El pragmatismo es, desde su génesis, una reacción. Nace como reacción al racionalismo, a la actitud teorética, a la filosofía entendida como contemplación de la verdad, al carácter objetivante e imparcial del investigador. También es posible decir que el pragmatismo nace como reacción al cúmulo de dualismos que conlleva la tradición filosófica y en ese sentido, el pragmatismo nace como una filosofía que busca restaurar la continuidad propia de la vida humana.

SOARES, José Rômulo. O (neo)pragmatismo como eixo (des)estruturante da educação contemporânea. 2007. 189f. . Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2007. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T12:37:07Z No. of bitstreams: 1 2007_Tese_JRSoares.pdf: 1102713 bytes, checksum: 5b65ba48a2d88a330c8d1b404c56a6e3 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T13:44:16Z (GMT) No. of bitstreams: 1 2007_Tese_JRSoares.pdf: 1102713 bytes, checksum: 5b65ba48a2d88a330c8d1b404c56a6e3 (MD5) / Made available in DSpace on 2012-07-17T13:44:16Z (GMT). No. of bitstreams: 1 2007_Tese_JRSoares.pdf: 1102713 bytes, checksum: 5b65ba48a2d88a330c8d1b404c56a6e3 (MD5) Previous issue date: 2007 / The present thesis looks into pragmatic philosophy and its historical ability for subsistence in the field of education. After some years of decline, pragmatism has reemerged in the form of neopragmatism, adjusted to a new context and imposing its principles upon contemporary education. The World Bank has been of crucial importance in the establishment of a new educational model, destined especially for the poor or “developing” countries. We analyzed the notion of society which underlies the political philosophy of John Dewey (1859-1952), an American Democrat and intellectual and perhaps the most influential pragmatic philosopher in education. We provide a critical analysis of his commitment to liberal democracy as well as his role as an influential intellectual in his country and elsewhere. Likewise, we examine the notion of society held by Richard Rorty (1931), the main advocate and driving force of the reemergence of pragmatism. In his redefinition of the phenomenon, Rorty attributes post-modern characteristics to pragmatism and questions the philosophical debate from Plato to Hegel, along with Marxism and analytical philosophy, which he considers to be philosophical systems dominated by metaphysics. In his antitheoretical and antiphilosophical outlook, Rorty proposes to hold creative conversations in which intersubjective relationships generate new words capable of solving everyday problems through enhanced use of language games suitable for each situation. Rorty believes that the improvement of society, for which he takes North American democracy as a model, requires the use of language games as a way of justifying beliefs, but not the purpose of reaching truth. Thus, to this neopragmatic thinker, social change should no longer rely on the great narratives, such as Marxism, which he thinks has lost its historical relevance. In contrast to the (neo)pragmatic approach and under the guidance of Marx and his followers, we see the presence of (neo)pragmatism as part of today’s capital crisis and urgent need to deal with humanity’s huge problems―problems generated by capital itself. Since (neo)pragmatism emerged in concert with the establishment of the United States, it has always been an essential support of the American, conservative way of life. Thus, we offer a critique of (neo)pragmatism through the ontology of the social being and considering work as a central ontological category of human life and essential element of human emancipation. / Este trabalho aborda a filosofia pragmática e sua capacidade histórica de recomposição no meio educacional. Após alguns anos de refluxo, o pragmatismo ressurge na forma de um neopragmatismo e se adequa ao contexto, ao mesmo tempo em que impõe seus princípios à educação contemporânea. Nessa direção, O Banco Mundial aparece como instituição fundamental na consecução de um novo modelo educativo, especialmente para os países pobres ou “em desenvolvimento”. No intento de atingir nossos propósitos investigativos, analisamos a concepção de sociedade subjacente à filosofia política de John Dewey (1859-1952), intelectual democrata dos Estados Unidos e o mais notável filósofo pragmático na educação. Nesse sentido, analisamos criticamente seu compromisso com a democracia liberal, como também seu papel de intelectual influente em seu país e no mundo. Da mesma forma, examinamos a concepção de sociedade veiculada por Richard Rorty (1931-2007), principal responsável pelo ressurgimento do pragmatismo, como também o seu maior difusor. Ao reeditar o pragmatismo, Rorty lhe atribui características pós-modernas e questiona o debate filosófico de Platão a Hegel, como também o marxismo e a filosofia analítica, para ele, sistemas filosóficos dominados pela metafísica. Em sua proposta antiteórica e antifilosófica, Rorty propõe a constituição de conversações criativas, nas quais as relações intersubjetivas criem novos vocabulários e esses passem a resolver seus problemas cotidianos utilizando cada vez mais e melhor, os jogos de linguagem propícios a cada situação particular. Para Rorty, o aperfeiçoamento da sociedade, da qual toma como modelo a democracia norte-americana, passa pelo uso dos jogos de linguagem, como forma de justificar crenças e jamais como meio de encontrar a verdade. Assim, para o autor neopragmático, a mudança social não se relaciona mais às grandes narrativas, como por exemplo, ao marxismo, que para o referido autor, perdeu seu sentido histórico. Na contracorrente da abordagem neo(pragmática) e sob a orientação de Marx e de seus adeptos, compreendemos a presença do (neo) pragmatismo como parte da atual crise do capital e de sua necessidade em responder aos graves problemas hoje vivenciados pela humanidade, problemas esses criados pelo próprio capital. Como filosofia nascida junto com a construção do império norte-americano, o (neo)pragmatismo se firma atualmente como aporte do estilo de vida americano, revelando-se, portanto, muito conservador. Assim, realizamos a crítica ao neo(pragmatismo) pela via crítica da ontologia do ser social e tomando o trabalho como categoria ontológica central na constituição da vida humana e também como elemento essencial da emancipação da humanidade.

ALVES, Pedro Spíndola Bezerra, também é conhecido em citações bibliográficas por: SPÍNDOLA, Pedro / Submitted by Pedro Barros (pedro.silvabarros@ufpe.br) on 2018-09-05T22:21:38Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Pedro Spíndola Bezerra Alves.pdf: 892775 bytes, checksum: 65af9ede50741dce4629280d5a6d1872 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-09-14T21:41:35Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Pedro Spíndola Bezerra Alves.pdf: 892775 bytes, checksum: 65af9ede50741dce4629280d5a6d1872 (MD5) / Made available in DSpace on 2018-09-14T21:41:35Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Pedro Spíndola Bezerra Alves.pdf: 892775 bytes, checksum: 65af9ede50741dce4629280d5a6d1872 (MD5) Previous issue date: 2015-04-13 / CAPES / CNPq / Epistemologicamente, o pensamento ocidental está marcado por um dualismo – legado, historicamente, desde Platão e, modernamente, Descartes, com seu cogito – que se estende também ao pensamento jurídico. A forma como este dualismo é estruturado, a sua origem e seus efeitos foram investigados nesta pesquisa a partir do marco teórico da filosofia de John Dewey, com seu empirismo naturalista. Trata-se de uma postura que refuta qualquer dualismo, inclusive metodológico, tendo como foco a análise de qualquer fenômeno a partir de uma filosofia da experiência. É a partir desta perspectiva que o pensamento jurídico contemporâneo será desvelado no aspecto específico do dualismo que lhe funda de certo ângulo. Konrad Hesse, teórico associado à Jurisprudência Hermenêutica, foi o centro desta análise que é finalizada debruçando-se em um caso específico julgado pelo Supremo Tribunal Federal, a fim de explicitar a presença do dualismo também neste âmbito específico, sendo escolhido o caso da ADI 3.510/DF. Assim, pretende-se desvelar o dualismo presente na teoria do direito e na jurisprudência da constituição e da realidade. A pertinência disso para o estudo do fenômeno jurídico na sociedade se dá – é o que se espera – na medida em que os processos de interação no âmbito deste fenômeno se deem de modo mais consistente tendo-se em conta a perspectiva epistemológica deweyana. / Epistemologically, Western thought is marked by a dualism – given, historically, since Plato and, modernly, Descartes, with his cogito - which also extends to legal thought. The way by which this dualism is structured, its origin and its effects were investigated in this study from the theoretical framework of the philosophy of John Dewey, with his naturalistic empiricism. It is an attitude that rejects any dualism, including methodological, focusing on the analysis of any phenomenon by a standpoint of a philosophy of experience. It is from this perspective that contemporary legal thinking will be unveiled in the specific aspect of the dualism that found it in certain angle. Konrad Hesse, theoretical associated with Hermeneutics Jurisprudence, was the core of the analysis which is completed with a specific case decided by the Supreme Federal Court in order to explain the presence of dualism also in this specific area; the case was the ADI 3.510 / DF. Thus sets up the dualism of legal theory - Hermeneutics Jurisprudence - the Constitution and the Reality. The relevance of this to the study of the legal phenomenon in society lies - is what is expected – inasmuch as the interaction processes under this phenomenon occur more consistently taking into account the Dewey's epistemological perspective.

"Le sociologue Bruno Latour affirme que l'adoption des postulats du pragmatisme américain permettrait aux Français de conceptualiser et de valider leurs catégories politiques d'une manière à surmonter la crise de la représentation politique affectant la démocratie parlementaire française. Il appuie ses propos en présentant le débat politique ayant opposé Walter Lippmann à John Dewey, deux auteurs pragmatiques du début du 20e siècle. De fait, Latour participe à cet engouement français pour la tradition politique américaine ; le pays de « la Démocratie » continue de fasciner. L'objectif de ce mémoire est de comprendre les conséquences politiques et sociales qu'engendre l'adoption d'une conception pragmatique du politique. Latour a-t-il raison de s'enthousiasmer pour ces modèles politiques ? En plus de procéder à une analyse comparative des modèles démocratiques de Lippmann et de Dewey, nous dresserons un portrait sociohistorique de la Progressive Era, époque où la société américaine connut de grandes transformations."

Titre de l'écran-titre (visionné le 15 mai 2023) / Le désenchantement actuel à l'égard des démocraties libérales serait alimenté par « un sentiment de dépossession et d'impuissance » (Gauchet, 2018 : 59). Cette remise en question du régime politique des sociétés occidentales, dont les manifestations sont nombreuses et grandissantes, nous amène à réfléchir sur nos manières de concevoir le principe de démocratie. Selon le philosophe et pédagogue John Dewey (2018), la démocratie devrait être comprise comme « mode de vie », c'est-à-dire une manière d'être, de penser et d'agir dans ses dimensions autant politiques que sociales. Pour ce faire, la démocratie doit s'apprendre à travers l'éducation. En ce sens, les projets d'éducation populaire représentent une voie privilégiée pour l'apprentissage de pratiques démocratiques. On compte parmi eux le projet québécois (1988 - ) de Coopérative jeunesse de services (CJS), un programme estival dans le cadre duquel une quinzaine de jeunes « coopérant-e-s » offrent des services aux gens de leur communauté, et ce, aux quatre coins du Québec sous forme d'entreprise coopérative (Favreau et Lévesque, 1991). Depuis ses débuts, le projet (d'origine ontarienne) a évolué en fonction des personnes et des organisations qui l'ont encadré ainsi que du financement et des politiques qui lui ont éventuellement assuré sa pérennité. À partir de rapports évaluatifs du projet, d'observation participante ainsi que de quatorze entretiens semi-dirigés, cette étude analyse le projet CJS dans une perspective sociohistorique. Les résultats de la recherche permettent de conclure que l'expérience CJS, dans sa formule originale, peut être comprise comme une expérience qui participe à construire la démocratie comme « mode de vie », tel que l'entend Dewey. Cependant, les changements occasionnés depuis ses débuts, particulièrement ceux effectués en 2017, semblent être d'ordre sociopolitique, suggérant ainsi un basculement de certains principes d'éducation à la coopération vers d'autres principes qui relèvent davantage de l'entreprise privée. Toutefois, ces changements structuraux ne semblent pas occasionner de modifications importantes en ce qui concerne l'expérience vécue par les participant-e-s. / The current disenchantment with liberal democracies is said to be fueled by "a feeling of dispossession and powerlessness" (Gauchet, 2018: 59). This questioning of the political regime of Western societies, whose manifestations are numerous and growing, leads us to reflect on our ways of conceiving the principle of democracy. According to the philosopher and educator John Dewey (2018), democracy should be understood as a "way of life," that is, a way of being, thinking and acting in its political as well as social dimensions. To do this, democracy must be learned through education. In this sense, popular education projects represent a privileged path for learning democratic practices. Among them is the Quebec project (1988 - ) Coopérative jeunesse de services (CJS), a summer program in which some fifteen young "cooperants" offer services to the people of their community, all over Quebec, in the form of a cooperative enterprise (Favreau and Lévesque, 1991). Since its inception, the project (which originated in Ontario) has evolved according to the people and organizations that have supported it, as well as the funding and policies that eventually ensured its sustainability. Using project evaluation reports, participant observation and fourteen semi-structured interviews, this study analyzes the CJS project from a socio-historical perspective. The results of the research allow us to conclude that the CJS experience, in its original formula, can be understood as an experience that participates in the construction of democracy as a "way of life", as Dewey understood it. However, the changes that have taken place since its inception, particularly in 2017, seem to be of a socio-political nature, suggesting a shift from certain principles of education for cooperation to other principles that are more related to private enterprise. However, these structural changes do not appear to be causing significant changes in the experience of participants.

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)

China has become a major contributor to world science today, with the largest number of qualified scientific publications in the world, a centralized government willing to sponsor the development of science, and pioneering scientists in all disciplines. Where did this scientific power emerge from historically and how did this history connect with the rest of the world? My dissertation suggests that comprehending the Sino-American intellectual exchange network since the early twentieth century is essential for us to grasp the development of science in modern China. It argues that a Sino-American intellectual exchange network through the China Foundation for the Promotion of Education and Culture (ie., the China Foundation) played a critical role in the development of modern scientific research and education from the 1920 to the 1940s. In the first half of the twentieth century, leading American intellectuals of the progressive era such as Teachers College’s educational scholar Paul Monroe and Columbia University’s prominent philosopher of pragmatism John Dewey frequently communicated with prominent Chinese intellectuals, many of whom were their former students in the United States. Such face-to-face interchanges across the Pacific ultimately influenced Chinese choices in shaping modern scientific education and research. The impact was generated primarily through the China Foundation. The China Foundation, financed by the second American remission of the Boxer Indemnity Funds, served as a sponsor of the development of scientific research, teaching and training in modern China. The trustees of the foundation, responsible for the custody and administration of the fund, included prominent Chinese intellectuals (most of whom had received western graduate training) such as Hu Shi (PhD, Columbia), Jiang Menglin (PhD, Teachers College), Zhang Boling (visiting fellow at Teachers College, 1917-1918), Ren Hongjun (H. C. Zen, MA, Columbia), Guo Bingwen (PhD, Teachers College), Ding Wenjiang (aka V. K. Ting, BA, University of Glasgow), Zhao Yuanren (aka Y. R. Chao, PhD, Harvard) as well as the American intellectuals and reformers Paul Monroe, John Dewey, Roger Sherman Greene and John Leighton Stuart. This dissertation researches the history of Sino-American intellectual exchanges in the China Foundation network, which were central to the establishment of science in modern China. It begins by tracing the cohort of leading Chinese intellectuals trained at American universities, who paved the way for its establishment. They invited leading American educators like John Dewey and Paul Monroe to China, and did the translation work that allowed for their reformist ideas of democracy, education and science to become popular in China. While the American intellectuals aspired to transmit a democratic education through introducing science, the Chinese intellectuals also developed their own rationales to pursue China’s scientific modernization. It also examines the political assumptions and tensions wound up in this Sino-American educational exchange network that illuminates the ways in which the intellectuals on both sides of the Pacific were mutually influenced by their intellectual exchanges. In asks the following questions: How did American intellectuals of the progressive era design and pursue a democratic vision for the Chinese scientific development, and what were their political assumptions undergirding the transmission of science? How did the Chinese intellectuals respond to the American knowledge of science, translate, and negotiate this transmission of science to China? What aspects of science did they absorb and incorporate for the Chinese national purposes? What ideas did they absorb from the United States, and what aspects did they deliberately eschew? In posing these questions, part of my goal is to shift the predominant narrative of transnational progressive era US intellectual history from “Atlantic Crossings” to a dense and constitutive set of exchanges of knowledge, ideas and practices of sciences across the Pacific.

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)