Although evolution is a very important concept in contemporary biology, it does not help to answer the question to the origin of the human consciousness. If all reductionist theories are ruled out because it tries to reduce consciousness to an objective aspect of the natural world and ignore the storytellers’ (consciousness) subjective side, panpsychism seems to be a favourable candidate for an alternative theory. The so called Copenhagen-interpretation furthermore brought an end to determinism and classical objectivity and pointed out that our reality is partly created by the observer. The work of Alfred North Whitehead establish the basis on which Christian de Quincey build his theory and attempt to build a bridge between the objective physical and the subjective psyche. Panpsychism provide a post-modern solution to the problem of identifying the origin of consciousness by presenting a relationship between psyche and physis as two temporal ordained poles of the same experiencing individual entity. The interaction between psyche and matter become a relationship between events or “moments of experience” where, through the natural process of the flow of time, subjects (psyches) become objects (physical matter). Time, as the lost link in the recurring body/mind problem is the radical solution for the explanation gap between physical systems and conscious systems. The reductionist solution demand an ontological leap (the emergence of an entity with an interior, subjective viewpoint from completely objective entities); and this is not the case with panpsychism (where primordial experience are already subjective and the emergence of consciousness or conscious experience are not an ontological objective to subjective leap). Mind and body is separated on a numerical level but not on an ontological level. Mind and body is of the same sort, type or reality – the inevitable creation and decline of experience. Psyche is therefore the unifying process of all the total hierarchy of events. Panpsychism however has many deficiencies and these deficiencies are also critically analysed. / MPhil, North-West University, Potchefstroom Campus, 2014

Although evolution is a very important concept in contemporary biology, it does not help to answer the question to the origin of the human consciousness. If all reductionist theories are ruled out because it tries to reduce consciousness to an objective aspect of the natural world and ignore the storytellers’ (consciousness) subjective side, panpsychism seems to be a favourable candidate for an alternative theory. The so called Copenhagen-interpretation furthermore brought an end to determinism and classical objectivity and pointed out that our reality is partly created by the observer. The work of Alfred North Whitehead establish the basis on which Christian de Quincey build his theory and attempt to build a bridge between the objective physical and the subjective psyche. Panpsychism provide a post-modern solution to the problem of identifying the origin of consciousness by presenting a relationship between psyche and physis as two temporal ordained poles of the same experiencing individual entity. The interaction between psyche and matter become a relationship between events or “moments of experience” where, through the natural process of the flow of time, subjects (psyches) become objects (physical matter). Time, as the lost link in the recurring body/mind problem is the radical solution for the explanation gap between physical systems and conscious systems. The reductionist solution demand an ontological leap (the emergence of an entity with an interior, subjective viewpoint from completely objective entities); and this is not the case with panpsychism (where primordial experience are already subjective and the emergence of consciousness or conscious experience are not an ontological objective to subjective leap). Mind and body is separated on a numerical level but not on an ontological level. Mind and body is of the same sort, type or reality – the inevitable creation and decline of experience. Psyche is therefore the unifying process of all the total hierarchy of events. Panpsychism however has many deficiencies and these deficiencies are also critically analysed. / MPhil, North-West University, Potchefstroom Campus, 2014

The growing marketisation of education has resulted in curriculum being conceptualised as a predesigned means to an end. Many South African scholars such as Jansen, (1999, 2009, 2011) and Du Preez (2009, 2011, 2012) have critiqued the instrumental nature of the post-apartheid curriculum and pleaded for an ethical perspective on curriculum conceptualisation that would encourage the construction of dialogic spaces in curriculum. This study questions technical and critical approaches to curriculum conceptualisation and advocates a reflexive conceptualisation of curriculum, intra-dialogue, identity construction, consciousness, becoming and human rights values within an ethical perspective to curriculum conceptualisation in the post-structural paradigm. The central theme of this reflexive reconceptualisation is the hope of continual revolutionary new beginnings by which identity construction (who we are) and the realisation of human rights values in the ethical relation self:other can be re-imagined. This hope has also been central to the (re)structuring of the post-apartheid curriculum premised on the values of The South African Constitution and Bill of Rights (1996). Curriculum, structured within a predesigned market-related and instrumental approach to curriculum, can however not aid identity construction, re-imagine a new society or realise human rights values. A new society is re-imagined between teacher:child, disrupting how and what they know of self:other and re-imagining new ways of knowing and being with self:other rooted in human rights values. The conditions for intra-dialogue, namely the ethical relation self:other and spaces of togetherness, are also interrelated elements in intra-dialogic curriculum spaces. The ethical relation teacher:child roots intra-dialogic curriculum spaces in human rights values and the consciousness of responsibility for self:other. Spaces of togetherness situate teacher:child in specific and non-linear space and time in which they narrate their different life experiences from which identity is constructed. Intra-dialogue is the disruptive, revolutionary and intentional action between self:other as simultaneously singular in equal difference and together in a shared humanity. Human rights values are dialogic, relational and revolutionary in nature. Human rights values are realised when teacher:child within intra-dialogic curriculum spaces premised on equal difference, freely confess autobiography and continually (re)construct identity and the relation self:other. In equal difference teacher:child are received and defined as someone – unique, dignified and irreplaceable. As equal and irreplaceable partners teacher:child disrupt, deconstruct and re-imagine the ethical relation self:other. Within intra-dialogic curriculum spaces, teacher:child can reclaim the revolutionary capacity of curriculum and revolutionise self, self:other, education and society in continual becoming. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

The growing marketisation of education has resulted in curriculum being conceptualised as a predesigned means to an end. Many South African scholars such as Jansen, (1999, 2009, 2011) and Du Preez (2009, 2011, 2012) have critiqued the instrumental nature of the post-apartheid curriculum and pleaded for an ethical perspective on curriculum conceptualisation that would encourage the construction of dialogic spaces in curriculum. This study questions technical and critical approaches to curriculum conceptualisation and advocates a reflexive conceptualisation of curriculum, intra-dialogue, identity construction, consciousness, becoming and human rights values within an ethical perspective to curriculum conceptualisation in the post-structural paradigm. The central theme of this reflexive reconceptualisation is the hope of continual revolutionary new beginnings by which identity construction (who we are) and the realisation of human rights values in the ethical relation self:other can be re-imagined. This hope has also been central to the (re)structuring of the post-apartheid curriculum premised on the values of The South African Constitution and Bill of Rights (1996). Curriculum, structured within a predesigned market-related and instrumental approach to curriculum, can however not aid identity construction, re-imagine a new society or realise human rights values. A new society is re-imagined between teacher:child, disrupting how and what they know of self:other and re-imagining new ways of knowing and being with self:other rooted in human rights values. The conditions for intra-dialogue, namely the ethical relation self:other and spaces of togetherness, are also interrelated elements in intra-dialogic curriculum spaces. The ethical relation teacher:child roots intra-dialogic curriculum spaces in human rights values and the consciousness of responsibility for self:other. Spaces of togetherness situate teacher:child in specific and non-linear space and time in which they narrate their different life experiences from which identity is constructed. Intra-dialogue is the disruptive, revolutionary and intentional action between self:other as simultaneously singular in equal difference and together in a shared humanity. Human rights values are dialogic, relational and revolutionary in nature. Human rights values are realised when teacher:child within intra-dialogic curriculum spaces premised on equal difference, freely confess autobiography and continually (re)construct identity and the relation self:other. In equal difference teacher:child are received and defined as someone – unique, dignified and irreplaceable. As equal and irreplaceable partners teacher:child disrupt, deconstruct and re-imagine the ethical relation self:other. Within intra-dialogic curriculum spaces, teacher:child can reclaim the revolutionary capacity of curriculum and revolutionise self, self:other, education and society in continual becoming. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

OPSOMMING: 'n Literatuurstudie is onderneem oor musikale ontlening soos dit in verskillende tydperke in die verlede gemanifesteer het. 'n Literatuurstudie is ook onderneem oor die historiese verband tussen Buxtehude en Bach, musikaal en andersins. 'n Indringende ondersoek na ooreenkomste in melodiese openingsformasies in die vrye orrelwerke van Buxtehude en Bach is gedoen. Die resultate is gesistematiseer deur dit in kategorieë in te deel. Repertoriums uit voorafgaande tydperke is betrek, om daaruit gemeenskaplike historiese spore, wat verband hou met die ooreenkomste in tematiese materiaal in die vrye orrelwerke van Buxtehude en Bach, aan te dui. Vroeëre repertoriums wat betrek is, sluit byvoorbeeld Middeleeuse cantus plani, Joodse melodieë soos opgeteken deur Idelsohn, die Geneefse Psalter en vroeë klawerbordliteratuur in. Die resultate van die ontleding is gesistematiseer in 'n nuut-ontwerpte model wat gebaseer is op ooreenkomstige melodiese aanvangspatrone in die vrye orrelwerke van Buxtehude en Bach. Hierdie sistematiese model is nie slegs op die tematiese materiaal van Buxtehude en Bach van toepassing nie, maar ook op tematiese materiaal wat veer verder in die verlede teruggevind kan word, tot sover as die Delfiese himnes van 127 v.C. In hierdie studie is insig in musikale ontlening verkry uit die merkbare ooreenkomste tussen die melodiese aanvangspatrone in die tematiek van Bach se vrye orrelwerke en die van Buxtehude. Die insig is verdiep deur die sistematiese ordening van hierdie ooreenkomste, en die vasstelling dat die ooreenkomste op gemeenskaplike historiese spore teruggaan. In die tradisionele studie van musiektekstuur is harmoniese progressies gesistematiseer met die vier kadense aan die eindes van frases as uitgangspunt. 'n Ooreenkomstige sistematisering van melodiese patrone wat aan die begin van frases voorkom, is egter, sover vasgestel kon word, nog nie voorheen onderneem nie. 'n Nuwe bydrae tot die musiekwetenskap is dus gelewer deurdat die melodiese openingspatrone volgens 'n nuut-ontwerpte model gesistematiseer is. / SUMMARY: Musical borrowing in Western music is a vast field, the history of which, according to J. Peter Burkholder, still has to be written. The main objective of this study is to provide a historical perspective on musical borrowing to serve as a background for a comparative study of thematics in the free organ works of Buxtehude and Bach. However, to provide a more comprehensive perspective on the phenomenon of musical borrowing and traces from the past, one requires a historical consciousness which goes further than Bach's immediate past. The research includes a study of literature on musical borrowing as it has manifested itself in various eras. This literature study also includes an investigation into the historical connection between Buxtehude and Bach, musically and otherwise. Similarities in melodic opening formations in the free organ works by Buxtehude and Bach are pointed out. The results are systematicised by the classification into categories. The classification draws on repertoires from previous eras in order to indicate common historical traces relating to correspondences of thematic material in the free organ works by Buxtehude and Bach. Earlier repertoires include Medieval chants, Jewish melodies recorded by Idelsohn, the Genevan Psalter and early keyboard literature. The results of the analysis are systematised in a newly designed model which is based on corresponding melodic opening patterns in the free organ works by Buxtehude and Bach. This systematic model applies not only to thematic material of Buxtehude and Bach but also to thematic material which can be traced back far further into the past, in fact, as far back as the Delphic hymns of 127 BC. This study provides insight into musical borrowing based on the noticeable similarities between melodic opening phrases in the thematics of the free organ works by Bach and Buxtehude. This insight is enhanced by the systematic ordering of these similarities and the realisation that the similarities are based on common historical traces. In the traditional study of musical texture harmonic progressions are systematised, using the four cadences at the ends of phrases as the point of departure. However, melodic patterns which occur at the beginnings of phrases, have not, as far as I know, been similarly systematised. This systemisation of melodic opening patterns according to a newly designed model therefore constitutes a new contribution to research in musicology. / Thesis (Ph.D. (Music))--North-West University, Potchefstroom Campus, 2010.

OPSOMMING: 'n Literatuurstudie is onderneem oor musikale ontlening soos dit in verskillende tydperke in die verlede gemanifesteer het. 'n Literatuurstudie is ook onderneem oor die historiese verband tussen Buxtehude en Bach, musikaal en andersins. 'n Indringende ondersoek na ooreenkomste in melodiese openingsformasies in die vrye orrelwerke van Buxtehude en Bach is gedoen. Die resultate is gesistematiseer deur dit in kategorieë in te deel. Repertoriums uit voorafgaande tydperke is betrek, om daaruit gemeenskaplike historiese spore, wat verband hou met die ooreenkomste in tematiese materiaal in die vrye orrelwerke van Buxtehude en Bach, aan te dui. Vroeëre repertoriums wat betrek is, sluit byvoorbeeld Middeleeuse cantus plani, Joodse melodieë soos opgeteken deur Idelsohn, die Geneefse Psalter en vroeë klawerbordliteratuur in. Die resultate van die ontleding is gesistematiseer in 'n nuut-ontwerpte model wat gebaseer is op ooreenkomstige melodiese aanvangspatrone in die vrye orrelwerke van Buxtehude en Bach. Hierdie sistematiese model is nie slegs op die tematiese materiaal van Buxtehude en Bach van toepassing nie, maar ook op tematiese materiaal wat veer verder in die verlede teruggevind kan word, tot sover as die Delfiese himnes van 127 v.C. In hierdie studie is insig in musikale ontlening verkry uit die merkbare ooreenkomste tussen die melodiese aanvangspatrone in die tematiek van Bach se vrye orrelwerke en die van Buxtehude. Die insig is verdiep deur die sistematiese ordening van hierdie ooreenkomste, en die vasstelling dat die ooreenkomste op gemeenskaplike historiese spore teruggaan. In die tradisionele studie van musiektekstuur is harmoniese progressies gesistematiseer met die vier kadense aan die eindes van frases as uitgangspunt. 'n Ooreenkomstige sistematisering van melodiese patrone wat aan die begin van frases voorkom, is egter, sover vasgestel kon word, nog nie voorheen onderneem nie. 'n Nuwe bydrae tot die musiekwetenskap is dus gelewer deurdat die melodiese openingspatrone volgens 'n nuut-ontwerpte model gesistematiseer is. / SUMMARY: Musical borrowing in Western music is a vast field, the history of which, according to J. Peter Burkholder, still has to be written. The main objective of this study is to provide a historical perspective on musical borrowing to serve as a background for a comparative study of thematics in the free organ works of Buxtehude and Bach. However, to provide a more comprehensive perspective on the phenomenon of musical borrowing and traces from the past, one requires a historical consciousness which goes further than Bach's immediate past. The research includes a study of literature on musical borrowing as it has manifested itself in various eras. This literature study also includes an investigation into the historical connection between Buxtehude and Bach, musically and otherwise. Similarities in melodic opening formations in the free organ works by Buxtehude and Bach are pointed out. The results are systematicised by the classification into categories. The classification draws on repertoires from previous eras in order to indicate common historical traces relating to correspondences of thematic material in the free organ works by Buxtehude and Bach. Earlier repertoires include Medieval chants, Jewish melodies recorded by Idelsohn, the Genevan Psalter and early keyboard literature. The results of the analysis are systematised in a newly designed model which is based on corresponding melodic opening patterns in the free organ works by Buxtehude and Bach. This systematic model applies not only to thematic material of Buxtehude and Bach but also to thematic material which can be traced back far further into the past, in fact, as far back as the Delphic hymns of 127 BC. This study provides insight into musical borrowing based on the noticeable similarities between melodic opening phrases in the thematics of the free organ works by Bach and Buxtehude. This insight is enhanced by the systematic ordering of these similarities and the realisation that the similarities are based on common historical traces. In the traditional study of musical texture harmonic progressions are systematised, using the four cadences at the ends of phrases as the point of departure. However, melodic patterns which occur at the beginnings of phrases, have not, as far as I know, been similarly systematised. This systemisation of melodic opening patterns according to a newly designed model therefore constitutes a new contribution to research in musicology. / Thesis (Ph.D. (Music))--North-West University, Potchefstroom Campus, 2010.

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Emotions and its effect on the individual’s general functioning are a key concept of humanity. The modern child is confronted with all kinds of emotional developmental tasks with direct influence on his ultimate figuration to adulthood. Emotion is an internal experience in contrast to the fact that various reactions are displayed externally as a result thereof. Children’s behavior demonstrates that which are experienced internally. It might also be a way to conceal especially those emotions. Emotional awareness manifests through demonstration or concealing of inner feelings. The child’s external reactions to inner feelings must be based on knowledge of what is being experienced. Behavior is mostly a reaction to ignorance of the inner experience which might manifest in anxiety attacks, anger and emotional episodes. Empowerment of the child to recognize and experience emotions enables him to gain insight of emotions as a natural part of human nature. This causes him to develop the ability to express emotion in a socially acceptable manner. The process of emotional awareness alerts the child to the fact those specific emotions results in specific bodily experiences. Emotional awareness is an indication of the child’s knowledge of emotions and its impact in emotional, physical and psychological reactions. It provides an explanation for anxieties and fears which enables the child to own these feelings and take control of it. The middle childhood phase is the period that follows the achievement of a mass of developmental skills like the mastery of language, control over bodily functions and cognitive abilities. These abilities are refined in this phase. Emotional awareness and especially concepts of self and the purpose of individuals in the systems that surrounds him evolves. Considerable part of the child’s day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educator’s knowledge of emotional awareness will ensure meaningful emotional development of learners. Results obtained from questionaires completed by educators in primary education indicates a need for understanding of problem behavior in children. The need for education on emotional awareness and techniques for development of emotional awareness in learners is also expressed. The focus of this study is thus on the concept of educators regarding the emotional awareness of learners; the role of emotional awareness in the child’s development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD / unrestricted

Text in Afrikaans / This thesis entitled The contribution of Erich Mayer towards the establishment of an aesthetic consciousness and the promotion of an art identity in South Africa to the end of the 1930s, is a study of the ideas, ideals and contributions of the German-Jewish artist Erich Mayer concerning the establishment of a national art identity in South Africa. Mayer was born in Germany in 1876. Because of ill health he came to South Africa, where he settled in 1898 and developed an affinity with the Afrikaner pioneers in the rural areas. This natural connection with the Afrikaner pioneers was the main motivation behind his participation in the Anglo-Boer War. With his sound European background and training at various art academies in Berlin and Stuttgart, he soon realised that a knowledge of European art history or any awareness of an aesthetic consciousness concerning the fine and applied arts was sadly lacking within the general South African community and more specifically amongst the early Afrikaners. As a student, Mayer developed a keen interest in traditional German arts and crafts, which, according to him, contributed to the specific national Germanic character. This interest prompted him to conduct research and document examples of folk art among the Afrikaners as well as other indigenous communities, in an attempt to establish an aesthetic awareness in South Africans, and more specifically among Afrikaners. Mayer was of the opinion that the development and marketing of these cultural objects and artefacts would contribute towards a unique art identity with a strong South African national character. Apart from his interests in the fine and applied arts, Mayer also researched the vernacular architecture, furniture design and household articles of both Afrikaner pioneers and Africans. He travelled widely in South Africa, researching his interests and presented lectures on these themes which he published in newspapers and magazines in an effort to create an awareness of the rich indigenous folk art. / Hierdie proefskrif is 'n studie oor die bydrae van die Duits-Joodse kunstenaar Erich Mayer tot die vestiging van 'n estetiese bewussyn en die bevordering van 'n kunsidentiteit in Suid-Afrika tot aan die einde van die 1930's. Mayer is in 1876 in Duitsland gebore. Weens gesondheidsredes het hy hom in 1898 in Suid-Afrika gevestig waar hy veral met die Boerepioniers op die platteland geidentifiseer het em hom gou tuis gevoel het in die landelike milieu. Hierdie natuurlike toegeneentheid tot die vroee Afrikaners het aanleiding gegee tot sy later deelname aan die Anglo-Boereoorlog. Met sy grondige Europese agtergrond en opleiding aan verskillende kunsakademies in Berlyn en Stuttgart, het Mayer gou besef dat die Suid-Afrikaanse gemeenskap in die algemeen, maar veral die vroee Afrikaners in die besonder, 'n algehele gebrek geopenbaar het aan enige Euopese kunshistoriese kennis of enige estetiese bewussyn oor die beeldende en toegepaste kunste. Mayer is vroeg reeds blootgestel aan en het besonder belanggestel in die kunshandwerk van die Duitsers wat deel uitgemaak het van eeue-oue Duitse tradisies en wat bygedra het tot die unieke nasionale volksaard van die Duitsers. Met hierdie belangstelling het Mayer stelselmatig begin om die unieke kunshandwerk van die Afrikanerpioniers te versamel. Hy het hier 'n geleentheid gesien om via voorbeelde van plaaslike kunshandwerk 'n estetiese bewussyn by die Suid-Afrikaans gemeenskap en meer spesifiek by die Afrikaner aan te wakker. Mayer was van mening dat die sinvolle ontwikkeling en bemarking van hierdie kulturele voorwerpe en ontwerpe daartoe sou kon bydra om 'n eie kunsidentiteit met sterk nasionale karakter in Suid-Afrika tot stand te bring. Wat die beeldende en toegepaste kunste betref, het Mayer 'n wye belangstellingsveld gehad en het hy ook omvattende navorsing oor die inheemse boukuns, meubelontwerpe en kunshandwerkartikels van die vroee Boerepioniers, asook oor die van die inheemse bevolkingsgroepe, onderneem. Hy het die land deurreis op soek na geskikte voorbeelde van kunshandwerkartikels, gereeld lesings aangebied en artikels gepubliseer, die alledaagse Boerelewe op die platteland visueel gedokumenteer en op die manier 'n besondere ryk nalatenskap daargestel. / History / D. Litt et Phil. (Geskiedenis)