Pulane Molomo

The dominant theory of justice in the western tradition of political philosophy is the social contract theory, which sees principles of justice as the outcome of a contract people make, for mutual advantage, to leave the state of nature and govern themselves by law. Such theories have recently been influential in thinking about global justice. I examine that tradition, focusing on Rawls, its greatest modern exponent; I shall find it wanting. Despite their great strengths in thinking about justice, contractarian theories have some structural defects that make them yield very imperfect results when we apply them to the world stage. More promising results are given by a version of the capabilities approach, which suggests a set of basic human entitlements, similar to human rights, as a minimum of what justice requires for all.

ABSTRACT The dominant theory of justice in the western tradition of political philosophy is the social contract theory, which sees principles of justice as the outcome of a contract people make, for mutual advantage, to leave the state of nature and govern themselves by law. ...

Educational spaces have long been situated in repressive, non-relational and detached conditions that have been damaging to the geopolitical, socio-economic, and environmental balance. The paper reports on the effectiveness of educational spaces when characterised by an ethical relationship between human and nonhuman elements as a collaborative measure to solve earthly problems. The purpose was to highlight the role of education in producing innovative, honest, and critical thinkers who can apply knowledge to navigate relational intricacies. Qualitative data was generated from literature and a purposively sampled respondent group of eight lecturers and twelve students in a South African university, using interviews and focus group discussions. Data was categorised and analysed into themes. It was found that a pedagogical encounter which enabled students to engage in activities that deepened their knowledge of how the world works in totality gave them opportunities to understand the ...

ThesisThis study sought to examine lecturers’ perceptions on curriculum design and modes of assessment within a differentiated system in universities of technology (UoTs) in South Africa. This research project is predominantly qualitative and adopts an interpretive approach during data collection. Selection of participants consisted of three purposively selected HoDs, fourteen lecturers from different faculties, most of whom come from industries, and twelve purposively selected undergraduate students. A purposive sampling technique was used in the selection of data. Data were collected by using an interview schedule for staff, observation, and questionnaires for students, including document analysis. A thematic analysis was used to sort data qualitatively into emerging themes. It was found that curriculum design and assessment, which integrates theory and practice whilst placing theoretical knowledge at the centre of the curriculum, contributes towards developing students’ analytica...