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Health education in cross cultural encounters : an agogical perspectiveArthur, Mavis Lorraine 11 1900 (has links)
In contemporary multicultural societies, health is emerging as a fundamental right alongside
education and welfare: a frame of reference endorsed by the Government of National Unity
in South Africa. Health workers are confronting issues far beyond the more traditional
modes of health education. The initial thrust of this research was to investigate the most
relevant social, health and education knowledge bases and issues relative to health education
in cross cultural encounters in order to formulate universal guidelines applicable to the
national situation. Differences inherent in allopathic and traditional health systems are
explored in historical time, in conjunction with concepts of social change, communality in
diversity and the co-existence of multiple realities. An understanding of common
denominators across all human and group experience emerges and, with it, insight into
problems that occur when universalistic conceptions of human behaviour are linked to
communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through
an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation
of culture and the patterned relationships existing between elements within society.
The ontic fact that similar variables may have widely different meanings and be differently
construed by people whose life experiences differ is affirmed. Culture shock becomes a
potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon
which the aims and various theories of health education are systematically and progressively
evaluated. Evidence surfaces that the original intent of the research was rooted in the
Western medical tendency towards standardisation, specialisation and the creation of
scientifically validated routines for professional practice and that gaps exist between the
theory and practice of health education and the everyday experiences of people. On the basis
of scientifically based insights, guidelines have been formulated to narrow the divide between
the factual, linearly based procedural aspects of health education and the human experience
of learning. The guidelines embody the notion that the health educator's role in cross
cultural encounters is one of facilitating meaningful, appropriate and informed choices on the
part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)
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Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
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Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα»Κοσμέτος, Ευάγγελος 10 June 2013 (has links)
Η εργασία αυτή διαπραγματεύεται το Πρόγραμμα «ΜΕΛΙΝΑ» το οποίο θεωρείται πρωτοποριακό στην Ελλάδα διότι προσφέρει, μέσα από τις δυνατότητες της τέχνης, την ευκαιρία για πολλαπλές αναγνώσεις τόσο των γνωστικών αντικειμένων όσο και των συναισθημάτων των μαθητών που μετέχουν στην επικοινωνία.
Η κεντρική ιδέα του προγράμματος είναι το παιδί και η αυτοεκτίμησή του, ο σεβασμός στις ανάγκες του, στις ικανότητές του, στους ρυθμούς και στους χρόνους του, στις ιδιαιτερότητές του.
Έτσι, το Πρόγραμμα έχει ως βασικό μέσο τις τέχνες για την προσέγγιση των γνωστικών αντικειμένων, αλλάζοντας τη μεθοδολογία του παραδοσιακού σχολείου και δίνοντας απάντηση στο πώς μπορούν να αναπτυχθούν κανονικά και ισάξια οι γνωστικές, συναισθηματικές, ψυχοκινητικές και κοινωνικές δεξιότητες του παιδιού, παράλληλα με την απελευθέρωση της φαντασίας και της δημιουργικότητάς του. / This paper discusses the "MELINA" Project, which is considered innovative because it offers in Greece, through the possibilities of art, the opportunity for multiple interpretations of both the subjects and the emotions of the students involved in communication.
The central idea is the child and his self-esteem, respect their needs, their abilities, and the pace of the times, the peculiarities.
Thus, the program is a key instrument for the arts approach of disciplines, changing the methodology of traditional school and giving answer to that can grow normally and equally cognitive, affective, psychomotor and social skills of the child, along with the release imagination and creativity.
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