Original Research
Conflicting belief systems: some implications for education
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 64, No 1 | a489 |
DOI: https://doi.org/10.4102/koers.v64i1.489
| © 1999 E.J. van Niekerk
| This work is licensed under CC Attribution 4.0
Submitted: 20 December 1999 | Published: 20 December 1999
Submitted: 20 December 1999 | Published: 20 December 1999
About the author(s)
E.J. van Niekerk, Department Secondary School Teacher Education, Faculty of Education University of South Africa, PRETORIAFull Text:
PDF (474KB)Abstract
In this article the conceptions of knowledge and time within Christianity, secular humanism and traditional African religion are juxtaposed. In order to emphasise the vital role o f belief systems in the field of education, some educational implications are inferred from these different conceptions of knowledge and time. The need to create enough space within the South African education system so that parents will be able to send their children to schools where education is conducted according to their particular belief systems is also foregrounded.
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