Department of Educational Psychology
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Browsing Department of Educational Psychology by Author "Baard, Hendrik Oostenwald"
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- ItemDie verloop van essensiepedagogiek in Suid-Afrika : op weg na groter funksionaliteit(Stellenbosch : Stellenbosch University, 1996) Baard, Hendrik Oostenwald; Steyn, J. C.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The purpose of this study was to investigate the changes which took place and are still taking place in the Philosophy of Education in South Africa with the specific emphasis on the progress of Fundamental Pedagogics. Science is a game of which the rules change as life progresses. Scientific studies and findings are thus subjected to changes. If the History of the Western culture is studied and analysed, one can clearly distinguish three phases (paradigms) i.e the mythological, ontological and the functional. Students of Educational Science strive to practise their science in different schools of thought. In this study is illustrated that from the earliest origins of the Western colonisation at the southern tip of Africa, through the era of Apartheid, to the present "new South Africa", the conservative, liberal and radical theories, as well as the practice of education, are closely linked to the historical development and ideological trends of the times. Ashley (1989) classifies the different schools of thought or scientific traditions in education on the grounds of the various ideological traditions as found in South Africa. He distinguished three major educational traditions. Firstly there is the more coservative ideology of Christian and national Education which focuses on the cultural diversity of the South African educational scene. Secondly there is the more liberal theory of tradition with its equal opportunities and individual freedom. Thirdly he discusses the radical ideology of traditional liberation socialism with its important outlook of equality m education The historical and 1deolog1cal backgrounds and standpoints of these three attitudes were studied to establish and stress their importance in relation to education. The study included to which paradigm each belongs, as well as the role played by each tradition in the changing of the educational paradigm. In this study the emphasis is placed on Fundamental Pedagogics to determine the role it played in establishing South African Education. For more than a decade during the 20th century, Education In South Africa was based on Fundamental Pedagogics. The paradigm shift away from Fundamental Pedagogics in South Africa is studied. Firstly the citicism which developed against Fundamental Pedagogics is discussed. Secondly the most important factors which gave rise to this paradigm shift, i.e. the change regarding the shift in methodology, content and politics is analysed and the influences this had on the paradigm shift in Education, is discussed. A critical-educational perspective on the theme is also done. A new paradigm, Functionality, is analysed and some methodological concepts are defined. Some changes between the ontological and the functional methods are analysed and described. The study is concluded with this question: What does the future hold for Fundamental Pedagogics?