Thesis (Ph. D.)--University of Washington, 1995. / Vita. Includes bibliographical references (leaves [166]-172).

Originally presented as the author's thesis (doctoral)--Otto-Friedrich-Universität Bamberg, 2003. / Includes bibliographical references.

Thesis (doctoral)--Universität, Mannheim, 2002. / Includes bibliographical references.

Zugl.: Freiburg (Breisgau), Univ., Diss.

The current Afro-communitarianism (AC) articulation and analysis of botho is characterised by two main approaches. First it treats botho as if it is a universal concept that can be expounded independently in a theoretical manner devoid of any specific cultural perspective that give it meaning and authority. Second it abstracts the Sesotho proverb “motho ke motho ka batho” (MKKB) from the rest of Sesotho narrative elevating it as foundational to the definition and meaning of the concept, where a particular reading of this proverb has come to be taken as the quintessential articulation of the meaning of this concept. This thesis problematizes this account within the context of Sesotho culture from which the proverb derives. Firstly, it rejects the abstraction and exceptionalism of MKKB as poor scholarship and a deficiency in the knowledge of the ethical significance of narratives in Sesotho culture, arguing that this is an unjustified abstraction of MKKB from Sesotho narratives inconsistent with how proverbs are interpreted and used. It asserts that MKKB is best understood not in isolation, but within the context of the unity of African narratives and their meaning and unique role as the chief means of moral education into botho. Secondly, the thesis questions the dominance of one specific reading of Ubuntu in the current botho discourse and the privileged status this reading has enjoyed over other, equally justified, interpretations. It argues for a definition of botho (moral personhood ) based on the definition of this term as a moral statement describing good admirable moral qualities of character of motho. The study thus starts from the premise that talk about botho turns out to be talk about character of motho because botho cannot be fully realised independently of the characters of individuals who make it a reality. The study recommends a character centric definition of botho as a fresh alternative, where an understanding of the possession of botho by motho, entails inculcation of makhabane or virtues of botho, many of which are found narratives especially proverbs. Its attractiveness is that it is consistent with the nature of African ethics as character-based ethic, but also underscores important assumptions behind botho including the primacy of character and the existence of a particular social order as a prerequisite for botho to flourish, all of which are worth serious consideration in the current botho discourse. / Research Institute for Theology and Religion

Univ., Diss.--München, 2001. / Literaturverz. S. 439 - 454. Literaturverz. S. 439 - 454.

Zugl.: Tübingen, Univ., Diss.

The Church social missions have undergone different paradigm shifts whilst trying to respond to challenges faced by the poor in the society. It seems that at the beginning the Development paradigm was the one used by churches in designing their social mission strategies. According to this paradigm, help for the poor in the society was to come from the Western countries’ development initiatives; in the process of implementing such strategies the local people’s cultural aspirations were often neglected. On the other hand, the poor were not given a chance to take destiny into their own hands in order to define the solutions to their problems. However, this paradigm was later declared a failure and a need to move to the Post Development Paradigm was advocated. This study argues that most churches in Mankweng still base their social missions strategies on the Development paradigm and therefore they fail to adequately respond to the challenges faced by the poor in that community. The study therefore looks at a possibility of developing a new social mission strategyin Mankweng that is based on the Post Development Paradigm. Though the title is about Mankweng, the focus of the study is on the Western part of the Township called Ntshitshane. Observations and interviews were conducted amongst the community members in that area. After a thorough analysis of the findings it was established that the poor in that context relies among other things on their cultural ethic of bothoas a means of addressing their social challenges. This study concludes that the same cultural ethic of botho used by the poor there can be a viable point of departure in defining a social mission strategy within that context. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)

The Church social missions have undergone different paradigm shifts whilst trying to respond to challenges faced by the poor in the society. It seems that at the beginning the Development paradigm was the one used by churches in designing their social mission strategies. According to this paradigm, help for the poor in the society was to come from the Western countries’ development initiatives; in the process of implementing such strategies the local people’s cultural aspirations were often neglected. On the other hand, the poor were not given a chance to take destiny into their own hands in order to define the solutions to their problems. However, this paradigm was later declared a failure and a need to move to the Post Development Paradigm was advocated. This study argues that most churches in Mankweng still base their social missions strategies on the Development paradigm and therefore they fail to adequately respond to the challenges faced by the poor in that community. The study therefore looks at a possibility of developing a new social mission strategyin Mankweng that is based on the Post Development Paradigm. Though the title is about Mankweng, the focus of the study is on the Western part of the Township called Ntshitshane. Observations and interviews were conducted amongst the community members in that area. After a thorough analysis of the findings it was established that the poor in that context relies among other things on their cultural ethic of bothoas a means of addressing their social challenges. This study concludes that the same cultural ethic of botho used by the poor there can be a viable point of departure in defining a social mission strategy within that context. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Abstract in English, Zulu and Sesotho / The study set out to investigate the state of teacher-learner relationships in a culturally diverse Grade 10 classroom from a social wellness perspective. The views of teachers and learners who were purposively sampled as study participants were explored on issues relating to the phenomena under study. A triple integrative theoretical lens comprising three theories, namely, Ubuntu theory, the self-system theory and the social wellness theory were used to guide this study. These theories collectively view the social system as influencing individuals’ attitudes, beliefs, feelings, and relationships with others, and as determining individuals’ development of the total self and identity, ultimately. The study is qualitative in nature and hence employed the interpretivist paradigm as well as the case study design. The case was a multicultural secondary school located in Gauteng Province, South Africa. Data were collected from participants using an open-ended questionnaire and structured interviews. Data collected through the open-ended questionnaire were analysed using Creswell’s (2009) sequential steps for data analysis, while data from structured interviews were analysed through Tesch’s (1990) steps of data analysis. Analysed data was interpreted from the participants’ viewpoint and discussed in relation to related literature. Several themes were identified from the analysed data and these answer the research questions. Generally, the findings reveal that in the case school, the teacher-learner relationship is positive, and that the cultural diversity in the school is recognised, acknowledged, valued, and embraced. Basically, the case school embraces the values of Ubuntu. The researcher managed to generate a new theory called the ‘Self with Others Wellness Theory, derived from the study’s findings which embraces the African values of Ubuntu. Therefore, the study contributes and adds to existing theory, and is valuable for guiding and informing policy. The study also therefore adds value to the practice of education and other disciplines to which it is applicable. / Ucwaningo lolu luqonde ukuhlaziya isimo sobudlelwano bothisha nabafundi bebanga leshumi abanamasiko ahlukile egumbini labo lokufundela esifundazweni saseGauteng. Imibono yothisha neyabafundi ababambiqhaza ocwaningweni bekhethwe ngokwenhloso iye yahlolwa, yaphenyisiswa ngokuphathelene nobudlelwano babo basegumbini lokufundela. Uhlaka oluhlangene lwemibono olunemibono emithathu lusetshenzisiwe kwaba yilo oluqondisa lolucwaningo. Loluhlaka lwemibono ehlangene lugoqela umbono woBuntu, uhlelo lokuzenzela kanye nempilo yenhlalo. Imibono le yomithathu ithi inkolelo yabantu, isimo sabo sengqondo nemizwa yabo kuthuthukiswa luhlelo lwezenhlalo. Ephenyweni lolu kusetshenziswe ucwaningo lokuqonda yingakhonje kuye kwasetshenziswa futhi neparadigm yomhumushi kunye nomklamo wesifundo sesigameko. Isigameko sesifundo yisikole samabanga aphezulu esinabafundi nothisha abanamasiko ahlukile esifundazweni saseGauteng, eMzansi Africa. Imininingo yophenyo yathathwa kwababambiqhaza ocwaningweni kusetshenziswa uhla lwemibuzo evulekile kunye nezingxoxo ezihlelekile ezinemibuzo evulekile. Indlela ka Creswell (2009) yokuhlaziya imininingo yophenyo yasetshanziswa ukuhlaziya imininingo yophenyo eyaqoqwa kusetshenziswa uhla lwemibuzo evulekile; ikanti imininingo yocwaningo eyaqoqwa kusetshenziswa izingxoxo ezihlelekile ezinemibuzo evulekile yona yahlaziywa kusetshenziswa indlela ka Tesch (1990) yokuhlaziya imininingo yophenyo. Imininingo yocwaningo ehlaziyiwe yaxoxwa yabuye yachazwa ngendlela ababambiqhaza ocwaningweni abayibona ngayo, yasisekelwa yimibhalo yabacwaningi bangaphambilini. Imibono embalwa yavela kumininingo yophenyo ehlaziyiwe, kanti lemibono izimpendulo kwimibuzo yocwaningo loluphenyo oluqonde ukuyiphendula. Jikelelenje, kutholakala ukuthi ubudlelwano phakathi kothisha nabafundi egumbini lokufundela esikoleni sesigameko buhle, nokuthi futhi ukwehluka kwamasiko kulesikole kuyabonakala, kuyavunywa, kuyamukelwa ikanti njalo kuyabalulekiswa. Kuye kwavelake futhi kuloluphenyo ukuthi isikole sesigameko siyabubalulekisa Ubuntu. Umcwaningi wenelisile ukwakha umbono esebenzisa impumela yalolucwaningo wawubiza ngokuthi yi ‘African Self with others wellness theory’, okuchaza ukuthi mina nabanye kumele siphilisane njalo sihlalisane kahle. Lokhu kuyingxenye yobuntu. Lolucwaningo luyelwengeza imibono ekhona ngakhoke lubalulekile futhi luyakwazi ukwazisa inqubomgomo. Lolucwaningoke luyawuphakamisa umkhuba wezemfundo kunye neminye iminyango ehambisana nawo. / Peyakanyo ya dipoelo tša dinyakišišo tše tša thutho e tšweleditšwe go nyakišiša seemo sa phedišano magareng ga morutwana le morutiši ka phaphušing ya bolesome yeo e swerego bana bao ba tšwago ditšong tše di fapanego, gagologolo go lebedišišwa phedišano go ya ka maitswaro a botho. Mebono ya barutwana le barutiši e šomišitšwe bjalo ka mohlala go bakgatha tema mo dinyakišišong tše, go lekodišišwa ditabanatabana tšeo di sepelelanago le peyakanyo ya mongwalo wo. Setšweletšwa sa go bonagatša sa mmono seo se hlagišago ke megopolo e meraro yeo e kopanego, se šomišitšwe go hlahla peyakanyo ya mongwalo wo e le ge gothwe ke mogopolo wa botho, mokgwa wo motho a ipotšago ka gona le boemo ba tšhumišo ya botho bathong. Megopolo ye e tšweletša mokgwa wo re phelago ka gona, go na le seabe mo go fekeetšeng mokgwa wa motho, maitshwaro a motho, maikutlo a motho le go phedišana le ba bangwe e bile go bonagatša tswelopele ya motho gore ke mang ge se a feleletše ka bo yena go fihla bofelong. Peyakanyo ya mongwalo wo e tšweletšwa gabotse ke tlhago, e šomišitše mekgwana ya go hlalosa ka setlwaedi e le ka mokgwa wo mongwalo wo o kgabišitšwego ka gona. Tirelo ya mongwalo wo e diretšwe mo sekolong sa bana ba batšwago ditšong tše fapanego, gona Provenseng ya Gauteng, Afrika borwa. Kgoboketšo ya ditaba e humanwe gotšwa dipoledišanong tše beyakantšweng le mekgwana yeo e šomišiwago go botšišana ka go lokologa mo bakgathatemeng. Kgoboketšo ya ditaba tšeo di tšwago go wona mokgwa wa go botšišana ka go lokologa, dilekodišitšwe e le ge go berekišitšwe mokgwa wa tekodišišo ya kgato ka kgato ka go latelelana ya go lekodišiša ya Creswell (2009), mola kgoboketšo ya ditaba tšeo di tšwago go poledišano tšeo di beyakantšwego di lekudišišitšwe ka mokgwa wa tekudišišo ya dikgato ya Tesch (1990). Tekodišišo ya ditaba e be e lebeletše gagolo mebono ya bakgathatatema gammogo le go boledišana ga bona mo mongwalong wo. Tlhogo ya ditaba e bile ya lemogiwa gotšwa go ditekedišišo tšeo di dirilwego e le ge di araba dipotšišo mo dinyakišišong tše. Ka kakaretšo go humanegile gore maitshwaro a morutiši le morutwana ke a mabotse ka maatla e bile le ditšo tše fapanego di ya kgona go lemogiwa, di amogelegile, di dumeletšwe, e bile di ya hlomphiwa le go ratiwa. Gabotse mongwalo wo o kgantšha maemo a godimo a botho bathong. Monyakišiši wa tša dipuku o kgonne go tšweletša mogopolo o moswa wo o bitšwago gore ‘’Motho ke Motho ka Batho’’ e le ge o etšwa dinyakišišong tše humanegilego tša go kgantšha botho ba Mafrika bathong. Peakanyo ya mongwalo woo e ba le seabe le go oketša megopolo yeo e bego e le gona, e bile e bohlokwa go šomišwa go hlahla le go beya melao yeo go ka phelwago ka yona. Peakanyo ya mongwalo wo e oketša mokgwa woo thuto le mekgwa ye mengwe e mebotse e tšwelelago ka gona. / Psychology of Education / Ph. D. (Psychology of Education)