Kultuur en onderwysstelsel met besondere verwysing na die onderwysvoorsiening in die Republiek van Suid–Afrika

[摘要] The primary aim of the research undertaken for thisthesis was to determine the nature of and the relationship between culture and the prevailing teachingsystem with particular reference to the educationsystem in the R.S.A.Countries with heterogeneous populations have problems in teaching. Tension between pupils andteachers arises when we have a merging of childrenfrom different cultural groups in the same classroom.Minority groups experience a feeling of discrimination against them when their languages and culturesdo not receive the same amount of attention as thatof the majority groups. Consequently we have thequestion of deciding what course to follow to ensurea balance between the two extremes of cultural integration on the one hand and cultural isolation on the other.In order to launch and direct the research the following hypothesis was put forward, viz. that culturaldifferentiation is the only way to bring about a fairbalance between the two extremes of cultural isolation and cultural integration in the teaching system.Additional suppositions, in the form of sub-hypotheses according to which the research was conducted, have been noted. These suppositions were testedin the course of the research. The results of thesetests were used as norms to evaluate the HSRC reporton the implementation of cultural differential ton inthe education system.The methods employed in this research have been dulynoted.A study or the available literature supplied most ofthe research material used. The knowledge and theinsights obtained from the literature studied led tothe planning of the research project and to theeventual conclusions drawn. Works of a theologicaland philosophical nature were used. The publications of anthropologists and folklorists were consulted. Educational books, articles, dissertationsand theses comprised an important part of the literature studied. Use was made of books on sociologyand a wide range of magazine and newspaper articles.To give this study authentic value only primarysources, where possible, were used.An analysis had to be made of certain manifestationsof primary importance to this research. The Christian principle that God created different culturaland language groups and that there is variety in anddifferentiation between cultural groups, as foundin the scriptures as the revealed Word of God, ismaintained throughout. Note has been taken ofdivergent philosophical trends.From the beginning of this study frequent consultations were held with authorities other than the promoters. Insights and explanations obtained in thisway proved invaluable.The various facets of reality and certain problemspertaining to the research were profoundly consideredbefore normative judgments and approaches were adopted.This research has been undertaken in the field ofComparative Pedagogics. It has examined culture andthe role of culture in educational systems. It wasthus necessary to examine culture as a human activityand to do this normatively founded points of view(anthropology) were essential. A Scriptural view ofMan is given so that a true image can be given ofthe manner in which human culture is embodied in theeducation system.The wide spectrum which had to be covered made itnecessary to consult fundamental and temporal pedagogics. This proved useful and revealed additionalperspectives. Philosophy; anthropology, theology,folklore and sociology produced insights essential tothis study.Not all the problems concerning the relationship between culture and the educational system have beensolved by this research. Indeed, new research projects have emerged.Some American educational approaches pertaining toculture and a view of Man, namely Perrenialism,Progressivism, Essentialism and Reconstructionismwere analyzed.The most important criticism of the American viewsmentioned is that they are founded on and directedtoward Man and are without the possibility of deepening under the guidance of the Word of God as focalpoint for all branches of thought, judgments, normsand laws applicable to them. Consequently a balancebetween cultural isolation and cultural integration,as found in these forms of humanistic thought, cannotbe brought in practice.A radical, Scripturally founded view of Man, has thepremise that all people are the creatures of God andtherefore of equal value, but also acknowledges thateach human is unique and therefore dissimilar to anyother person. In the light of the results of thisresearch the Christian educationist must acknowledge, in education, the equality as well as the non-uniformityof people. By implication it means that thecultural products of different cultural communitieswill be of equal value, but with evident underlyingdifferences because of the peculiar nature of eachcultural group. The various teaching systems mustkeep such differences in mind. The Scriptural anthropologicalprinciple of the equality and non-uniformityof Man must be realized optimally in culturally differentiated teaching, that is to say, aScripturally based view of Man can ensure a balancebetween cultural isolation and cultural integrationin the education system.According to the Bible culture began when the firstman was given his cultural command, viz. to guardand care for nature as given to Man by God (Gen. 2:15). Culture is thus the concern of Man withnature in obedience to God's command. The Christianbelieves that all cultural activities must be to thegreater glory of God. The Christian attaches greatimportance to the transfer of his cultural treasuresto his children by teachers and educationists.Culture is bound to the nation concerned and dependent on the Welthanschauung of a concerned group ofpeople. This fact must be kept in mind in teachingbecause cultural isolation can result in culturalimpoverisation and cultural integration can makepeople aliens to their national cultural possessions.The balance between cultural isolation and culturalintegration, that is a condition in which culturalenrichment on the one hand and cultural advancementon the other will take place; can be brought about bya belief in and the upholding of the Scriptural viewof culture and its functions. This ideal conditionis achieved by a balanced cultural differentiationin teaching.Cultural isolation does not stimulate the developmentof the educational system. Cultural integration onthe other hand distorts the relationship betweenculture and the education system and results in tension arising in education, as for example, in theU.S.A. where cultural integration was deliberatelyinstituted in schools. The basis for cultural integration is a holistic philosophy which endeavoursto remove all national borders and to establish ahomogeneous world community, simultaneously replacingthe national cultural heritage with a common worldculture. Such a point of view opposes the Scriptures which acknowledge different and differingnations and cultural groups.The study of a variety of connections between a culture and a teaching system has proved the supposition that there is an intimate relationship betweenculture and education. The Scriptural point of viewof the relationship between culture and the teachingsystem implicitly suggests the acceptance of culturaldifferentiation in teaching as a basic premise,simultaneously acknowledging the equality and thenon-uniformity of cultural groups. It wants to giveshape to this premise in teaching in the followingexpressions: balance between cultural isolation andcultural integration.This research has found that because there has beenno exchange of knowledge and skills between culturalgroups, the cultural isolation of developing nations,for example the Blacks in Southern Africa, oftenleads to cultural stagnation in teaching and society.On the other hand cultural integration not onlyfails to satisfy because it usually retards educational development, but also, because of Man's sinful nature adversely effects the peculiar culturaldevelopment.When salvation in Christ, in accordance with theWord of God, has been found, differences betweenpeople and cultural groups are mutually accepted andthe equality of these groups acknowledged; consequently the independence and autonomy of each particular group, also in bringing up and teaching, areupheld.Scripturally based education in the R.S.A. has up tonow resulted in teaching developing spontaneouslyinto the present system with its four sub-systems.This has been possible because the dissimilarity ofcultural groups has always been acknowledged and nocultural isolation or integration has been enforced,indeed, legislation at the forming of the Union ofSouth Africa in 1910 maintained the status quo.The researcher's conclusion concerning theHSRC report is, in brief, that it is a report ofconsensus resulting in a variety of contradictionsand ambiguities. The ambiguities cannot be the result of ignorance. They are deliberately ambiguousto allow for many interpretations and to eventuallysatisfy all race groups. The result of the vagueness is that neither the supporters nor the opponentsof cultural differentiation will be satisfied.The HSRC report in no way satisfies the Christianeducationist, especially because the Scriptural Viewof Man, culture and the relationship between cultureand the education system is not reflected.This aberration exists because various conflictingreligious fundamentals and philosophies of life cannot be reconciled and the members of the commissionhave had to adopt a religiously neutral stance.The vague and ambiguous manner in which culturaldifferentiation was dealt with in the HSRC report,in an attempt to satisfy all cultural groups,negates the evident principal guidelines of culturaldifferentiation for the provision of education inthe R.S.A.Teaching and education fundamentally involve both thetransfer of culture and the determination of culture,and cultural differentiation ought to effect abalance between cultural isolation and cultural integration in the teaching system. This is so becausethe Christian teacher must reject the modusoperandi of the IISRC report concerning culturaldifferentiation.Culture and the role it plays in the lives of individuals, nations and teaching systems is a realitywhich cannot be underestimated or denied. Minoritygroups continually agitate for acknowledgement andequal consideration. The struggle for acknowledgement usually first becomes evident in education because it is here that minority groups wish to andcan maintain their identities.Seen from a historical point of view the Christianreligion has always been the most dynamic stimulusbehind the Christian Afrikaner's educative teaching.A prerequisite for effective educative teaching isthat children must experience security in a particular, peaceful cultural milieu so that teaching cantake place without tension and so that order anddiscipline can be inherently maintained. This condition must be made possible so that children can beled to Christian cultural maturity in agreement withChristian norms and values.Maintaining a healthy balance in teaching is onlypossible when it, teaching, is based on a Christianpoint of view that reconciles the extremes of cultural isolation and cultural integration in the educationsystem. For the purposes of the Christian Afrikanerthe HSRC report will have to be revised according tounambiguous Scripturally religious premises whichwill indicate the guidelines for cultural differentiation in order to bring about a balance in theteaching system in the R.S.A.Apart from certain conjectures having been proved bythis research further important affirmations asregards the role of culture in teaching have becomeapparent. These affirmations are: �?Children from different cultural milieus are different and identical treatment within the framework of one certain culture engenders discrimination. The group whose language and culture are not maintained cannot receive full benefit from the teaching they are given. �?Cultural integration causes tension between the cultural groups. A peaceful homogeneous milieu must be experienced by children should educative teaching be fully utilized. �?During the past few decades cultural identity has been acknowledged and experienced as an incisive political, ideological and social force. It has become a reality which cannot be ignored. �?A sense of security in a homogeneous, peaceful milieu is essential if educative teaching is to take place optimally and with maximum effect. The sense of security is lost when differing cultural groups are mixed in the school and the classroom. �?The merging of cultural groups in one and the same school and classroom creates disciplinary problems arising from friction between teacher and pupil on the one hand and the children amongst themselves on the other. �?Integration is time consuming and lowers the standard of teaching because the teacher is compelled to repeat the lesson in the other language(s) involved. Other repetitions also take place. Allowances have to made for the sake of the diverse groups. �?Experience in countries like the U.S.A., England and Israel has indicated that the integration of the different cultural groups does not remove the underlying tension between the groups, indeed, it has been found to escalate. �?It is impossible to expect equity in one classroom for all pupils from differing cultural milieus. �?The principle of civilization in the historical continuity of teaching and the role of culture must be kept in mind in any changes being made to the education system. This research has come to the conclusion that teaching is the transfer of culture. Everyone involved in the teaching of children must be au faitwith the role of culture in education and teaching.In a country with a multi-cultural population cognizance must, in the planning of educational logistics, be taken of the culture peculiar to each culturalgroup.

[发布机构] North-West University