Democratising intelligence towards life-long learning : a practical strategy for primary school educators in South Africa

[摘要] ENGLISH SUMMARY: In post apartheid South Africa, the democratic government has prioritised theprovision of an effective education for all South African children. This is envisionedas an education system whereby learners are empowered and encouraged to takeresponsibility for their own learning. Such a system would seek to promoteanalytical, creative and practical thinking, which is anticipated to create an inner·drive and an ongoing desire towards new knowledge.One of the great challenges facing the new South Africa is finding employment forall its people, a vital component of ensuring economic resiliency. Increasingly,young learners demand that schools equip them for the job market, and hence there-evaluation and restructuring of the education process.The purpose of this study is to research how democratising intelligence may leada way for learners towards life-long learning. This has far reaching implications forthe economic wellbeing of South Africa, its educators, learners and society atlarge.The following are the main findings of the study:• Educators and Learners need to make a paradigm shift towards viewingthemselves as active participants of the education process.• All role-players in education will need to, amongst others, understand thetheories of Gardner and Sternberg, in order to gain an understanding of howthese theories lead to their cognitive development and a sharing of a commonvision towards becoming a life-long learner.• By educators superimposing the Triarchic Theory and the Theory of MultipleIntelligences, learners are able to develop their intelligences, facilitating theirgrowth towards life-long learning.• Educators will need ongoing direction and support in carrying out the practicalstrategies needed to implement the theories of both Gardner and Sternberg, inaddition to those of the new outcomes-based education process.

[发布机构] Stellenbosch University