DE BIJZONDERE BIJDRAGE VAN HET CHRISTELIJK ONDERWYS AAN DE MAATSCHAPPIY VAN MORGEN

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DE 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
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Introduction

• 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..)

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Context 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

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Context 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)

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A 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

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A 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

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What 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)

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Is (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

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The 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)

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The 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!

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Conclusion 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!