Modernity as a philosophical and intellectual movement has cultivated a perspective of humanity as separated from nature. In modernity, nature is valuable only insofar as it has instrumental value (i.e. that it may be utilized for the benefit of humanity). This study postulates that such an approach to the nature-human relationship may have led to considerable environmental damage and misuse, and that the perspective of humanity as separate from nature should be re-evaluated. Pierre Teilhard de Chardin‟s philosophy is investigated as a possible means to overcome this dichotomy. De Chardin describes varying ontologies that are embedded in the evolutionary process and against which all human relevance and action must be sketched. This differs from an evolutionistic approach, because whilst engaging with scientific discourse (which tends to be reductionist in approach), De Chardin also incorporates spiritual and religious ideas and perspectives. Furthermore, De Chardin‟s ideas differ from vague pantheism, irrationally or mystically formulated, because he engages with the terminology used in modern science and re-evaluates this terminology‟s application and conclusions in relation to his newly developed cosmology (or cosmogenesis). Several questions are central in this study: Firstly, could De Chardin‟s approach be incorporated into the natural scientific discourse? Secondly, does De Chardin‟s cosmology provide new avenues for investigation into a closer and more sustainable relationship between humanity and the natural world? In this study it is postulated that De Chardin does make a contribution to a more sustainable relationship between nature and humanity through his perspective of a holistic ontology that differs from simple mysticism and his postulation of the noosphere, which leads to a new evaluation of humanity‟s technology use. / MPhil, North-West University, Potchefstroom Campus, 2013

Modernity as a philosophical and intellectual movement has cultivated a perspective of humanity as separated from nature. In modernity, nature is valuable only insofar as it has instrumental value (i.e. that it may be utilized for the benefit of humanity). This study postulates that such an approach to the nature-human relationship may have led to considerable environmental damage and misuse, and that the perspective of humanity as separate from nature should be re-evaluated. Pierre Teilhard de Chardin‟s philosophy is investigated as a possible means to overcome this dichotomy. De Chardin describes varying ontologies that are embedded in the evolutionary process and against which all human relevance and action must be sketched. This differs from an evolutionistic approach, because whilst engaging with scientific discourse (which tends to be reductionist in approach), De Chardin also incorporates spiritual and religious ideas and perspectives. Furthermore, De Chardin‟s ideas differ from vague pantheism, irrationally or mystically formulated, because he engages with the terminology used in modern science and re-evaluates this terminology‟s application and conclusions in relation to his newly developed cosmology (or cosmogenesis). Several questions are central in this study: Firstly, could De Chardin‟s approach be incorporated into the natural scientific discourse? Secondly, does De Chardin‟s cosmology provide new avenues for investigation into a closer and more sustainable relationship between humanity and the natural world? In this study it is postulated that De Chardin does make a contribution to a more sustainable relationship between nature and humanity through his perspective of a holistic ontology that differs from simple mysticism and his postulation of the noosphere, which leads to a new evaluation of humanity‟s technology use. / MPhil, North-West University, Potchefstroom Campus, 2013

Mining contributes significantly to the economic development of South Africa, contributes to pollution and other negative environmental impacts. Section 24 of the Constitution of the Republic of South Africa, 1996 (Constitution) places a duty on government to, amongst others adopt legislative measures to protect the environment, prevent pollution and degradation, and secure sustainable development, while promoting justifiable economic and social development. Government responded with the introduction of new acts or the amendment of existing acts most of which require an authorisation process as a “command and control” tool to enforce environmental governance within the mining sector. The abovementioned legislative development will be discussed from a historical perspective up to the current developments. The research aims to attempt to align the authorisation process pertaining to mining. The mining life cycle will be illustrated and the authorisation requirements for each of the mining life cycle processes will be discussed alongside its challenges such as fragmentation, lack of capacity in government sectors, lack of communication and cooperative governance within government. The lack of focus within the authorisation requirements will be deliberated. To avoid the negative consequences of the current authorisation processes such as duplication, unnecessary time delays and the stifling of economic growth, an investigation into how the various fragmented authorisation processes can be aligned into a single streamlined authorisation process which will contribute to the sustainable development within South Africa will be made. / MPhil (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2013

Mining contributes significantly to the economic development of South Africa, contributes to pollution and other negative environmental impacts. Section 24 of the Constitution of the Republic of South Africa, 1996 (Constitution) places a duty on government to, amongst others adopt legislative measures to protect the environment, prevent pollution and degradation, and secure sustainable development, while promoting justifiable economic and social development. Government responded with the introduction of new acts or the amendment of existing acts most of which require an authorisation process as a “command and control” tool to enforce environmental governance within the mining sector. The abovementioned legislative development will be discussed from a historical perspective up to the current developments. The research aims to attempt to align the authorisation process pertaining to mining. The mining life cycle will be illustrated and the authorisation requirements for each of the mining life cycle processes will be discussed alongside its challenges such as fragmentation, lack of capacity in government sectors, lack of communication and cooperative governance within government. The lack of focus within the authorisation requirements will be deliberated. To avoid the negative consequences of the current authorisation processes such as duplication, unnecessary time delays and the stifling of economic growth, an investigation into how the various fragmented authorisation processes can be aligned into a single streamlined authorisation process which will contribute to the sustainable development within South Africa will be made. / MPhil (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2013

Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy. / Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en samewerking omhels word, is die nuwe maatstaf. Die omgewing waarin hierdie komponente teenwoordig is, word na verwys as die 21ste eeu klaskamers. Die stigting van 21ste eeu klaskamers vereis ʼn leier wat in staat is om ʼn visie te skep en dit na te volg. Een wat ʼn leeromgewing verseker waarin onderwysers veilig voel en selfvertroue opbou deur personeelontwikkeling. Sodoende word onderwysers bemagtig om die nuwe veranderinge in die klaskamer te omhels. Die skoolhoof speel ʼn sterk rol in die vestiging van hierdie 21ste eeu klaskamers en moet dus ʼn instruktiewe rol aanneem. Hierdie navorsingsprojek ondersoek wat presies hierdie instruktiewe rol van die skoolhoof behels in die ondersteuning van onderwysers om hul toe te rus vir 21ste eeu klaskamers. Hierdie navorsingsprojek is gebaseer op ʼn kwalitatiewe navorsingsontwerp, gegrond op die konstruktivistiese paradigma in die vorm van ʼn fenomenologiese studie. Deur gebruik te maak van semi-gestruktureerde onderhoude, het die navorser gepoog om uit te vind hoe die skoolhoof van elke skool wat besoek is, 21ste eeu klaskamers beskou en oor watter vaardighede en kennis ʼn skoolhoof as onderrigleier moet beskik om onderwysers in 21ste eeu klaskamers te vestig. Die navorser het van ʼn doelbewuste steekproef gebruik gemaak om geskikte kandidate te identifiseer wat kennis dra oor die vestiging van 21ste eeu klaskamers by hul eie skole. Betroubaarheid van die data is verseker deur die versameling en interpretasie daarvan. Die data is deur die navorser getranskribeer en later ontleed. Na analise is die data geïnterpreteer en dan in geskikte navorsings sub-vrae ingedeel. Die bevinding was dat elke kandidaat grondige kennis aangaande die eienskappe en kenmerke van 21ste eeu klaskamers het. Baie van die hoofde vervul ʼn sterk instruktiewe rol in hul skool en beskik oor die nodige eienskappe en vaardighede om ʼn omgewing te skep waarin onderwysers met bevoegdheid 21ste eeu vaardighede en kennis in hul klaskamers kan toepas. In meeste van die skole wat besoek is, is 21ste eeu klaskamers besig om pos te vat. Dit is ook duidelik dat die teorie van 21ste eeu klaskamers baie meer op die voorgrond is by sommige van die skole wat besoek is, as wat die praktiese toepassing daarvan is. In sommige van die skole wat besoek is, is ʼn leerfilosofie wat alle 21ste eeu kenmerke omvat geïmplementeer. Daar is ʼn kontinuum waarop elke skool geplaas kan word wat aandui dat nie een skool op dieselfde vlak in hul implementering van 21ste eeu vaardighede en kennis in hul onderwyspedagogie is nie. / Educational Leadership and Management / M. Ed. (Education Management)