Karakteropvoeding van risiko-leerders in die Wes-Kaap

Spamer, Christina Johanna (Stellenbosch : Stellenbosch University, 2007-03)

Thesis (MEd)--University of Stellenbosch, 2007.

Thesis

ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid, 2004b:535). South Africa, as a fairly young democracy, faces many challenges. Education of its youth into adults that can fulfil their obligations in a democratic society is but one of these challenges. A democracy can only be successful when a country’s citizens internalise basic values such as mutual respect and responsibility. Newspapers and news reports unfortunately tell of increasing moral decay amongst the youth of South Africa. In this research, various models of value education are critically evaluated in order to determine the best model for establishing values in the youth. Character education is discussed as a balanced and comprehensive approach to value education, and critical comments on the Manifesto on Values, Education and Democracy attempt to show its relevance for value education in practice. The increase in social problems such as poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren” in South Africa. This study therefore also investigates possible ways in which teachers can contribute to instilling positive values in at-risk learners. The establishment, development and internalisation of values are a long and intricate process in which schools, parents and society are all important stakeholders. This research shows the importance of cooperation between all role players to instil values in South Africa’s young people and that the process of value education slowly but surely shows results. Key concepts: values, value education, character education, youth at risk

AFRIKAANSE OPSOMMING: “Democratic citizenship requires that people cultivate mutual respect, warmth, friendship, trust, self-respect, dignity, generosity and compassion towards each other” (Waghid, 2004b:536). Suid-Afrika kom, as betreklik jong demokrasie, voor talle groot uitdagings te staan. Die opvoeding van die jeug tot volwassenes wat hulle plek in ’n demokratiese samelewing kan volstaan, is een van die uitdagings. ’n Demokrasie kan egter net slaag as basiese waardes soos respek en verantwoordelikheid by landsburgers geïnternaliseer is. Dagblaaie en nuusberigte skets ongelukkig ’n somber prentjie van morele verval onder die Suid-Afrikaanse jeug. In hierdie navorsing word verskillende modelle van waardeopvoeding krities geëvalueer, om te ondersoek watter model die beste resultate behoort te lewer in die vestiging van waardes by die jongmense van Suid-Afrika. Karakteropvoeding word bespreek as ’n gebalanseerde en omvattende benadering tot waardeopvoeding en die manifes oor waardes, opvoeding en demokrasie word krities bespreek om aan te toon in watter mate dit relevant is vir waardeopvoeding in die skoolpraktyk. Die toename van sosiale probleme soos armoede, enkelouer-gesinne en VIGS-wesies lei daartoe dat ’n toenemende aantal Suid-Afrikaanse kinders as risiko-leerders bekend staan. Daarom word in hierdie studie ook ondersoek ingestel na moontlike maniere waarop opvoeders positiewe waardes by risiko-leerders kan vestig. Die vestiging, ontwikkeling en internalisering van waardes is ’n langsame en ingewikkelde proses waarin die skool, ouers en die gemeenskap belangrike rolspelers is. Hierdie studie toon dat samewerking tussen die rolspelers baie belangrik is by die vestiging van waardes by Suid-Afrikaanse jongmense, en dat die proses van waardeopvoeding stadig maar seker resultate lewer. Trefwoorde: waardes, waardeopvoeding, karakteropvoeding, risiko-leerders

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/19883
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