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No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1991.

Many of today's children find themselves with an unprecedented amount of freedom to choose what sort of life to pursue. A corollary of this freedom however is the burden of sorting through the many options which life offers. Without some guidance in wading through this values-minefield, some children simply become stuck, unable to choose or to choose well. What is a good life? What sorts of goods in life ought we to pursue? These questions motivate the present project but they are not ones which I attempt to answer. Instead, I examine the kinds of tools that could help students to answer such questions in a thoughtful, intelligent and caring way. In order to live a good life, we need to choose well regarding what is valuable. In this thesis I argue that such a process, choosing well about what is valuable, is the result of wisdom. Wisdom is that set of characteristics which allows us to live well. This thesis is the development and justification of this conception of wisdom. It explores how wisdom is related to three key concepts: knowledge, value and morality. I do not argue that this is the only way to think about wisdom. However, it is a way of thinking about wisdom which could usefully and justifiably find a place in the educational system of a liberal democratic state. This thesis is an attempt to understand how educators can teach for the most important goal in life: how to live well.

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Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the “inability to select a university major or occupation” (Borgen & Hiebert, 2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined.