Die ontwikkeling van morele besluitnemingsvaardighede deur buitelugopvoeding by leerders in die Intermediere fase vanuit 'n Christelike benadering

[摘要] ENGLISH ABSTRACT:Moral development demands a process of individual acceptance or rejection of values and theintegration of accepted values in a personal value system. However, for the development of apersonal value system, it is not sufficient - particularly in a post-modem era - merely to moraliseand set an example. Children therefore have to be guided to internalise positive values and todemonstrate these values in their behaviour. In this process decision-making plays an importantrole.The moral decision-making model that became more popular than character building in thenineteen-sixties, does not equip learners sufficiently for moral decision-making. In order to attendto this research problem, a qualitative investigation was done, comprising a literature study and fieldwork. The purpose ofthe investigation was to determine the indicators that playa role in compilinga programme for out-door education for learners of the Intermediary Phase, with special referenceto decision-making skills.The following important aspects came to the fore from the literature study:It is becoming increasingly difficult for learners to choose between right and wrong. They aresurrounded by deviating moral values. Therefore learners should be assisted in making importantchoices of life, based on a healthy value system. The Intermediary Phase, also known as the midchildhood period, serves as preparation for the adjustments that take place during the adolescentyears. The development of moral values, therefore, is an important development task during thisphase of life.For children to be able to make ajudicial decision about what is right and what is wrong, theyhave to be knowledgeable about what is right and what is wrong. There ought to be a specificcriterion for making such a decision. The debate whether something such as life orientation aslearning area in schools can be or cannot be approached from a particular religious conviction, is currently in progress. Values can not be instructed in a neutral way. Religion is a determining factorfrom a Christian frame of reference in learning values and norms, as it has moral implications.This study has been approached from a Christian frame of reference. The premises of thehumanistic movement, in which the classic moral decision-making approach finds its grounding,is irreconcilable with the Christian religion. Should the moral decision-making model be acceptedwithout protest as a final decision in the complex values debate, it could result in moral selfdestruction.There are, however, aspects of the moral decision-making model that could beintegrated meaningfully with character building with a view to guiding the learner to moraldevelopment. This integrated approach is a focal point in this study.Based on the literature study as well as the field work, which comprised an indaba (ideasconference), study visits abroad, and interviews, the researcher arrived at the conclusion that anintegration of an institution for out-door education and an activity circuit with well-trainedinstructors and facilitators may provide the answer to the research problem. It is problematic to pulltogether an integrated approach in a simple framework; however, this study offers an intellectualframework in which twenty indicators are highlighted. These indicators can make a contributionin compiling a programme for out-door education for learners in the Intermediary Phase, with a viewto teaching decision-making skills, based on character building and aspects of the moral decisionmakingmodel.

[发布机构] Stellenbosch University