Title: DE BIJZONDERE BIJDRAGE VAN HET CHRISTELIJK ONDERWYS AAN DE MAATSCHAPPIY VAN MORGEN
1DE BIJZONDERE BIJDRAGE VAN HET CHRISTELIJK
ONDERWYS AAN DE MAATSCHAPPIY VAN
MORGEN Identiteitsdag BE, HBO en WO met
bestuurders en toezichthouders, Besturenraad,
Ede, 2 november 2006 Theuns Eloff, Visekanselier
2Introduction
- Very privileged to be here links with the VU,
the Netherlands, Wim Noomen, Harry Brinkman - Focus might be more on higher education, but will
often be applicable to education broadly - The differences and the similarities between the
South African and the Netherlands situation - Theological roots
- Apartheid
- Secularisation
- Growth in Christianity in Africa
- The role of Christians equally important (your
theme..)
3Context church-state relationship, freedom of
belief
- Prof Koos Vorster makes 5 useful distinctions
- Active theocratic option (anabaptists,Muslim
countries) - Active state-religion option (European
nation-states) - Active neutral option (USA)
- Active universalist option (India, Namibia)
- Active plural option (South Africa?)
- Vorster For Christians and christian education,
the latter seems the best viable option - Justice to all, function within own principles,
practical attainable, cannot move to
universalism, room for diversity, contribute to
nation-building
4Context modalities of christianity and
scientific endeavour
- The impossibility of value free scientific
activity (Kuhns paradigms) lewens- en
wêreldbeskouing - Does this help the Christian? Yes, and no
- Yes we can understand the integrated way of
creation and science - No not necessarily accepted by non-Christians
(and even some Christians!) - And how and should this be made applicable to
institutions, or is it only applicable to
individuals? (here the ways part) - The difference between
- Christelike wetenskap (a substantive thing)
- Christelike wetenskapsbeoefening (a specific
activity, different from others) - Wetenskapsbeoefening vanuit n Christelike
perspektief (common and specific unity and
diversity)
5A South African example general
- Fundamental values entrenched in Bill of Rights,
part of Constitution. - Core values human dignity, equality, freedom
but also freedom of religion (interesting
interpretation in schools) - Unity and diversity
- Culture, religion, belief, language
- Shared values within a common constitutional
framework AND room for Christelike
geloofswaardes - Tolerance for others beliefs customs AND
freedom of belief practice - The importance of the Constitution and Bill of
Rights as an enabling framework for education
from a Christian perspective - The consequential values of the Constitution,
through which it is possible to derive Christian
values for education and in education - The active plural option of church-state
relations, freedom of belief starting to take
shape
6A South African example NWU
- Merger between PU for CHE and UNW (differing
greatly) - Negotiated outcome NWU unitary, multi-campus
university, with a vision to be a pre-eminent
university in Africa, driven by knowledge and
innovation - Guiding principles unity and diversity,
value-driven - Unity one name, council, senate, VC, set of
policies values ethos - Diversity campuses, programmes, languages,
campus cultures - CHO off the gate, into the hearts and minds
values march, wetenskapsleer, ethical Code of
Conduct - Mission the values framework is based on
Constitutional values, with room for staff and
students to live out their (religious) beliefs in
the academe and student life
7What Lessons Can Be Derived From These Two
Examples?
- The importance of using the legal framework of a
Bill of Rights vis a vis freedom of religion - Use a political fact (diversity) and a political
wish (unity) to create space for Christian
beliefs in a secular state/institution - Repossess (humanised) values as intrinsically
christian and Biblical - Be good and patriotic citizens/excellent
academics (We must be so good that they dare not
push us around)
8Is (higher) education from a christian
perspective possible? Yes, if.
- The teacher/lecturer is a committed Christian
- The teacher/lecturer has an integrated world view
(and can integrate values into the curriculum) - The teacher/lecturer uses his/her constitutional
right to academic freedom - The teacher/lecturer is a good teacher/lecturer
- The teacher/lecturer is not dogmatic and/or
ideological, and not only tolerant of other
views, but also open to hear and discuss them
(that is also science and academic freedom!) - The governing body and management of the
institution create an environment in which the
above is possible, amongst others by adopting a
balance between unity and diversity.. - There exists at the institution a values framework
9The contribution of christian education to the
society of tomorrow (1)
- Precondition 1 There must be Christians, and
there must be Christians in education - (Eloff Christian ethos will remain on
Potchefstroom only as long as there are
Christians lecturing and studying) - Precondition 2 Those Christians must have an
attitude of service to society - (Vorster attitude leads to gratitude, leads to
service) - Precondition 3 Those Christians must have an
integrated understanding of the world and where
it is going (life and world view)
10The contribution of christian education to the
society of tomorrow (2)
- Grow integrated and understanding human beings
- Grow moral, patriotic and global citizens
- Grow well-rounded, critical thinking and
problem-solving employees - Grow obedient children, caring parents and loving
spouses - Grow obedient Christians!
11Conclusion We have no option
- Jer 297 seek the welfare of the city..for in
its welfare you will find your welfare - Matt 5 16 Let them see your good works and give
glory to your Father in heaven - And as children of the reformation, we have never
run away from the world, but remained in it.. And
worked in it.. - This is especially true of education
- Krag en wysheid en sterkte toegewens!