The failure of student movements in higher education institutions in South Africa to critically engage the nature and the character of the 'democratic' transition in higher education has led to the questioning of the nature of student activism, activists and the academics of the new order. The substantive nature of our democracy which has no guarantees for transformative higher education system has since led to the adoption of neo-liberal policies that have perpetually excluded a certain sector of South African society. This oppression has been legitimised by failure of student movement and academics to uproot the current regimes of policy making which continue to hold captive the minds of a mass of people in a state of false consciousness. The current circumstances of "corporatised" higher education system makes it necessary now more than ever to begin to examine the issues of relativism as it relates to the questioning of current state of these institutions and student movements. South Africa needs student activist/intellectuals who are willing to participate in the auspices of the institution and the structure, and to transform it. Their task is to operate within time. However, the post 1994 era has left the student movement disgruntled and without direction. Student movements and their academic counter part have since been absorbed by the dominant ideology of the ruling elite. This has made transformation extremely difficult because of the materialism that this brings and a failure to engage the discourses of oppression with the goal of exploiting and deconstructing the dominant ideologies of subjection, betraying the scrutinizing role of a liberating education. This thesis seeks to argue that student movements, academies and academics have been defeated in an area where they should excel in the battle and struggle of ideas, for alternatives in search of a better society. / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2006.

Thesis (MEd) -- Stellenbosch University , 1995. / Bibliography / ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our world today. Nations have become interdependent to a degree never known before. Isolation of anyone nation from the world community has become unthinkable. This universal interdependence is also a reality on a national level amongst the people of the same country. What does the interdependence mean to education? Education must be regarded not as a series of individual compartments of learning and teaching but as a whole unit - as total preparation for life for humanity at all levels. This could be achieved by approaching education from a holistic perspective. Holism is a comprehensive world view which produces order and coherenc;e not only among the most recent discoveries in the empirical sciences, but also in aesthetics and morals. This study identifies the need for South Africa to establish an education system which emphasised unity and which aims to develop the full potential of all South Mricans. The persons involved in education should be regarded as integrated human beings. The physical, mental, emotional, and spiritual domain should be regarded as integrated aspects of the whole person. In keeping with this it is concluded that the whole education system needs to change from a segregated and fragmented system to an integrated and united system in order to meet the needs and expectations of the whole South African population. The apartheid education system was based on the traditional authoritarian approach to education and is to a huge extent the antithesis of a holistic approach to education. This system is described as well as the reaction of those who regarded themselves as victims of the system. The philosophy underpinning the apartheid system is also considered and compared with the philosophy of holism. In order to stay abreast of the dynamic changes that are occurring in South Africa and the world at large it is suggested that a new education system should follow a futuristic approach to education - knowledge that may dominate education today, may become obsolete tomorrow. / AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en onderwys? Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte. Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word. Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding domineer, is dalk weer more verouderd.