Thesis (MEd) -- Stellenbosch University , 1995. / Bibliography / ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our
world today. Nations have become interdependent to a degree never known before.
Isolation of anyone nation from the world community has become unthinkable. This
universal interdependence is also a reality on a national level amongst the people of the
same country. What does the interdependence mean to education?
Education must be regarded not as a series of individual compartments of learning and
teaching but as a whole unit - as total preparation for life for humanity at all levels.
This could be achieved by approaching education from a holistic perspective. Holism
is a comprehensive world view which produces order and coherenc;e not only among the
most recent discoveries in the empirical sciences, but also in aesthetics and morals.
This study identifies the need for South Africa to establish an education system which
emphasised unity and which aims to develop the full potential of all South Mricans.
The persons involved in education should be regarded as integrated human beings. The
physical, mental, emotional, and spiritual domain should be regarded as integrated
aspects of the whole person. In keeping with this it is concluded that the whole
education system needs to change from a segregated and fragmented system to an
integrated and united system in order to meet the needs and expectations of the whole
South African population.
The apartheid education system was based on the traditional authoritarian approach to
education and is to a huge extent the antithesis of a holistic approach to education. This
system is described as well as the reaction of those who regarded themselves as victims
of the system. The philosophy underpinning the apartheid system is also considered and
compared with the philosophy of holism. In order to stay abreast of the dynamic
changes that are occurring in South Africa and the world at large it is suggested that
a new education system should follow a futuristic approach to education - knowledge
that may dominate education today, may become obsolete tomorrow. / AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die
politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword
soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar
geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak
tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en
onderwys?
Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer
beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van
die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding
vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse
of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in
empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte.
Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel
te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile
Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys
behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en
geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na
aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die
geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel
na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die
behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word.
Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys
en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering
tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as
slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die
apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om
gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele
wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n
futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding
domineer, is dalk weer more verouderd.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/58694 |
| Date | 03 1900 |
| Creators | Adam, H.(Hoosain) |
| Contributors | Carl, E. A., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | Stellenbosch University |
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