1. Hannah Arendt <1963>, "What Is Authority?" in. 5. The discussion of Calvin relies on the following. texts: Dakin (1940), Davies (1946), d* Klerk

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PART I 1. Hannah Arendt <1963>, "What Is Authority?" in Between Past and Future. * 2. ibid, Pg 123 3. ibid, Pg 125 4. ibid, Pg 126 5.

1 PART I 1. Hannah Arendt <1963>, "What Is Authority?" in Between Past and Future. * 2. ibid, Pg ibid, Pg ibid, Pg The discussion of Calvin relies on the following texts: Dakin (1940), Davies (1946), d* Klerk (1976), Hopfl (1982), McNiell (1954), Parker (1? 75) 6..-.ax Weber, (1 956), The Protestant Ethic and the Spirit of Capitalism. 7. Quoted in Dakin (1940), Calvinism, Pg The discussion of Hobbes relies on the to)lowing Refer to the Bibliography for full details on the authors mentioned in these notes.

texts: Leviathan, R.S. Peters (1956) and Sabine (1963). 9. Hobbec ~jviathan. Part One, Chapter XIV. 10. The discussion of Rousseau relies on the following texts: Social Contract and Discourses, Gr.

2 texts: Leviathan, R.S. Peters (1956) and Sabine (1963). 9. Hobbec ~jviathan. Part One, Chapter XIV. 10. The discussion of Rousseau relies on the following texts: Social Contract and Discourses, Gr.tmsley ( 1973) and Plamenatz ( 1963). 11. Rousseau, Social Contract nook I, Chapter IV. 12. ibid, Book I, Chapter III, 13. ibid, Book I, Chapter VII, Perspectives on Political Theory, Vol.2, Chapter 8 and also Benn and Peters, (1980), Social Principles and the Democratic State. 15. Rousseau, Social Contract, Book II, Chapter VI. 16. The discussion of Mill relies on the following texts: On Liberty, Representative Government, The Subjection of Women, Hollis (1972), McClcskey (1963), Rees (1960) and Wollheim (1973). 17. I am aware of tht disagreement on the exteit to 169

' which Mi.1 may be considered a utilitarian. See for example, Downton and Mart (eds), op. cit., Volume 2. 18. Mill, On Liberty, Ch

3 ' which Mi.1 may be considered a utilitarian. See for example, Downton and Mart (eds), op. cit., Volume Mill, On Liberty, Chapter IV. a 19. ibid, Chapter IV. 20. J.C. Rees ( 1960 ) "A Re-reading of Mill 'On Liberty'", Political Studies, 8, Wollheim (1973) "John Stuart Mill and The Limits of State Action", Social Research, 40, Mill, On Liberty, Chapter I (see also Jote 17 above). 23. ibid, Chapter T. 24. ibid, Chapter I. 25. R.S. Peters ( 1958 ) ghn_cnncej>t _of Motivation, especially the chapter entitled "Types of Explanation in Psychological Theories". 26. Brian Fay (1977) S o c i, a 1 _T h e o r *_a n d _ P o 1 i t i c a 1 170

27. Peter Winch (1958) Tho idea of a social science. 1. Peter Winch (1967) "Authority in A. Quinton (ed), Political Philosophy. Pgs 97-111. 2. R.S. Peters (1967) "Authority", ibid, Pgs 85-96, 3.

4 27. Peter Winch (1958) Tho idea of a social science. 1. Peter Winch (1967) "Authority in A. Quinton (ed), Political Philosophy. Pgs R.S. Peters (1967) "Authority", ibid, Pgs 85-96, 3. Winch, ibid, Pg For example, t-edagogics. Refer to W.E. Morrow (1979), Pgs R.S. Peters ( 1966) Ethics and Education. young (1971) "An Approach to the Study of Curricula as Socially Organized Knowledge" in Young (ed) Knowledge and Control : new directions for.the sociology of education. 7. Harris (1979) Education and Knowledge, Pring (1972) "Knowledge Out of Control", Journal

5 fnr Education and Teaching. R.S. Peters (1967) in Quinton (ed), Political philosophy. Pg 90. Peters, ibid, Pg 91 Winch, ibid, Pg 102, I realize that this might appear to be an over- simplification of the Marxist position which does encompass a wide and conflicting variety of analyses. Notwithstanding this diversity, there is a common basis from which all Marxist interpretations take their inspiration and this leads them, to varying degrees, to overlook 'authority and to conflate its operation with 'power'. PART III 1. 1 am grateful to Wally Morrow for this analogy. 2. Go3her (1984), "On Avoiding Indoctrination". 3. R.. Peters (1978), "Education and the educated 172

- man" in Strike and Egan (eds), Ethics and Educaji tional Policy. 4. P.S. Wilson (1971), interest and Discipline in Education. T. Pateman (1980), "Can Schools Educate?

6 - man" in Strike and Egan (eds), Ethics and Educaji tional Policy. 4. P.S. Wilson (1971), interest and Discipline in Education. T. Pateman (1980), "Can Schools Educate?" in Peters (ed), Journal of Philosophy of Educa-tion, Vol. 14, Number R. Barrow (1981), The Philosophy of_schooling. 7- See, for example, P.H. Hirst (1978), "Liberal education and the nature of knowledge" in Strike and Egan (e d s ), op c it and P.H. H irat and. R.S. Peters (1970), The Logic of Education. 8. R. Pring (1976), Knowledge and_ Schooling. 9. ibid, Pg 17. See also Kassman (1973), Knowledge and Belief. 10. Kassman is one, for example, who is critical of this equation of knowledge with 'justified true belief' because it involves two major problems of justification : i) what typo of justification would be acceptable, 173

7 and ii) is it necessary that the knower should be able in every case to give an adequate account of t.he justification? He suggests that this way of talking about knowledge, as if it is an object or a thing, is misleading. He prefers a concept of knowledge that recognizes that it is people who are making assertions abor.t what they or others know, believe, don't know or don't believe. See, for example, Marxist critiques such as Kevin Harris (1979), Education and Knowledge. Refer to the works of Paulo Freire such as of the Oppressed. P.J. Crittenden (1980), "Neutrality in Education", Educational Philosophy and Theory, Vol. 12, No

14. Although this use of 'knowledge' makes it sound like a commodity, I am aware of Kassman s reservations, referred to in an earlier note, 10, 'Knowledge' is not narrowly conceived of in terms of

8 14. Although this use of 'knowledge' makes it sound like a commodity, I am aware of Kassman s reservations, referred to in an earlier note, 10, 'Knowledge' is not narrowly conceived of in terms of 'facts' but encompasses understanding in a broad sense,..,. PART IV See, for example, Hofmeyr (1982), "An examination of the influence of C.N.E. on the principles underlying White and Black Education in S.A.: ' and Rose and Tunmer \eds), ( 1975 ), Documents in 2. South African Education. 'Beleid' published by the Instituut vir Christelik Nasionale Onderwys, (ICNO), (1948), Article Rose and Tunmer (eds) (1975), op. cit., Pg 119, 4. College for Further Training (C.E.F.T,), quoted in Gluckman (1976), "A critical study of the philosophy of education which undergirds the teaching of education studies in Afrikaans teacher-training institutions in the Transvaal.", Pg 91.

9 Coetzee, ibid, Pg 12. 3eleid, Article 5. Gluckman (1976), op. cit. Beleid, Article 4. Beleid, Article 4e. Rose and Tunmer (eds) (1975), op Beleid, Article 9.2. Beleid, Article 9.2. Beleid, Article 14. Beleid, Article 15. Beleid, Article 14. Beleid, Article 15. Beleid, Article 14. ibid.

19. Study Project on Christianity in Apartheid Society (SPROCAS), (1971), ^ irahnn Beyond Apaitheid. 20. Beleid, Article 6. 21. Beleid, Article 4f. 22. Beleid, Article 15 23. Hofmeyr (1982), op. cit.

10 19. Study Project on Christianity in Apartheid Society (SPROCAS), (1971), ^ irahnn Beyond Apaitheid. 20. Beleid, Article Beleid, Article 4f. 22. Beleid, Article Hofmeyr (1982), op. cit. 24. ibid. 25. For reasons of convenience, the term 'Pedagogics' will be used genereiiy to cover all those aspects which distinguish it as a particular way of thinking about education. 26. G.A.J. Griessel (1 985), Orientation in FuncUjnental Pedagogics, Pg T.A. Viljoen and J.J. Pienaar (1971), Fundaroenta j._ Pedagogics, Pg Griessel (1985), op. cit., Pg 28. This is attributed to Oberholzer, but no further reference is given. 177

is 9 29. Griessel (1985), op. cit., Pg 13, 30. ibid, Pg 31. 31. ibid, Pg 55. 32. Viljoen and Pienaar (1971), op. cit., Pg 64. 33. W.A. Landman et al, (1982), Fundamental Pedagogics, Pg 8. 34.

11 is Griessel (1985), op. cit., Pg 13, 30. ibid, Pg ibid, Pg Viljoen and Pienaar (1971), op. cit., Pg W.A. Landman et al, (1982), Fundamental Pedagogics, Pg Griessel (1985), op. cit., Pg 58, 35. W.A., Landman et al (1982), op. cit., Pg 8, L 36. ibid, Pg ibid, Pg Griessel (1985), op. cit., Pg ibid, Pg Viljoen and Pienaar (1971), op. cit.,,pg Morrow (1979), op. cit., Pgs See also note 5 on Part II. 178

42. Landman et al (1 982), op. cit., Pg-* 40 Griessel (1985), op. cit., Pg 59, 44. Viljoen and Pienaar (1971), op. cit., Pq 6b 45. ibid, Pg '*01 46. ibid, Pg 102 47. ibid, Pg 102 48.

12 42. Landman et al (1 982), op. cit., Pg-* 40 Griessel (1985), op. cit., Pg 59, 44. Viljoen and Pienaar (1971), op. cit., Pq 6b 45. ibid, Pg '* ibid, Pg ibid, Pg ibid, Pg 102 Griessel (1985), op. cit., Pg 6 Viljoen, quoted by Gluckman, "The extent to which Calvinism and Christian-National Education have influenced Pedagogical findings in South Africa", in Beard and Morrow (eds>, (1981), Problems_of Pedagoqlcs, Pg 113. Viljoen and Pienaar (1971), op. cit., Pg 85. i D.D. Margetson, "Pedagogics in South Africa: the mystification of education?" in Beard and Morrow (eds) (1981), op. cit., Pg

$-r. **>C-' TS'sKr* ' 53. Viljoen and Pienaar (1971), op. cit., Pg 95 54. Landman et al (1982), op. cit., Pg 38, \ I 55. Viljoen and Pienaar (1971), op. cit., Pg 91 56. ibid, Pg 94 57. ibid, Pg 81. 58.$

13 -r. **>C-' TS'sKr* ' 53. Viljoen and Pienaar (1971), op. cit., Pg Landman et al (1982), op. cit., Pg 38, \ I 55. Viljoen and Pienaar (1971), op. cit., Pg ibid, Pg ibid, Pg Mofmeyr (1962), op. cit., Pg 19. ibid, and others on the rise of Afrikaner nation- alism such as de Klerk {1976), Tha Puritans in Africa : A History of Afrikanerdo. i. 60. Allan Doesak (1984), blsck and Reformed: Apartheid, Liberation and the Calvinist Tradition_ 61. Viljoen and Pienaar (1971), op. cit. 62. ibid, Pg ibid, Pg ibid, Pg 5.

< ' 66. ibid, Pg 5. 67. ibid, Pg 40 68. ibid, Pgs 11-12. 69. ibid, Pg 9. 70. ibid, Pg 9. 71. Margetson (1981), op. cit., Pg 203. 72. P.A.

14 < ' 66. ibid, Pg ibid, Pg ibid, Pgs ibid, Pg ibid, Pg Margetson (1981), op. cit., Pg P.A. Enslin, "The notions of 'validity' and 'truth' in Fundamental Pedagogics in Beard and Morrow (eds) (1981), op. cit., Pg 149, 73. See Margetson (1981), op. cit., Pg and Horner (197?), "Science and values in Fundamental Pedagogics". 74. C.F.G. Gunter, quoted in Horner ibid, Pg. 75. For a more detailed explanation of these points refer to Horner (1973), ibid, Pgs

76. F. Hayward, "An Appraisal of Fundamental Pedagogics'* in Beard and Morrow (eds) (1981), op. cit., Pg 153. 77. Gluckman (1976), op. cit. 78. Refer to Beard and Morrow (eds) (If.), oo. cit 79.

15 76. F. Hayward, "An Appraisal of Fundamental Pedagogics'* in Beard and Morrow (eds) (1981), op. cit., Pg Gluckman (1976), op. cit. 78. Refer to Beard and Morrow (eds) (If.), oo. cit 79. Gluckman (1976), op. cit. 80. Horner (1977), op. cit. 81. Hofmeyr (1982), op. cit 82. Beard and Morrow (eds) (1981), op. cit., especially the Introduction and Pgs CONCLUSION As for example illustrated in the work of Michael Young and Kevin Harris, already mentioned, and that of Althusser, Bowles and Gintis and Paulo Freire etc.

Althusser, L. "Ideology and Ideological State Appara tuses", in Cosin, D. Education: Structure and Society, Harmondsworth : Penguin Books, 1972. Althusser, L. "Marxism and Humanism", in Cosin, B.

16 Althusser, L. "Ideology and Ideological State Appara tuses", in Cosin, D. Education: Structure and Society, Harmondsworth : Penguin Books, Althusser, L. "Marxism and Humanism", in Cosin, B. School and Society, London : Routledge 4 Kegan Paul, Althusser, L. Essavs in Self-Criticism, New Left Books, Arendt, H. "What Is Authority?", in Between Past.and Future, Cleveland : World Publishing, 1^63. Arendt, H. The Hunan Condition, University of Chicago Press, 1969.,rendt, H. On Violence* London : Allen Lane, Tho Penguin Press, Aristotle. Politics. Harmandsworth : Penguin, revised edition, translated by T.A. Sinclair, 1981.

V Barrow, R. The philosophy--of. jolina, Sussex : Wheatsheaf/Harvester Press, 1981 Beard, P.N.G. and Morrow, W.E. (eds). Probiems_of Pedagogics, Durban and Pretoria : Butterworths, 1981. Benn, S.I.

17 V Barrow, R. The philosophy--of. jolina, Sussex : Wheatsheaf/Harvester Press, 1981 Beard, P.N.G. and Morrow, W.E. (eds). Probiems_of Pedagogics, Durban and Pretoria : Butterworths, Benn, S.I. and Peters, R.S. Sorlal Principles and the DemocraticState, r.ondon : Allen and Unwin, "Blueprint for Blackout", abridged policy statement of Christian National Education, Johannesburg; The Education League, No date. Boesak, A. Black and Reformed ; Apartheid, Liberation fha calvinist Tradition, Braamfontein : Skotaville Publishers, 1984 Bowles, S. and Gintis, H. America, London and Henley Schooling In Capitalist Routledge & Kegan Paul, Canovan, M. The Political Thought of Hannah Arendt, London : Dent and Sons, : Carter, A. Authority and Democracy, London ; Routledge 4 Kegan Paul,

18 Author Colquhoun S E Name of thesis Power and Authority in schooling and education in South Africa 1986 PUBLISHER: University of the Witwatersrand, Johannesburg 2013 LEGAL NOTICES: Copyright Notice: All materials on the University of the Witwatersrand, Johannesburg Library website are protected by South African copyright law and may not be distributed, transmitted, displayed, or otherwise published in any format, without the prior written permission of the copyright owner. Disclaimer and Terms of Use: Provided that you maintain all copyright and other notices contained therein, you may download material (one machine readable copy and one print copy per page) for your personal and/or educational non-commercial use only. The University of the Witwatersrand, Johannesburg, is not responsible for any errors or omissions and excludes any and all liability for any errors in or omissions from the information on the Library website.

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