Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole

[摘要] 1. Reason for the investigation.Authority and responsibility go hand in glove. Senior executive postscarry heavy responsibilities, but arc vested with corresponding authority.The implementation of authority in Afrikaans High Schools has boonstudied to ascertain :�?a fundamental foundation for a healthy approach to the question ofauthority;�?how a policy of authority is compiled and which rules and regulations,methods and techniques be implemented.The task of the school principal has further been studied to ascertainwhat is being done and what can be done to minimize problems in connectionwith the implementation of 2nthority.2. The method used for the investigation,By studying the attitude of authority in literature; through the mediumof a questionnaire sent to school principals and by application of theprinciples sot down in the Holy Scriptures, a standard for the applicationof the vested authority could be formulated.3. Finding.3.1 Summary of the contents:Chapter 1. In this chapter the concept formulation, the aims ofand the reason for the investigation were stated.Chapter 2 discusses authority as the ability to give instructions andtake decisions by which others must abide. Authority means to havecontrol over. God is the source of all authority. It has beenfound that the authority-crisis in education is seated rather inideological differences than in the difference between adult andchild. On the authority of God's Holy word communism, liberalism,permissiveness, etc., were weighed and found wanting. The dangerslurking in the confusion and weakening of Christian principles arediscussed. It is further stated that under the correct authoritythe educated, who is free to do as he wishes, chooses the Path ofTruth.In Chapter 3 the questionnaire is discussed and an account givenof the replies received. Despite shortcomings in the questionnaire,valuable data was collected.In Chapter 4 a valuation of the authority vested in a high schoolwas assessed. It is declared that a high school would be an excellentinstitution for authority if dedicated educators, throughpersonal involvement, honesty, hard work, sympathy and inspirationcould succeed in influencing pupils to dedicated effort, determinationand the acceptance of Christian values.Delegation of authority is considered in Chapter 5. It is anexpedient which, used correctly, can be of inestimable value toa principal. Methods of delegation are discussed.In Chapter 6 attention is given to the necessity of discipline andschool rules. Rules must be reasonable and lead to self-discipline.According to principals, school rules originate mainly as a resultof two reasons:�?it is imperative for a school to ensure that everyone benefitsfrom the educational programme:�?it is imperative that the pupils themselves learn to respectauthority and to lead them to responsible self-disciplinedcitizenship with respect for order, co-operation and the bondsof a Christian community. Discipline and rules are not an aimin themselves, but are aids to more elevated educational objectives.The danger of too many don'ts is that undecided,irresolute people, who are under the impression that everythingwhich is not specifically forbidden is permissible, will emerge.Chapter 7 deals with the implementation of the democratic principlein high schools. With careful application of the system, subordinates,especially scholars, can share in the application of this authority.In this manner a constructive contribution can be made to solve theproblem of the shortage of leaders, resulting in responsible, self-reliantpeople.The school principal in his office is considered in Chapter 8. Histask, character and problems are discussed, and full considerationgiven to aids for the prevention of problems in regard to discipline.The most important accessories namely discipline, sound humanrelationships, a happy staff and pupils are studied. A principalmust maintain a pious atmosphere in his school. It is furtherpointed out that vocational consciousness, love, strong leadershipqualities and the ability to inspire are essential characteristics ina principal. This chapter explains that although principals areentrusted with a task which would probably become progressively moredifficult, they could call on help from above:Faithful is he that calleth you, who also will do it.(1 Thes. 5: 24).In Chapter 9 the summary of the contents, the findings from theliterature and the recommendations are given. The importantfindings from the questionnaires have been used through the wholecontents, and some interesting facts emerged, which are briefly asfollows:�?The majority of principals of Afrikaans High Schools whocompleted the questionnaire were Afrikaans-speaking.�?52,2% of the principals h:we had less than five years'experience.�?66% of the schools have written school regulations. 87% ofthose regulations have not been submitted to the TransvaalEducation Department.�?63% of the principals are of the opinion that the school'sauthority also applies after school hours outside of theschool gates.�?With regard to hairstyles 46% consider that their rules aremore strict than neighbouring schools, and 80% have stricterrules at school than those enforced by the parents.�?67% allow no dancing at school whatsoever.�?84% find that pupils comply spontaneously with school rules.�?51% do not separate boys and girls during breaks.�?91% know to what church denomination the head prefects belong.�?16% practise democratic prefect elections by pupils.�?75% hold prefect elections where both teachers and pupils vote.The greatest single problem at schools appears to be in findingsuitable staff for the various posts. Parents support the school'sauthority and principals are of the opinion that the majorityof parents prefer a strict school.Principals are of the opinion that their wives are not in duty boundto partake of any work at school, but that on investigation they mayhelp.A list of preferences for arriving at decisions in regard toauthority is given.A further list of preferences for ideals for their school is alsogiven, as well as a list of the tasks which principals find mostdifficult in their application of the authority vested in them.The findings from the literature are mainly as follows:There appears to be strong, revolutionary, unchristian attitude ineducation, the whole crisis being seated in the conflict of forceswhich do not acknowledge God and the Christian philosophy. Itappears that change is imminent, the problem being where changesare to be made. Mortimer Smith says But change must be basedon something more substantial than the slogans, ideological zealotry,and utopian sentimentality that all too often mark the movement foralternative schools.The following recommendations are given:Christian educators will have to reflect on their vocation lest theyfall into the trap where the means are regarded as the end, and whereeveryone is satisfied as long as good citizens are the end productof their work as teachers. Vague devotion and half-hearted educationdo not meet the demands of the present time. The onslaught againstChristianity is too fanatical.Too much is speculated about the superficial and non-essential inthe implementation of discipline. Young people are driven awayfrom authority by attempts to enforce rules, which were not founded onsound and strict principles. The demands of discipline must rest onsound principles and the child must be led to decide for himselfwhether he wishes to build on those principles.Problems encountered in this investigation which require furtherresearch are mainly:�?How many ideal scholars who are dedicated Christians remain thusonce they leave school?�?Why does an antipathy towards religion exist in so many youngpeople? Is it as a result of their upbringing or have theyreceived wrong religious instruction?�?The shortage of staff requires urgent research on the question ofhow mere work can be done with fewer people. What percentage ofour country's graduated manpower is connected with education,despite the critical shortage? We must no longer look for men inthe educational field but certainly at methods by which we canultimately manage to do more work with fewer men. Educationalresearch should enter this field of study.In conclusion it is stated again that all is well in n school whereGod is the authority in the hearts and minds of principal, teachersand pupils.

[发布机构] North-West University