Vrye kommunikasie as voorwaarde vir demokratiese opvoeding
Thesis (D.Ed.) -- Universiteit van Stellenbosch, 1999.
ENGLISH ABSTRACT: Primarily this study aims to look at the problems regarding free communication in the democratic South Africa educational system. It reflects whether these problems can be thoroughly addressed, with specific· aims in mind, through the concept of free communication. The researcher endeavours to determine whether free communication can promote the possibility of true education within a democratic society. On the threshold of the turn of the century mankind lives in a changing and more global environment. This phenomenon of globalisation entails that all people on earth (or the globe) are seen as members of one universal global community in which no one can lead an isolated existence any longer. Virtually nothing remains permanent in this changing world and questions the urge to survive and also to respect the universal norms and values of mankind. In turn, this generalisation of values can cause the individual's personal philosophy of life to become superficial. Seeing that the individual has to have a self-reliant, thinking approach to this changing world, and needs to retain his or her own identity and view of life; the danger exists that the individual will shape the content of the concept of true democracy as philosophy of life according to his or her own personal ideological values, instead of accepting or rejecting the notion of democracy. This will cause leaders to absolutise certain democratic aspects such as equality and quality ideologically in the areas of politics, religion or even education. In the process democracy will lose its fine balance structure. The South African community is currently entering an open and transparent, but also fragile young era of transformation and reformation, that is an era where leaders in education want to rectify the faults of the historic past by the equalisation of everyone involved in education. This approach holds serious implications for education. It implies the disregard of the problems in South African education as a complex totality, which leaves the alarming imbalance in other areas of education (such as quality education) unaddressed. These educational problems show a lack of free communication regarding relevant problems. It manifests itself in a wide range of irregularities, for example, ineffective leaders in education, diverse religious and ideological composition of teachers and learners in the class situation, uninvolved parent communities, insufficient learning facilities such as the absence of electronic communication media, a low morale amongst teachers, and aids problems in schools. Free communication in media such as television and the Internet is not always used with the responsibility that is expected from a democratic freedom. If the far reaching effect and the large number of users of these electronic media are taken into account, the danger exists that the media do not only have an illuminating function but also comprise components of obscurity. Therefore it is required that learners are equipped with the necessary skill, insight and judgement to use these free communication networks to their own educational advantage. One might find solutions for the above-mentioned problems in free communication itself If government leaders, national leaders in education, school principals and teachers provide a free communication channel and communication opportunities, the problems regarding diversity might be solved. Facilities and training can also ensure that the electronic media such as the television and the Internet are used with the necessary judgement to benefit the learner. Especially the Internet as free communication medium can encourage the development of relationships beyond the boundaries of cultures and countries. It can also comprise sufficient information technology to prepare the learner for the challenges of the future.