M.Ed. (Psychology of Education) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / The dynamic and rapidly changing society of the R.S.A. has brought about such urgent requirements/need for change in the teaching profession that the present adult image has been subjected to scrutiny. This image calls for urgent analysis and evaluation so that the problems which surround education can really be addressed. This study has formed part of a project in which an analysis and description of "Adulthood" has been made. This could give direction for education in the R. S. A. The aim of this empirical investigation was explicitly directed at the importance of the different pre-identified facets in the evaluation of adulthood namely responsibility, moral and religious values, labour-orientation and self-sufficiency, responsibility towards fellow human beings, self-concept (image) and self acceptance, time orientation, citizen expectations and duties, family responsibility, perspective of future and family planning conservation as well as the economic demands and financial management and duties. This specific examination concerns the sense of responsibility as a facet of adulthood. As a result of sense of responsibility being such a complex concept, the investigator was compelled to select certain aspects and the importance thereof in an empirical manner. These aspects of the sense of responsibility were examined and are as follows : liability, integrity, conscientiousness, trustworthiness, loyalty, liberty and self-control. After the theoretical basis of the sense of responsibility was established, the research subject used in the examination was stipulated and the development of the empirical examination was stated. The following conclusion could be drawn from these statistics : regardless of the independent differences ego sex, language, qualifications, vocations, lecturers, age, permanent homes, religious ties, marital status, children and income, few differences in the view points of the respondents with regard to the importance of the sense of responsibility as a facet of adulthood occurred. The differences in the perception of adulthood which appeared were between the different sexes; qualification groups and religious groups (Christians and those with no religious ties) were statistically indistinct and thus did not influence the perception of the sense of responsibility. The analysis of the empirical information reveals that the sense of responsibility and more specifically the essence thereof namely: the human ability of trustworthiness, honesty, sincerity as well as responsibility, were viewed as important by all respondents. The aspects regarded as very important were: trustworthiness, integrity and conscientiousness. Through this, those approaching adulthood can be prepared to play their role in life so that they can eventually be well-adjusted, happy adults in the new R.S.A.

M.Ed. (Psychology of Education) / The purpose of this study is to determine whether adulthood is indeed influenced by essential family responsibilities. Therefore, an investigation into this facet to adulthood is necessitated.The family unit is responsible for the child's development to adulthood. According to research literature, the responsible parent in the family unit should respectively see to the emotional and material needs of the family on both an individual level as well as a communal level. These responsibilities also include : the creation of a secure environment based on u~conditional love, respect and acceptance; the setting of a good moral example which children may identify with; the emphasis of faithfulness in the marital role; and the creation of and participation in constructive, recreational family activities.These responsibilities will enable parents to fulfill their multi-dimensional educational role. The problem investigated was to ascertain how important these family responsibilities are deemed to be for the development to acceptable adulthood in the Republic of South Africa. Research was therefore undertaken to investigate certain family responsibilities featured prominently in the literature studied. The empirical component of the investigation was based on the implementation of a questionnaire. Concerning validity and reliability, a principal component analysis (PCA) was followed by a principal factor analysis (PFA) in the first order analysis. This was followed by a second order PCA and PFA...

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. / In an increasing multicultural scope Educational systems will have to look at improving the quality of living of pupils. Each pupil must be regarded and treated as an unique individual, not just another person from the masses. To achieve this, room must be left to differentiate and individualise. To bring pupils to their full potential one has to consider the pupils' existing frame of reference. Man's responsibility for his environment consist of much more than his knowledge thereof. It also consists of his experience of his environment. For all practical purposes curriculums that leaves space for positive personal experience with the environment can achieve much in the conservation of the environment. The educational system should make provision for periodical visits by the pupils to nature conservation schemes on an organised basis. Pupils will have to be taught that a mature perception of the environment are interdependent: That man's use, conservation and maintenance of his environment will determine the future of his environment.