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Towards meaningful teaching and learning at the University of the North

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dc.contributor.advisor Van Niekerk, L. J. White, Christopher William 2015-01-23T04:24:30Z 2015-01-23T04:24:30Z 1996-11
dc.identifier.citation White, Christopher William (1996) Towards meaningful teaching and learning at the University of the North, University of South Africa, Pretoria, <> en
dc.description.abstract In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level.
dc.format.extent 1 volume (various pagings)
dc.language.iso en
dc.subject University en
dc.subject Universal change en
dc.subject Open- and closed-systems paradigm en
dc.subject Chaos en
dc.subject Complexity en
dc.subject Order en
dc.subject Information society en
dc.subject Alternative education en
dc.subject Universal contradiction en
dc.subject From resistance to rebellion en
dc.subject Transformation versus reformation en
dc.subject Research en
dc.subject Teaching and learning en
dc.subject Sharing en
dc.subject Democratisation en
dc.subject Africanisation en
dc.subject Affirmative action en
dc.subject Empowerment en
dc.subject Strategic planning en
dc.subject Process en
dc.subject Community en
dc.subject Relevance en
dc.subject Accountability en
dc.subject.ddc 378.125096825
dc.subject.lcsh Education, Higher -- South Africa -- Northern Province en
dc.subject.lcsh Educational change -- South Africa -- Northern Province en
dc.subject.lcsh Universities and colleges -- South Africa -- Northern Province en
dc.subject.lcsh Teaching -- South Africa -- Northern Province en
dc.subject.lcsh University of the North (South Africa) en
dc.title Towards meaningful teaching and learning at the University of the North en
dc.type Thesis
dc.description.department Educational Studies D. Ed. (Didactics)

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