Lewens-en wêreldbeskouing as grondslag van opvoedingsfilosofieë in Suid-Afrika 'n histories-opvoedkundige perspektief

[摘要] English: Owing to a unique confluence of historical factors, South African society is aheterogeneous composition of a rich variety of cultural groups. In line withman's cultural mission, cultural diversity implies various unique ways inwhich reality is harnessed by various cultural groups. However, culture may never bereduced to the customs and conduct of a particular cultural group. The complexity ofhuman cultural activities includes inter alia values, norms and an unique life and worldview. Cultural differences are inter alia related to the maintenance of various life andworld views that are ultimately directed by a religious bond with either God as theTrue Source, or an alleged source.The fundamental features of the phenomena' culture, life and world view andphilosophy of education have been analysed through phenomenon analysis. Thereligious ground motive underpinning the interwovenness of these three phenomena issignificant. Indeed, this fundamental ground motive ultimately determines the goal ofeducational practice which may be directed towards or away from God. A religiousground motive furthermore reveals a communality according to which an entirecommunity is guided by the same convictions regarding the origin and ultimate goal ofall things, including pedagogic matters.Although only one divinely created education reality exists, South African educationreality exhibits a variety of educational practices based on various philosophies ofeducation. A need for a common philosophy of education became essential due to thisdiversity. A clear image of the purpose and the ultimate goal of an educationalist'sparticular life and world view emerges from these various philosophies of education.From within a particular educational practice, the nature of the cosmonomic idea, thelife and world view and, finally, the religious ground motive that underpins it, may beexamined.In South Africa two dominant cultural directions regarding life and reality can beidentified, viz. an Afro-centric and an Euro-centric vision. The historico-educationalanalysis of these dominant South African life and world views reveals the dual natureof both. Guided by the dualistic humanistic-religious ground motive the Euro-centriclife and world view and philosophy of education, e.g. within idealism, existentialism,neo-Marxism and pragmatism, a unitary vision of education reality is absent. It alsoappears that the Afro-centric life and world view and philosophy of education isapostatically directed at reality, as the traditional African child's education is from, byand towards nature. The process of acculturation contributed to an admix ofhumanistic, Scholastic and natuie-worshipping ground motives of the acculturatedAfro-centric life and world view and philosophy of education. The variety of religiousground motives that underpin South African education implies an equally rich varietyof views on origin and ultimate goal which indeed leaves South African educationfloundering.Against the background of prior historico-education analysis, it was found that theBiblical ground motive of creation, the fall of man and redemption is not in factinternally torn asunder by an insurmountable religious dialectic. The Christo-centriclife and world view and philosophy of education apparently harbours no dualism. Theanastatically directed Biblical ground motive must however be distinguished from theChristian life and world view and philosophy of education, as driven by the dualisticScholastic religious ground motive of natural grace. Owing to the unitary vision of theChristo-centric life and world view of reality, people are bound across culturalboundaries by the religious point of departure that all things are. from, by and towardsGod. The implication of the unifying power extended by this religious ground motiveis that a common philosophy of education not only offers a unitary vision of theeducation reality, but also a single view of origin and ultimate goal, despite culturaldifferences that distinguish cultural groups. The election of a common philosophy ofeducation that prevents a dualistic fragmentation of South African education thereforeindicates a return to the original. Biblical vision of life where the concept of theKingdom of God is pivotal.

[发布机构] University of the Free State