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On the educational potential of happiness: an analysis of its implications for some rural farm schools in the West Coast education district

dc.contributor.advisorWaghid, Yusefen_ZA
dc.contributor.authorTruter, Anlerie Marleseen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2019-01-14T13:58:18Z
dc.date.accessioned2019-04-17T08:10:49Z
dc.date.available2019-01-14T13:58:18Z
dc.date.available2019-04-17T08:10:49Z
dc.date.issued2019-04
dc.identifier.urihttp://hdl.handle.net/10019.1/105738
dc.descriptionThesis (MEd)--Stellenbosch University, 2019.en_ZA
dc.description.abstractENGLISH ABSTRACT : This study explored the structural and conceptual notions underlying happiness and its concomitant link to education, in particular at rural farm schools in the West Coast District. The premise of my argument is based on the Aristotelian view, which conceptualises education as a morally informed social practice, directed towards some good that is internal to the practice itself, in order to ensure human flourishing commonly referred to as happiness. In concurrence with this notion, I argue that such an education embeds practical reasoning and compassion as two co-dependent and inseparable virtues, the inculcation of which enables learners to flourish as morally just human beings in the particular society, which they inhabit, enabling them to attain the ultimate goal of life, which is happiness. I further argue that an education informed by practical reasoning and compassion has the potential to improve the character and quality of the lives for learners attending rural farm schools.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Hierdie studie het die strukturele en konseptuele begrippe onderliggend aan geluk of ‘gelukkigheid’ (happiness) en die daarmee gepaardgaande skakel met onderwys in die besonder by landelike plaasskole in die Weskus-distrik ondersoek. Die uitgangspunt van my argument is gebaseer op die Aristoteliaanse siening wat opvoeding voorstel as ’n moreel geïnspireerde maatskaplike praktyk gerig op deugde intern aan die praktyk self om sodoende menslike ontluiking, in die algemeen bekend as geluk of ‘gelukkigheid’, te verseker. In ooreenstemming met hierdie denkrigting voer ek aan dat so ‘n onderwys praktiese beredenering en deernis as twee interafhanklike en onafskeidbare deugde insluit. Die vaslegging van hierdie twee deugde stel leerders in staat om as moreel regverdige mense in die spesifieke gemeenskap waarin hulle hulle bevind te floreer en derhalwe die hoogste doel van die lewe, naamlik geluk of ‘gelukkigheid’, te bereik. Voorts voer ek aan dat ‘n onderwys geïnspireer deur praktiese beredenering en deernis die potensiaal het om die karakter en lewensgehalte van leerders wat landelike plaasskole bywoon, te kan verbeter.af_ZA
dc.format.extentvii, 109 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectEducation -- Philosophyen_ZA
dc.subjectHappiness in childrenen_ZA
dc.subjectHappiness in adolescenceen_ZA
dc.subjectRural schools -- South Africa -- Western Capeen_ZA
dc.subjectEducational potentialen_ZA
dc.subjectUCTDen_ZA
dc.subjectMoral educationen_ZA
dc.titleOn the educational potential of happiness: an analysis of its implications for some rural farm schools in the West Coast education districten_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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