Neoliberalism and education : a reformational-pedagogical perspective (part 1)

• Published in: Koers (Potchefstroom, South Africa) Vol. 82; no. 1; pp. 1 - 11
• Main Author: Van der Walt, J.L.
• Format: Journal Article
• Language: English
• Published: Noordbrug Koers Society of South Africa 2017; Koers Bureau for Scientific Journals; Scriber Editorial Systems
• Subjects: Bible; Christian education; Education; Education policy; Existentialism; Higher education; Learning environment; Liberalism; Neoliberalism; Pedagogy; Phenomenology; Philosophical preconditions; Philosophy; Pragmatism; Religion; Religious education; Teaching and learning; Transcendental foundations; Verbal aggression; New York; South Africa; philosophical preconditions; liberalism; transcendental foundations; education; Kernbegrippe; onderwys; onderrig en leer; neoliberalism; liberalisme; Christian education; filosofiese uitgangspunte; Christelike opvoeding en onderwys; opvoeding; transendentale grondslae; teaching and learning; neoliberalisme
• ISSN: 0023-270X; 2304-8557; 2304-8557
• DOI: 10.19108/KOERS.82.1.2275

This article forms yet another link in a series of studies and publications from the pens (computers) of South African reformational educationists regarding the so-called –isms deemed to be threats to the Christian (Biblical) orientation to education (including teaching and learning). In this, the first part of the article, a brief overview is given of how these reformational educationists have so far responded to the various “-isms” that they perceived to be threats or challenges to Christian education. This is followed by an attempt to define the concept “neoliberalism” and to indicate what it means in general, and in particular, in the educational context. This part of the article paves the way for a critical analysis of neoliberalism as a “philosophy of education” and of its transcendental preconditions in the second part.