"Authority" in Christian National Education and fundamental pedagogics

Abstract

Christian National Education has been influential in shaping official education policy in South Africa. Though Fundamental Pedagogics has distinguished itself from Christian National Education by claiming to be a "science" of education, not tied to any particular philosophy of life, this report tiies to show it has developed from Christian National Education and has extremely close affinities with it. From a perspective that emphasises individual autonomy and respect" for persons, this report develops a critique of the notion of "authority" in Christian National Education and Fundamental Pedagogics. It examines the assumptions underlying these notions of authority, showing how they assume as "natural" certain political, economic and social relations, and endorse social inequity. Finally suggestions are offered towards formulating principles of "authority" which might allow for autonomy and give recognition to individual worth.