Text in Afrikaans / Summary in Afrikaans and English / This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system. / In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onder­wys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind. / Educational Studies / D. Ed. (History of Education)

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)

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)

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.

<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>