The historically black and historically white universities in South Africa were shaped by apartheid policies. Within this socio-political context the project started when I, who was a lecturer at a historically black university (HBU), was confronted by violent interactions between lecturers and students, and a perceived passivity on the part of management when lecturers were threatened by students with violence in social and academic settings. Based on socio-historical factors and my personal experiences, I explored the experiences of lecturers at an HBU, i.e. their relationship with students and management, to form an understanding about how the lecturers’ experiences influenced the unconscious dynamic processes of the intergroup transactions between themselves and the students and management. A qualitative research method was chosen because it allowed for the in-depth analysis and interpretation of the lecturers’ experiences in a particular HBU. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences. Data collection entailed hermeneutic conversations with the nine lecturers from an HBU. In the analysis, interpretation and reporting of the findings, the interpretive stance proposed by Shapiro and Carr (1991) was used. This analysis and interpretation entailed a collaborative dimension – the analysed data was sent to the lecturers to ascertain whether the analysis was a reflection of their experiences, as well as to experts in the systems psychodynamic perspective to ascertain whether the interpretations were plausible. The relationship between students, lecturers and management was contradictory, because it was marked by hope for an effective working relationship and by continuing conflict and violence – resulting in the (k)not of relationship based on the (k)not of achievement apparent in the lecturers’ relationship with students, and the (k)not of performance evident in their relationship with management. The intergroup transactions between students, lecturers and management were marked by a reign of terror as threats of violence, or actual physical violence, were directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working hypotheses and two research hypotheses regarding the (k)not of relationship between the three stakeholders were generated. / Psychology / D.Litt. et Phil. (Psychology)

Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar nie. Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie studie die volwasse mens as verantwoordelike en verantwoordbare wese se motivering vir aggressiewe gedrag van naderby beskou. 'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese hunkeringe van die mens in die kontemporer-moderne wereld, het aan die lig gebring dat mense verskillend optree al sou hulle aan dieselfde samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van pedagogiese verhoudings, blyk 'n groat rol in die vorming van die selfbeeld sowel as belewing en hantering van krisissituasies te speel. Die mens staan nooit alleen in die wereld nie, maar is voortdurend in 'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die self. Defhalwe word die ervaring van verhoudings uit veral die kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende belang by die vorming van die selfbeeld beskou. Die bevindinge van hierdie studie is geverifieer by wyse van 'n idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het, is op vrywillige basis by die navorsing betrek. Na aanleiding van genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys vir die meting van elkeen se selfbeeldstand in te skakel. Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten aansien van die interafhanklikheid van pedagogiese verhoudings, selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is veral gerig op steungewende, terapeutiese begeleiding van die aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature of aggression against the background of increasingly violent behaviour within different population groups and communities. Aggression as a form of deviant behaviour has never been accepted by the various communities in the Republic of South Africa. Researchers have investigated the causes of aggression from a wide range of perspectives. Although the author does not deny the existence of physiological causes of aggressive behaviour, this research focuses on the motivation for aggressive behaviour in the adult as responsible and accountable being. A thorough study of the literature concerning aggression as well as, the basic yearnings of man in the contemporary modern world, revealed a diversity in human behaviour even when people were confronted with the identical demands of society. Past experience, especially in connection with pedagogic relations, appears to have an important impact on not only the formation of the self-image but also how people experience and cope with crisis situations. Man is never in the world in isolation but is continuously involved in relationships. This essentiality of relationships affects him as a social being and is intimately a,ssociated with the experiencing and evaluation of the self. Experiences with relationships, especially in childhood, that is pedagogic relationships, are therefore, of cardinal importance in self-image formation. The findings of this research were verified by means of ideographic studies. Prisoners who had perpetrated violent crimes were included in this research on a voluntary basis. In accordance with the findings it was considered necessary to incorporate a standardized questionnaire to measure the state of the self-image of each prisoner. Recommendations were formulated after obtaining insight arising from research findings which focussed on the interdependence of pedagogic relationships, self-image formation and aggression. These recommendations are mainly directed at the supportive therapeutic guidance of the aggressive transgressor in order that he may acquire skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

The historically black and historically white universities in South Africa were shaped by apartheid policies. Within this socio-political context the project started when I, who was a lecturer at a historically black university (HBU), was confronted by violent interactions between lecturers and students, and a perceived passivity on the part of management when lecturers were threatened by students with violence in social and academic settings. Based on socio-historical factors and my personal experiences, I explored the experiences of lecturers at an HBU, i.e. their relationship with students and management, to form an understanding about how the lecturers’ experiences influenced the unconscious dynamic processes of the intergroup transactions between themselves and the students and management. A qualitative research method was chosen because it allowed for the in-depth analysis and interpretation of the lecturers’ experiences in a particular HBU. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences. Data collection entailed hermeneutic conversations with the nine lecturers from an HBU. In the analysis, interpretation and reporting of the findings, the interpretive stance proposed by Shapiro and Carr (1991) was used. This analysis and interpretation entailed a collaborative dimension – the analysed data was sent to the lecturers to ascertain whether the analysis was a reflection of their experiences, as well as to experts in the systems psychodynamic perspective to ascertain whether the interpretations were plausible. The relationship between students, lecturers and management was contradictory, because it was marked by hope for an effective working relationship and by continuing conflict and violence – resulting in the (k)not of relationship based on the (k)not of achievement apparent in the lecturers’ relationship with students, and the (k)not of performance evident in their relationship with management. The intergroup transactions between students, lecturers and management were marked by a reign of terror as threats of violence, or actual physical violence, were directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working hypotheses and two research hypotheses regarding the (k)not of relationship between the three stakeholders were generated. / Psychology / D.Litt. et Phil. (Psychology)

Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar nie. Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie studie die volwasse mens as verantwoordelike en verantwoordbare wese se motivering vir aggressiewe gedrag van naderby beskou. 'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese hunkeringe van die mens in die kontemporer-moderne wereld, het aan die lig gebring dat mense verskillend optree al sou hulle aan dieselfde samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van pedagogiese verhoudings, blyk 'n groat rol in die vorming van die selfbeeld sowel as belewing en hantering van krisissituasies te speel. Die mens staan nooit alleen in die wereld nie, maar is voortdurend in 'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die self. Defhalwe word die ervaring van verhoudings uit veral die kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende belang by die vorming van die selfbeeld beskou. Die bevindinge van hierdie studie is geverifieer by wyse van 'n idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het, is op vrywillige basis by die navorsing betrek. Na aanleiding van genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys vir die meting van elkeen se selfbeeldstand in te skakel. Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten aansien van die interafhanklikheid van pedagogiese verhoudings, selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is veral gerig op steungewende, terapeutiese begeleiding van die aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature of aggression against the background of increasingly violent behaviour within different population groups and communities. Aggression as a form of deviant behaviour has never been accepted by the various communities in the Republic of South Africa. Researchers have investigated the causes of aggression from a wide range of perspectives. Although the author does not deny the existence of physiological causes of aggressive behaviour, this research focuses on the motivation for aggressive behaviour in the adult as responsible and accountable being. A thorough study of the literature concerning aggression as well as, the basic yearnings of man in the contemporary modern world, revealed a diversity in human behaviour even when people were confronted with the identical demands of society. Past experience, especially in connection with pedagogic relations, appears to have an important impact on not only the formation of the self-image but also how people experience and cope with crisis situations. Man is never in the world in isolation but is continuously involved in relationships. This essentiality of relationships affects him as a social being and is intimately a,ssociated with the experiencing and evaluation of the self. Experiences with relationships, especially in childhood, that is pedagogic relationships, are therefore, of cardinal importance in self-image formation. The findings of this research were verified by means of ideographic studies. Prisoners who had perpetrated violent crimes were included in this research on a voluntary basis. In accordance with the findings it was considered necessary to incorporate a standardized questionnaire to measure the state of the self-image of each prisoner. Recommendations were formulated after obtaining insight arising from research findings which focussed on the interdependence of pedagogic relationships, self-image formation and aggression. These recommendations are mainly directed at the supportive therapeutic guidance of the aggressive transgressor in order that he may acquire skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

D.Ed. / This inquiry focused on the inclusion of the psycho-biology of learning in teachers activities in school practice. The research question addressed a sample of teachers personal interpretation of the effect of an in-service programme on their practice. The programme consisted of a study of aspects of the biology of learning and how to convert these to instruction. The main claim or thesis of the study was that an inclusive model of education would be incomplete without a psycho-physiological view of learning. After a comprehensive literature review, a field study was launched making use of the following methods: focus group interviews, personal sketches and individual interviews. The data was collated and interpreted per data category and especially as a configuration. Findings from the field study were used to illuminate the thesis or claim that founded the study.

Indiana University-Purdue University Indianapolis (IUPUI) / Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.