Bibliography / Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the frames of mind of teachers regarding the term sustainable development and the way it impacts on their educational practices. In the study, the researcher investigated the frames of mind of six Grade nine teachers teaching the Social Sciences and Natural Sciences learning areas at three different high schools in the Stellenbosch vicinity. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of “sustainable development as a frame of mind” critically. This was done firstly, by emphasizing the controversial nature of the term sustainable development, secondly, to present more clarity on the term frame of mind, and lastly, to integrate the two concepts by discussing the potential and development of “sustainable development as a frame of mind”, as well as the implications this has for education. Against the background of frames of mind and sustainable development, I critically analysed the South African curriculum statements of the Social Sciences and Natural Sciences learning areas for Grade nine, in order to determine which frames of mind regarding the phenomenon under investigation are most dominant within the statements. Teachers are confronted with these statements on a regular basis and the assumption is that frames of mind prevalent in the statements might have an impact on their frames of mind. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their frames of mind, but also to understand these. Therefore, it was important to determine the possible influences (experiences, role players, reading materials, etc.) that played a role (or are still playing) in the shaping of their frames of mind as these factors might serve as important points of departure in offering suggestions and recommendations for in-service teachers as well as for pre-service teachers. This study served as a confirmation of the controversy regarding the term sustainable development and the effect it has on teachers and the education system itself. The study also shows that the possibility of “sustainable development as a frame of mind” is locked up in the complexity of this idea. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om ’n genuanseerde perspektief te bied van onderwysers se denkraamwerke aangaande die term volhoubare ontwikkeling en die invloed wat dit op hul opvoedkundige praktyke het. Tydens die studie is die denkraamwerke van ses graad 9-onderwysers aan drie verskillende hoërskole in die Stellenbosch-omgewing aangaande volhoubare ontwikkeling binne die Sosiale Wetenskappe en Natuurwetenskappe ondersoek. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) ’n teoreties-filosofiese komponent en (b) ’n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van “volhoubare ontwikkeling as ’n denkraamwerk” te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die omstredenheid ten opsigte van die term te beklemtoon, tweedens meer duidelikheid omtrent die term denkraamwerk te verkry en laastens om die twee begrippe te integreer deur die moontlikheid en ontwikkeling van “volhoubare ontwikkeling as ’n denkraamwerk” sowel as die implikasies wat dit vir die onderwys inhou, te bespreek. Wat betref denkraamwerke en volhoubare ontwikkeling, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerareas Sosiale Wetenskappe en Natuurwetenskappe vir graad nege krities te analiseer om te bepaal watter denkraamwerke aangaande die verskynsel hierdie verklarings oorwegend onderlê. Onderwysers word op ’n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat denkraamwerke wat daarin voorkom, ’n impak op hul denkraamwerke as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hul denkraamwerke te bepaal nie, maar ook om dit te verstaan. Dit was dus belangrik om die moontlike invloede (ervarings, rolspelers, leesstof, ens.) iii wat ’n rol in die vorming van hul denkraamwerke gespeel het (of steeds speel), te bepaal aangesien hierdie faktore as belangrike vertrekpunte dien tydens die ontwikkeling van voorstelle en aanbevelings vir onderwysers-in-diens sowel as onderwysers-in-opleiding. Die studie dien as ’n bevestiging van die omstredenheid ten opsigte van die term volhoubare ontwikkeling en die uitwerking wat dit op onderwysers en die onderwysstelsel self het. Die studie toon ook dat die moontlikheid van “volhoubare ontwikkeling as ’n denkraamwerk” in die kompleksiteit van hierdie gedagte opgesluit lê.