Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee
enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat
die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel"
(ES) hieraan voldoen, is ondersoek.
Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat.
Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit',
'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'.
'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'.
'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'.
asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is.
'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur
die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid.
Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge
noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik,
asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie
binne hierdie gestruktureerdheid is van deurslaggewende belang vir die
begryping van outentisiteit by opvoeding.
'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise).
is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-.
meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van
opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van
die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die
ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd.
Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die
mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die
Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en
die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die
Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die
mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer
van die Klassisisme vertoon heelparty essensie-diskrepansies.
Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke
opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise
oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige
eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en
by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon
temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik
toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any
education for authenticity. The "essence-structure of proper adulthood and
of education-aim" (ES) was investigated in this regard.
This essence-structure (ES) was condensed in a model diagram (ESM). It
includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec
tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the
'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'.
'freedom·. 'authority'. 'language' and 'rationality'. as well as
the seven norm images - a substructure of the 'ethical'. Hierarchically
'religiousness· is the most important essence. followed by the 'ethical·.
All other essences exist on a third 1 eve 1 of importance. To qualify as
authentic an exemplar of education ought to comply with the above-mentioned
hierarchy. Each of the essences and their interrelatedness within the ESM
were discussed. The harmonious co-existence within this structuredness is
of paramount importance in understanding educational authenticity.
Emanating from the above-mentioned an evaluation method. known as "essence
structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis
were also explained. Descriptions of exemplars of education and
of educationally related matters are analysed using the ESM as the criterion.
The more an exemplar corresponds with the ESM. the more it re
sembles authenticity, and vice versa.
To demonstrate the application potential of ES analysis C.K. Oberholzer's
view of man. J.C. Coetzee's view on childhood. the Christian life-view.
Albert Schweitzer's world-view and the educational doctrine of the
Classicism were subjected toES analyses. The Christian life-view could be
evaluated as authentic. while Oberholzer's view of man. Coetzee's view on
childhood and Schweitzer's world-view are resembling authenticity closely.
The educational doctrine of the Classicism revealed several essence discre
pancies.
(viii)
The hypothesis. that ES analysis can be a reliable evaluation criterion for
authentic education. was confirmed. It could thus be recommended that ESanalysis
be implemented over a broad spectrum. for example when studying
historico-educational exemplars. doctrines of religion. school systems and
curricula and assisting in developing educational programs. The contemporary
education and way of life can be ameliorated in the future if ES
analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17029 |
| Date | 11 1900 |
| Creators | Jordaan, J. H. (Johannes Hendrik) |
| Contributors | Gerber, A. E. (Adam Erasmus), Bodenstein, Hermanus Carel Andries |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 1 online resource (xiii, 241 leaves) : illustrations |
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