Toepassing van essensiestruktuur-analise as evalueringsmaatstaf vir outentieke opvoeding
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Authors
Jordaan, J. H. (Johannes Hendrik)
Issue Date
1996-11
Type
Thesis
Language
af
Keywords
Essence-structure-analysis , Authentic education , Criterion for evaluation , Essence-structure of proper adulthood and of education-aim , Authenticity , Model diagram , Religiousness , Life-view , View on childhood , View of man , World-view , Doctrine of education , Exemplars of education , The ethical
Alternative Title
The application of essence-structure-analysis as a criterion for the evaluation of authentic education
Abstract
Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee
enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat
die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel"
(ES) hieraan voldoen, is ondersoek.
Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat.
Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit',
'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'.
'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'.
'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'.
asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is.
'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur
die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid.
Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge
noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik,
asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie
binne hierdie gestruktureerdheid is van deurslaggewende belang vir die
begryping van outentisiteit by opvoeding.
'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise).
is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-.
meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van
opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van
die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die
ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd.
Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die
mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die
Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en
die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die
Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die
mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer
van die Klassisisme vertoon heelparty essensie-diskrepansies.
Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke
opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise
oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige
eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en
by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon
temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik
toegepas sou word.
An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively.
An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively.
Description
Summaries in English and Afrikaans
Citation
Jordaan, J. H. (Johannes Hendrik) (1996) Toepassing van essensiestruktuur-analise as evalueringsmaatstaf vir outentieke opvoeding, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17029>