A critical analysis of the ideological foundations of South African education in the transitional process from a deterministic to a democratic education system

[摘要] English: In order to critically analyse the ideological foundations of South African education, a link wasestablished between the nature of the transition from a closed to an open society and theemergence of an ideology. It was concluded that only when the differentiation of culture intodifferent life spheres (inter alia, science, the arts, the school and the state) takes place inaccordance with the distinct structure by which each sphere is constituted, such life spheres willcoexist alongside each other. However, when one life sphere is accredited the status of thesupreme source of authority, then other life spheres are regarded as subservient to the elevatedsphere. In this regard it appears that the elevation of a life sphere to a supra-modal statusconstitutes the emergence of an ideology. While the latter represents a hierarchical view ofsociety, a structurally pluralist view of society where all life spheres coexist alongside each other,appears to be anti-ideological. The impact of an ideology on school-typical education apparentlyresults in the school not being granted the lawful right to function in accordance with its ownsphere of competence and school-typical authority. Rather it is placed in a subservient position tothe supposedly supreme authority, being misused for other than school-typical (ideological)purposes. Against this background an attempt was made to engage in a critical exposition of theway in which the school, as a relative autonomous social institution, functioned in differentperiods in the history of South African education.In the attempt to not only expose ideological thought-patterns, but also to penetrate to thepresuppositions that underpin such thought-patterns, an argument was put forward in favour ofthe adoption of the critico-rationalist attitude, as well as the application of transcendentalcritique. Six critical questions proposed by the critical rationalist, Karl Popper, appeared to behelpful in exposing the ideological thought-patterns in a society. Although it was found that theexposure of such thought-patterns assists man in becoming more resistant against ideologicalindoctrination and manipulation, it was by virtue of transcendental critique that it was possible tothe penetrate to the roots of such thought-patterns. Thus, by adopting the critico-rationalistattitude and by virtue of applying transcendental critique, it was possible to critically analyse theideologicalfoundations of South African education.A critical exposition of the nature of South African education under the ban of the apartheidregime (1948 - 1994) revealed that school-typical education was primarily (mis)used to promotethe ideology of apartheid. Simultaneously it was possible to determine that ideologicalthought-patterns during this dispensation were regulated not only by the absolutisation of aparticular nation to the status of a supreme authority, but also by a fusion between the Christianprinciple (central commandment of love) and the absolutised nation. As such, it was concludedthat when the school was mobilised as an ideological state apparatus, its structural uniqueness, aswell as its terrain of competence was disregarded and violated.A critical review of the struggle against the oppressive apartheid regime also involved theexposition of the way in which school-typical education was mobilised as an ideologicalapparatus. It was concluded that this period was interspersed with ideological thought-patternsregulated by an elevated will of the people. Simultaneously, however, it was also possible todetermine that the last appeal for the justification of norms and ideals were not to be found in thewill of the people, but within the supposedly free autonomous human personality and humanreason. The ideology of revolutionary populism therefore had a profound impact onschool-typical education: since the will of the people was regarded as the supreme authority, andwhile it was the will of the people to liberate themselves from the oppressive apartheid regime,school-typical education was utilised as a tool of liberation. School-typical education wastherefore, once again, reduced to an ideological apparatus and the school was not granted theright to function in accordance with school-typical aims.After the 1994-elections South African education was plunged into a process of radicaltransformation. While education in South Africa had for many years been misused for ideologicalpurposes, transformation is aimed at establishing a non-racist and equitable system. Whenviewed against the background of conclusions drawn from the previous chapters, it is evident thattransformation can only succeed once it allows school-typical education to function according toits own sphere of competence and authority. However, a critical analysis of educationaltransformation revealed the presence of ideological thought-patterns. Similar to the ideology ofrevolutionary populi srn, it appeared that ideological thought-patterns were being directed by anoveremphasis on the will of the people. It can thus be anticipated that if the will of the peoplecontinues to be regarded as the supreme authority, school-typical education will once again bedriven and directed, not by its own distinct structure, but by the will of a social collective entity called the people.

[发布机构] University of the Free State