Verhandeling voorgele ter nakoming van die vereistes vir die graad MAGISTER EDUCATIONIS in die DEPARTEMENT OPVOEDKUNDIGE SIElKUNDE van die FAKULTEIT OPVOEDKUNDE aan die UNIVERSITEIT van ZOELOELAND. = Dissertation submitted in fulfillment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1995. / Die doel van hierdie studie was om vas te stel of die veranderende samelewing die psigiese Iewe van die kind-in-opvoeding — met spesifieke verwysing na die adolessent — beinvloed. Uit die literatuurstudie het dit geblyk dat die hedendaagse samelewing deurstroom word met skadelike apvaedingsbelemmerende faktore, soos byvoorbeeld gesinsverbrokketing, kontakinflasie, massafikasie, bewussynsmanipulasie, vertegnisering, verpolitisering en verseksualisering — om maar net enkeles te noem. Snefle veranderinge vind ook plaas op die terreine van die demografie, ekonomie, poiitiek, ekologie, beroepsbeoefening, rekreasie en sosiaal-maatskapiike verhoudinge. Die adoiessent befeef hierdie veranderende leefwerefd deur homself tot die totale werktikheid te orienteer. Deur sy belewing stig hy ‘n netwerk van verhoudinge met homself,. betekenisvoile ander in sy Iewe, dinge/idees en God. Dit is die taak van die opvoeder om aan die nog-nie-volwasseopvoedeltng, te midde van die veranderende samelewing wat opvoedingsbelemmerend op beide inwerk, 'n veilige ruimte as !eefwere!d te skep waarvandaan hy relasies kan stig. Ten etnde die aard van die adoiessent se belewing van sy veranderende leefwereid te bepaal, is *n empiriese andersoek deur middel van 'n selfgestruktureerde vraelys onderneem. Uit die ondersoek het dit geblyk dat die veranderende samelewing die adolessent wel ten opsigte van bykans al sy verhoudinge beTnvloed. Op grand van hierdie bevindinge is sekere aanbevelings rakende die kerngesin, die ouer- en skoolgemeenskap en die kerk gemaak. Met hierdie navorsing is daar gepoog om meer te wete te kom aangaande die adolessent se relasies in "n veranderende samelewing. Die hoop word uitgespreek dat dit tot beter verhoudinge tussen opvoedelinge en opvoeders sal lei. = Eng: The aim of this study was to determine whether the changing society has an influence on the psychic life of the child in education - with specific reference to the adolescent. From the literature study it became clear that the southern African society of the twenty-first century will probably be characterized and controlled by technological advancements to such an extent that it will justifiably be labelled as technocratic. Changes can be expected. in fields of demography, economy, ecology, value orientations, labour. recreation and societal relationships and politics. In many ways society has also become sexualized. The adolescent experiences this changing life-world through a network of relations - with himself, his parents, his teachers, his peer-group, with ideas/things and with God. The young person of today and tomorrow will have to be educated in such a way that he can participate in the social life within such a technocratic society in a morally self-determining, constructive and decent way. After the literature study an empirical investigation was done by means of a self structured questionnaire. During the discussion of the research design. the questionnaire, pilot study and statistical methods were discussed in detail. This questionnaire was administered to the standard 9 pupils of three high schools. (viii) Subsequently, the results of the investigation were analyzed. It was found that the changing society has a definite influence on almost all of the adolescent's relations. In the light of the findings certain recommendations were made regarding the family, school and church. With this research an effort was made to establish certain recommendations in order to improve the relation between educands and educators.

Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 1993. / The aim of this study was: * To describe the inadequate self—actualization of the psychic life of the child due to the influence of violence. * To describe changes in society that have caused a breakdown in the pedagogic relationship between parents and children. * To determine, from the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the under—actualized child. The study primarily attempts to outline current thinking and research on how violence effects the under—actualizing of the child. The high incidence of violence marked by its intensity and severity in societies, has been a cause of great concern to educationists. Various studies of strife torn areas like Northern Ireland, Israel, etc., indicate that where societies have been exposed to the culture of violence for some decades, the quality of life in those areas is marginalized. Where violence 1ingers on, it is characterized by its appeal to the "youth population" predominantly, and the children unfortunately bear the brunt of its corrosive scourge. The Republic of South Africa has been no exception, where the Black townships and rural areas have been plagued and entrapped by the culture of violence since 1976. In the life of a Black child the educational environment is beset by a variety of impediments that emanate from rapid social changes that have broken down his traditional cultural structures - The ensuing violence disintegrated all forms of the fami1ial anchorage and the priceless parent-chi Id relationship of love, understanding, trust and authority. From the study it becomes clear that the onslaught of the dynamics of social change and violence have a deleterious effect on the quality of the upbringing of the child- From a psycho pedagogic perspective the impeded child finds himself in a dysfunctional educational situation because he lacks responsible parental or adult assistance and guidance toward his difficult goal of attaining adulthood. This implies that the psychic life of the impeded child is under-actualized where there is no adult intervention based on the principle of understanding, trust and authority underpinned by caring love. The child's exposure and predisposition to the culture of violence blunts the child’s perceptions and feelings, and as he becomes desensitized, he lacks understanding the true realities of life. As the child needs self—confidence and a sense of worthiness, he regards himself as a failure. To neutralize these perplexing factors in the child's life, accountable support systems for him and his parents are the mast expedient forms of intervention. Meaningful intervention by the school guidance tutor (counselor) or the personnel from the Educational Psychological Support Services or the school social workers who can pool their support programmes and rehabilitative strategies to restore the child * s and his parents' confidence, the parents must be fully involved in the rehabilitative projects in the school and in the community. They must liaise with pupils, teachers, and members of the community. In the light of the findings of this study, the following was recommended: * Cultural leaders must re-establish and meaning¬fully faster efficient functioning of the nuclear family. * Educational Psychological Support Services (EPSS) must be established and earnestly developed in al1 Black schools. * All politicians and members of the clergy should forthwith, desist from interfering and delaying the implementation of a culture of learning.

Cette thèse porte sur l’étude des fondements de l’action de dirigeants de grandes entreprises au Québec. Ces dirigeants ont en commun d’avoir assumé cette fonction pendant plus de vingt ans, d’être tous très reconnus par la communauté d’affaires québécoise et de faire partie de la même génération, celle des premiers nés du baby- boom. Cette thèse appréhende les fondements de l’action de ces dirigeants à partir de trois différentes voies de connaissance : réflexivité, intériorité et gouvernementalité. L’approche réflexive implique d’adopter un cadre analytique plus cognitif et opère un retour sur l’action. L’approche de l’intériorité fait appel à cadre d’analyse des affects et consiste en un travail d’interprétation de la vie intérieure. Enfin, l’approche de la gouvernementalité conduit à analyser le fondement du pouvoir du dirigeant, et conduit à explorer la place de l’éthique dans la gouvernance managériale. Le premier article vise à faire ressortir comment les dimensions conscientes et inconscientes de l’intériorité d’un dirigeant sont au fondement de son action. Le regard réflexif partant de ces valeurs chrétiennes, humanistes, a permis l’établissement d’une solide relation de confiance entre les employés et la direction. Il montre également comment des mécanismes de défense passant par la sublimation de pulsions agressives en hyperactivité ont permis au dirigeant de trouver des moyens créatifs de nier la douleur ressentie et de mener des projets constructifs à long terme. C’est en ce double sens que l’intériorité peut être vue comme un fondement de l’action dirigeante. Le deuxième article cherche à faire la lumière sur les fondements de l’action du dirigeant à partir d’une étude comparative de modes de direction portant sur une responsabilité spécifique définie ici comme « fonction paternelle ». L’étude analyse un contraste important entre les deux groupes étudiés. D’une part, en l’absence de cette fonction paternelle, le dirigeant obtient peu de légitimité et de crédibilité et la vie du groupe est marquée par des rapports conflictuels, immatures avec la présence d’un langage non professionnel, voire vulgaire. D’autre part dans le cas de la présence de cette dimension paternelle, le dirigeant obtient respect et légitimité, ce qui se traduit par une vie de groupe basée sur des rapports de collaboration, d’une capacité de discussion et de résolutions de problèmes, bref un épanouissement des personnes dans le groupe. Cette responsabilité bien assumée de la part du dirigeant de la fonction paternelle rend possible un travail de sublimation des pulsions agressives – i sexuelles – permettant le développement d’une expérience partagée et constructive (passage de la groupalité psychique individuelle à groupale). Le travail de sublimation, d’élaboration devient possible par l’établissement de règles, de limites bien tenues par un dirigeant assumant ses responsabilités de gardien-protecteur, de guide. C’est pourquoi que l’on peut considérer la fonction paternelle comme fondement de l’action. Le troisième article a pour objet d’analyse la constitution morale du dirigeant, soit les règles qu’il se donne pour vivre une conduite éthique par des techniques de soi. La constitution morale rend possible une meilleure maitrise des appétits, des désirs égoïstes et de ce fait, permet une gouvernance de soi rendant possible une judicieuse gouvernance des autres. L’étude propose d’analyser le discours de ces dirigeants comme fondé par une double logique, l’une liée aux affaires et l’autre à la direction des personnes. L’article montre que les dirigeants sont le produit d’une époque et d’une culture bref, d’un mode de subjectivation bien spécifique. Plus précisément, nous montrons que ces dirigeants partagent des principes et valeurs fondamentaux, par exemple du dire vrai et de la cohérence entre actes et paroles ainsi que des notions de sollicitude, de reconnaissance et de transparence. Par ailleurs, le rapport entre le sujet-dirigeant et son objet, ceux et celles qu’il dirige, apparaît sous la dynamique du rapport savoir-pouvoir. La complexification de cette dynamique amène parfois un détournement de la règle éthique même jusqu’à la travestir. Cette étude montre bien que le rapport savoir-pouvoir peut être considéré comme fondement de l’action du dirigeant dans son métier de diriger. En conclusion, les résultats de l’étude sur les fondements de l’action – « éléments essentiels » liés au savoir imbriqué dans l’action – témoignent d’un changement de paradigme, c’est-à-dire à une remise en question du dirigeant comme référent de l’action, pour une prise en compte de la fonction de diriger solidement légitimée dans un système organisé. / This thesis focuses on the study of the foundations of the action of large companies’ leaders in Quebec. These leaders have in common that they have assumed this role for over twenty years, are all highly recognized by the Quebec business community and are part of the same generation, that of the first-borns of the baby boom. This thesis apprehends the foundations of the action of these leaders from three different knowledge paths: reflexivity, interiority and governmentality. The reflective approach involves adopting a more cognitive analytical framework and provides feedback on action. The interiority approach calls on an affect analysis framework and consists of a work of interpretation of the interior life. Finally, the governmentality approach leads to an analysis of the basis of the leader's power and leads to the exploration of the place of ethics in managerial governance. The first article aims to bring out how the conscious and unconscious dimensions of a leader's interiority are at the basis of his action. The reflective gaze, based on these Christian and humanist values, allowed the establishment of a solid relationship of trust between employees and management. It also shows how defense mechanisms through the sublimation of aggressive overactive impulses allowed the leader to find creative ways to deny the pain felt and to lead constructive long-term projects. It is in this double sense that interiority can be seen as a foundation of leading action. The second article seeks to shed light on the foundations of the leader's action from a comparative study of management methods relating to a specific responsibility defined here as "paternal function". The study analyzes an important contrast between the two groups studied. On the one hand, in the absence of this paternal function, the leader obtains little legitimacy and credibility and the life of the group is marked by conflicting, immature relationships with the presence of an unprofessional, even vulgar language. On the other hand, in the case of the presence of this paternal dimension, the leader obtains respect and legitimacy, which translates into a group life based on collaborative relationships, a capacity for discussion and problem solving; in short, a development of the people in the group. This well- assumed responsibility on the part of the leader of the paternal function makes possible a work of sublimation of the aggressive - sexual - impulses allowing the development of a shared and constructive experience (transition from the individual psychic groupality to the group). The work of sublimation, of elaboration becomes possible by the establishment of rules, of well-kept limits by a leader assuming his vii responsibilities as guardian-protector, guide. This is why we can consider the paternal function as the basis of action. The third article has for object of analysis the moral constitution of the leader, that is to say the rules which he gives himself to live an ethical conduct by techniques of oneself. The moral constitution makes possible a better control of appetites, egoistic desires and suddenly, allows self-governance making possible a judicious governance of others. The study proposes to analyze the discourse of these leaders as founded by a double logic, one related to business and the other to the management of people. The article shows that leaders are the product of an epoch and a brief culture, of a very specific mode of subjectivation. More precisely, we show that these leaders share fundamental principles and values, for example telling the truth and consistency between deeds and words as well as notions of concern, recognition and transparency. In addition, the relationship between the subject-leader and his object, those he directs, appears under the dynamics of the knowledge-power relationship. The increasing complexity of this dynamic sometimes leads to a diversion of the ethical rule even to the point of disguising it. This study clearly shows that the knowledge-power relationship can be considered as the basis of the leader's action in his leadership profession. In conclusion, the results of the study on the foundations of action - “essential elements” linked to the knowledge embedded in action - bear witness to a change of paradigm, that is to say to a questioning of the leader as a referent for action, to take into account the function of leading firmly legitimized in an organized system.