Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

No existentialism exists as a thought system as such. Not only are differences obvious between theistic and atheistic fields of thought as practised by the existentialist philosophers$ but there are also fundamental differences between advocates of the system such as Heidegger and Sartre. Certain common characteristics can be distinguished. It deals with the existent human being as plunged into a situation, a rebellion against rationalization, the absolutization of human freedom the incompleteness and transience of man, a denunciation of God and the Scriptures. The above-mentioned characteristics of this philosophy exercise a profound influence on the thoughts of modern man and are therefore of immediate importance to education. As Christians we need to understand these existentialists because unlike other more complacent modern thinkers, they are honest enough to voice that sense of despair which is so widespread in our world. They speak for millions of our contemporaries for whom God is dead. They tear away the masks of optimism, self-confidence and indifference. To our mind this philosophy has contributed to a large extent to the moral decline of this decadent twentieth century. It would therefore be gross neglect on the part of Christian education if it does not determine and define the implications of this philosophy. A religious minded people cannot accept the separation of its religion from its education and hence this study was undertaken in an effort to evaluate the existentialism in the light of the scriptures in which God discloses Himself and His relation to all things. It was deemed necessary to refer to religion and calling (vocation) as these are integral aspects of man's life. It was also necessary to refer to the implications of the belief in God as the foundation for a science of education with its corresponding aim and content. Therefore reference is made to an ontological, a cosmological, an anthropological, a cognizable and a methodological basis for this philosophy of education determined by Word revelation. The phenomenological approach (method) employed by the existentialists as well as the denunciation of the God of the Scriptures, causes the total absence of any relation to God, hence the neutrality. In its full reality, however, the God of the Scriptures and the Word of God cannot for one moment be excluded from its reality and no neutrality as such is ever possible. Any educator is a human being and thus a religious being who stands in relation to God, whether he is aware of it or not. Whether he accepts it or not, does not matter. All human activity is an activity issuing from the heart and qualified by the heart, be it in obedience to the law of God or not. Hence all activities of man are religiously centred and that includes education and educating. Man was created by God, as a child of God with the task of governing and ruling over His whole creation, as he would over himself; over his fellow human being, a task which includes the rearing and educating of the child and thereby complying with the responsibility entrusted to him by his Creator. Existentialistic anthropology which considers man as an incomplete and temporary being with no ultimate goal, severs the bond of the human being at its very source, viz., God. Anthropology has contributed largely to contemporary non-recognition of values and principles in education. The Christian educator sees man as the creation of God. Only anthropology based on the Bible can reflect a truly realistic image and total concept of the child. Existentialism absolutizes human liberty and self responsibility which does not subordinate itself to any authority or principle. This approach is a cosmologic absolutization of man’s existence. Man is created by God with a given task and responsibility to do his share in the fulfilment of God’s will. The Lord God has put a radical yet correlated variety in the cosmos. This irreducible variety and interdependent relation must be accepted and investigated without relativization and absolutization and yet with the acknowledgement of God as sovereign Ruler over and Creator of man and the cosmos subject to God’s cosmic law and order. The subjectivism into which the existentialists have deteriorated has caused the relegation to total insignificance of the subject-object relationship in the actual creation. To our mind the concept that knowledge can be obtained only through subjectivity, is impossible to accept. Subject and object are cognizable because God has created them as such. The educationist as a scientist, should continually realize that his knowledge can only be partial, but in the light of Scripture he should acknowledge the sovereignity of God over the whole cosmos and over each and every activity of man and this includes education. In order to combat the godlessness of existentialism the Christian educator should practise his education, that is every subject in the light of Scripture. The determining approach, the Word of God, has illumined that which has to be researched. An attempt has been made not only to give a mere description of the field or research, but also to delve into the results with full and due consideration of what God has revealed in connection with it in His Word. The Word has therefore a function to fulfil in connection with the field of research as well as the researcher. These principles have therefore of neccesity determined the method used. Use has also been made of the analytical and comparative methods. The conclusion arrived at in this study is that the answers to questions arising from educational problems such as those with regard to the eventual aims education should strive for, the very essence of education, the reason for educating, content and method, freedom and authority, discipline and punishment, the task of the teacher, and all questions relating to the full spectrum of education, cannot be supplied by existentialism. A philosophy of education should be based. on a Christian philosophy and should include the totality of education that in its entirety depends on the revelation of the Word. / Thesis (M.Ed.)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

In the opening chapter the following issues are addressed: * Problem of the research. The problem in this research is: - to determine whether parents and teachers work together in the education of the child. - to determine whether parents and teachers utilise the available structures created for parental involvement. - to establish whether parents can contribute effectively towards the positive learning of the child. * Aims of the research. The purpose of this study is: - to determine the structures in the educational system for parent participation in the education of the child. - to identify problems which hinder meaningful •Black parental involvement in the education of the child. - to propose possible solutions in order to remedy problems which have been identified. * Method of research The following methods have been employed: - Literature study, questionnaires, analysis of responses, interpretation of data, evaluation of data and scientific writing of findings. * Demarcation of the field of research This study is confined to Black parental involvement in the Department of Education and Training. In the second chapter the theoretical structures of parental involvement in the education of the child are discussed. The four structural moments of the educational system are looked into under the theoretical structure of the education system. The following are those structural moments of the educational system: - The religious structural moment. The religious ground motif of the community is fundamental in all national systems of education. All systems of education which function normally are based upon the religious ground motif. - The temporal structural moment. The temporal structural moment refers to the fact that educational systems are time-bound. - The modal structural moment. This structural moment refers to the 15 modal aspects of reality which influence the structure and content of the educational system. - The individual structural moment. The individual structural moment refers to the fact that everything in the cosmos, just like the educational system, has its identity as the system of education. Various other relevant aspects have been discussed in this chapter. A historical perspective of Black education is made in chapter 3. The primary aim of tracing the development of Black education is to discover whether there was any meaningful Black parental involvement in the education of the child. In the course of discussion of this historical development it became evident that the system of Black education developed from the missionary education, the education of the provincial administration and the Bantu Education era. The structures of Black education system is explained with emphasis on the problems and solutions of Black parental involvement in the education of the child. In chapter 4 the research investigation is made. The results of the responses are critically analysed and objective evaluation are made. Constant reference is made to the hypothesis postulated and the theoretical principles of the structures of parental involvement. Chapter 5 deals with the conclusions, findings and recommendations. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1990

Proefskrif--PU vir CHO

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

Tesis voorgelê ter verwerwing van die graad Magister in Opvoedkunde in die Opvoedkunde Fakulteit van die Cape Peninsula University of Technology / Suid-Afrikaanse leerders vaar teleurstellend in lees en wiskunde gemeet aan leerders van ander lande. Die Departement van Basiese Onderwys se deurvoersyfer is baie swak en bykans die helfte van die leerders wat met hul skoolopleiding begin het, voltooi dit nie. Verskeie programme en aksies word deur die Departement van Onderwys, asook nieregeringsorganisasies geloods om hierdie probleem te bowe te kom en ook om die leerders se vordering te meet. Landelike gebiede in Suid-Afrika ondervind die grootste voorkoms van armoede en ongeletterdheid. ʼn Groot aantal leerders in landelike skole ervaar leerinperkings en benodig ekstra ondersteuning. Die internasionale en nasionale beginsel van Inklusiewe Onderwys as onderwysstelsel beveel onderwys vir almal en ouerbetrokkenheid ten sterkste aan. Hierdie studie ondersoek die ondersteuning aan ongeletterde ouers wie se kind ʼn leerinperking ervaar. ʼn Vennootskap tussen skool en huis het ʼn positiewe impak vir al die rolspelers – die skool, die leerder en die ouers. Die doel van hierdie studie is om die aard en die mate van ondersteuning, as deel van so ʼn vennootskap met ongeletterde ouers, vas te stel wanneer hul kind ʼn leerinperking ervaar, om hulle in staat te stel om hul kind tuis te kan ondersteun met sy akademie. Binne ’n interpretatiewe navorsingsparadigma is ʼn kwalitatiewe navorsingsbenadering gebruik. Data is ingesamel deur ʼn literatuuroorsig, semi-gestruktureerde individuele en fokusgroep-onderhoude, publieke dokumentasie en veldnotas. Data-analise het deur middel van ʼn induktiewe proses plaasgevind. Die navorsingsbevindinge dui daarop dat ongeletterde ouers in landelike skole beperkte ondersteuning ontvang oor hoe om hul kind met die leerinperking te help met sy struikelblok tot leer. Verskeie aanbevelings na afloop van die navorsingsbevindinge het ten doel om ongeletterde ouers van landelike skole te bemagtig om hul kind met die leerinperking te ondersteun.