M.Ed. (Philosophy of Education) / In this dissertation certain inevitabilities which influence the education of an educand are identified. These inevitabilities may have the effect that the eventual maturity of the educand (the natural objective of education) is diminished if the educand cannot be induced to accept them in a positive manner. lt seems clear, on the" other hand, that an educand who is assisted to accept the inevitabilities with which he has to contend in a pedagogically sound manner, will benefit considerably from the acceptance thereof ...

M.Ed. / Please refer to full text to view abstract

D.Ed. / The aim of this study is the construction of a model according to -which theoretical educational concepts can be operationalized for purposes of empirical research, with maximal validity. The rationale for the study is that high level terminology in education must continually be established and tested against empirical reali ty for purposes of meta-theoretical justification. Such a model for operationalization must satisfy numerous criteria as well as conditions. An indication is given of the position of operationalization as a methodological step wi thin the broad scope of scientific practice. The following meta-scientific characteristics or conditions are postulated as guidelines for a model for valid operationalization: The external validity and effectiveness of scientific statements; The logical consistency of scientific statements; The informativeness and epistemic truth of statements;...

D.Ed. (Didactic Education) / The school, society (from a cultural perspective) and the tension between forces of commonality and diversity form the theme of this thesis. The problem ofthis research revolves around the question of how the tension between commonality and diversity manifests itself in the school. The aims of the research are as follows: to identify elements which seek commonality and create diversity, which in the cultural context lead to tension in the community; to describe the way in which this tension manifests itself in the school; and to summarise the universal reaction of the school to this tension in categories which may serve as a model according to which the school can be studied. The results are as follows: a full array of elements through the ages could be identified which, because ofchange in the community, caused (causes) tension between commonality and diversity; commonality seeking or diversity creating tendencies influence the school as an instrument of enculturation; the school (of all times) then gives expression to this tension between commonality and diversity by means of dimensions which display specific universal features; these universal features are classifiedanddescribedin four categories: change takes place in the school because ofchange in the community; change gives expression to structuring in the school according to form and content; this takes place to create equilibrium in accordance with tendencies in the community in a situation of tension; and equilibrium is necessary to avert conflict; the four categories arc also interrelated in an equilibrium seeking and conflict averting manner - presumably optimum efficiency AND effectiveness can be reached when the school succeeds in maintaining a balance in the categorial structure; and to be able to do this, the probable option for the school is not an "eitheror" one, but an "and-and" choice - this means that the school should be structured because of changes in the community, in such a manner that it maintains equilibrium between commonality and diversity and simultaneously averts conflict. Finally the categories ofthe reaction ofthe school to the tensions betweencommonality and diversity are described from a South African perspective, in orderto ponray how the South African school adapted to change, how schools arc structured, how the school strives towards equilibrium and how it handles conflict. It again becomes clear that in the South African situation only one school model does not contribute to averting conflict in its equilibrium seeking role. Therefore, a multiple-model approach to both commonality seeking and diversity creating needs of the community, seems probably to be the most desirable option for schools to fulfill their mission.

M.Ed. (Philosophy of Education) / This study has attempted to outline some of the menaces to the loyalty and love of youth to the nation and to emphasis the important part the parent, the school and the church have to play in his education. The investigation is planned as a theoretical investigation. Use has been made of the following methods ...

M.Ed. / Please refer to full text to view abstract

M.Ed. (Education Management) / In the South African teaching profession, a trend is qradually developinq in which a greater emphasis is beinq placed on the recoqnition of the professional authority of every qualified teacher. This trend, however, stands in sharp contrast to the traditional notion and practice of hierarchical authority. As a result of this contrast, conflict between these two opposites is unavoidable. In this short dissertation it has been determined that hierarchical authority can in fact be regarded as contrary to the nature and principles of a profession. This conclusion emanates from the fact that hierarchical authority is not qenerally recognised or accepted as one of the ordinary characteristics of a profession. The most common and acceptable type of authority prevalent in professions, is the professional authority attributed to every qualified and capable professional person because of his or her extensive knowledge and training in a particular field. Since teachinq can indeed be classified as a profession, it would therefore appear that hierarchical authority in the South African teaching profession, is actually a contradiction. Notwithstanding this assertion, it does appear that hierarchical authority is the traditional and established form of authority within the South Atrican educational system. On all three levels of educational management (macro-, meso- and micro-) in the Departments of Education and Culture in the House of Assembly and the House of Representatives, as well as the Department of Education and Training, hierarchical structures of authority are embedded. The central principle of hierarchical authority is the tact that all decisions, rules, regulations and procedures decided upon in the upper levels of the hierarchy, can be enforced on every level lower down in the hierarchy without any consultation of those at the lower level(s) of the hierarchy. lt would, however, also appear that a qreater plea for the recognition of the teacher's professional authority, is steadily gaining qround in all three above mentioned education departments. Some of the main contributing factors to this development are a qeneral improvement in teacher qualifications, increased specialisation and a number of teacher grievances.

This thesis focuses on the ancient reception of the Categories of Aristotle, a work which served continuously, from late antiquity into the early modern period (Frede 1987), as the student’s introduction to philosophy.  There had previously been no comprehensive study of the reception of the Categories during the age of the first philosophical commentaries (c. 80 BC to AD 220). In this study, I have collected, assigned, and analyzed the relevant fragments of commentary belonging to this period, including some that were previously undocumented or inexplicit in the source texts, and sought to establish and characterize the influence of the early commentators’ activity on the subsequent Peripatetic tradition. In particular, I trace the early evolution of criticism and defense of the text through competing accounts of its aim (skopos), which would ultimately lead Stoic and Platonic philosophers to a partial acceptance of the Categories and frame its role in the later Neo-Platonic curriculum.