Thesis (MEd) -- Stellenbosch University , 1995. / Bibliography / ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our world today. Nations have become interdependent to a degree never known before. Isolation of anyone nation from the world community has become unthinkable. This universal interdependence is also a reality on a national level amongst the people of the same country. What does the interdependence mean to education? Education must be regarded not as a series of individual compartments of learning and teaching but as a whole unit - as total preparation for life for humanity at all levels. This could be achieved by approaching education from a holistic perspective. Holism is a comprehensive world view which produces order and coherenc;e not only among the most recent discoveries in the empirical sciences, but also in aesthetics and morals. This study identifies the need for South Africa to establish an education system which emphasised unity and which aims to develop the full potential of all South Mricans. The persons involved in education should be regarded as integrated human beings. The physical, mental, emotional, and spiritual domain should be regarded as integrated aspects of the whole person. In keeping with this it is concluded that the whole education system needs to change from a segregated and fragmented system to an integrated and united system in order to meet the needs and expectations of the whole South African population. The apartheid education system was based on the traditional authoritarian approach to education and is to a huge extent the antithesis of a holistic approach to education. This system is described as well as the reaction of those who regarded themselves as victims of the system. The philosophy underpinning the apartheid system is also considered and compared with the philosophy of holism. In order to stay abreast of the dynamic changes that are occurring in South Africa and the world at large it is suggested that a new education system should follow a futuristic approach to education - knowledge that may dominate education today, may become obsolete tomorrow. / AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en onderwys? Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte. Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word. Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding domineer, is dalk weer more verouderd.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The positioning of Stellenbosch University in a rapidly changing higher education context necessitates transformation, the promotion of diversity, and social integration among all students on campus. Although a vast variety of recruitment and support initiatives are in place to diversify the student population and to enhance student success, it is not sufficient to simply widen access for African, coloured and Indian students to Stellenbosch University. Change with regard to the institutional culture and social climate of the institution also needs to be effected. One intervention aimed at achieving this is the Listening, Living and Learning programme, promoting social change among students. The Listening, Living and Learning (LLL) programme is a senior student housing programme, and a co-curricular living-learning community, and is the first of its kind in South Africa. The students in the LLL houses are ideally a diverse group of students, learning to live together, hosting conversations with guest speakers about the theme of their house and participating in a small project. The initiative aims to develop students as agents of change. Since its establishment in 2008, the outcomes of the LLL programme have not yet been evaluated. This study is embedded in a broader programme evaluation of the LLL initiative and evaluated only one of the programme outcomes: increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. All the students enrolled in LLL for 2013 (N=99) participated in the study. An applied, quantitative approach was followed. A web-based, electronic survey (Student Attitude Questionnaire) was conducted in a one-group pre-test post-test design that was completed by 79 students. The questionnaire measured tolerance towards five constructs of ‘the other’ – gender, race, language, socio-economic status and nationality. The results indicated for all five constructs – gender, language, race, socio-economic status and nationality – a change in senior students’ stereotypical and discriminatory attitudes, increasing to a more intolerant level from the pre-test to the post-test. The changes were not statistically significant. The deduction can be made that increased levels of interaction among students in a LLL house, over a five-month period, did not lead to reduced stereotyping and diminished bias. The short timespan between measurements and the adjustment, as well as developmental processes of the students, impacted the results. However, valuable information was gathered in terms of students’ interpersonal and intrapersonal development; as well as feedback on the programme content and outcome. This research study contributes, firstly, to a starting point for discussion to allow HEIs to consider learning communities as part of the co-curricular sphere in South Africa. Secondly, the research indicated the vital role learning communities play in students’ in-class and out-of-class development. Thirdly, the study highlights the need for discussion and research on the integration of curricular and co-curricular learning in South Africa, as well as the establishing of partnerships between all role players in student affairs and faculty. / AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch se posisie in die vinnige veranderende konteks van hoër onderwys noodsaak transformasie, bevordering van diversiteit en sosiale integrasie van alle studente op kampus. Al is ’n groot verskeidenheid werwing- en steuninitiatiewe in plek om die studentepopulasie te diversifiseer en studentesukses te bevorder, is dit nie genoeg om slegs toegang na die Universiteit van Stellenbosch vir swart, bruin en Indiër studente te vergemaklik nie. Daar moet ook veranderinge aan die institusionele kultuur en sosiale klimaat van die inrigting teweeggebring word. Een intervensie wat daarop gemik is om dit te bereik deur sosiale verandering onder studente te bevorder, is die Luister-, Leef- en Leerprogram. Die Luister-, Leef- en Leerprogram (LLL) is ’n behuisingsprogram vir senior studente en ’n ko-kurrikulêre leefgemeenskap, die eerste van sy soort in Suid-Afrika. Die studente in die LLL-huise is idealgesproke ’n diverse groep studente wat leer om saam te leef, gasheer speel vir gesprekke oor hulle huis se tema met sprekers van buite en deelneem aan ’n klein projek. Die inisiatief het ten doel om studente as veranderingsagente te ontwikkel. Sedert dit in 2008 begin is, is die uitkomste van die LLL-program nog nie geëvalueer nie. Hierdie studie is gesetel in ’n breër programevaluering van die LLL-initiatief en evalueer slegs een van die program se uitkomste: hoër vlakke van interaksie tussen studente in ’n LLL-huis lei tot die vermindering van stereotipering en bevooroordele. Al die studente wat in 2013 vir LLL ingeskryf is (N=99), het aan die studie deelgeneem. ’n Toegepaste, kwantitatiewe aanslag is gevolg. ’n Webgebaseerde, elektroniese opname (“Student Attitude Questionnaire”) is gemaak volgens ’n eengroep-voortoets-natoets-ontwerp wat deur 79 studente voltooi is. Die vraelys meet verdraagsaamheid teenoor vyf konstruksies van ‘die ander’ – geslag, ras, taal, sosio-ekonomiese status en nasionaliteit. Die resultate dui op ’n verandering in senior studente se stereotiperende en diskriminerende houdings in al vyf konstruksies – geslag, taal, ras, sosio-ekonomiese status en nasionaliteit – met ’n verhoging na ’n meer onverdraagsame vlak vanaf die voortoets na die natoets. Die veranderinge was nie statisties beduidend nie. Die afleiding kan gemaak word dat die verhoogde vlakke van interaksie tussen studente in ’n LLL-huis oor ’n periode van vyf maande nie gelei het tot verminderde stereotipering en bevooroordele nie. Die kort tydperk tussen opnames en die aanpassing sowel as die ontwikkelingsprosesse van die studente het ’n impak op die resultate gemaak. Waardevolle inligting is egter ingesamel oor studente se interpersoonlike en intrapersoonlike ontwikkeling sowel as terugvoer op die program se inhoud en uitkomste. Hierdie navorsingstudie dra eerstens by tot ’n beginpunt vir die bespreking dat inrigtings vir hoër onderwys leergemeenskappe as deel van die ko-kurrikulêre terrein in Suid-Afrika beskou. Tweedens dui die navorsing op die belangrike rol wat leergemeenskappe in studente se binne- en buiteklasontwikkeling speel. Derdens beklemtoon die studie die behoefte aan bespreking en navorsing oor die integrasie van kurrikulêre en ko-kurrikulêre leer in Suid-Afrika, sowel as die behoefte aan vennootskappe tussen alle rolspelers in studentesake en fakulteite.