The Academic Freedom Lecture: Daantjie Oosthuizen Memorial Lecture - Rhodes University 1990
- Slabbert, Frederik van Zyl, 1940-2010
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
- Date Issued: 1990
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
- Date Issued: 1990
Living in the interregnum
- Authors: Gordimer, Nadine
- Date: 1983
- Subjects: History -- South Africa Politics -- South Africa Equality Liberty
- Type: text
- Identifier: http://hdl.handle.net/10962/270 , vital:19943
- Description: "Our time" is the last years of the colonial era in Africa. We are at once the most advanced country on the continent, and a relic of the past. It’s inevitable that 19th century colonialism should finally come to its end here, because here it surely reached its ultimate expression, open in the legalised land- and mineral-grabbing, open in the constitutionalized, institutionalized racism that was concealed by the British under the sly notion of uplift, the French and Portuguese under the sly notion of selective assimilation. Our extraordinarily obdurate crossbreed of Dutch, German, British, French as the South African white population produced a bluntness that unveiled everyone’s refined white racism: • the flags of European civilization dropped, and there it was, unashamedly, the ugliest creation of man, and they baptized the thing in the Dutch Reformed Church, called it apartheid, coining, to outlast Nazi terminology, the ultimate term for every manifestation, over the ages, in many countries, of race prejudice. Every country on earth could see its semblances here: and most peoples. The sun that never set over one or other of the 19th century colonial empires of the world is going down finally in South Africa.
- Full Text:
- Date Issued: 1983
- Authors: Gordimer, Nadine
- Date: 1983
- Subjects: History -- South Africa Politics -- South Africa Equality Liberty
- Type: text
- Identifier: http://hdl.handle.net/10962/270 , vital:19943
- Description: "Our time" is the last years of the colonial era in Africa. We are at once the most advanced country on the continent, and a relic of the past. It’s inevitable that 19th century colonialism should finally come to its end here, because here it surely reached its ultimate expression, open in the legalised land- and mineral-grabbing, open in the constitutionalized, institutionalized racism that was concealed by the British under the sly notion of uplift, the French and Portuguese under the sly notion of selective assimilation. Our extraordinarily obdurate crossbreed of Dutch, German, British, French as the South African white population produced a bluntness that unveiled everyone’s refined white racism: • the flags of European civilization dropped, and there it was, unashamedly, the ugliest creation of man, and they baptized the thing in the Dutch Reformed Church, called it apartheid, coining, to outlast Nazi terminology, the ultimate term for every manifestation, over the ages, in many countries, of race prejudice. Every country on earth could see its semblances here: and most peoples. The sun that never set over one or other of the 19th century colonial empires of the world is going down finally in South Africa.
- Full Text:
- Date Issued: 1983
Change is not made without inconvenience
- Authors: Bozzoli, G R
- Date: 1980
- Subjects: Academic Freedom -- South Africa Social change -- South Africa Education and state -- South Africa Education -- South Africa -- Aims and objectives Education -- Standards -- South Africa Black people -- Education -- South Africa Universities and colleges -- South Africa School integration -- South Africa Discrimination in education -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/259 , vital:19942
- Description: "Change is not made without inconvenience, even from worse to better". I propose to examine a few of these “inconveniences", some of which may turn out not to be inconvenient at all, while others may mean a complete revision of life style, or abandonment of a cherished ideal. In either case, a most vital issue surrounding change is a quantity well known to scientists and engineers, austronauts and motorists, the quantity known as the rate of change, or alternatively, the acceleration or deceleration. Change comes fastest when great pressures or forces are exerted, either revolutionary forces which are aimed at causing events to move rapidly, or oppositely, when the forces of authority are exerted to prevent matters from developing at all. These latter cause a deceleration of the movement of events, but both conditions represent high rates of change with the concomitant dangers that flow from the existence of inertia in the system and the people. Inertia in the accelerating condition results in the movement passing beyond control. Inertia in the decelerating condition entrenches those who are opposed to change and blocks all the natural outlets through which internal pressure could be relieved. Communication demands as a prerequisite, education, so that the essential link in the control chain lies in the schools and universities, and particularly in the universities. If the feedback is to come into play, then the universities must be the places where people learn to process the information. Universities are also the places where real change could originate as history has shown, so that either way, their role is vital. Paradoxically, although universities have, on the face of it, changed vastly over the centuries, and particularly during this half century, yet they have, by and large, retained their democratic character more successfully than any other institution. As 1 see it therefore, the universities should be and could be, very deeply involved in societal change,
- Full Text:
- Date Issued: 1980
- Authors: Bozzoli, G R
- Date: 1980
- Subjects: Academic Freedom -- South Africa Social change -- South Africa Education and state -- South Africa Education -- South Africa -- Aims and objectives Education -- Standards -- South Africa Black people -- Education -- South Africa Universities and colleges -- South Africa School integration -- South Africa Discrimination in education -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/259 , vital:19942
- Description: "Change is not made without inconvenience, even from worse to better". I propose to examine a few of these “inconveniences", some of which may turn out not to be inconvenient at all, while others may mean a complete revision of life style, or abandonment of a cherished ideal. In either case, a most vital issue surrounding change is a quantity well known to scientists and engineers, austronauts and motorists, the quantity known as the rate of change, or alternatively, the acceleration or deceleration. Change comes fastest when great pressures or forces are exerted, either revolutionary forces which are aimed at causing events to move rapidly, or oppositely, when the forces of authority are exerted to prevent matters from developing at all. These latter cause a deceleration of the movement of events, but both conditions represent high rates of change with the concomitant dangers that flow from the existence of inertia in the system and the people. Inertia in the accelerating condition results in the movement passing beyond control. Inertia in the decelerating condition entrenches those who are opposed to change and blocks all the natural outlets through which internal pressure could be relieved. Communication demands as a prerequisite, education, so that the essential link in the control chain lies in the schools and universities, and particularly in the universities. If the feedback is to come into play, then the universities must be the places where people learn to process the information. Universities are also the places where real change could originate as history has shown, so that either way, their role is vital. Paradoxically, although universities have, on the face of it, changed vastly over the centuries, and particularly during this half century, yet they have, by and large, retained their democratic character more successfully than any other institution. As 1 see it therefore, the universities should be and could be, very deeply involved in societal change,
- Full Text:
- Date Issued: 1980
Some reflections on academic freedom
- Slabbert, Frederik van Zyl, 1940-2010
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1978
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/186 , vital:19934
- Description: The purpose of this meeting is as I see it, twofold: a reaffirmation of a commitment and a protest. We once again declare our commitment to the principle of academic freedom and we protest that a very important aspect of this freedom has been infringed upon in the University’s relationships with the Government. The nature of this infringement is enshrined in the Extension of University Education Act of 1959. Since then other statutory and legal provisions were introduced which affected traditional civil liberties such as the freedom of speech, the rule of law, freedom of association etc. which apply not only to Universities but to our society in general. How these provisions affect the academic freedom of Universities is argued very adequately in the booklet “The Open Universities and Academic Freedom in S. A. 1957- 1974” produced by the Academic Freedom Committees of the Universities of Cape Town and Witwatersrand. I am not going to use this occasion to repeat those arguments. All of them make the same central point namely: that it is not the function of the Government to prescribe who should be admitted as students to a University, who shall be appointed to teach and what shall be taught. At the outset then I want to make it clear that I subscribe to this principle and as long as the Government persists with infringing it I believe it is worthy of our objection and protest. For almost twenty years now this protest has been made annually at some of our so-called “open” Universities.
- Full Text:
- Date Issued: 1978
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1978
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/186 , vital:19934
- Description: The purpose of this meeting is as I see it, twofold: a reaffirmation of a commitment and a protest. We once again declare our commitment to the principle of academic freedom and we protest that a very important aspect of this freedom has been infringed upon in the University’s relationships with the Government. The nature of this infringement is enshrined in the Extension of University Education Act of 1959. Since then other statutory and legal provisions were introduced which affected traditional civil liberties such as the freedom of speech, the rule of law, freedom of association etc. which apply not only to Universities but to our society in general. How these provisions affect the academic freedom of Universities is argued very adequately in the booklet “The Open Universities and Academic Freedom in S. A. 1957- 1974” produced by the Academic Freedom Committees of the Universities of Cape Town and Witwatersrand. I am not going to use this occasion to repeat those arguments. All of them make the same central point namely: that it is not the function of the Government to prescribe who should be admitted as students to a University, who shall be appointed to teach and what shall be taught. At the outset then I want to make it clear that I subscribe to this principle and as long as the Government persists with infringing it I believe it is worthy of our objection and protest. For almost twenty years now this protest has been made annually at some of our so-called “open” Universities.
- Full Text:
- Date Issued: 1978
D.C.S. Oosthuizen Memorial Lectures: number one
- Authors: Paton, Alan
- Date: 1970
- Subjects: Academic Freedom -- South Africa Oosthuizen, D C S
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/173 , vital:19931
- Full Text:
- Date Issued: 1970
- Authors: Paton, Alan
- Date: 1970
- Subjects: Academic Freedom -- South Africa Oosthuizen, D C S
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/173 , vital:19931
- Full Text:
- Date Issued: 1970
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