecting all of South African society. Where mythologies of race and ethnicity have been strategically foregrounded in the art (...) of any engaged artist, to the exclusion of many other concerns, the demise of apartheid offers the possibility of exploring other dimensions of lived experience in South Africa. For feminists, this is potentially a very positive moment when questions of gender – so long subordinated to the structural issue of ‘race’ under apartheid – can now be explored. Penny Siopis’ work has long been concerned with the lived and historical relations between black and white women in South Africa. The discussion focuses on the ambivalent and dependent relationships formed between white middle-class women and black domestic labour during apartheid. Siopis’ work engages with how the appropriation of black women's time, lives, labour and bodies has shaped her ‘own’ history. (shrink)

The belief that we are living in a post-truth age raises a number of complex, paradoxical questions. Does it suggest, for example, that truth no longer matters? Or, that the idea of truth no longer exists? The university, of course, has long been associated with the interests of truth – not only in searching for truth, but in telling the truth. This is made evident in its emphasis on logic, rationality, deliberation, debate, reason, contemplation, reflection and academic freedom. Truth, (...) and its ensuing perspectives, perceptions, agreements and conflicts, are what makes a university what it is. As such, the university is as enmeshed in versions of truth, as it is in versions of power – which serves only to confirm the necessity for a continuous interrogation of these truths, and hence, power. In principle, academic freedom infers that both members of staff and students at universities have the right to engage in intellectual engagement and debate, without fear of censorship. In practice, however, when we take stock of academic freedom in spaces of higher education, we see growing patterns of shutting down, and closing off, rather than opening up. The interest of this article, therefore, is to consider how the university can remain discursively open to that which is new, unfamiliar and unpopular, while simultaneously, doing no harm – either to itself or its students. (shrink)

This article narrates the researcher's intention in using a mixed methodology for investigating the correlation between two key research concepts that form part of a larger research study. The larger study aims to reflect on how South African men understand their masculine role from and within their specific religion/spirituality by measuring the nature of the relationship between the constructs of masculine ideology and religious orientation in the development of a male gender identity. Subsequently, the first level of exploration includes the (...) distribution of two inventory scales to a wide selection of men in South Africa for determining the nature and degree of correlation between the two concepts of 'masculinity' and 'religiosity/spirituality' from this specific sample of men. The research question to be answered is as follows: is there a correlation between the results of the two inventory scales which measures male attitude norms, on the one hand, and religious orientation, on the other hand, of a selected sample of South African men? This question is answered through the administration of two widely validated and reliable inventory scales aimed at measuring male ideology and representations and religious orientation, respectively. Consequently, the researcher aims to motivate her choice of employing these scales before a post-foundational practical theological and narrative approach to research is used in 'thickening' the discourses resulting from these inventories, and narrates what she aims to achieve through the employment of these specific methodologies. Therefore, this article does not aim to narrate any research findings but forms part of Phase 1 of the larger research project delineated into different phases. The researcher concludes with a suggested research methodology, which aims at the decolonisation of the constructs of masculinity and religiosity and/or spirituality in the specific context of postcolonial and post-apartheid South Africa. (shrink)

Purpose This study aims to investigate the trending term: “Netiquette” as an important element in the effective digital citizenship. The research suggests a systematic framework of netiquette rules in the field of online education based on the classical core rules of netiquette and according to the digital citizenship scale (DCS). The research also studies the corresponding responsibilities of both educators and students to raise awareness towards using technology in a balanced, safe, smart and ethical way as the shift towards the (...) digital activities increased significantly in the post-corona time. Design/methodology/approach The research used the qualitative data that were based on the everyday observation and analysis of the online education experience at the university of Jordan in the academic year 2020/2021; the online group discussions of students and teachers; and investigating the guidelines of the online learning netiquette rules in various academic institutes. Comparative analysis was conducted to merge and eliminate redundant rules and to add sub rules, and then to cluster them into groups. The suggested clustered groups were distributed into the classical core rules outline of netiquette. In each core rule, the sub rules were reclassified and recategorized according to the DCS by studying the complexity levels and their corresponding factors. The suggested framework updates and adds DCS levels and factors considering the exceptional experience of online education through the pandemic. Findings The research finds that “Netiquette” had been neglected in cyber ethics literature, and so it has to be rediscovered through the lens of digital citizenship that becomes very noticeable issue in the post-COVID era. So, the research presents a systematic framework that outlines more than 150 netiquette sub rules in the field of online education, and that were clustered according to DCS and the classical core rules of netiquette. It also adds a new factor to the bottom level of DCS which is the primarily skills and traits, and also updates the internet and political activism fac-tor by adding the social perspective. Originality/value A novel classification of the classical core rules of netiquette was proposed in the field of online education to serve as a spectrum of identifying the complexity of digital citizenship levels and factors. This research can be a starting point of more works on netiquette research in online education and on other fields such as online business meetings, social media networking and online gaming. (shrink)

Facing marginalization in the political context of the “new South Africa” and lost social and economic privileges under a Black government, South African Indians articulate the need to keep up culture. In so doing, they simultaneously extend the isolation fostered through apartheid and utilize newly available political language to assert a partially disadvantaged minority voice in a distinctly gendered and racialized way. Echoing the spirit of nationalism in colonial India that figured the bourgeois Indian woman as the essence of (...) the national culture, South African Indians reinvent a feminine icon of Indian culture for distinctly political ends. At the individual level, gendered participants in this project of cultural nationalism enact, resist, and reshape its meanings, exposing both the limitations and the possibilities for South African national identities. (shrink)

The quest for liberation of all South Africans from past racial divides since the inception of democratic government has been prioritised for more than 24 years now. Although this is an ongoing process and some achievements have been made to this end, it is yet evident that the impact of racism and apartheid still influence many lives both in and outside the churches. The Gereformeerde Kerke in South Africa is amongst the churches that officially removed the barriers of (...) class='Hi'>apartheid to have one united church. The relevant question would be to ask if relatively good progress had been made towards uniting these churches. This article intends to unveil evidence in the form of case studies that reconciliation and unity are still a journey which the members of the mentioned church should embark on. There are members of some congregations under this church who are still held within the culture of separation and hence they make it difficult to unify the church. The foundation for reconciliation had been laid down, but the challenge is now to build unity upon it. Despite some racial signs still visible in some churches, this article concerns itself in looking a place where unity, peace and reconciliation are expected to be at the top of the agenda. The article attempts to propose some strategies towards unity within the GKSA. Practical case studies will be consulted to indicate the existence of the challenge of racism in the GKSA, despite efforts to eradicate it from government and other stakeholders concerned. (shrink)

This article explores the relation between the government and the media in post-apartheid South Africa. An overview is given of key developments and tensions between the government and the media in the first 10 years of democracy and the ethical frameworks underlying the respective positions. An overview of the debate between the so-called "national interest" and the "public interest" is given, and linked to normative ethical frameworks of libertarianism vis-a-vis communitarianism. A mean between the 2 is suggested in (...) the form of mutualism, whereas the necessity for conceptual clarification in debating the relation between the government and the media is emphasized. (shrink)

This article examines the construction and implementation of the Sullivan Principles, a two-decade effort to use corporate codes of conduct to improve the behavior of multinational corporations in South Africa under apartheid. Without organized social movement pressure, corporations would not have agreed to adopt the code, and corporate compliance required sustained pressure from the anti-apartheid movement. The system's independent monitoring process was problematic, and managers' definitions of “good corporate citizenship” were more guided by monitors'emphases than by substantive concerns. (...) Based on the historic case, the article raises questions about the voluntaristic, stateless character of transnational corporate codes of conduct and questions whether such codes offer a viable strategy for improving working conditions. (shrink)

Discipleship is a responsibility of the Church. It is an outlet in which the regeneration of Church leadership to the younger generation is conducted. Before the COVID-19 pandemic, discipleship and mentoring of youth leaders, especially key persons of GKII (Gereja Kemah Injil Indonesia) youth were provided by means of in-person activities. During the pandemic, digital media has been utilised for various church activities, including mentoring these key persons. Hence, this research intends to explore: (1) the method by which key persons (...) practise digital discipleship and (2) the benefits of digital media in youth discipleship to facilitate faith growth. This research is a qualitative research. Data were collected by means of interviews and observations on several key persons’ digital media accounts. The research shows that social media significantly benefits the discipleship process. It was found that digital discipleship was quite often carried out during the pandemic, especially in urban areas, with WhatsApp and Zoom meetings as its two primary means. However, it slightly declined along with the lifting of social gathering restrictions. The main themes explored in the mentoring sessions were discipleship, soteriology, spiritual life, motivational and digital media materials, and youth ministry in the digital era. The discipleship practice used was the NM-SM (Nurtured, Matured, Served, Mission) pattern.Contribution: The results of this research contribute to the development of knowledge, especially in the field of youth discipleship, and digital media-based discipleship. This research also shows that digital media has become an effective theological space during the pandemic and post-pandemic periods. (shrink)

Academic medical ethics must be a bulwark against a disturbing trend toward post-truth cultures. Activism of course has its place in massive cultural debates like abortion. The fact that so many people care so deeply about these debates is part of what makes them so important. But especially when coming from clinicians, academics, and others to whom we entrust the care of our public discourse, interventions into the debates must be disciplined by a thoroughgoing commitment to engage with the (...) available data to back up the central claims even when those claims seem like common sense—perhaps especially when they seem like common sense. (shrink)

A discussion with Roberto Andorno about global bioethics and biolaw, the Coronavirus pandemic, and its impact on human dignity and rights. Can we foresee the emerging new profile of global bioethics and biolaw in the post-Coronavirus era? How significant are they going to be in the future, after the enormous pressure that the Coronavirus pandemic has exercised on key political, legal, and ethical values? Must the voice of bioethicists -compared to the ‘hard’ scientific data- be louder in the future (...) concerning decisions about emergency social and medical measures? Is there a hope that public empowerment will support robust, global public engagement and meaningful deliberation? How much does Roberto Andorno’s view on human dignity reveal a supposed commitment to moral realism? The massive deaths of elderly people living in hospices of Sweden, Spain, and Italy, based on an implicit ‘fair innings’ view, has recently posed certain questions on the moral unacceptability of such practices. The same questions arise in the case of the legalization of euthanasia grounded on the implicit acceptance of the view that life is not worth living under certain circumstances. Is it possible that the human rights bodies worldwide will acquire executive power, and how could this become possible? How influential the ‘precautionary principle’ can become regarding clinical and research ethics in the future? How urgent is the importance of the introduction of bioethical education in the curricula of ‘hard’ empirical studies? Roberto Andorno discusses with us all these controversial and under heated public debate issues, giving sometimes provocative answers. (shrink)

In this paper, I investigate whether the pursuit of group-based social equality should constitute a political goal or not. I explain that social equality refers to the mechanism for horizontal presentation of opportunities to individuals in a given society to express their abilities. It could also mean the right to vie, contest, compete or take advantage of certain opportunities or even to the freedom to pursue or obtain certain opportunities among free citizens in any society. I argue that the position (...) of the mainstream European South African population seems to be that this should be an individual-based exercise since the sectional policy of apartheid has been disestablished. However, the majority of native South Africans appear to hold that since the post-apartheid South African society is heavily lopsided that the pursuit of social equality, especially by the natives who experience great economic disadvantage as a political goal, should be group-based in order to address comprehensively the social and economic ills of apartheid. This groupbased approach is challenged by European South Africans who argue that it introduces another form of inequality that places them at a disadvantage. I will analyze the arguments on both sides and attempt to justify the group-based approach in the light of the post-apartheid peculiar circumstances of native South Africans. Keywords: social equality, political goal, individual, group, South African society, apartheid. (shrink)

This essay treats Michael Polanyi’s post-critical philosophy and the contributions of post-critical thought to ethics. It discusses the from/to structure of human knowing and heurism and ethics. It argues that virtue, viewed post-critically, is an achievement in community; post-critical thought calls for movement beyond specialization.

ABSTRACT Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the framework of the so-called post-democracy, and also in the manifestations known as illiberal democracy. Moral and civic education has to respond to this challenge. With this in mind, we propose (...) revitalising a participative and deliberative democracy model, rethinking the basic values in citizens' education, redefining the relation between what is public and what is private, and empowering sensitivity and free creation in the new maker culture. (shrink)