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29 May 2019 | Story Valentino Ndaba | Photo Pexels
Prof Melanie Walker
Fostering human capabilities in universities may potentially transform education, says Prof Melanie Walker.
Education is at the centre of human life, and has the potential to be a crucial support for democratic life. Prof Melanie Walker’s recent research paper strikes a balance in dealing with people, education and the implications for democracy through the lens of human capabilities theory and practice and her own research.

People and papers

In her capacity as the SARChI Chair in the Higher Education and Human Development Research Programme at the University of the Free State (UFS), Prof Walker recently published a paper titled: Defending the Need for a Foundational Epistemic Capability in Education. It appeared in the special issue of the Journal of Human Development and Capabilities in honour of renowned Nobel Laureate Amartya Sen’s 85th birthday.

Nurturing epistemic justice

Within the context of existing literature such as that of Sen’s concern with the value of education on the one hand, and public reasoning on the other, Prof Walker argues for a foundational epistemic capability to shape the formal education landscape – as well as quality in education – by fostering inclusive public reasoning (including critical thinking) in all students. It would contribute to what Sen calls the ‘protective power of democracy’ and shared democratic rights, which, he argues, are strongly missed when most needed.

“Sen’s approach asks us to build democratic practices in our university and in our society in ways which create capabilities for everyone. If our students learn public reasoning in all sorts of spaces in university, including the pedagogical, they may carry this into and back to society,” she said.

Educating for equality

Empowering society and fighting for justice are some of the crucial contributions made possible through fostering the epistemic capability of all students. “The capability requires that each student is recognised as both a knower and teller, a receiver and a contributor in critical meaning and knowledge, and an epistemic agent in processes of learning and critical thinking,” states Prof Walker.

In a young democracy like South Africa’s, inclusive public reasoning becomes all the more essential in order to achieve equality, uphold rights and sustain democracy as enshrined in the constitution, thereby improving people’s lives. 

News Archive

New developments in the Faculty of Theology and Religion
2017-08-30

Description: Theology read more Tags: Faculty of Theology and Religion, name change, Prof Fanie Snyman, restructuring, teaching and research 

Bishop JM Khumalo, Apostolic Church of
Christ; Prof Fanie Snyman, Dean of the
Faculty of Theology and Religion; and
Rev Simon Galada, Wesleyan Church,
at the faculty’s official opening in
February 2017. 
Photo: Eugene Seegers



At a meeting of the UFS Council last year, a name change was accepted for the Faculty of Theology, renaming it to the Faculty of Theology and Religion. This change signals openness in approach to other religions, in addition to those of Christian denominations. This is a development that took root in Europe a few years ago. Furthermore, a growing field of interest is the study of the impact religion has had and still has, even in highly secularised societies. This name change is the first of its kind in South Africa, which means that the faculty will lead the way in transformation and impact-based religious studies.

Exciting times lie ahead
Prof Fanie Snyman, Dean of the faculty, says of these refinements: “The new name and restructuring of departments will lead to a new synergy that will have an impact on our teaching and research in the faculty. Exciting times lie ahead for the Faculty of Theology and Religion!”

Apart from the change in the name of the faculty, departments within the faculty were also regrouped, with new names. The Departments of Old Testament and New Testament merged to become the Department of Old and New Testament Studies, while the Departments of Systematic Theology and Ecclesiology merged and will now be known as the Department of Historical and Constructive Theology. The former Departments of Practical Theology and Missiology became the Department of Practical and Missional Theology. The Department of Religion Studies remained unchanged to emphasise the importance of religion in South Africa and the world at large.
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Distinction of theological disciplines
The rationale for these groupings is the distinction of theological disciplines in terms of the study of texts (Old and New Testament), sources (Systematic Theology and Church History), and practices (Practical Theology and Missiology). One benefit of these newly-constructed departments is that they will be more cost-effective, but the more important advantage is that this will stimulate discussion and research across the various theological disciplines.


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