M.Ed. (Didactic Education) / All over the world History as a school subject is on the defensive. This phenomenon is usually attributed to a variety of causes. In general however, the reason for this crisis is seldom seen in the traditional approach and teaching of the subject. At university, the secondary and even the primary school the understanding of the past is the cornerstone for the study of History. Accordingly History has only by accident any real value for the child living in the present day society. potentially however, History is, due to man's historicity, one of the most fundamental ways of broadening his perspective. Unfortunately this basic fact is often neglected in the approach to and teaching of the subject. Educational principles are neglected and the content seems to be relatively meaningless to the pupils. There has been a general neglect of play or simulation games as a subject for research or study. Scientists, biologists, anthropologists and psychologists have studied play, but in most cases it has been concerned with animals. It is believed that in future the power of simulation as a learning tool will attain the consideration and support it should have. Only if History is restructured at all levels in accordance with sound educational principles and in an existentially relevant way, the subject will, at least in principle, regain the ground that has been lost.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11091 |
| Date | 14 May 2014 |
| Creators | Biemond, Catharina Elizabeth |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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