In an increasingly digitised world, the pedagogy of education is at risk of being dictated by technological advancement. As fragments of teaching practice left over from previous curricula are adapted and amalgamated into new curricula, the educational landscape becomes a sea of learning terminologies used interchangeably. In many cases these terminologies are then disconnected from an underlying understanding of what learning is and how the best possible form and quality of learning can be brought about. Two recent technological advancements in the field of education is Computer Supported Collaborative Learning (CSCL) and the MakerSpace movement. However, these fields need to be engaged with as avenues of investigation in the pursuit of the highest possible learning quality outcome required by a world that is super-complex. Through comprehensive literature research, the researcher first presented an in-depth argument detailing what learning is, what the highest quality of learning is and how this learning quality can be measured. The literature revealed a particular professional practice of “facilitating lifelong authentic learning” of which the sole purpose is achieving exactly that. In this mixed method research project, an attempt was made to re-connect the technological advancement of online learning with the theoretical framework of the learning process as laid down by Vygotsky, particularly through the Zone of Proximal Development. Within the context of a MakerSpace subject, the researcher attempted to determine how the identified practice of facilitating lifelong authentic learning would ensure the increase in the quality of learning in online groups where MakerSpace learners were required to resolve a real-life challenge. An experiment then followed where a professional facilitator of learning was present in the experimental groups, while the control groups attempted to resolve the challenge un-facilitated. A comparison of the analysis of chat transcriptions indicated that on average the quality of learning was higher in facilitated groups. Interview data collected after the experiment shed light on this finding and suggested that the quality of learning in an online group increases when a facilitator of learning increases the level of difficulty of the real-life challenge as perceived by the group’s dominant participant (the person who contributes the most to the group dialogue). This not only indicated the value of Facilitating Learning in an online learning evnvironment, but also highlighted its necessity in terms of improving the quality of the learning. / Thesis (PhD)--University of Pretoria, 2021. / Humanities Education / PhD / Unrestricted

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Varumärkesaktivism är en strategi för marknadsföring som har blivit alltmer uppmärksammad på senare år. Det är en form av ställningstaganden där varumärken lyfter samhällsfrågor för att påverka konsumenterna genom marknadsföring som är skapad och upprätthållen av sociala och politiska värderingar. Detta är extra viktigt inom klädbranschen då företag på den marknaden idag lider av minskat förtroende från konsumenter, dels när det kommer till integritet och dels när det gäller produkternas ursprung och tillverkning. Varumärkesaktivism kan i vissa fall dock missgynna företagen om kunden inte anser att denna aktivism är autentisk, eller om kunden inte sympatiserar med budskapet företaget förmedlar. Däremot kan detta även skapa fördelar om denna varumärkesaktivism är autentisk och kunden sympatiserar med budskapet, vilket är en svår balansgång för företag idag. Syftet med denna studie var därför att undersöka varför och hur ett känt internationellt företag inom klädbranschen arbetar med varumärkesidentitet samt varumärkesaktivism. Syftet var även att se hur företaget arbetar för att förmedla detta på ett autentiskt sätt till sina kunder och hur deras kunder uppfattar denna aktivism. Detta studerades genom att tillämpa en kvalitativ strategi där empiri samlades in genom kvalitativa intervjuer med chefer inom det utvalda företaget som arbetar med varumärkesbyggande, kommunikation samt sociala medier. För att ta reda på hur kunderna uppfattar denna aktivism genomfördes även kvalitativa intervjuer med kunder hos företaget. Studiens resultat visade att företaget idag har en tydlig varumärkesidentitet som bygger på deras kärnvärden samt grundvärderingar vilket även stämmer överens med uppfattningen från deras kunder. Utifrån varumärkesidentiteten tar företaget sedan ställning i sociopolitiska frågor genom att kommunicera denna varumärkesaktivism på sitt instagramkonto samt hemsida. Resultatet visade även att företagets kunder anser att varumärkets åsikter inom sociopolitiska frågor stämmer överens med hur företaget agerar vilket har bidragit till en autentisk uppfattning av företagets varumärkesaktivism. Sammanfattningsvis är denna studiens slutsats att företaget idag har en tydlig koppling mellan sin varumärkesidentitet samt varumärkesaktivism, vilket har lett till att deras aktivism uppfattas som autentisk från deras kunder. / Brand activism is a marketing strategy that has received increased attention in recent years. It is a form of stance where brands raise societal issues to influence consumers through marketing that is created and maintained by social and political values. This is important in the clothing industry as companies in the market today suffer from reduced trust from consumers, partly when it comes to the origin and manufacture of the products. However, brand activism can in some cases be a disadvantage for companies, if the customer does not believe that this activism is authentic, or if the customer does not agree with the message that the company is communicating. But in other cases, it can create benefits if this brand activism is authentic and fits in with the customer, which is a difficult balancing act for companies today. The purpose of this study was therefore to investigate why and how a well-known international company in the clothing industry works with brand identity and brand activism and how the company communicates this in an authentic way to its customers and how the customers perceive this activism. This was studied by applying a qualitative strategy where empirical data has been collected through qualitative interviews with managers who work with brand building, communication and social media at the selected company. Qualitative interviews were also conducted with customers of the company to find out how the company's customers perceive this activism. The results of the study showed that the company today has a distinct brand identity based on their core values, which agrees with the perception from their customers as well. From the brand identity, the company takes a stand on sociopolitical issues by communicating this brand activism. Further, the results showed that the company's customers considered that the brand's views on socio-political issues are in line with how the company acts and thus contribute to an authentic perception of the company's brand activism. To summarize, this study showed that the company today has an evident link between its brand identity and brand activism, which has led to their activism being perceived as authentic by their customers.

This essay analyzes the novel Their Eyes Were Watching God written by Zora Neale Hurston, 1937. The main focus is how the protagonist Janie uses her voice to subvert patriarchal oppression. In this essay my hypothesis is that she has a voice all along. However, it evolves due to her ability to engage in activities that are subversive to patriarchy. Her journey throughout the novel is a journey where the oppression from her relationships only makes her grow stronger as a woman. During her journey towards self-revelation as an empowered woman, she gradually gains her freedom and her own authentic voice by asserting control over her body and thoughts. The main theoretical terms of this essay are used in direct link to the struggles and achievements of formulating the self in a male dominated society. What I aim to achieve with this essay is to show how Janie emerges as a subject with a voice of her own in Hurston’s novel.

This thesis explores leadership from an inverted or inner perspective of a leader. It draws on humanistic, psychological approaches to leadership, and develops a theory of systemic, constructivist leadership. While systemic, constructivist concepts are well known and accepted methods in therapy, counselling, coaching, and organisational consulting, in leadership there is still a gap between theory and practise. In this study systemic, constructivist ideas such as self-organization of human systems, radical constructivism, and systems theory are transferred, through an experiential learning project to leadership practise. Previous research (Steinkellner, 2005) indicated that in addition to the understanding of systemic theory and the application of systemic interventions, the specific mental attitude of a leader is required. So this thesis (1) explores the qualities of the mental attitude of a systemic, constructivist leader, (2) reflects on the transformation of the self of a leader in an experiential learning process, and (3) develops a theory of systemic, constructivist leadership. The methodology is heuristic inquiry, which involves the subjectivity of the researcher, and includes introspective procedures such as self-searching, self-dialogue, and self-discovery (Moustakas, 1990). Its focus on the inner perspective of a leader is unusual, if not unique. Various concepts from humanistic psychology including tacit knowledge (Polanyi & Sen, 2009), awareness (Perls, 1973), and focusing (Gendlin, 2003) were applied to transcend the concept of rationality both in science and in business. The main contributions of this study are: the description of a theory of systemic, constructivist leadership and; the design of appropriate training to implement this.

The contemporary society of the United States of America is becoming an increasingly stressful environment to live in. Our rapid advances and developments in virtual, electronic, and high-speed technology have led us to a lifestyle that operates more quickly. However, our attachment to such a face-paced lifestyle has unfortunately led us towards an increasingly stressful lifestyle. This research focuses on identifying our current society's perceptual outlook and illustrating how the practice of mindfulness can help reduce the anxieties, struggles, and mental flaws which cloud our perception. The intent of this thesis is to show how the practice of mindfulness is beneficial towards our mental health. The practice of mindfulness originated within the Buddhist tradition and has evolved into a new area of interest in the fields of mental health, psychology, philosophy, and humanities. Also, the connection between the practice of mindfulness, and the practice of authentic creativity, as demonstrated in playing the piano, is illuminated within this research. Authentic creativity thus serves as an enlightening metaphor for the elusive practice of mindfulness, and creates a more vivid understanding of the concept of mindfulness. For this thesis I have conducted a literature review in the areas of philosophy, religion, aesthetics and cognitive science. Also, I am actively participating in my research by personally practicing mindfulness and piano. Part of my methodology involves critical thinking on the personal level as I am writing journal entries about my views and thoughts concerning these processes.

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This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species. A model for learning was posed based on learners working in small groups. This model linked a sociocultural approach to teaching and learning to conceptual change theory. Qualitative research methods were employed to collect a variety of data. Documentation of this innovative curriculum is provided. This investigative curriculum incorporated the research practices that scientists use. A wide range of dynamic interactions with students actively investigating problems and sharing both their findings and thoughts during this time occurred. This essentially modeled the authentic practices of scientists. A direct comparison was made with this learning environment and the model for learning. Peer tutoring, cooperative learning, and most importantly, peer collaboration were observed when students grappled with difficult problems for which there was no single right answer. Teachers served as guides in learning, shifting responsibility to the students. Analysis of student writing revealed richer, more complex definitions of species after the experience of the laboratory project. Several of the students used knowledge gained directly from their experiences during the laboratory project to help elaborate their definitions. The electronic discussions showed a range of social interactions and interactivity. High quality discussions were found to be rich in scientific thought, engaging discussants by offering information, questioning, and actively hypothesizing. Mediating and facilitating discussions by the participants was found to be an important factor in their success. Groups exhibiting high quality discussions also had a lower response time than other groups, indicating that more substantive dialogues which are rich in thought proceed at a slower pace. Significantly, an important connection has been made between the socio-cultural approach to learning and conceptual change theory. A closer examination of how small groups of learners develop conceptual understanding is needed. This approach also needs to be extended into other settings where reform in science education is taking place. / Ph. D.