Die verloop van essensiepedagogiek in Suid-Afrika : op weg na groter funksionaliteit

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dc.contributor.advisorSteyn, J. C.en_ZA
dc.contributor.authorBaard, Hendrik Oostenwalden_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned2012-08-27T11:36:53Z
dc.date.available2012-08-27T11:36:53Z
dc.date.issued1996
dc.descriptionProefskrif (M. Ed.) -- Universiteit van Stellenbosch, 1996.
dc.description.abstractENGLISH 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?en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die veranderinge wat plaasgevind het en nog steeds plaasvind op die gebied van die Filosofie van die opvoeding in Suid-Afrika, met spesifieke klem op die verloop van die Essensiepedagogiek. Wetenskap is 'n spel waarvan die reëls gedurig verander soos die lewe voortgaan. Wetenskaplike navorsing en bevindings is dus aan veranderinge onderworpe. Wanneer die Westerse kultuurgeskiedenis ondersoek en ontleed word, kan drie duidelike fases (paradigmas), nl. die mitiese, die ontologiese en die funksionele, onderskei word. Opvoedkundige wetenskapsbeoefenaars probeer hulle wetenskap in verskillende skole van denke beoefen. In hierdie studie word geïllustreer dat van die vroegste ontstaan van die Westerse kolonisasie aan die suidelike punt van Afrika, deur die apartheidsera tot by die huidige "nuwe Suid-Afrika" die konserwatiewe, liberale en radikale teorië asook die beoefening van opvoeding baie nou verbonde is aan die historiese ontwikkeling en ideologiese verbande van die tye. Ashley (1989) se klassifikasie van denkstrome in die Opvoedkunde op grond van verskillende ideologiese tradisies wat ons in Suid-Afrika aantref, is as uitgangspunt geneem. Hy onderskei drie hoof opvoedkundige denkstrome. Eerstens is daar die meer konserwatiewe ideologie van Christelike en nasionale opvoeding met sy fokus op die kulturele diversiteit van die Suid-Afrikaanse opvoedkundige toneel. Tweedens is die meer liberale teorie of tradisie met sy gelyke geleenthede en individuele vryheid. Derdens is die meer radikale ideologie of tradisie van liberaal sosialisme met hulle belangrike standpunt van gelykheid in opvoeding. Hierdie drie denkstrome se historiese en ideologiese agtergronde en standpunte is ondersoek om hulle belangrikheid ten opsigte van opvoeding uit te lig. Daar is ook gekyk by watter paradigma elkeen ingeskakel het asook die rol wat elkeen gespeel het om die skuif in die opvoedkundige paradigma te weeg te bring. In hierdie studie word Essensiepedagogiek wat by die ontologiese fase ingeskakel het, onder 'n vergrootglas geplaas om die belangrike bydrae wat dit tot die Suid-Afrikaanse Opvoedkunde gemaak het ten volle tot sy reg te laat kom. Dit kom dan ook na vore dat Essensiepedagogiek vir meer as 'n dekade gedurende hierdie eeu die hoofstroom van die opvoeding in Suid-Afrika uitgemaak het. Die paradigmaskuif weg van Essensiepedagogiek in Suid-Afrika word ook deeglik ondersoek. Daar is eerstens gekyk na al die kritiek wat teen Essensiepedagogiek ontstaan het. Tweedens is die belangrikste enkele faktore wat aanleiding gegee het tot die paradigmaskuif, nl. die verandering ten opsigte van die skuif in metodologie, inhoud en politiek ontleed en die invloede wat dit op die paradigmaskuif in die Opvoedkunde uitgeoefen het, bespreek. Daar word ook 'n krities-opvoedkundige perspektief op die tema gedoen. Die nuwe paradigma, Funksionaliteit, word ontleed en enkele kenteoretiese en metodologiese konsepte van die benadenng word omskryf. Enkele verskille tussen die ontologie en die funksionele metode word ontleed en beskryf. Die studie word afgesluit met die vraag, wat hou die toekoms vir Essensiepedagogiek in?af_ZA
dc.format.extent158 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/55103
dc.language.isoaf_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectEducation -- Philosophyen_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.subjectMulticultural education -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subjectUCTDen_ZA
dc.titleDie verloop van essensiepedagogiek in Suid-Afrika : op weg na groter funksionaliteitaf_ZA
dc.typeThesis
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