This thesis tries to give a critically considered view of what New Age thought is about, where it came from, and where it takes education and the scientific quest for truth. The interest of this study lies in exposing the underlying New Age beliefs and premises so that the implications that New Age thought has for truly meaningful human development and the educational and scientific quest for truth can be determined. A historical investigation which proceeds from the assumption that New Age thought is a phenomenon with philosophical underpinnings that lie in Western historical dynamics is utilised in order to extract and give context to the beliefs and premises in which New Age thought is anchored. Firstly, the movements in the West's alternative mystical and magical spiritual tradition from which current New Age spiritual approaches issue are scrutinized. This is followed by an exploration of mainstream Western history. Foundational premises and central ideas concerning New Age anthropology, morality, cosmology, and epistemology which issue forth from theories in Western philosophy, psychology, and science are identified and critically analysed. From these analyses, the meaning and direction that New Age thought circumscribes for human development and learning are fully explored and evaluated. It is found that New Age thought upholds a magical worldview in which the objective existence of truth is denied. Because New Age thought does not create educational space in which the quest for truth as obedience to truth can be learnt and practised, emotional, moral, and cognitive development is arrested and the real, educational value in scientific inquiry is defeated. This study is concluded with suggestions that are personal yet grounded in the findings of this research as to the defense and upholdment of the idea of objective truth in moral and intellectual education. / Educational Studies / D. Ed. (History of Education)

This thesis tries to give a critically considered view of what New Age thought is about, where it came from, and where it takes education and the scientific quest for truth. The interest of this study lies in exposing the underlying New Age beliefs and premises so that the implications that New Age thought has for truly meaningful human development and the educational and scientific quest for truth can be determined. A historical investigation which proceeds from the assumption that New Age thought is a phenomenon with philosophical underpinnings that lie in Western historical dynamics is utilised in order to extract and give context to the beliefs and premises in which New Age thought is anchored. Firstly, the movements in the West's alternative mystical and magical spiritual tradition from which current New Age spiritual approaches issue are scrutinized. This is followed by an exploration of mainstream Western history. Foundational premises and central ideas concerning New Age anthropology, morality, cosmology, and epistemology which issue forth from theories in Western philosophy, psychology, and science are identified and critically analysed. From these analyses, the meaning and direction that New Age thought circumscribes for human development and learning are fully explored and evaluated. It is found that New Age thought upholds a magical worldview in which the objective existence of truth is denied. Because New Age thought does not create educational space in which the quest for truth as obedience to truth can be learnt and practised, emotional, moral, and cognitive development is arrested and the real, educational value in scientific inquiry is defeated. This study is concluded with suggestions that are personal yet grounded in the findings of this research as to the defense and upholdment of the idea of objective truth in moral and intellectual education. / Educational Studies / D. Ed. (History of Education)