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A Hindu perspective on the pedagogic significance of the relationship structureSoni, Pravin Dayaljee 11 1900 (has links)
Observations show that antagonising and depressing relationships among individuals
and communities are being experienced. In this regard, against the background
of a cursory description of the Hindu life-view, the research examines
a Hindu perspective on the pedagogic significance of the relationship structure
by means of the phenomenological, exemplaric and historical methods.
Since man is always in a situation in the world, which influences his being
in the world, an attempt to analyse features of modern society in order to
establish their effect on the actualisation of authentic Hindu relationships
has been undertaken. Examples of these features are materialism; narcissism
and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism;
violence and also pessimism. In order to properly understand the Hindu
life-view and its relevance with regard to the child's authentic relationships,
the relationship between the child and significant others, such as
parents, family/relatives, other fellow human beings, educator/teacher, community,
himself, objects and God, is presented from a Hindu perspective. An
analysis of these relationships reveals that a pedagogic relationship structure
can be identified. Relevant components of this structure, such as communication,
understanding, trust, authority and religiosity are explained from
a Hindu perspective.
The thesis demonstrates that authentic (Hindu) relationships make it possible
to determine sound education principles. In fact, it is demonstrated that
authentic relationships and sound education principles are but two sides of
the same coin. As such the vital role, which authentic relationship(s) plays
with regard to the actualisation of education principles, is discussed from
a Hindu perspective. In concluding the study, several recommendations are
made. In the final analysis, it is suggested that poor and meaningless relationships
can to a certain extent be seen as a response to disregard particular
life-views and focus on the promotion of a global society. Sound relationships,
on the other hand, can only be established and maintained by identifying
norms and values in a world which has contradictory and confusing
values. This means that adults and children ought to obey the demands of
their life-view, especially because the relationship structure becomes
pedagogically significant in terms of a particular life-view. / Educational Studies / D. Ed. (Philosophy of Education)
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A Hindu perspective on the pedagogic significance of the relationship structureSoni, Pravin Dayaljee 11 1900 (has links)
Observations show that antagonising and depressing relationships among individuals
and communities are being experienced. In this regard, against the background
of a cursory description of the Hindu life-view, the research examines
a Hindu perspective on the pedagogic significance of the relationship structure
by means of the phenomenological, exemplaric and historical methods.
Since man is always in a situation in the world, which influences his being
in the world, an attempt to analyse features of modern society in order to
establish their effect on the actualisation of authentic Hindu relationships
has been undertaken. Examples of these features are materialism; narcissism
and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism;
violence and also pessimism. In order to properly understand the Hindu
life-view and its relevance with regard to the child's authentic relationships,
the relationship between the child and significant others, such as
parents, family/relatives, other fellow human beings, educator/teacher, community,
himself, objects and God, is presented from a Hindu perspective. An
analysis of these relationships reveals that a pedagogic relationship structure
can be identified. Relevant components of this structure, such as communication,
understanding, trust, authority and religiosity are explained from
a Hindu perspective.
The thesis demonstrates that authentic (Hindu) relationships make it possible
to determine sound education principles. In fact, it is demonstrated that
authentic relationships and sound education principles are but two sides of
the same coin. As such the vital role, which authentic relationship(s) plays
with regard to the actualisation of education principles, is discussed from
a Hindu perspective. In concluding the study, several recommendations are
made. In the final analysis, it is suggested that poor and meaningless relationships
can to a certain extent be seen as a response to disregard particular
life-views and focus on the promotion of a global society. Sound relationships,
on the other hand, can only be established and maintained by identifying
norms and values in a world which has contradictory and confusing
values. This means that adults and children ought to obey the demands of
their life-view, especially because the relationship structure becomes
pedagogically significant in terms of a particular life-view. / Educational Studies / D. Ed. (Philosophy of Education)
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The formation of relationships in a multicultural setting at tertiary levelHarilal, Jodhika Rani Joice 11 1900 (has links)
The increasing cultural and social diversity of South
African society necessitates a study of the formation of harmonious social relationships amongst
students at
multicultural tertiary institutions. Desegregation at
educational institutions is still in its embryonic
stage and the minimal changes at college campuses are
tokenistic. Educators have to make a concerted effort
to review the dynamics and complexities of institutional
change and to deviate from the straitjacket of upholding
only ethnocentric views.
A lack of communication and understanding between the
different racial and ethnic groups on South African
campuses has resulted in conflict and tension. This
study takes an in-depth look at the psychology of
prejudice, issues of ethnicity, racism and
discrimination. A literature study and an empirical
research project are used to gain an overview of the
ramifications of racism on the formation of friendships
in a multicultural milieu.
The results of this study indicate the need to create a
diversified campus environment which will promote
genuine cross-cultural exchange. Working with
culturally different students is a challenge that
requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication.
Structured multicultural models and procedural
frameworks have been designed
implementation at institutions of
specifically for
higher learning to
enhance social cohesion.
are made:
The following recommendations
* Transitions models such as the contact hypothesis and
the co-operative learning models promote the need for
an interracial contact of people with equal status in
co-operative situations.
*Prejudice-Reduction Workshops will enable
participants to learn about prejudice and to develop
a positive mind-set towards all racial groups.
*Specialized Programmes such as intercultural
simulation games are ideal for discussions on culture
shock, ethnocentrism and enculturation.
* Mentoring Programmes ought to be designed to meet the
needs of diverse students by providing wise and
friendly counsel.
* Academic Support Programmes or Affirmative Action
* Strategies are necessary to assist
succeed by providing language and
students to
study skills
programmes, additional tutorials and content-based
instruction for specialized courses.
Special trainiog courses for educators ought to be
initiated to · shape significant aspects of . an
intercultural campus environment.
* Preparatory Programmes which will improve
interpersonal relationships, should be held prior to
college entrance. / Psychology of Education / D.Ed. (Psychology of Education)
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The formation of relationships in a multicultural setting at tertiary levelHarilal, Jodhika Rani Joice 11 1900 (has links)
The increasing cultural and social diversity of South
African society necessitates a study of the formation of harmonious social relationships amongst
students at
multicultural tertiary institutions. Desegregation at
educational institutions is still in its embryonic
stage and the minimal changes at college campuses are
tokenistic. Educators have to make a concerted effort
to review the dynamics and complexities of institutional
change and to deviate from the straitjacket of upholding
only ethnocentric views.
A lack of communication and understanding between the
different racial and ethnic groups on South African
campuses has resulted in conflict and tension. This
study takes an in-depth look at the psychology of
prejudice, issues of ethnicity, racism and
discrimination. A literature study and an empirical
research project are used to gain an overview of the
ramifications of racism on the formation of friendships
in a multicultural milieu.
The results of this study indicate the need to create a
diversified campus environment which will promote
genuine cross-cultural exchange. Working with
culturally different students is a challenge that
requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication.
Structured multicultural models and procedural
frameworks have been designed
implementation at institutions of
specifically for
higher learning to
enhance social cohesion.
are made:
The following recommendations
* Transitions models such as the contact hypothesis and
the co-operative learning models promote the need for
an interracial contact of people with equal status in
co-operative situations.
*Prejudice-Reduction Workshops will enable
participants to learn about prejudice and to develop
a positive mind-set towards all racial groups.
*Specialized Programmes such as intercultural
simulation games are ideal for discussions on culture
shock, ethnocentrism and enculturation.
* Mentoring Programmes ought to be designed to meet the
needs of diverse students by providing wise and
friendly counsel.
* Academic Support Programmes or Affirmative Action
* Strategies are necessary to assist
succeed by providing language and
students to
study skills
programmes, additional tutorials and content-based
instruction for specialized courses.
Special trainiog courses for educators ought to be
initiated to · shape significant aspects of . an
intercultural campus environment.
* Preparatory Programmes which will improve
interpersonal relationships, should be held prior to
college entrance. / Psychology of Education / D.Ed. (Psychology of Education)
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