Democratising intelligence towards life-long learning : a practical strategy for primary school educators in South Africa

Lopes, Deborah Veronica (1999-12)

Thesis (M.Ed.) -- University of Stellenbosch, 1999.

Thesis

ENGLISH SUMMARY: In post apartheid South Africa, the democratic government has prioritised the provision of an effective education for all South African children. This is envisioned as an education system whereby learners are empowered and encouraged to take responsibility for their own learning. Such a system would seek to promote analytical, creative and practical thinking, which is anticipated to create an inner· drive and an ongoing desire towards new knowledge. One of the great challenges facing the new South Africa is finding employment for all its people, a vital component of ensuring economic resiliency. Increasingly, young learners demand that schools equip them for the job market, and hence the re-evaluation and restructuring of the education process. The purpose of this study is to research how democratising intelligence may lead a way for learners towards life-long learning. This has far reaching implications for the economic wellbeing of South Africa, its educators, learners and society at large. The following are the main findings of the study: • Educators and Learners need to make a paradigm shift towards viewing themselves as active participants of the education process. • All role-players in education will need to, amongst others, understand the theories of Gardner and Sternberg, in order to gain an understanding of how these theories lead to their cognitive development and a sharing of a common vision towards becoming a life-long learner. • By educators superimposing the Triarchic Theory and the Theory of Multiple Intelligences, learners are able to develop their intelligences, facilitating their growth towards life-long learning. • Educators will need ongoing direction and support in carrying out the practical strategies needed to implement the theories of both Gardner and Sternberg, in addition to those of the new outcomes-based education process.

AFRIKAANSE OPSOMMING: In post-apartheid Suid-Afrika het die demokratiese regering die voorsiening van doeltreffende opvoeding vir aile Suid-Afrikaanse kinders as 'n prioriteit gestel. Dit word gesien as 'n opvoedingstelsel waardeur leerders in staat gestel word en aangemoedig word om self verantwoordelikheid te aanvaar vir wat hulle leer. So 'n stelsel sal poog om analitiese, kreatiwe en praktiese denke te bevorder, wat na verwagting 'n innerlike dryfkrag en voortdurende begeerte na nuwe kennis sal skep. Een van die groot uitdagings wat die nuwe Suid-Afrika in die gesig staai is om werk te vind vir al die mense, wat 'n lewensbelangrike komponent vir die versekering van ekonomiese lewenskragtigheid is. Jong leerders dring toenemend daarop aan dat skole hulle vir die arbeidsmark moet voorberei, al dus die herevaluering en herstrukturering van die opvoedingsproses. Die doel van hierdie studie is om ondersoek in te stel na hoe die demokratisering van intelligensie leerders op die weg na lewenslange leer kan lei. Dit het verreikende implikasies vir die ekonomiese welstand van Suid-Afrika sowel as vir die opvoeders, die leerders en die bree gemeenskap. Die hoofbevindings van hierdie studie is as volg: • Opvoeders en leerders moet 'n paradigma-verskuiwing maak om hulleself as aktiewe deelnemers aan die opvoedingsproses te beskou. • Elkeen wat 'n rol in opvoeding speel, sal die teoriee van Gardner en Sternberg, onder andere, moet kan verstaan om 'n begrip te verkry van hoe hierdie teoriee tot hulle kognitiewe ontwikkeling lei en hoe hulle deel kan he in 'n algemene visie om lewenslange leerders te word. • Die superponer, ing van die Triargiese Teorie en die Teorie van Meervoudige Intelligensie deur opvoeders, stel leerders in staat om hul intelligensie te ontwikkel en fasiliteer hulle groei tot lewenslange leer. • Opvoeders sal voortgesette leiding en ondersteuning benodig vir die uitvoering van die praktiese strategiee wat nodig is om die teoriee van beide Gardner en Sternberg, tesame met die van die nuwe uitkoms-gebaseerde opvoedingsproses, te implementeer.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/51192
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