Browsing by Author "Lopes, Deborah Veronica"

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    Democratising intelligence towards life-long learning : a practical strategy for primary school educators in South Africa
    (Stellenbosch : Stellenbosch University, 1999-12) Lopes, Deborah Veronica; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH SUMMARY: In post apartheid South Africa, the democratic government has prioritised the provision of an effective education for all South African children. This is envisioned as an education system whereby learners are empowered and encouraged to take responsibility for their own learning. Such a system would seek to promote analytical, creative and practical thinking, which is anticipated to create an inner· drive and an ongoing desire towards new knowledge. One of the great challenges facing the new South Africa is finding employment for all its people, a vital component of ensuring economic resiliency. Increasingly, young learners demand that schools equip them for the job market, and hence the re-evaluation and restructuring of the education process. The purpose of this study is to research how democratising intelligence may lead a way for learners towards life-long learning. This has far reaching implications for the economic wellbeing of South Africa, its educators, learners and society at large. The following are the main findings of the study: • Educators and Learners need to make a paradigm shift towards viewing themselves as active participants of the education process. • All role-players in education will need to, amongst others, understand the theories of Gardner and Sternberg, in order to gain an understanding of how these theories lead to their cognitive development and a sharing of a common vision towards becoming a life-long learner. • By educators superimposing the Triarchic Theory and the Theory of Multiple Intelligences, learners are able to develop their intelligences, facilitating their growth towards life-long learning. • Educators will need ongoing direction and support in carrying out the practical strategies needed to implement the theories of both Gardner and Sternberg, in addition to those of the new outcomes-based education process.