Abstract:
Observations show that antagonising and depressing relationships among individuals
and communities are being experienced. In this regard, against the background
of a cursory description of the Hindu life-view, the research examines
a Hindu perspective on the pedagogic significance of the relationship structure
by means of the phenomenological, exemplaric and historical methods.
Since man is always in a situation in the world, which influences his being
in the world, an attempt to analyse features of modern society in order to
establish their effect on the actualisation of authentic Hindu relationships
has been undertaken. Examples of these features are materialism; narcissism
and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism;
violence and also pessimism. In order to properly understand the Hindu
life-view and its relevance with regard to the child's authentic relationships,
the relationship between the child and significant others, such as
parents, family/relatives, other fellow human beings, educator/teacher, community,
himself, objects and God, is presented from a Hindu perspective. An
analysis of these relationships reveals that a pedagogic relationship structure
can be identified. Relevant components of this structure, such as communication,
understanding, trust, authority and religiosity are explained from
a Hindu perspective.
The thesis demonstrates that authentic (Hindu) relationships make it possible
to determine sound education principles. In fact, it is demonstrated that
authentic relationships and sound education principles are but two sides of
the same coin. As such the vital role, which authentic relationship(s) plays
with regard to the actualisation of education principles, is discussed from
a Hindu perspective. In concluding the study, several recommendations are
made. In the final analysis, it is suggested that poor and meaningless relationships
can to a certain extent be seen as a response to disregard particular
life-views and focus on the promotion of a global society. Sound relationships,
on the other hand, can only be established and maintained by identifying
norms and values in a world which has contradictory and confusing
values. This means that adults and children ought to obey the demands of
their life-view, especially because the relationship structure becomes
pedagogically significant in terms of a particular life-view.
