Doctoral Degrees (Education Policy Studies)

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Browsing Doctoral Degrees (Education Policy Studies) by Author "Brand, Heinie Andre"

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    Die plek van selfopvoeding in die vestiging van 'n demokratiese kultuur in die skoolmileu
    (Stellenbosch : Stellenbosch University, 1997) Brand, Heinie Andre; Steyn, J. C.; Stellenbosch University. Faculty of Education. Department of Education Policy Studies.
    ENGLISH ABSTRACT: This study was undertaken to determine the role self-education plays in establishing a democratic culture in the school milieu. The child's education and the influence adult accompaniment plays in this, provide the framework within which human development takes place. The human being is exposed to diverse influences on a daily basis. He establishes contact with the world and those around him, and in the process develops skills which equip him for life's tasks. The child strives to be regarded as a complete human being, while the adult strives to develop his soul and quality of existence to greater completeness. Self-education is the refined product of education and accompaniment. By means of selfeducation, the human being may fulfil his own potential through personal authority, and is it possible that he becomes that which he is meant to become. Education in South Africa is currently confronted by a striving towards democracy which also aims to be established in society. Democracy may become a way of life in reality, if demonstrated and employed by the individual as a personal life pattern. School is a social ecosystem that should not be considered as isolated from structures in the state order and the education system as a broad society. It is the school's task on micro level to counter the challenges of democratisation and provide children with relevant training and life skills. To realise this ideal, it is also necessary to take a closer look at structures in the local community which have an impact on the school milieu. The parent community, headmaster, leader structures, teacher and pupils become role players in the school environment who can employ democracy as a way of life. A striving towards democracy in schools creates the right ciimate for transparent leader structures. Didactic principles in the classroom should encourage active participation, group work and negotiation skills, so that a curriculum can be employed in the correct manner. Facilitators should inspire passive learners to become active thinkers through the way in which they handle the relevant contents. When a human being demonstrates an attitude of tolerance, respect and recognition, there is a possibility that democracy can be established as a way of life. Democracy in the school milieu can then make an important contribution to the creation of fully developed citizens equipped with the necessary skills. In management practices and school activities, the involvement of children and adults should take place in such a way that every person can experience the opportunity for self-fulfilment and selfdevelopment. A democratic culture in the school milieu has the potential to develop the latent abilities of people (pupils and teachers) and bring it to fuller realisation. Specific norms become good guidelines for an accommodating lifestyle by means of goal-oriented accompaniment. When a human being accepts responsibility for his own development, selfeducation can be achieved. Self-education not only has implications for the democratic school milieu, but ·also for the wider democratic society. It enriches democracy, while the latter, in turn, makes self-education possible.