Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding
in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees
en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek.
Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook
ondersoek.
Die opvoedkundiges is onder meer:
• Plato (427-347 vC)
• Marcus Fabius Quintilianus (35-100 nC)
• Aurelius Augustinus (354-430 nC)
• Desiderius Erasmus (1466-1536 nC)
• Johan Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori ( 1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke)
tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en
uitgebou is.
Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n
uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme
van demokratiese wesenskenmerke en aanbevelings met betrekking tot die
kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages
is traced in terms of a historico-educational examination of the ideas and practices of
about ten educationists. The new outcomes-based education and learning approach in
South Africa is also examined.
The educationists are inter alia:
• Plato (427-347 BC)
• Marcus Fabius Quintilian (35-100 AD)
• Aurelius Augustine (354-430 AD)
• Desiderius Erasmus (1466-1536 AD)
• John Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori (1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
It was found that democracy in educational theory and practice was addressed,
established and developed since ancient times (the ancient Greeks) right up to the
present.
Finally, the educational philosophy and practices of these educationists as well as the
outcomes-based educational approach in South Africa are examined in terms of their
essential democratic features and recommendations are made regarding the present
education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/15745 |
| Date | 11 1900 |
| Creators | Patrick, Glenn Henry |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xv, 147 leaves) |
Page generated in 0.0142 seconds