Diss. Univ. St. Gallen, 2009.

Universiẗat, Diss., 2002--Bamberg.

Master-Arbeit Univ. St. Gallen, 2007.

Zugl.: Stuttgart, Univ., Diss., 2009

Thesis (doctoral) - Univ., Köln, 2004.

D.Ed. / The focus of this research is on the development of human potential in South Africa as well as on the role of education in this regard. The aim of the research was to identify the educational needs of South Africans and to formulate appropriate educational goals that could promote the optimal development of human potential in South Africa, which is also part of the "global village". Special attention is given to the development of the human potential of the poor, as this will contribute towards the alleviation of the widespread poverty in the country. Some of the relevant issues discussed are the following: The history of the South African educational system, poverty and its consequences in South Africa, the concepts of equality and equity, equality as a democratic principle, basic human rights, the implications of democracy, the implications of the process of globalising and the interdependence between the development of human potential and economic growth. The decision to use qualitative research methods is motivated. Research data on educational needs are noted. These data were collected by studying relevant literature, articles published in the press, radio and television programmes and by attending different national and international seminars on topics relevant to the development of human potential. Data obtained by doing fieldwork are also noted. These data were collected by interviewing poor people from different regions in South Africa. In addition, data were also obtained from personal and electronic interviews with South African experts in the field of the development of human potential. The opinion that South Africa can benefit from the experience of other developing countries with similar problems to that of South Africa, with regard to the development of human potential, is also motivated. Three of such developing countries were identified. Data collected from electronic interviews with experts in Colombia, Brazil and Argentina are noted. By analising the data, various educational needs could be identified. These educational needs are categorised as follows: Educational needs that are relevant to the daily existence and survival of people. Educational needs that stem from the fact that modern life requires from human beings to assert themselves in, and to continuously adapt to the rapidly changing community and world. Educational needs linked to human cognition. Educational needs relevant to the non-material, psychological, spiritual, and social needs of people. A number of specific educational needs are listed under each category. The process to verify the results is noted. The results were submitted for comment to an international expert in the field of the development of human potential in developing countries. Results were also submitted to a national expert. The acceptance of the results as valid, as well as additional contributions by both of the experts, is noted. Four general educational goals with regard to the development of human potential in South Africa are formulated as follows: To enable the learner to live independently as an adult. To enable the learner to assert himself or herself in daily life and to be able to adapt to, and to keep up with the continuous changes in the environment. To develop the cognitive abilities of learners optimally. To provide for the non-material, psychological, spiritual and social needs of learners. A number of specific educational goals are linked to each of the four general educational goals. Finally, recommendations are made with regard to the health level of communities, the self concept of learners, the nature of the civil society, literacy, proficiency in English, computer skills, the training of teachers and the outcomes based education model. The development of the cognitive abilities of learners is singled out as most important with regard to the development of human potential in South Africa.

M.Ed. / Please refer to full text to view abstract

The object of this study is to evaluate the aims of education in a liberal democratic society in terms of an ethical theory which is compatible with the basic philosophy which inspires that society. Evidence is given to show that British Columbia is a liberal democratic society in the sense that it is composed of a number of social groups which hold different systems of values, and because it exhibits a primary concept of widespread concern for the value of individual and group freedom in any issues which do not directly involve the safety of the state. Further evidence is given to show that such a society operates on the practical basis that values are relative rather than absolute. The study thus proposes a philosophical system known as the emotive theory of ethics as the best means of justifying such relativity and of supplying a method of reaching agreement when disputes between different value systems arise. Finally it is shown that official statements of the aims of the educational system of British Columbia are vague and lacking in logical coherence, mainly because they are based upon a theoretical acceptance of the concept of absolute values which is impractical among the multitude of groups which comprise the society. Therefore, since there is a lack of agreement upon the ends and means of moral education, recent official pronouncements have tended to avoid specific mention of moral education and replace it by intellectual education as the prime aim of the educational system. The study concludes with the suggestion that, in a society where values are to all practical purposes relative to individuals and groups, formal training in the nature of morals is essential to national survival. It further suggests that such training might best follow the direction given by the emotive theory of ethics, since this theory provides the most satisfactory explanation of relative values. Suggestions are also made concerning the means of including formal moral training in the present curriculum without undue disruption. / Education, Faculty of / Graduate

Submitted in Fulfilment of the Requirements for the Degree of MAGISTER EDUCATIONIS in the Department of PhilosophY of Education in the University of Zululand, 1977. / In the study of man's struggle for existence, throughout the history of humanity and in all parts of the world, two distinct phenomena emer.ge, that of society and that of culture. In an investigation of life cf a people, it is necessary, therefore, to distinguish clearly between these two concepts. Herskovits (1, p. 29) while emphasizing the necessity for distinguishing the concept culture from its sister concept society, at the same time stresses their essential interrelated= ness. Not only is man a social being who essentially lives in groups but every distinguishable human group is an organized aggregate of individuals who follow a given way of life. / The Research Committee of the University of Zululand

"It is the purpose of this paper to record some of the activities in Barwick High School during the first three years of participation in a Cooperative Study, to analyze the experience for values derived from the experience for possible future instruction, and to be used for guidance in pursuing similar experiences. Not all activities in the Cooperative Study will be taken up. The activities taken up will not be exhausted as to value received"--Introduction. / "July, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 35).