DIE Opvoedingsideologiee VAN ENKELE POLITIEKE GROEPERINGE in SUID-AFRIKA

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DIE Opvoedingsideologiee VAN ENKELE POLITIEKE GROEPERINGE in SUID-AFRIKA COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/ M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved from: https://ujdigispace.uj.ac.za (Accessed: Date). DIE OPVOEDINGSIDEOLOGIEe VAN ENKELE POLITIEKE GROEPERINGE IN SUID-AFRIKA deur FARIED BAGARIA SKRIPSIE voorgele ter gedeeltelike vervulling van die vereiste vir die graad MAGISTER EDUCATIONES in FILOSOFIE VAN DIE OPVOEDING in die FAKULTEIT OPVOEDKUNDE aan die RANDSE AFRIKAANSE UNIVERSITEIT STUDIELEIER: PROF. J.B. SMITH Desember 1992 II DANKBETUIGINGS Langs hierdie weg word die volgende persone opreg bedank vir hul aandeel in die daarstelling van hierdie skripsie. Prof. Dr. J.B. Smith vir sy merkwaardige leiding, aanmoediging en unieke optrede as studieleier. Sy bereidwilligheid om ten spyte van 'n druk werkprogram tyd in te ruim vir effektiewe leiding en steun, word ten seerste waardeer. Mej. F. January wat vir die tikwerk verantwoordelik was. Sy het hierdie taak met vriendelikheid, begrip en nonkeurigheid verrig. Hierdie bydrae word baie hoog waardeer. My eggenote wat my teenwoordigheid en betrokkenheid in die gesin dikwels moes ontbeer. Baie dankie vir die begrip. Die grootse lof en eer gaan aan God aan wie alle wysheid behoort. iii INHOUDSOPGAWE HOOFSTUK 1 BLADSY ORIeNfERING, PROBLEEMSTELLING 1.1 DIE KONTEKS EN AKTUAUTEIT VAN DIE TEMA 1 1.2 DIE KONTEKS VAN DIE PROBLEa1 2 1.2.1 ONDERWYSPOUTIES 2 1.2.2 OPVOEDINGSDOEL 3 1.2.3 ONDERWYSKUNDIGE STRUKTUUR 3 1.2.4 BELANGHEBBENDES BY DIE OPVOEDING 3 1.2.5 ONDERWYSFINANSIERING 3 1.3 PROBLEa1STELUNG ~ 4 1.4 DOEl1)TELUNG 4 1.5 WERKWYSE 4 1.5.1 UTERATUURSTUDIE 5 1.5.2 lCI{I~-EV~~E~TODE 5 1.5.3 DIE VERGELYKENDE~TODE 5 1.5.4 DIE Elv.lPIRIESE METODE 5 1.6 VERTREKPUNT 5 1.7 HOOFSTUKINDEL.ING 6 HOOFSTIJK2 KRITERIA VIR IN ONDERWYSSTELSEL 2.1 MOTIVERING 7 2.2 PROBLEEl\1STELUNG 7 2.3 DOEI..S1'EI...UNGS 8 2.4 UffEENSETIlNG 8 2.4.1 ONDERWYS EN DIE SAMELEWING 8 2.4.2 DIE TOENEMENDE VRAAG NA ONDERWYS 9 2.4.3 BEHOEFrE AAN ONDERWYSHERSTRUKTURERING 10 2.5 ONDERWYSS'fELSELS 11 2.5.1 DIE ONTWIKKEUNG VAN ONDERWYSSTELSELS 11 2.5.2 DIE STRUKTUUR EN WERKING VAN ONDERWYSSTELSELS 11 2.5.3 FAKTORE WAT 'N ONDERWYSSTELSEL BEiNVLOED :.I2 2.5.3.1 DIE DEMOGRAFIESE FAKTOR 14 2.5.3.2 DIE SOSIALE FAKTORE 14 2.5.3.3 DIE EKONOMIESE FAKTOR 0014 iv BLADSY 2.5.3.4 DIE WETENSKAPLIKE EN TEGNIESE FAKTORE 15 2.5.3.5 DIE GODSDIENS- EN WeRELDBESKOUINGSFAKTORE 15 2.5.3.6 DIE POUTIEKE FAKTOR 16 2.5.4 KRITERIA VIR 'N ONDERWYSSTELSEL 17 2.6 SAMEVA'rTING 19 HOOFSTUK3 IDEOLOGIEe EN HUL IMPAK OP OPVOEDING 3.1 MOTIVERING 21 3.2 PROBLEa1STELUNG 21 3.3 DOELSTELUNGS ; 1 •••••••••••••••••22 3.4 DEFINIeRING EN BESKRYWING VAN DIE KONSEP IDEOLOGIE 22 3.5 DIE VERBAND TUSSEN IDEOLOGIE EN LEWENSBESKOUING 23 3.6 KENMERKE VAN 'N LEWENSBESKOUING EN IDEOLOGIE 24 3.7 DIE VERBAND TUSSEN 'N LEWENSBESKOUING (-IDEOLOGIE) EN 'N OPVOEDINGSBESKOUING (-IDEOWGIE) 25 3.8 DIEPOUTIEKEKONTEKS VAN OPVOEDING 25 3.9 DIE POUTIEKE BELEID AS BEPALER VAN 'N ONDERWYSSTELSEL 26 3.10 SAMEVA'rTING 28 HOOFSTUK4 POLITIEKE BELEIDE EN OPVOEDINGSVOORSTELLE VAN ENKELE POLITIEKE GROEPERINGE IN DIE RSA 4.1 MOTIVERING 29 4.2 PROBLEa1STELUNG 29 4.3 DOELSTELUNG 30 4.4 BARADAT SE KONTINUUM VAN POUTIEKE HOUDINGS 31 4.4.1 RADIKALES 31 4.4.2 llBERAUSTE 32 4.4.3 GEI'v1ATIGDES 32 4.4.4 KONSERWATIEWES 32 4.4.5 R.EAKSIONeR 33 4.5 DIE AZANIAN PEOPLE'S ORGANISATION (AZAPO) 33 4.5.1 RASIONAAL 33 4.5.2 POUTIEK.E BELEID 34 4.5.3 ONDERWYSKUNDIGE VOORSTELLE 35 v BLADSY 4.5.3.1 OPVOEDINGSDOEL 35 4.5.3.2 ONDERWYSKUNDIGE STRUKTIJUR 35 4.5.3.3 BELANGHEBBENDES BY DIE ONDERWYS 37 4.5.3.4 ONDERWYSFINANSIERING 37 4.6 DIE AFRICAN NATIONAL CONGRESS (ANC) 37 4.6.1 RASIONAAL 37 4.6.2 POUTIEKE BELEID 37 4.6.3 ONDERWYSKUNDIGE VOORSTELLE 38 4.6.3.1 OPVOEDINGSDOEL 38 4.6.3.2 ONDERWYSKUNDIGE STRUKTIJUR 39 4.6.3.3 BELANGHEBBENDES BY DIE ONDERWYS .41 4.6.3.4 ONDERWYSFINANSIERING .41 4.7 DIE DEMOKRATIESE PARTY (DP) ' 42 4.7.1 RASIONAAL 42 4.7.2 POUTIEKE BELEID 42 4.7.3 ONDERWYSKUNDIGE VOORSTELLE .43 4.7.3.1 OPVOEDINGSDOEL 43 4.7.3.2 ONDERWYSKUNDIGE STRUKTIJUR .44 4.7.3.3 BELANGHEBBENDES BY DIE ONDERWYS .44 4.7.3.4 ONDERWYSFINANSIERING .45 4.8 DIE NASIONALE PARTY (NP) 45 4.8.1 RASIONAAL 45 4.8.2 POUTIEKEBELEID 45 4.8.3 ONDERWYSVOORSTELLE 46 4.8.3.1 OPVOEDINGSDOEL 46 4.8.3.2 ONDERWYSKUNDIGE STRUKTIJUR 47 4.8.3.3 BELANGHEBBENDES BY DIE ONDERWYS .48 4.8.3.4 ONDERWYSFINANSIERING 49 4.9 DIE AFRIKANER WEERSTANDSBEWEGING (AWB) .49 4.9.1 RASIONAAL 49 4.9.2 POUTIEKE BELEID 49 4:9.3 ONDERWYSVOORSTELLE : 50 4.10 DIE KONSERWATIEWE PARTY (KP) 50 4.10.1 RASIONAAL 50 4.10.2 POUTIEKE BELEID 51 4.10.3 ONDERWYSVOORSTELLE '" 52 4.10.3.1 OPVOEDINGSDOEL 52 4.10.3.2 ONDERWYSKUNDIGE STRUKTIJUR 52 4.10.3.3 BELANGHEBBENDES BY DIE ONDERWYS 53 vi BLADSY 4.10.3.4 ONDERWYSFINANSIERING 54 4.11 SAMEVATTING 54 HOOFSTUK5 SAMEVATTING, BEVINDINGS EN AANBEVELINGS 5.1 SAMEVATTING 56 5.2 BEVINDINGS 58 5.3 AANBEVELINGS 59 vii SYNOPSIS A practical national aim which can combine the majority of the political components of the diverse South African community is essential. To develop a common bond between the different cultural communities, a general South African ideology should evolve irrespective of race, colour, language or culture. This ideology should seek answers to the complex social phenomena in our society and serve as dogma in a future educational dispensation. Forced racial segregation is not the answer to the problems facing the South African education system. The abolishment of eighteen different educational departments and substituting it with a single department with regional sub-departments, should be our first priority. The polarisation and conflict potential which are prevalent in our present educational system can only be diffused if there is one educational department which propagates cultural diversity, so that inter-cultural communication and a common South African patriotism may develop. An educational system should be the product of a community. If the South African community is integrated, a multi-cultural educational system would provide optimal and equal educational opportunity to every child. Equal rights presupposes the idea of freedom and accountability. Separate education cannot be equal, because it prevents people from exercising their freedom of choice. The only relevant ground for differences in education should be based on factors such as ability, intelligence, achievement and interest. Most of the political parties support an educational system for the new South Africa in which the following universal education criteria prevails, namely an educational system that is justifiable, realistic, accountable, acceptable and affordable to all the inhabitants. HOOFSTUK 1 1.1 DIE KONTEKS EN AKTUALITEIT VAN DIE TEMA Ben van die grootste uitdagings wat die RSA in die negentigerjare in die oe staar, is om 'n onderwysste1se1 vir sy sosio-polities-verdeelde gemeenskap te ontwikkel wat die belange van almal in die land sal verteenwoordig en bevredig. Ashley (1989:67) wys daarop dat die apartheidsopvoeding gelei het tot 'n verdeelde, ongelyke en onstabiele onderwysstelsel, wat gevolglik die ontwikkeling van 'n verteenwoordigende onderwysstelsel bemoeilik. Verder moet die probleem, dat daar verskillende etniese groepe in die RSA is wat elk 'n eie lewensopvatting en opvoedingsbeskouing huldig, ook oorbrug word. Van Zyl (1975:202) maak in die verband die volgende opmerking: "'n Partikuliere lewensopvatting gee gewoonlik aanleiding tot 'n partikuliere opvoedingsleer vir 'n partikuliere praktyk. Dit dui op die besondere betekenis van die lewensopvatting ... Uit die bestudering van 'n partikuliere opvoedingstelsel sal die ondersoeker 'n idee kry van die besondere beskouings ten opsigte van die ontstaan, die bestaan, die voortbestaan, die wese en die sin en die eindbestemming van die mens". In aansluiting by die siening van 'n partikuliere lewensopvatting moet die volgende ook beredeneer word. In 'n heterogene bevolking waarvan die sarnestelling so kompleks is soos die van die RSA, is daar verskeie partikuliere lewensopvattings wat geworte1 is in ideologiee wat uiteenlopend van aard is en verskillend vertolk word. Die onderwysstelsel wat vanaf 1948 in die RSA ingestel is, het histories die kenmerke van 'n koloniale sarnelewing geopenbaar, naamlik oorheersing en die afwesigheid van 'n algemeen nasionale eenheid. Hierbenewens het die partikuliere lewensopvatting van die Afrikaner hom in 'n benydenswaardige posisie geplaas as gevolg van die magsposisie wat hy ingeneem het. Gevolglik kon 'n effektiewe nasionale onderwysstelsel nie vir die RSA ontwikkel word nie. Afgesien van die gebrek aan 'n effektiewe nasionale onderwysstelsel, moet die land ook tred hou met die probJeme van ekonomiese ontwikkeling, intemasionale kompetisie en die voorsiening van lewensmiddele aan die land se groeiende verstedelikende massas. Ook word die land gekonfronteer met die proses van toenemende politieke demokratisering. Dit is vera! in hierdie konteks dat Suid-Afrikaanse opvoedkundiges nie langer kan wag dat die politieke proses in die land eers moet verander voordat daadwerklike pogings aangewend word om die opvoeding en onderwysvoorsiening te verander nie.
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