AFRIKAANS: In hierdie studie word daar 'n diepgaande studie van die kultuurstrategie-model van C.A. van Peursen gemaak vanuit 'n histories-opvoedkundige navorsingsmetode. Die doel van die studie is om te bepaal of opvoeding soos dit in die verlede gemanifesteer het met behulp van die model georden, geklassifiseer en gesistematiseer kan word. Indien moontlik, in hoe 'n mate kan die model toepassingswaarde hê vir die Historiese Opvoedkunde. Ten aanvang is daar in hoofstuk 1 'n breë raamwerk en agtergrond verskaf waarteen die studie gelees kan word. In hoofstuk 2 is relevante begrippe wat uit die studie voortvloei, gedefinieer en verklaar om die studie meer toeganklik te maak. Ten einde 'n breër perspektief te verskaf, is hoofstukke 3, 4 en 5 in drie onderskeie wordings- of ontwikkelingsfases van die mens verdeel onder andere die mitiese, ontologiese en funksionele fase. In elk van die fases is die verhouding en ingesteldheid van die mens met die werklikheid, medemens en die bonatuurlike bespreek. In elke fase word daar telkens verwys na eksemplare uit die verlede. Ten laaste is daar bevind dat die model uiters geskik en toepasbaar is vir die ordenning, klassifikasie en sistematisering van die opvoedingsverlede. Enkele aanbevelings word in hierdie verband gemaak. ENGLISH: This study involves a comprehensive and thorough examination of the Culture Strategy Model of C.A. Van Peursen from a historical-educational research perspective. The aim of the examination is to determine whether education, as was manifested in the past with the help of the model, can be classified and systematized. If at all possible, to which extent can the model contain application value for the History of Education. To commence with, Chapter 1 contains a broad framework and background for the reading of the study. In Chapter 2 we find relevant ideas which emanate from the study and which are defined and explained to facilitate the accessibility of the study. In order to provide a broader perspective, chapters 3, 4 and 5 are divided into three separate genetic or development phases of man that is the mythical, ontological and functional phases. In each of the phases we examine the relationship and involvement of man with reality, his fellow beings and the supernatural. In each phase reference will be made to specimens from the past. Finally, it was established that the model is extremely suitable and applicable for the arrangement and systemizing of the educational past. A few recommendations are made in this regard. / Dissertation (MEd)--University of Pretoria, 2005. / Humanities Education / Unrestricted