Original Research
Enkele metodologiese implikasies van hedendaagse vakfilosofiese kwessies rondom die Historiese Opvoedkunde
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 57, No 2 | a784 |
DOI: https://doi.org/10.4102/koers.v57i2.784
| © 1992 Willem Postma
| This work is licensed under CC Attribution 4.0
Submitted: 28 January 1992 | Published: 28 January 1992
Submitted: 28 January 1992 | Published: 28 January 1992
About the author(s)
Willem Postma, Departement Fundamentele en Historiese Opvoedkunde Potchefstroomse Universiteit vir CHO . POTCHEFSTROOM, South AfricaFull Text:
PDF (268KB)Abstract
Contemporary topical historico-educational issues force the educational historian to reflect repeatedly on both the study method and the subject philosophy underlying the choice and application of the latter method. It is argued that a thorough knowledge of and insight into certain historico-educational subject philosophical bases which determine the choice and application of the method of history of education can lead to more valid and reliable conclusions and findings in the field of the history of education.
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