Die niestandaardvariëteit van Afrikaans, naamlik Swartafrikaans het ontstaan om ʼn Afrikataalmoedertaalspreker en ʼn Afrikaansmoedertaalspreker in staat te stel om met mekaar te kommunikeer en mekaar te verstaan. Hierdie ontstaansdoel is tiperend van pidgintale en kan ook as die hooffunksie van Swartafrikaans beskou word. Soms word Swartafrikaans egter tussen twee Afrikaansmoedertaalsprekers gebruik. Anders as by ʼn pidgin waar die taal tussen twee (of meer) sprekers van verskillende tale gebruik word, word Swartafrikaans in só ʼn geval tussen twee (of meer) moedertaalsprekers van dieselfde taal gebruik. Weens die veranderde aard van Swartafrikaans, verander ook die funksies. Anders as die oorspronklike funksie van Swartafrikaans, vervul Swartafrikaans ’n alternatiewe funksie wanneer dit deur Afrikaansmoedertaalsprekers nagepraat word. Hierdie alternatiewe funksies kan steeds gelykstaande wees aan die funksies van ʼn pidgin, maar ook aan dié van ʼn jargon. Die funksies van ʼn pidgin is steeds teenwoordig, maar kom nou voor in kombinasie met die funksies van ʼn jargon. Binne hierdie studie word ʼn kwalitatiewe benadering gevolg met spesifieke fokus op die gegronde teorie. Drie verskillende instrumente is tydens die data-insameling gebruik. Vraelyste is deur ʼn groep van 191 respondente ingevul, almal studerend aan die Potchefstroomkampus van die Noordwes-Universiteit in 2014. ʼn Groep van 35 studente, almal vir 'n tweedejaarsmodule in Afrikaans-Nederlands ingeskryf, het aan die loodsondersoek deelgeneem. Hierna is die gefinaliseerde vraelys deur ʼn groep Afrikaansmoedertaalsprekers wat vir die verpligte module, Akademiese Geletterdheid, geregistreer is, ingevul. ʼn Fokusgroeponderhoud is met vyf bruin Afrikaansmoedertaalsprekers gevoer en eposonderhoude is met twee swart Afrikaansmoedertaalsprekers gevoer. Nadat die data gekodeer is met behulp van die kwalitatiewe data-analise sagteware, Atlas.ti, is die kodes in drie temas verdeel, naamlik die gebruikskonteks, die aard van Swartafrikaans sowel as die persepsies oor die alternatiewe funksies van Swartafrikaans. Daar is bevind dat die alternatiewe funksies van Swartafrikaans as gelykstaande aan dié van ʼn pidgin, gekombineerd met dié van ʼn jargon beskou kan word. Prominente funksies behels: inklusiwiteit en eksklusiwiteit, humor en die verryking van die individu se taalrepertoire. Die alternatiewe funksies van Swartafrikaans is sosiaal van aard en meer as een funksie kan gelyktydig deur ʼn uiting vervul word. Die sosio-historiese konteks van Suid-Afrika bring groot sensitiwiteit mee oor die napraat van Swartafrikaans by Afrikataalmoedertaalsprekers sowel as by Afrikaansmoedertaalsprekers. Hierdie sensitiwiteit het op sy beurt tot gevolg dat Afrikaansmoedertaalsprekers dit verkies om Swartafrikaans in ʼn sosiaal geborge omgewing te gebruik. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

Die niestandaardvariëteit van Afrikaans, naamlik Swartafrikaans het ontstaan om ʼn Afrikataalmoedertaalspreker en ʼn Afrikaansmoedertaalspreker in staat te stel om met mekaar te kommunikeer en mekaar te verstaan. Hierdie ontstaansdoel is tiperend van pidgintale en kan ook as die hooffunksie van Swartafrikaans beskou word. Soms word Swartafrikaans egter tussen twee Afrikaansmoedertaalsprekers gebruik. Anders as by ʼn pidgin waar die taal tussen twee (of meer) sprekers van verskillende tale gebruik word, word Swartafrikaans in só ʼn geval tussen twee (of meer) moedertaalsprekers van dieselfde taal gebruik. Weens die veranderde aard van Swartafrikaans, verander ook die funksies. Anders as die oorspronklike funksie van Swartafrikaans, vervul Swartafrikaans ’n alternatiewe funksie wanneer dit deur Afrikaansmoedertaalsprekers nagepraat word. Hierdie alternatiewe funksies kan steeds gelykstaande wees aan die funksies van ʼn pidgin, maar ook aan dié van ʼn jargon. Die funksies van ʼn pidgin is steeds teenwoordig, maar kom nou voor in kombinasie met die funksies van ʼn jargon. Binne hierdie studie word ʼn kwalitatiewe benadering gevolg met spesifieke fokus op die gegronde teorie. Drie verskillende instrumente is tydens die data-insameling gebruik. Vraelyste is deur ʼn groep van 191 respondente ingevul, almal studerend aan die Potchefstroomkampus van die Noordwes-Universiteit in 2014. ʼn Groep van 35 studente, almal vir 'n tweedejaarsmodule in Afrikaans-Nederlands ingeskryf, het aan die loodsondersoek deelgeneem. Hierna is die gefinaliseerde vraelys deur ʼn groep Afrikaansmoedertaalsprekers wat vir die verpligte module, Akademiese Geletterdheid, geregistreer is, ingevul. ʼn Fokusgroeponderhoud is met vyf bruin Afrikaansmoedertaalsprekers gevoer en eposonderhoude is met twee swart Afrikaansmoedertaalsprekers gevoer. Nadat die data gekodeer is met behulp van die kwalitatiewe data-analise sagteware, Atlas.ti, is die kodes in drie temas verdeel, naamlik die gebruikskonteks, die aard van Swartafrikaans sowel as die persepsies oor die alternatiewe funksies van Swartafrikaans. Daar is bevind dat die alternatiewe funksies van Swartafrikaans as gelykstaande aan dié van ʼn pidgin, gekombineerd met dié van ʼn jargon beskou kan word. Prominente funksies behels: inklusiwiteit en eksklusiwiteit, humor en die verryking van die individu se taalrepertoire. Die alternatiewe funksies van Swartafrikaans is sosiaal van aard en meer as een funksie kan gelyktydig deur ʼn uiting vervul word. Die sosio-historiese konteks van Suid-Afrika bring groot sensitiwiteit mee oor die napraat van Swartafrikaans by Afrikataalmoedertaalsprekers sowel as by Afrikaansmoedertaalsprekers. Hierdie sensitiwiteit het op sy beurt tot gevolg dat Afrikaansmoedertaalsprekers dit verkies om Swartafrikaans in ʼn sosiaal geborge omgewing te gebruik. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to determine how learner support has been implemented in rural, historically coloured, Afrikaans primary schools in a part of the Northern Cape, in particular with regard to what teachers, education administrators, parents and learners understand about learner support, the participants' understanding of learner support compared to the White Paper 6, to what extent schools agree and disagree in their implementation of learner support, and the indicators for realistic learner support in this context. This study made use of the conceptual framework of Transformative Inclusive Education. A qualitative research approach was followed. In this study the research design known as Appreciative Inquiry was used. Findings indicated that learner support is indeed implemented in this specific context. It is also clear that the participants have a good understanding of learner support which corresponds well with the policy position, namely that learner support entails academic support but also other developmental activities which all in the end benefit learners’ scholastic achievement. The schools agree in large part in their implementation of learner support and differ only where contextual differences dictate. The indicators for realistic learner support in this context include professional commitment, mutual dedication to each other by the school and the community, countering the potential negative effects of geographical isolation and building strong networks with external partners. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2013.

The purpose of this study was to determine how learner support has been implemented in rural, historically coloured, Afrikaans primary schools in a part of the Northern Cape, in particular with regard to what teachers, education administrators, parents and learners understand about learner support, the participants' understanding of learner support compared to the White Paper 6, to what extent schools agree and disagree in their implementation of learner support, and the indicators for realistic learner support in this context. This study made use of the conceptual framework of Transformative Inclusive Education. A qualitative research approach was followed. In this study the research design known as Appreciative Inquiry was used. Findings indicated that learner support is indeed implemented in this specific context. It is also clear that the participants have a good understanding of learner support which corresponds well with the policy position, namely that learner support entails academic support but also other developmental activities which all in the end benefit learners’ scholastic achievement. The schools agree in large part in their implementation of learner support and differ only where contextual differences dictate. The indicators for realistic learner support in this context include professional commitment, mutual dedication to each other by the school and the community, countering the potential negative effects of geographical isolation and building strong networks with external partners. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2013.

1 and 2 Chronicles is a book that solicits many questions and on which neither research nor debate is complete. The reason for this is the discrepancies between the book compared to other books with similar content. The purpose of this dissertation is to: - -- identify the differences between Chronicles and source writings; -- determine which selections were made from the source material, what has been nuanced, omitted, added and emphasized; -- study these selections contextually and determine what its function or purpose would have been; -- determine the Chronicler’s ideology and against this background determine whether the text functioned as discourse of power. The book 1 and 2 Chronicles forms the study field of this dissertation. This book is mainly a narrative that pretends to be a narration of history and covers the period from Adam until after the Babylonian exile. The temple and cult in Jerusalem form the focal point of this narrative. A comparison of the book 1 and 2 Chronicles with the source documents the author(s) used (namely Genesis, Joshua, 1 and 2 Samuel and 1 and 2 Kings) clearly shows that the Chronicler worked extremely selectively when using the source documents and that he retells the history of Israel and Juda through omissions and additions with his own particular emphasis. The narrative offers a negative judgment of the Northern Kingdom (Israel) and all the tribes that lived in that area. On the other hand the Southern Kingdom and the tribes Juda, Levi and Benjamin are described extensively and are judged positively. David is presented as the ideal king. Bar one, all his wayward deeds that are comprehensively reported in the source documents are concealed. The purpose is evidently to create an extremely positive image of him. He is inter alia depicted as the founder of the cult in Jerusalem. In this manner the cult is also legitimized and given the stamp as the only true place of worship of the living God. To have a close connection with the cult in Jerusalem or not thus becomes the criterion to judge all kings after David. The study clearly reveals that 1 and 2 Chronicles functioned as a discourse of power that was aimed at promoting the interests of the post-exilic temple personnel in Jerusalem and legitimizing their control over the cult. As a discourse of power it sets boundaries and excludes different groups that were traditionally part of the people of YHWH. The destruction of the temple in 70 AD and the ending of the cult also meant the end of the purpose of this text as a discourse of power and created the possibility that it could become part of the collection of sacred writings known as the Old Testament. / Thesis (PhD (Old Testament Studies))--University of Pretoria, 2007. / Old Testament Studies / unrestricted

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)

Abstracts in English, Afrikaans and Zulu / In this study, social exclusion in an independent, faith-based girl’s school in South Africa was investigated. Bullying is widely recognised as being unacceptable and is addressed by many schools in the form of anti-bullying policies. However, on ongoing basis, girls are being socially excluded from relationships and because this behaviour is often so subtle, it is neither recognised as a form of bullying nor is it being addressed within schools. Theologians argue that educational institutions ought to evaluate the ethical dimension of knowledge construction and that a focus on moral norms, values and virtues need to be a fundamental part of such communities, so that the well-being of its members is fostered. Unless problems such as social exclusion are understood from a theological-ethical perspective, it is unlikely that there will be a permanent change in girls’ behaviour. Changing societies that accommodate bullying requires changes in perspectives, attitudes and behaviour, and schools can make a significant contribution in providing a community in which every child feels accepted and is afforded dignity. This study offers a theoretical-ethical perspective of social exclusion and draws on insights from the fields of theological ethics, sociology, psychology and anthropology. The reasons why girls are socially excluded, the girls’ and the school’s systemic patterns of behaviour and what educators can do to develop an inclusive community are identified. To determine to what extent the theory was supported, alumnae were asked to complete the questionnaires and be interviewed. Some staff members also completed questionnaires and agreed to be interviewed. The findings of the empirical research indicated that the theoretical research was largely supported. Some interesting observations emerged from the questionnaires and interviews that expanded the understanding of social exclusion. One important finding was that the girls who are being excluded from social relationships feel that they are to blame and that they somehow deserve to be excluded. They experience strong feelings of shame as well as loss of self-esteem. This prevents them from discussing or reporting the problem and therefore the structures that are in place for such reporting are not effective. Another important finding was that there is a disconnection between the girls and the staff regarding the effectiveness of current interventions. Therefore, based on the theoretical research and the findings of the empirical data, this dissertation makes recommendations for establishing a community that promotes the well-being and dignity of all. / In hierdie studie is ondersoek ingestel na sosiale uitsluiting in ’n onafhanklike, geloofsgebaseerde meisieskool in Suid-Afrika. Treitering word wyd as onaanvaarbaar erken en word deur baie skole in die vorm van anti-treiterbeleide aangeroer. Dit is egter so dat baie meisies voortdurend op sosiale vlak uit verhoudings gesluit word en omdat hierdie gedrag so subtiel is, word dit nie as ’n vorm van treitering erken nie en dit word ook nie in skole aangespreek nie. Teoloё voer aan dat opvoedkundige instellings die etiese dimensie van kenniskonstruksie behoort te evalueer en dat ’n fokus op morele norme, waardes en deugde noodwendig ’n fundamentele deel van sodanige gemeenskappe behoort te wees sodat die welsyn van gemeenskapslede bevorder kan word. Tensy probleme soos sosiale uitsluiting vanuit ’n teologies-etiese perspektief hanteer gaan word, is dit onwaarskynlik dat daar enige permanente verandering in die meisies se gedrag sal wees. Om samelewings wat treitering akkommodeer te verander, vereis verandering in perspektiewe, houdings en gedrag en skole kan ’n aansienlike bydrae lewer om ’n gemeenskap te vestig waarin elke kind aanvaarding en waardigheid ervaar. Hierdie studie bied ’n teoreties-etiese perspektief ten opsigte van sosiale uitsluiting en steun op insigte uit velde soos sosiologie, sielkunde en antropologie. Die studie identifiseer redes waarom meisies sosiaal uitgesluit word, die meisies sowel as die skool se sistemiese gedragspatrone, en wat opvoeders kan doen om ’n inklusiewe gemeenskap te ontwikkel. Om te bepaal tot watter mate die teorie ondersteun word, is oudleerders gevra om vraelyste te voltooi en om aan onderhoude deel te neem. Sommige personeellede het ook vraelyste voltooi en tot onderhoude ingestem. Die bevindinge van die empiriese navorsing het getoon dat die teoretiese navorsing grotendeels ondersteun word. ’n Paar interessante waarnemings het uit die vraelyste en onderhoude geblyk. Hierdie waarnemings het die verstaan van sosiale uitsluiting heelwat verbreed. Een belangrike bevinding is dat meisies wat van sosiale verhoudings uitgesluit word, voel dat hulle die blaam daarvoor moet dra en dat hulle om een of ander rede verdien om uitgesluit te word. Hulle ervaar sterk gevoelens van skaamte sowel as verlies aan selfwaarde. Dit weerhou hulle daarvan om die probleem te bespreek of te rapporteer en daarom is sodanige rapporteringstrukture nie doeltreffend nie. ’n Ander belangrike bevinding is dat daar nie ’n uniforme begrip is tussen die meisies en die personeel ten opsigte van die doeltreffendheid van huidige intervensies nie. Daarom, gebaseer op die teoretiese navorsing en die bevindinge van die empiriese data, maak hierdie dissertasie aanbevelings ten opsigte van die skep van ’n gemeenskap wat die welstand en waardigheid van almal bevorder. / Kwesi sifundo kuphandwe ngokubukulwa kwisikolo samantombazana esizimeleyo nesisekelwe elukholweni eMzantsi Afrika. Ububhovubhovu buthathwa jikelele njengento engamkelekanga kwaye kuyaliwa nabo kwizikolo ezininzi ngokusebenzisa imigaqo nkqubo yokulwa ububhovubhovu. Noxa kunjalo, kuyaqhubeka ukubukulwa kwamantombazana kubudlelwane obuthile. Ngenxa yokuba lo mkhwa usenzeka mayana kakhulu, awuqondwa njengobubhovubhovu kwaye akukho nto yenziwayo ezikolweni. Iingcali zakwaLizwi zithi amaziko emfundo kufuneka ayivavanye inkalo yolwazi lwesimilo esinyulu, agxininise kwiinqobo zokuziphatha, nezexabiso lobuntu ekufuneka zibe yinxalenye esisiseko kwabahlala kula maziko, ukwenzela ukuba baphatheke kakuhle bonke abahlala apho. Ukuba iingxaki ezifana nokubukulwa aziqondwa ngokwenkalo yezokholo nobunyulu, mhlawumbi akungekhe kubekho umahluko ekuziphatheni kwamantombazana. Ukuguqula uluntu olwamkela ububhovubhovu kufuna ukutshintshwa kweembono, izimvo nokuziphatha kwaye ke izikolo zingafaka igxalaba kakhulu ekumiseleni imiphakathi apho wonke umntwana eziva amkelekile, aphatheke ngesidima. Esi sifundo siveza inkalo yokucinga esekelwe kwingcingane yobunyulu yokubukulwa, kwaye ithabathela kwizimvo zezifundo zobunyulu bezokholo, ezentlalo, ezobume bomphefumlo nengqondo, nezeengcambu zoluntu nezizwe. Izizathu zokubukulwa kwamantombazana ekuhlaleni, imigaqo nkqubo yezikolo nokunokwenziwa ziititshala ekuphuhliseni imiphakathi edibanisayo yimiba echongiweyo. Ukuze kubonwe ukuba ingaba le ngcingane inenkxaso engakanani na, kwacelwa abafundi bakudala beli ziko ukuba baphendule uluhlu lwemibuzo, bavume nokudlana indlebe nabaphandi. Bakhona nabanye abasebenzi beziko abaluphendulayo uluhlu lwemibuzo, bavuma nokudlana indlebe nabaphandi. Okwafunyaniswayo kuphando olusekelwe kubungqina babonisa ukuba ngokwenene, ingcingane yophando yayinenkxaso kakhulu. Kwavela amanqaku anomdla kwiimpendulo zemibuzo nodliwano ndlebe, kwaye oko kwalwandisa ulwazi malunga nokubukulwa eluntwini lwendawo. Okunye okubalulekileyo phakathi kwezinto ezafunyaniswayo yaba kukuba amantombazana abukulwayo kubudlelwane nabanye babeziva ngathi banetyala, kwaye bafanele ukubukulwa. La mantombazana ayeziva engathi asehlazweni kwaye ayengazixabisanga. Le nto yenza ukuba angayixeli le mpatho, angafuni nokuba kuxoxwe ngayo. Ngoko ke imiqathango ebekelwe ukuxela lo mkhwa ayisebenzi. Kwaphinda kwafunyaniswa ukuba kukho ukungadibani phakathi kwamantombazana nabasebenzi malunga nempumelelo yemiqathango yokuwakhusela. Ngoko ke, ngokukhokelwa luphando lwengcingane nobungqina obufunyaniswe kuphando, le ngxelo yophando inika iingcebiso zokuseka umphakathi okhuthaza ukuphatheka kakuhle nangesidima komntu wonke. / Philosophy, Practical and Systematic Theology / M. Th. (Theological Ethics)