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By Gladys Claris Gowo Submitted in Partial TOWARDS AN EDUCATIONAL CHARTER FOR LITTLE CHILDREN OF OUR BLESSED LADY RELIGIOUS CONGREGATION (LCBL) BY GLADYS CLARIS GOWO SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF PHILOSOPHY UNIVERSITY OF ZIMBABWE SUPERVISOR(S): DR J. KURASHA/PROF E. CHITANDO 1 TABLE OF CONTENTS Acknowledgements Dedication Abstract Chapter ONE 1.1 Introduction………………………………………………………………………1 1.2 Area of Investigation…………………………………………………………….2 1.3 Background of the Study………………………………………………………1-2 1.4 The Problem Statement …………………………………………………………2 1.5 Justification…………………………………………………………………….2-3 1.6 Objectives…………………………………………………………………………3 1.7 Research Methodology………………………………………………………4-6 1.8 Literature Review…………………………………………………………….6-12 1.9 Structure of Dissertation……………………………………………………12-13 CHAPTER TWO 2.1 Introduction……………………………………………………………………14 2.2 The Emergence of the Little Children of our Blessed Lady………………14-19 2.3 Cultural Problems…………………………………………………………20-24 2 2.4 Racial Problems……………………………………………………………..25-29 2.5 Professional Capacity……………………………………………………….29-32 2.6 Institutional Dependency……………………………………………………32-33 2.7 Participating in other’s vision and mission………………………………33-34 2.8 An Overview of LCBL education 1932-1979………………………………34-36 2.9 Formal Education…………………………………………………………36 2.10 Evaluation……………………………………………………………..37-38 CHAPTER THREE LCBL IN THE TWENTY FIRST CENTURY Introduction……………………………………………………………………….39 3.2 LCBL Internal Structure…………………………………………………...39-45 3.3 Values ……………………………………………………………………….45-46 3.4 Qualities of Mary the Blessed Lady………………………………………47-50 3.5 Implications of Mary’s Characteristics on the Little Children Of Our Blessed Lady (LCBL)…………………………………………………………………….50-54 3.6 Qualities of a little Child ……………………………………………………54-55 3.7 Transmission of Values…………………………………………………………56 3.8 Problems of implementing values …………………………………………56-58 3 3.9 Practical ways of living the values………………………………………….58-59 3.10 Evaluation………………………………………………………………...........59 CHAPTER FOUR The LCBL Charism 4.1 Introduction……………………………………………………………………..60 4.2 Views on LCBL Charism …………………………………………………60-64 4.3Perspectives on Charism……………………………………………………64-67 4.4 Perspectives o f Charism- an exegesis of the Acts of the Apostles………67-70 4.5 Critique of the LCBL Charism……………………………………………..71-80 4.6 Evaluation……………………………………………………………………….80 CHAPTER FIVE Governance and Education A. Governance 5.1 Introduction……………………………………………………………81 5.2 Concept of governance……………………………………………………...81-84 5.3 Constraints to good governance……………………………………………84-85 5.4 Dimensions of governance…………………………………………………..85-86 5.5 Governance: A Religious Perspective……………………………………...86-87 4 5.6 Principles of Governance…………………………………………………...87-89 5.7 Governance: Influence on Society………………………………………….89-92 5.8 Highlights on governance…………………………………………………...92-93 5.9 Implications of good corporate governance on the LCBL Order………..93-96 5.10 Evaluation………………………………………………………...97 B Educational Perspectives 5.11 Introduction……………………………………………………………………98 5.12 Philosophical Educational Perspectives………………………………………………………………………….98 5.13 Concept of Education……………………………………………………………………….99-101 5.14 Aims of Education……………………………………………………….101-102 5.15 The Significance of Education………………………………………….102-104 5.16 Philosophy of Education………………………………………………...104-108 5.17 Educational Implications on the LCBL congregation………………..108-109 5.18 Evaluation………………………………………………………………109-110 CHAPTER SIX RECOMMENDATION AND CONCLUSION 5 6.1 Recommendation…………………………………………………………111-115 6.2 Conclusion………………………………………………………………...115-119 ENDNOTES…………………………………………………………………...120-124 BIBLIOGRAPHY Primary Sources………………………………………………………………125-128 Secondary Sources……………………………………………………………129-131 APPENDIX Appendix 1 the LCBL Vision Statement………………………………………... 132 Appendix 2 Analysis of the LCBL Internal Structure…………………………………. 133 Appendix 3 Questionnaires……………………………………………………….134 Appendix 4 LCBL Sisters Interview Responses……………………………135-151 Appendix 5 Archbishop Robert Ndlovu speech…………………………………152 Appendix 6 LCBL Governance Structure ………………………………………153 Appendix 7 Definitions……………………………………………………………154 Appendix 8 non-LCBL responses……………………………………………155-157 ACKNOWLEDGEMETS 6 My deepest gratitude extends to the following people for their contribution in the writing of this study; the late Sr. Helen Tendayi Maminimini LCBL and the LCBL sisters who generously gave of their time each time I approached them. I would like to acknowledge the help I got from the Archdiocese of Harare Archives and Arrupe College, where I got most of the literature used in this thesis. In addition I wish to thank those people who might not be mentioned in this work, but have also directly or indirectly contributed at a deeper level towards the writing of this project. Finally, I thank my supervisors; Professors Jameson Kurasha and Ezra Chitando who tirelessly and generously assisted me with the correct guidance and direction concerning the structure, development and critique of this thesis. DEDICATION 7 I would like to dedicate this thesis to the LCBL Community, my family and friends who were my sources of inspiration to realise my dreams. 8 ABSTRACT This study set out to investigate the Philosophical Foundations of Education for the Little Children of Our Blessed Lady Congregation (LCBL). In this regard I presented information obtained from research conducted from both LCBL and non-LCBL informants, information derived from archives, Church records and documents. Some of the material used was from the literature review, interviews and focus groups. The findings revealed that the LCBL Congregation has no educational policy and that it needs a manifesto to direct its educational activities. This is the central argument of this study: the LCBL needs an educational charter in order for it to understand itself better and to enable it to articulate its vision and mandate to outsiders. The LCBL congregation has no written policies simply because it does not have its own institutions to run. In most cases the congregation works in collaboration with other organizations, which makes it difficult for it to make policies. The congregation has been working in Zimbabwe for the past 77 years offering services in education, health and administration, but all this has been done through other institutions, meaning the LCBL implements the policies of those institutions it works for and with. The LCBL congregation has a special focus on women and girls, but to date it has not yet done something specific to cater for its target group. This attributes to a number of factors, which include lack of policies and institutions to implement the policies that lead to a loss of culture and identity. It shows that there is great need for the congregation to deepen its understanding on the charism and core values which should include education and the importance of policies. 9 CHAPTER ONE 1.1 INTRODUCTION The aim of this study was to ascertain an Educational Charter of the Little Children of our Blessed Lady (LCBL) Congregation basing on its involvement in education in Zimbabwe. 1.2 AREA OF INVESTIGATION: This study examines the need for an educational charter for the Little Children our Blessed Lady (LCBL) congregation. Essentially, the study is in the field of philosophy of education. It explores the need for the LCBL congregation to be in charge of its activities and to clarify its educational goals. The study endeavours to mobilise the congregation to reflect on its history and mission statement, as well as to become relevant to contemporary needs. The study adopts a historical and analytical thrust. 1.3 Background to the study The situation and the setting of this investigation are best captured in the old Shona proverb, “Dayi ndakaziva haitungamire ” translated into the famous Hegelian wisdom: “The owl of Mineva opens its wings when dusk has fallen.” This is a philosophical project rooted in empirical realities. As E. Dussell observed, “Philosophy is about the unphilosophical.” The religious congregation in question is significant. It is well established in Zimbabwe - 77 years old. LCBL has and continues to be active in the field of education. It runs schools such as Martindale, St Albert’s and many others. The congregation has stated and unstated core values. In matters of education there are no 10 distinct and unique philosophical documents to guide the Order in this significant area of its core activities. That is a glaring weakness. 1.4 The Problem Statement LCBL is a congregation involved in education but without statement of educational values, vision, goals, missions i.e. a philosophical manifesto or philosophical charter to refer to. It is difficult for the congregation to have explicit educational values or policies because it is working within the framework of other institutions’ policies. There is a gap between stated policy and implementation. This is partly due to little knowledge or understanding of charism and mission by the different levels of the congregation. This study examines the implications of operating without an educational charter, and proposes principles that will guide the LCBL. 1.5 JUSTIFICATION : LCBL runs schools in Zimbabwe guided by ‘borrowed’ educational principles yet it has its own corporate identity and principles that should be the foundation of its educational activities. It follows from 1 that there is no document available to guide the congregation in its educational mission. The congregation needs to establish its own schools so
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