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A self-actualising learning programme: an educational neuropsychological perspectiveFerarro, Rosalind 01 January 2002 (has links)
This study has examined the effectiveness of a neuropsychologically based learning
programme aimed at enhancing the seJt:.actualisation of learners. The aim of the
programme is to create awareness of one's unique purpose in life. The need for
motivation, commitment and determination must he realised. llolistic thinking is an
important concept throughout the programme, in that it is aimed at unlocking latent
potential through the encouragement of lateral thinking. The awareness of underlying
potential enhances the realisation of each Ieamer's uniqueness and individual
contributions to society, and facilitates awareness of the need to accept responsibility for
one's own future. 'Ibis failure to fully utilise the potential of the brain has implications
for education. A teacher who is made aware ofthe huge untapped storage ofhuman brain
potential could be trained to disclose a learner's unused abilities, through adjusted
education, thus infonning learners of the intrinsic abilities oftheir brains. / Educational studies / M.Ed.
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Kritiese denke : 'n konseptuele verkenningMeyer, Derrick Alan 01 1900 (has links)
Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept
"critical thinking" and is chiefly aimed at everyone
involved in education in the new South Africa. The
investigation is contextualised by critically examining
certain motives for such an investigation and by
assessing the importance of encouraging people to think
critically. The focus is first on the relationship
between the concepts "critical thinking", "thinking" and
"rationality". Then follows a thorough analysis of the
concept "critical thinking". Preconditions for the use
of the concept are identified. The last part of the
thesis deals with the relationship between critical
thinking, learning and
critical thinking can
level.
teaching, and a discussion on how
be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning
van die begrip "kritiese denke" en is veral gerig
aan almal wat by die opvoeding in die nuwe Suid-
Afrika betrokke is. Die verkenning word
gekontekstualiseer deur sekere motiewe vir so 'n
ondersoek krities te bespreek en die
belangrikheid daarvan om mense aan te moedig om
krities te dink te bepaal. Daar word vervolgens
eers gekonsentreer op die verhouding tussen die
begrippe "kritiese denke", "denke" en
"rasionaliteit". Daarna volg n grondige
bespreking van die beg rip "kritiese denke".
Voorwaardes vir die gebruik van die begrip word
nagegaan. Die laaste gedeelte van die
verhandeling handel oar die verhouding tussen
kritiese denke, leer en onderrig en daar word
beredeneer hoe kritiese denke op skoolvlak
verbeter en bevorder kan word. / Philosophy, Practical and Ststematic Theology / M.A. (Wysbegeerte)
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Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetredersKasselman, Johanna Jacoba 06 1900 (has links)
Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in
the current educational system of South Africa. Therefore this research has been
undertaken from a psycho-educational perspective to assess the contribution
which a programme in cognitive empowerment can make towards the cognitive
development and especially the general psychological development of teaching
students in their final study year as potential career entrants. From this viewpoint
recommendations can be made re the use of this programme in the broader
educational context.
In this study research has been done from a psycho-educational perspective
concerning the cognitive, affective, normative and conative development of the
late adolescent and the early career entrant and his/her personality in terms of
this career. A group of final year teaching students, who were potential career
entrants completed the Programme in Cognitive Empowerment. Before and after
the presentation of this programme different media of evaluation were put into
use. Based on this research, deductions have been made concerning the
contribution which training in the programme has made to the development of the
novice teachers. Finally, recommendations have been made concerning the
implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend
tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit
sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n
program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene
psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders
is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik
van die program binne bree onderwysverband.
In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek
ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die
laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in
terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders
was, het die Program vir Kognitiewe Versterking deurloop.
Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia
ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die
bydrae van die program tot die wording van die onderwysberoepstoetreders.
Enkele aanbevelings rakende die implementering van so 'n program is ten slotte
gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetredersKasselman, Johanna Jacoba 06 1900 (has links)
Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in
the current educational system of South Africa. Therefore this research has been
undertaken from a psycho-educational perspective to assess the contribution
which a programme in cognitive empowerment can make towards the cognitive
development and especially the general psychological development of teaching
students in their final study year as potential career entrants. From this viewpoint
recommendations can be made re the use of this programme in the broader
educational context.
In this study research has been done from a psycho-educational perspective
concerning the cognitive, affective, normative and conative development of the
late adolescent and the early career entrant and his/her personality in terms of
this career. A group of final year teaching students, who were potential career
entrants completed the Programme in Cognitive Empowerment. Before and after
the presentation of this programme different media of evaluation were put into
use. Based on this research, deductions have been made concerning the
contribution which training in the programme has made to the development of the
novice teachers. Finally, recommendations have been made concerning the
implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend
tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit
sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n
program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene
psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders
is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik
van die program binne bree onderwysverband.
In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek
ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die
laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in
terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders
was, het die Program vir Kognitiewe Versterking deurloop.
Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia
ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die
bydrae van die program tot die wording van die onderwysberoepstoetreders.
Enkele aanbevelings rakende die implementering van so 'n program is ten slotte
gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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