In this thesis I consider ubuntu as a metonym for the particularly African features of South African philosophy. Given that Mbembe critiques African philosophy in general as having failed because it has been subsumed under two unreflective political movements in African thought, I consider whether or not the concept of ubuntu escapes his critique. After developing criteria for measuring the success of any philosophical concept, I conclude that ubuntu is unsuccessful. I then identify the political constraints placed on ubuntu that lead to its failure. These constraints arise from having to validate Africa as a place of intellectual worth. Considering the role of place in these constraints, I argue that a far more productive approach to ubuntu (and South African philosophy in general) is to explicitly incorporate this place into our philosophical project. I use the conceptual framework developed by Bruce Janz to provide a systematic account of place that can be used in formulating South African philosophy. I add to Janz, arguing that philosophy is a response to a particular feature of place: the mystery. By incorporating place into ubuntu, I am able to start developing a philosophical concept which can fulfil the political constraints placed on ubuntu without sacrificing its philosophical integrity. I suggest that ubuntu remains an interesting concept primarily because it promises to respond to the fragmentation of the South African place. I conclude by arguing that ubuntu should be used as the basis for a civic religion which responds to the fragmentation of the South African place. This civic religion will give rise to a significantly distinct philosophical tradition which should not succumb to Mbembe’s critique.

Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2006. / When examining the diversity of South Africa’s workforce, the question arises, how can organisations and their leaders facilitate a better integration of this diverse workforce into effective teams? This thesis approaches this question in three different ways. Firstly, the African value system Ubuntu is examined, with a special focus on its core social values, which are: survival, solidarity spirit, compassion and respect/dignity as outlined in Mbigi’s collective finger’s theory. Secondly, the characteristics of team effectiveness such as knowledge, skills and abilities (K.S.A’s), cohesion, shared vision and mutual trust are focused on in order to provide an understanding of the functioning of teams. Thirdly, the positive impacts of the social values of Ubuntu on specific characteristics of team effectiveness are explained and the concept of values-based leadership as one possible approach to implement these values is presented. This thesis is based on research, which is qualitative in nature and uses the grounded theory method. In this study, 14 participants were asked to respond to open-ended questions on their opinion about what constitutes a good team and how they experienced Ubuntu in their work teams as well as communities. The interviews were analysed using the methods prescribed by the grounded theory. The canons of the grounded theory method enabled the researcher to generate a theory and to develop a model which explains how the social values of Ubuntu can have a positive impact on the characteristics of team effectiveness.

Effective leadership has been found to be a key determinant of organisational success. Effective leadership does not only involve the ability to influence and inspire others, it is the ability to lead subordinates according to the competencies that they value. The focus of this study is on determining what in fact the future South African graduate workforce will value in a leader. Effective leadership and the competencies that subordinate's value is especially relevant today as leadership is forced to contend with an increasingly diverse workforce. This diversity necessitates the need for a leadership style to be congruent with what subordinates of diverse genders and cultures will value, so to be effective. Existing studies have indicated that gender and culture influence what subordinate's value in a leader, however it is evident from the results of this study, that this is not entirely the case. Regarding gender, the female and male respondents in this study value similar competencies in their leader, indicating that there is no distinct set of competencies that will be valued by male and female graduates. With respect to culture, the respondents value a mixture of competencies that combine both African and Western leadership practices, values and philosophies, indicating that there is no distinct set of competencies that will be valued by African, Coloured, Indian and White graduates. On the basis of this research, the recommendation is that for leaders to be effective in the 21 st century, a leader must be loyal and inspirational, have vision and integrity and lastly must be open and honest with their subordinates

Submitted in accordance with the requirements for the degree of . DOCTOR of EDUCATION in the Faculty of Education at the University of Zululand, 2004. / This research focused on describing "The Place of African Renaissance in the South African Education". The motivating factor is how African cultures can be restored through education. The research is intended to explore how the present education system can direct African education when faced with challenges that the African Renaissance would usher in. There is need to grapple with the problem of how the process of educational transformation as embodied in the current Philosophy of Education can transmit African values, cultures, norms and beliefs. The relevant literature reviewed the African Renaissance idea and its conceptualization. It debated two perspectives surrounding it; philosophies underlying the African Renaissance; Afrocentricity and the notion of this ideal; the dichotomy between African Renaissance call and the present education system. African Renaissance and education were studied with particular reference to African centered Psychology, African Philosophy and African centered curriculum. The qualitative ideographic research method was used in this research. Data was collected through interviews. Conversational analysis drew full transcript and recorded conversations that were carried out. Qualitative research was relevant in that the phenomenon under study was "seen throush the eyes" of the African people, thereby rejectins the deleterious formulations of theories and concepts in advance. Throush qualitative research, the perceptions, the feelinss and the attitude of the African people about the place of African Renaissance in the South African education were critically analysed. The findinss of the study significantly revealed that there is a place for African Renaissance in the South African education. The study further found that: African Renaissance could revive self-esteem amons Africans and renew African consciousness; African Renaissance was an ideal worth striving for; important education considerations should not ostracise African cultural backgrounds; the incorporation of African Renaissance at school level demands broad-minded educators with a particular character. The study furthermore revealed critical challenges facing the South African Education system, the African traditional culture of Ubuntu hold much promise and should receive significant consideration in education for the realisation of African Renaissance; there is an essential need for reconstruction of African consciousness among African learners; African educators are not better positioned to facilitate African Renaissance; and there is dire need for the reawakening of African languages. The most significant aspects of the recommendations address the incorporation of African Renaissance in the South African education. Both the indigenous African education and Outcomes Based Education (OBE) Curriculum frameworks are recommended in good stead for incorporation. The implementation thereof demands unbiasness and apolitical objectives. There is demand for making the present curriculum relevant to the needs of the African people in South Africa. African education needs to be globally competitive, and emancipatory without losing the notion of African identity.

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The World Values Survey has made a significant contribution to research in the field of values and value change, but a large amount of the research has been fashioned in a manner to tap values in industrialized and western states, rendering the theoretical models of explanation less than relevant for developing nations. This study aims to advance an understanding of value change within the South African context, particularly in light of the expansive political, social and economic changes to have transpired since 1990, whilst simultaneously addressing this issue of a lack of universal theory to understand value change. Primary amongst the theoretical frameworks addressing this issue of value change has been Ronald Inglehart's theory of a shift towards increased post-materialism in economically viable democratic countries. By subjecting survey data regarding value priorities from the South African rounds of the 1991, 1995 and 2001 World Values Survey to statistical analysis, the hypothesis of a similar situation in South Africa will be tested. After evaluating whether South Africa concurs with the post-materialist shift hypothesis, a unique dimension, including pre-materialist values, will be utilized in an attempt to establish whether South Africa has undergone any value change. This dimension is employed in the analysis of the 1995 and 2001 South African data, and whilst the value shift hypothesis promulgated by Inglehart appears largely unconcurred, an overall trend away from pre-materialism towards increased mixed type value priorities, with an ever so slight increase in materialists, has become evident. Although South Africa's value configuration is displaying an increasing convergence towards more moderate value orientations, most of the dynamics of change are manifesting themselves amongst and across various population sub-groups. South Africa's values are therefore undergoing relatively dramatic fluctuations, mainly reflected when the data are disaggregated for the various population sub-groups, the results indicating that longitudinal analysis along the pre-materialist/materialist continuum continues to be a more appropriate tool for tapping South Africa's underlying values. The consequences of these findings, for democratic consolidation, future political conflict, value change determinants and the appropriateness of this model for developing countries, will be assessed in detail. Consequently, by conducting these analyses, this research essay attempts to situate a global, but still largely Western theory, in a South African and developing world context. It thereby attempts to contribute towards filling a knowledge gap concerning the direction, degree and nature of the dynamics of value change. / AFRIKAANSE OPSOMMING: Hoewel die Wêreld Waardestudie sedert 1981 'n noemenswaardige bydrae gemaak het tot navorsing rakende waardes en waardeverandering, was dit tot dusver hoofsaaklik gefokus op waardes van geindustrialiseerde en westerse state. Dié fokus, het die studie grootliks van sy verklarende bruikbaarheid vir ontwikkelende lande ontneem. In hierdie opdrag sal daar gepoog word om die waardeveranderinge van Suid-Afrikaners, in die lig van die politieke- en ekonomiese omwentelinge sedert 1990, te beskryf. Dit sal gedoen word tesame met die aanspreek van die kwessie rondom die gebrek aan 'n universele teorie waarmee waardeverandering verklaar kan word. Ronald Inglehart se teorie, wat 'n skuif na post-materialistiese waardes in ekonomiese lewensvatbare state postuleer, was tot dusver die mees prominente teoretiese raamwerk wat waardeveranderinge beskryf het. Deur middel van die analise van die 1991, 1995 en 2001 data van die Suid-Afrikaanse rondte van die Wêreld Waardestudie, sal daar gepoog word om dié hipotese binne die plaaslike konteks te toets. Hierna sal 'n unieke dimensie, wat prematerialistiese waardes insluit, gebruik word om vas te stelof Suid-Afrikaners enige verandering in hul waarde oriëntasies ondergaan het. Hierdie dimensie is by die 1995 en 2001 studies ingesluit, en hoewel die resultate nie heeltemalooreenstem met Inglehart se hipotese nie, was daar 'n neiging weg van pre-materialisme in die rigting van meer gemenge waarde prioriteite, sowel as 'n baie klein toename in die aantal materialiste, merkbaar. Suid- Afrikaners blyk te beweeg in die rigting van meer gematigde waarde oriëntasies, en meeste van hierdie neigings manifesteer ditselfbinne en tussen die verskeie bevolkingsgroepe. Suid-Afrikaanse waardes ondergaan dus, in relatiewe terme, dramatiese veranderinge, wat veral na vore kom wanneer data vir die onderskeie bevolking sub-groepe afsonderlik geanaliseer word. Die resultate bevestig dat longitudinale analise in terme van 'n prematerialistiese/ materialistiese kontinuum steeds die beste metode is om waardeverandering binne die Suid-Afrikaanse konteks te meet. Die implikasies van hierdie bevindinge vir demokratiese konsolidasie, toekomstige politieke konflik, waardeveranderinge, en die toepaslikheid van die modelop ontwikkelende lande, sal in detail bespreek word. Hierdie studie poog gevolglik om 'n universele, maar hoofsaaklik steeds Westerse, teorie in 'n Suid- Afrikaanse en ontwikkelende staat perspektief te plaas. Daar word gehoop dat sodanige studie sal bydra om bestaande tekortkominge rakende die rigting, graad, en aard, van waardeveranderinge aan te spreek. The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to the National Research Foundation.

Many South African educators seek employment in Saudi Arabian schools, drawn by monetary incentives and better working conditions. However, little consideration is given to differences in cultural and educational values synonymous with the two entities. This research deals with the role of conflicting values in the teaching experiences of South African educators in Saudi Arabian schools by means of a literature study and empirical investigation. Qualitative data collection was done by in-depth personal interviews and personal narratives, written and sourced via e-mail. Findings revealed that the preconceived educational values of the South African educators sometimes acted as a barrier to teaching, restricting the educators from fully optimising their educational experiences. However, positive features of the Saudi education system were highlighted. The implications indicate a need for better orientation for South African educators working or planning to work in Saudi Arabia with emphasis on societal norms, customs and values. / Educational Studies / M. Ed. (Comparative Education)

Many South African educators seek employment in Saudi Arabian schools, drawn by monetary incentives and better working conditions. However, little consideration is given to differences in cultural and educational values synonymous with the two entities. This research deals with the role of conflicting values in the teaching experiences of South African educators in Saudi Arabian schools by means of a literature study and empirical investigation. Qualitative data collection was done by in-depth personal interviews and personal narratives, written and sourced via e-mail. Findings revealed that the preconceived educational values of the South African educators sometimes acted as a barrier to teaching, restricting the educators from fully optimising their educational experiences. However, positive features of the Saudi education system were highlighted. The implications indicate a need for better orientation for South African educators working or planning to work in Saudi Arabia with emphasis on societal norms, customs and values. / Educational Studies / M. Ed. (Comparative Education)

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid, 2004b:535). South Africa, as a fairly young democracy, faces many challenges. Education of its youth into adults that can fulfil their obligations in a democratic society is but one of these challenges. A democracy can only be successful when a country’s citizens internalise basic values such as mutual respect and responsibility. Newspapers and news reports unfortunately tell of increasing moral decay amongst the youth of South Africa. In this research, various models of value education are critically evaluated in order to determine the best model for establishing values in the youth. Character education is discussed as a balanced and comprehensive approach to value education, and critical comments on the Manifesto on Values, Education and Democracy attempt to show its relevance for value education in practice. The increase in social problems such as poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren” in South Africa. This study therefore also investigates possible ways in which teachers can contribute to instilling positive values in at-risk learners. The establishment, development and internalisation of values are a long and intricate process in which schools, parents and society are all important stakeholders. This research shows the importance of cooperation between all role players to instil values in South Africa’s young people and that the process of value education slowly but surely shows results. Key concepts: values, value education, character education, youth at risk / AFRIKAANSE OPSOMMING: “Democratic citizenship requires that people cultivate mutual respect, warmth, friendship, trust, self-respect, dignity, generosity and compassion towards each other” (Waghid, 2004b:536). Suid-Afrika kom, as betreklik jong demokrasie, voor talle groot uitdagings te staan. Die opvoeding van die jeug tot volwassenes wat hulle plek in ’n demokratiese samelewing kan volstaan, is een van die uitdagings. ’n Demokrasie kan egter net slaag as basiese waardes soos respek en verantwoordelikheid by landsburgers geïnternaliseer is. Dagblaaie en nuusberigte skets ongelukkig ’n somber prentjie van morele verval onder die Suid-Afrikaanse jeug. In hierdie navorsing word verskillende modelle van waardeopvoeding krities geëvalueer, om te ondersoek watter model die beste resultate behoort te lewer in die vestiging van waardes by die jongmense van Suid-Afrika. Karakteropvoeding word bespreek as ’n gebalanseerde en omvattende benadering tot waardeopvoeding en die manifes oor waardes, opvoeding en demokrasie word krities bespreek om aan te toon in watter mate dit relevant is vir waardeopvoeding in die skoolpraktyk. Die toename van sosiale probleme soos armoede, enkelouer-gesinne en VIGS-wesies lei daartoe dat ’n toenemende aantal Suid-Afrikaanse kinders as risiko-leerders bekend staan. Daarom word in hierdie studie ook ondersoek ingestel na moontlike maniere waarop opvoeders positiewe waardes by risiko-leerders kan vestig. Die vestiging, ontwikkeling en internalisering van waardes is ’n langsame en ingewikkelde proses waarin die skool, ouers en die gemeenskap belangrike rolspelers is. Hierdie studie toon dat samewerking tussen die rolspelers baie belangrik is by die vestiging van waardes by Suid-Afrikaanse jongmense, en dat die proses van waardeopvoeding stadig maar seker resultate lewer. Trefwoorde: waardes, waardeopvoeding, karakteropvoeding, risiko-leerders

This thesis formulates and argues for a composite conceptual framework of ethics for strategic and sustainable corporate benevolence as a means of addressing HIV/AIDS in South Africa. The template consists of the following theoretical elements: modern virtue ethics, contemporary Western communitarian ethics, the African philosophy of Ubuntu and a feminist ethic of care. This template is applied to relevant pragmatic ends through the proposition that the King I I Report - as it explicitly advocates a universally communitarian and essentially African code of ethics for a business response to HIV/AIDS - offers a viable and valuable model to both understand and transcend the tensions between profits and caring in the post-apartheid era of the South African experience of the pandemic. Specific features of the thesis include contextual perspectives on the ethical variances of HIV/AIDS stigma and behaviour change, cached as the thought-form of " I and We" as opposed to "Us and Them", and the psycho-social linguistics of re-interpreting "the wounded other" as "the wounded us". This is drawn together conceptually in discussion around the individual in and of, rather than as opposed to, the community, stressing how the impact of the HIV/AIDS pandemic is compelling our society to integrate this reverence into our disposition and conduct. In the spirit of this Afro-European communitarian ethic, and to apply this postulated theory for a concrete social morality in the wake of HIV/AIDS, the thesis argues that there is an ethical role for businesses in restoring the balance between nurturing and selfinterest - an equilibrium that is essential for both human expression and human survival. This involves underscoring the elderly and young women, as well as children, who head households and care for orphans of AIDS in circumstances of great vulnerability, (particularly the nation-wide body of informally organised volunteer home-based caregivers), as target beneficiaries for a gravely urgent and massive empowerment effort by the business sector. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This study takes the concept of ubuntu, which means humanness and applies it to healthcare issues in general, and women's health, in particular. Ubuntu is based on the reality of interdependence and relatedness. It is a philosophy or way of life that finds its roots and meaning in humanity. The values espoused in ubuntu emphasize caring, sharing, reciprocity, co-operation, compassion and empathy in recognition that for human beings to develop, flourish and reach their full potential, they need to conduct their relationships in a manner that promotes the well-being of others. The values championed in ubuntu are what inform and shape African cultural, social, political and ethical thought and action. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.