Philosophy of Education

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The metabletic nature of the aim in education for the Zulu people
(1977) Luthuli, Paulos Chono; Beyers Nel, C.F.
In the study of man's struggle for existence, throughout the history of humanity and in all parts of the world, two distinct phenomena emer.ge, that of society and that of culture. In an investigation of life cf a people, it is necessary, therefore, to distinguish clearly between these two concepts. Herskovits (1, p. 29) while emphasizing the necessity for distinguishing the concept culture from its sister concept society, at the same time stresses their essential interrelated= ness. Not only is man a social being who essentially lives in groups but every distinguishable human group is an organized aggregate of individuals who follow a given way of life.
The problem of the pedagogic relationship between the educator and the educand in black urban areas
(1984) Cemane, Kenny Benedict; Luthuli, P.C.
The problem of this investigation lies on the urban Black child and how his environment may affect his relationship with the teacher. Being a Black child in an urban environment presupposes that he or she is a person of'; two worlds- the traditional and the modern technocentric world. The modern school education aims at making him a fully - functionihg adult who will be part of this new age. How does he then relate to the teacher and the school system? The urban environment is too much of a hustle and bustle where divergent values and modes' of conduct and behaviour abound. For an urban child the confines of the backyard are too narrow for him and the lures of the streets are overpowering, and he or she is moved by the irresistible spirit of physical and psychic activity and is likely to absorb and reproduce whatever meets his or her vision. Whenever there is quarrelling and fighting there urban children throng. Wherever there is an arrest or revolting scene, there children flock, eager to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an organised school setting? The urban environment is much too complex with different forms of stratification and greater mobility, less parental authority and dimished close interpersonal relationships. How does this affect him when he is under the tutelage of his teacher,? To investigate this problem, the phenomenological method of investigation is undertaken within the ambit of philosophy of education, the aim being reflecting, analysing and evaluating the encountered situation; using results of experience and research in relation to the issue in question in order to see educa.tion comprehensively and constructing a guide to action in respect of the problems uncovered by the investigation.
The role of philosophy in the establishment of a framework of values for educational practice in a pluralist South African society
(1987) Mncwabe, Patrick Mandla; Luthuli, P.C.
One of the great issues of the present time in the Republic of South Africa is the problem of all members of the school-going population securing equal educational opportunities. All pupils basically have the freedom to learn. However, pupils cannot reach their full development when denied equal educational opportunities. Educationt positively acknowledges both the communal factors and the diversity of religious and cultural life-styles and languages of the inhabitants. These diversities in the different cultural groups in South Africa are presently receiving structural prominence. The problem, however, justly raised is whether sufficient prominence is being given to commonalities. Very little binding exists between f the heterogenous cultural groups in the R.S.A. Serious polarisation exists and this is apparent in many fields including education. In education in particular this alienation, distrust and anomalous behaviour is examplified by disruption of school programmes in many ways. The question of how education may fulfil a more constructive binding function in such a heterogenous divided society was therefore a problem necessitating problem solving research. The aim of the study was therefore to discover educationally acceptable values of promoting undestanding for, and empathy towards one another among R.S.A. cultural groups. To seek communal factors in the establishment of identity and individual cultural identity and, finally, to seek the achievement and maintainance of common high standards of educational provision in respect of schools, and other educational institutions, and support services.
The educational role of a Black working mother
(1987) Mlondo, Nomusa Mavis; Luthuli, P.C.; Cemane, K.B.
Working outside the home exposes a woman to experiences and views common to herself and her family. The kind of job she does and her satisfaction with it, as well as her family's attitude towards her work affects the way she performs her roles as a wife and as a mother. Very few Black working mothers derive pleasure from their occupations. Their working conditions and renumeration are not consistent with effective mothering in the sense that the period of interaction with the child is minimised, the quality of mother-child interaction is affected and low wages do not allow for satisfactory child care arrangements. This study revealed that since the quality of mother child relationship during the formative phase determines the child's philosophy of life and his educability in later life^ Black working mothers can ill afford to be effective primary educators. Inadequate ante-natal and pcst-natal care deprives the infant of general alertness that a psychologically prepared mother would elicit from him. Delegating motherhood to caregivers does not compensate for maternal deprivation because they change most of the time providing the child with different values and exposing him to a shaky framework of authority structure. Each of the caregivers does not stay with the child long enough to understand and monitor his total development. Maternal nurturance builds feelings of security, love esteem and confidence which facilitates the child's venturing into new situations. A mother offers a comfortable and reassuring backdrop in his educational endeavours. Besides being a feedback mechanism for the child.^ She is a source of reference and she offers a reliable supportive guidance.
The school curriculum and its relevance to black societal pressures
(1987) Cemane, Kenny Benedict.; Luthuli, P.C.
The study on "The School Curriculum and its Relevance to Black Societal Pressures" is in the field of Philosophy of Education. Some educators may not see how relevant this study is to Philosophy of Education as they maintain that language analysis should be the primary role with which philosophy of education should be concerned. Their contention is that deliberate education should be more precise and scientific, and analysis offers one way for doing this. According to them many educational problems are largely language problems. If these can be solved then education problems may' then be solved. To this view JI Reid in Archambault (1972) replies that analysis is a legitimate part of philosophical analysis - a part only, and a culture wholly devoted to analysis would be decadent. He argues that if analysis loses the sense of the whole it ceases to be an intelligent analysis. This conviction is made clear in the assertion that:- "analysis without synthesis is blind, or at least pointless or -feckless." (p. 24) Philosophy of education should be understood as the use of philosophical instruments. the application of philosophical methods. to questions of education. as well as the relation to education of the relevant results of philosophical thinking. A philosophy of education will be a more worked out. systematic philosophical treatment of those aspects of educational theory that are susceptible to philosophical treatment. Philosophy of education is conceived of by Kneller (1972) as seeking to understand education in its entirety. interpreting it by means of concepts which shall guide choice of educational - ends and policies. Philosophy of education/ "education depends on formal philosophy to the extent that problems in education are of' a general philosophical character~i Criticism of educational Policies or suggestion of new ones cannot be gotten into prior to such general philosophical questions -as: 'the nature of the good life to which education should lead; the nature of man himself. because it is man who is being educated; . the nature of society. since education is a social endeavour; the nature of ultimate reality. that all knowledge seeks to, penetrate . Kneller (1972) maintains that. nothing contributes more to. continuous.• patient and careful reflection "than. the treatment of' an educational problem in its metaphysical dimensions. - Philosophers of education draw on established branches of philosophy and bring them together in ways that' 'are relevant to educational issues. In the same tone the importance of philosophy in determining curriculum trends and decisions-has. been expressed by Hopkins who is quoted by Doll~ (l982: p, 25) as maintaining that:" "There is rarely a moment in a school day when a teacher is not- confronted. with occasions . where philosophy is a vital part of action. An inventory of situations where philosophy was not used in curriculum and teaching would lead to a pile of chaff thrown out of educative experiences." This thesis is founded on Oakeshott’s concept of education as A specific human engagement. This notion is important because it should be recognized. that the neonate does not grow and develop by reacting to the environment like a biological organism, He must be welcomed. be led. 'be brought up. by an adult. and be initiated into the world to be helped to participate in it .. This adult t has a goal of which he is forever conscious. 'A human being is the sojourner in a world of meanings not things.' I t is .a. world of occurrences in some manner recognised. identified. 'understood and -responded to in terms of this understanding. It is a world of sentiments and beliefs. 'I t includes artifacts that 'are expressions which 'have meanings and require to be 'understood in order to be used and enjoyed. Laok of this_ understanding presupposes being a -stranger to the human condition. Human conduct subscribes to . procedures composed of rules and rule-like considerations. to which "human beings should" subscribe if there" is ~something they want to say or do. In Oakeshott's words (1972: p.18-19): "Being human is recognizing oneself to be related to others in virtue of participation in multiple understood relationships and.. in the enjoyment of understood historic languages of feelings. sentiments, imaginings. 'fancies desires. recognitions. moral ~and religious beliefs. intellectual and practical enterprises, customs. conventions, procedures-and . . practices, canons. maxims and principles of conduct. rules which denote obligations and offices which specify duties," Education •then is important for a human neonate because of his human condition that demands that he be. initiated. into an inheritance of human •achievements of understanding, conviction, belief. and attitude.This inheritance is composed of states > of .mind that may be entered into only in an education endeavor. To - be human. involves engaging in Activities, knowing and being aware of what one is doing and why. Initiation into this condition can only be in an engagement in which the child learns to understand.. Education is not a transfer 'of the wisdom of earlier '. generations to the ,child. ',nor "is' the .child to be Adept.. adept at mimicking current adult performances .. Education does ~not involve internalizing a whole gamut. of. ready-made ideas. images. sentiments. beliefs. anxieties, aspirations and .expectations of adults. It demands "acquiring the abilities of looking. listening. thinking, feeling, imagining. believing. understanding, deciding. choosing and wishing. The~ child should develop the ability of throwing. back upon the world his own version of a human: being-in-conduct, which is both a self disclosure and a self-enactment. Educational engagement between the adult and child . rests on the belief of the worth of what is to be conveyed to the child.• The only essential medium through which this spectrum. of knowledge can be transmitted to a child is the curriculum. Such a curriculum, if it must be-effective, should bear the background of a child. The adult must be an active interventionist in the 'education activity. He must explain, instruct as well as guide and stimulate the child positively. What children are taught is to be seen worthy by them. To foster' this, it must be of such a kind that it can by degrees be made their own. Instead of remaining an alien school matter. it must become deeply• formative of, children’s ways of thinking, feeling, and acting. To accomplish this objective the teacher must find the right balance between pressure and permissiveness, between. freedom and authority • between' self-expression and submission' to , disciplines. This help-enables the ,child to find the best in himself in terms of what society thinks to be the best in their culture.
The influence of indigenous African education in attitudes towards authority - with special reference to the Zulus
(1989) Sibisi, Israel Sydney Zwelinjani; Luthuli, P.C.
The area of concern in this study is the impact of indigenous African education in attitudes towards authority. Questions this study seeks to answer are: 1. Why was there respect for authority in African society before the influence of other cultures? 2. Why did attitudes towards authority change in African society after the influence of Western culture? 3. What can be done to improve the situation? Society is in a dilemma. The study tries to investigate the degree of deterioration of order and discipline in African society as a result of negative attitudes towards authority. The youth have gained the upper hand with the old (adults) and parents relegated to the background as they are accused of accepting the status quo. Political organisations have found a fertile milieu in the school arena and pupils are extremely politicised as never before. The school situation in some areas is chaotic with unrest being the order of the day. This situation is aggravated by the apartheid system of South Africa where the Africans are the disadvantaged group politically, educationally and economically. A literature review and interviews will be of great assistance in the investigation. This study falls within the scope of philosophy of education since it aims at revealing underlying causes of changes in attitudes towards authority as a result of indigenous as well as Western education.
The child's ability to form a proper balance between a pedagogic freedom and pedagogic authority constitutes an authentic pedagogic task for the pre-primary school education
(1990) Ndlovu, Themba Panwell.; Luthuli, P.C.
Education is one of the most important human activities of all nations all over the world. Adults, that is, parents, teachers and adult members of the society educate young children in order to assist and guide them to become proper adults. Pre-primary school education has become the necessity for pre-school children of every community. Good early education guarantees good and proper foundation for later life for a child. But poor early education, or lack of early education for the child, results in various educational problems, such as the inability to be a proper person. The pre-primary school educators have the important educational task to perform in this regard. The child must be assisted and guided by his educators to be able to form a proper balance between freedom and authority in education situations. This will enable him to be a free, responsible and self-determined person. The researcher of this study wanted to establish the educational proficiency of the pre-primary school educators. The essential concepts which are connected with this study were defined clearly. Method of research included the researcher's personal observations in pre-primary school education situations. It also comprised of the completion of questionnaires by the pre-primary school educators. There is debate about the views of freedom and authority in education situations. Some educationists favour freedom and dislike authority. Other educationists support the use of even strict authority. They favour the abolition of freedom in education situations. A real education situation is one where a proper balance between pedagogic freedom and pedagogic authority is maintained. Freedom in education should be understood as a pedagogic category. It must be viewed on the fact that the open child enters into the open world. The child must be assisted to be at liberty to exercise the freedom of choice within an education situation. Educators need to provide educational opportunities which are full of freedom of choice for children to actualize their responsible freedom and self-determination. Authority in education must be elevated to a level where it essentially becomes a pedagogic category. With an authority a child is guided by an educator to acquire norms and values of a society. The pedagogic authority guarantees security for the child and it also ensures him to be independent morally. Educators should be able to differentiate between the pedagogic authority on one hand, and force, punishment and suppression, on the other hand. Empirical investigation helped to establish the authenticity of the problem in education. The major hypothesis was: "THE CHILD'S ABILITY TO FORM A PROPER BALANCE BETWEEN A PEDAGOGIC FREEDOM AND PEDAGOGIC AUTHORITY CONSTITUTES AN AUTHENTIC PEDAGOGIC TASK FOR THE PRE-PRIMARY SCHOOL EDUCATOR." The child cannot actualise his responsible freedom and moral self-determination without the educator's educational support and assistance. Therefore, personal observations of the pre-primary school education situations were considered by the researcher to be essential components of research. Questionnaires had also been constructed and supplied to pre-primary school educators- Results were presented, analysed and evaluated by the researcher. Something emerged during the observations and completing of questionnaires. The educators emphasized the need for co-operation between them and parents in pre-primary school education. Educators indicated a strong desire to obtain professional training in their educational task so-as to execute it effectively and successfully. General review of the entire study, relevant conclusions, recommendations and educational implications were made. The need for more research was pinpointed. A general summary of the entire study was made.
An analysis of the educator's authority in Black Secondary Schools
(1990) Mlondo, Nomusa Mavis; Luthuli, P.C.
The aim of this study was to investigate how educators exercise their authority over Black Secondary school pupils. A teacher is an authority by virtue of his being a source of knowledge and his expertise in communicating this knowledge to the pupils. It is on the basis of this knowledgeability that he takes charge of the experiences of the pupil. He becomes morally obligated to control pupils' expenditure of energy. The depth of the teachers knowledgeability of the learning content was tested by variables like academic qualifications, supplementary reading, frequency and encouragement of pupil questions, and extent of use of short answer items. All these variables yielded negative responses. The epistemic stand of most teachers' authority appeared not to be firmly grounded. Successful dissemination of knowledge was tested by, among other variables, quality of feedback, rate of pupil absenteeism and testing techniques. Responses showed a lack of follow-up to measure the grasp of the learning content. Execution of moral authority was measured by inter alia, probing the application and enforcement of school rules, forms of punishment, attitude towards establishing a rationale for values behind rules and punishment. Findings showed a trend of authoritarianism.
A focus on the pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship : implications for a school curriculum
(1991) Khubisa, Nhlanhlakayise Moses; Luthuli, P.C.
This study is conducted within the Department of Philosophy of Education. The researcher established that there are two rival claims in so far as the role of the school is concerned. We live at a time where there is a great talk on the rights, needs and interests of the individual. Such talks are more often than not, founded on a big caption of individual autonomy or in¬dividual freedom. As the position of the individual is exalted, schools are also blamed for failing to enhance the status of the individual. The second claim is that of the role of the school and society. In this regard the school is merely seen as an agency or instrument for a society. Its task should therefore be centered around preparing individuals for com¬munity service. The researcher is therefore advocating that neither side should be afforded predominance over the other. To this end, the school should be seen as an institution that should help bring about harmony between individual autonomy and responsible citizenship. In order to confirm the supposition on "a Focus on the Pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship: Implica¬tions for a school curriculum", the researcher stated his problem in a question form like this: Can a school manage to bring about harmony between individual autonomy and responsible citizenship? What curriculum can be envisaged if a compromise between individual freedom and citizenship is reached? Methods of research included, among other things, discussions with members of the public like parents. The researcher intended to find out how parents feel about the role and the contribution that is made by schools. Some members of the parent—community were also interviewed. Certain key figures in the society, at schools, universities, technikons and colleges of education were also interviewed on the role that could be played by the school in bringing about a compromise between individual autonomy and responsible citizenship. Teachers of high schools and senior secondary schools were requested to fill in a questionnaire. Through literature review, discussions, interviews and empirical investigation, the researcher found that most people believe that the question of the pedagogical relevance of the school in bringing about harmony between education for in¬dividual autonomy and responsible citizenship has to do with an aim of education. Briefly, it hinges on what children will become after they have completed schooling. Both parents and teachers agreed that the school can¬not be solely held responsible for the education of children. It was then suggested that the school should work in close contact with the parent com¬munity. Aims and purposes of education should be decided by both parents and teachers. The researcher also found that teachers and parents agreed that there is nothing like absolute individual autonomy. For this reason, there is therefore a general consensus that proper education is the one that prepares pupils to live both as worthy individuals and as responsible citizens. An individual in this study was viewed as a person with his own needs, wants, interests, rights and wishes which need not be suppressed at the expense of those of a society. On the other hand a responsible citizen was seen as a person who does not only live for himself, but for other people as well. The researcher then concluded that in executing their ped¬agogic tasks, both teachers at school and the parent community should real¬ize that the needs of an individual and those of a society are interdepen¬dent. There must be harmony between the needs of an individual and those of a society. The school must therefore not only inculcate a spirit of in¬dividualism in pupils but also a spirit of community service. Lastly, the researcher recommended that since the school curriculum dic¬tates what children will become when they have finished schooling, it therefore needs serious attention. It is therefore recommended that a school curriculum should be designed in such a way that it encompasses both the needs of learners and those of their societies. There is therefore a need for further research on the needs of learners and those of their societies. The school curriculum should not only be designed by a selected few. Teachers, members of the public, the private sector, and if possible, students, should all be consulted before a school curriculum is designed.
An investigation into the place of women in black education as perceived by students who study extra-murally
(1992) Mkabela, Nokulunga Queeneth; Luthuli, P.C.
Culture is man-made. Education is associated with man to imbue him into cultural norms; values and behaviour patterns. Educa¬tion in helping the young to becoming an adult is strongly in¬fluenced by the existing culture of a given people. Though formal western education is supposed to ignore sexual demands on helping the young to become adults, it has a very strong sexual inclination. In this study,, "An investigation into the place of women in black education", it became very clear that even formal education up to University level does discriminate against the female persons. This was discussed in Chapter 1. For instance the survey of women's place in Western countries in¬dicated this preferential inclination towards men. Examples are abundant in Greek education in Spartan education and also in Athenian education. People like Plato tried to put an end to this discriminatory practice but Rousseau perpetuated the practice. Women's place from the missionaries' point of view and in tradi¬tional education in South Africa has been highlighted in this research. Because of the multidisciplinary nature of a study like this, it was discovered that other perspectives on women; the historico-legal, religious, political, psychological, can provide insight as far as the position of women in general is concerned. In order to highlight the problem, education and gender had to be discussed, in Chapter 3, with a purpose of indicating the in¬fluence of education in positioning women. For instance, a survey of sexism in the curriculum and sexism in the hidden curriculum put women in formal education as second to men. Gender is equally dominant in the South Africa education systems. 2. METHOD OF INVESTIGATION In this study two methods were used; namely literature study and an empirical method. Literature was reviewed on the researched problem. A questionnaire designed to reveal some areas of concern on the question of the place of women in Black education in par¬ticular was designed and administered to post graduate part-time students. In Chapter 5 the results of the investigation are presented, dis¬cussed and interpreted. 3. PRINCIPAL FINDINGS 3.1 Although the education of women has advanced in South Africa, there are still discriminatory and differentiated practices which are restricting the educational achievements as well as promotion chances of women. 3.2 There were indications in the research that some respondents could not visualize women filling certain promotion posts in the educa¬tion departments. The lack of self-confidence and perseverance could have a negative effect on promotion potential. 3.3 The lack of time due to role overload was rated as the primary barrier. 3.4 The respondents expressed the opinion that societal pressures could create obstacles to the promotion of women educators. In conclusion this research makes it evident that education as a vehicle through which culture is transmitted to the not-yet- mature plays a very important role in discriminating against the females.
The factors associated with economic literacy among black South Africans and the significance of teaching and learning the economic sciences
(1994) Zungu, Zacheus Ngcebo Dumisani; Luthuli, P.C.
The focus of this study is in the sphere of the Philosophy of Education. The research was conducted mainly in Black schools in the Mehlwesizwe and Nseleni circuits, within the juris- diction of the KwaZulu Department of Education and Cultureon order to investigate the performance of pupils in commercial subjects and the perception of pupils and teachers in these subjects. The researcher has established that the offer of a commercial subjects' package in Black schools has always been a privilege, not a necessity, for the purpose of fulfilling the objectives of the apartheid system. This has resulted in a lack of economic productivity among pupils. Pupils should be introduced to the commercial world by the private sector in order to give them more insight into its workings. There has been little involvement of this kind in schools; and the researcher believes this is essential for productivity and a sound understanding of an economic system. The authors of commerce text books, especially Accounting, Business Economics and Economics delay in updating information in textbooks; and pupils therefore study irrelevant material. This the researcher believes contributes substantially to the failure of education to meet the expectations of the business world. Education fails thus to attain its objectives in this field. Most Black entrepreneurs have an inadequate commercial background and thus their businesses are not smoothly run. It is therefore essential to prepare potential businessmen for the commercial world as it exists. This can be done by providing guidance in schools in the commercial stream. Methods of research included: literature study - the researcher consulted jrelevant books (both prescribed and recommended sources), periodicals, newspapers, magazines, addresses and speeches. Relevant data was extracted. The researcher consulted teachers and parents; and interviews were held with prominent figures in education. A questionnaire was designed and used. Furthermore, the researcher recommended among other things that the Department of Education should ensure that both general science and commercial subjects are offered and given equal status at post-primary school level. .fill schools should be provided with teachers who are well equipped with a high level of expertise to handle these subjects.
The effects of cultural diversity on the minority children in the desegregated secondary schools in the Durban metropolitan area
(1994) Shezi, Nomusa Hottentia; Luthuli, P.C.
The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well. Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals. The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.
The pedagogic significance of the aesthetic dimension in the education of black children
(1995) Gcabashe, Nomndeni Hayethah; Cemane, K.B.
The aim of this study is to describe different works of art in order to establish the educational objectives for each type of art as a school subject. An introductory theoretical background of works of art is provided with specific reference to traditional, semiotic and marketing values of art articles. The form and meaning of township art are examined closely. In the discussion of performing arts attention is given to drama, traditional music and dance as interrelated aspects of art. Attention was also given to works of art in KwaZulu-Natal schools (DEC schools}. Certain aesthetic objectives in education are highlighted. The educational objectives of graphic art, music, sports, dance, games, poetry, script-writing, drama, claywork, embroidery and sewing are scrutinised. For the purpose of the empirical investigation a self-structured questionnaire was used. The questionnaire was completed by 200 randomly-selected teachers. An analysis was done of the questionnaires and the data obtained processed and interpreted by means of descriptive statistics. In conclusion the findings emanating from the literature study and descriptive statistics are presented. Based on these findings the following recommendations are made: • Urgent attention must be given to the content of the art curriculum in schools. institutions for teacher training should incorporate suitable art courses. Both co-ordination between art teachers and the continuity in the teaching of art subjects should get priority attention.
An investigation into the significant role of adult education among blacks in South Africa : a philosophical perspective
(1995) Khubisa, Nhlanhlakayise Moses; Luthuli, P.C.
The researcher sought to investigate whether Black people in South Africa view adult education as having any significant role. The researcher established a view that adult education is a tool for transformation. He further demonstrated through his constructive discussions that adult education is a tool for self-liberation and self-development. In this study the researcher has tried to form a harmonious relationship between a sociological approach and philosophical point of view. This study attempts to emphasize the importance of adult education for Blacks in particular. The researcher decided to state his problem in the form of questions: "Does adult education have any significant role in helping Blacks respond to changes and challenges they face in South Africa?" "Do Blacks perceive adult education to be of any particular significance in helping them respond meaningfully to some economic, social and political responsibilities they face?" These and other similar questions helped the researcher in making worthwhile recommendations at the end of his study. The study showed that in every society people need education to fulfil meaningful roles. The researcher has, in many instances, pointed out that adult education will help Blacks respond meaningfully to some challenges they face, especially in the new South Africa. The study revealed that policy makers, planners, trainers, teachers and learners have different views and ideas about what literacy means, what its benefits and consequences are, how it should be achieved, on what scale and why. The researcher found that there was a need for an adult literacy programme that would help Black people become fully involved as citizens of their country. South Africa. The study showed that without this programme it would be almost impossible for Blacks to fulfil any significant role in boosting the economy of the country. In this study adult literacy programmes were seen as components of adult education. Modern society needs people who could meaningfully create a stable environment for the upbringing of future citizens, contribute to society through work, participation in education and training processes. Adult education could help Blacks perform these tasks- The researcher supports the National Education Policy Investigation (1992) on literacy because it empowers individuals, promotes rural, urban or national self-development and self-reliance, accelerates economic development, hastens modernisation, makes individuals more confident and assertive. In Chapter One the problem was stated, aims of the study outlined and major concepts were elucidated. In Chapter Two the rationale for theory and practice in adult education was discussed. It was revealed that adult education responds to individual and social needs. Chapter Three surveys the historical development of adult education in certain countries and also examines some trends of similar developments in South Africa. The researcher found that there has been some commitment in various countries including South Africa to adult education. Chapter Four looked into the magnitude of illiteracy in South Africa and how some organisations have tried to combat it. Whereas Chapter Five describes the research methodology, Chapter Six presents the analysis of data, interpretation and evaluation of the findings. In the analysis of data it was noted that 68% of the respondents indicated that adult education was very important. With regard to the question of the importance of literacy, 43% of the respondents felt that learning to write, learning to count and learning to read were of cardinal importance especially for most Blacks in South Africa. Only 4% of the sample showed uncertainty. Ninety five percent (95%) of the subjects felt that adult education could help elevate the standard of the economy of the country. Only 1% of the respondents felt that this would not be the case. Literature review, interviews and empirical surveys conducted revealed that provision for adult education is necessary for all racial groups in general and for Blacks in particular. Among some recommended actions that the researcher made, the following can be cited: * Adult education programmes are needed at the local, regional and national levels of the governance of education in South Africa. These need to be spelt out clearly in the policy for education and training. * There is a need for research that will assess the needs of people at any given place so that there is no waste of resources on the provision of adult education. * There is a dire need for all stakeholders in education and in particular non-formal education to work collaboratively for the enhancement of adult education schemes. These include the government, members of the community and non-government organisations (NGOs). The researcher felt that the private sector could support adult education projects by way of sponsorships and loans. Though the researcher recommended the involvement of industry and commerce in the education of Blacks he, however, emphasized that what was urgently needed amonc Blacks was education for self-reliance ant self-development- The study revealed that there is a dire need to empowe: Blacks with skills for life and that education should h viewed as a life-long process. The researcher also recommended the setting up of mor adult education centres, consultancy units and researc units for the promotion of adult education. The researcher recommended that a needs assessment shoul be conducted to set up adult education programmes on short-, medium- and long-term basis. Adult education should become a serious and urgent subjec of curriculum planners. However, the research* recommended that there was a dire need for educatit planners in adult education to consult the people, exper' in this field, the private sector and all other interest parties before curricular options are designed. * Black people themselves should form clubs, societies, associations and organisations that will develop programmes for adult education. * Ordinary day schools should be used at night and on weekends for adult education. * There is an urgent need to train adult educators who should be awarded diplomas and certificates after completing their studies. * Colleges of education, technikons and universities should have departments of adult education. In addition to this, all universities need to establish adult education centres. Another important dimension of the study emerged when the researcher made use of the philosophical method to evaluate the trend of emphasis in the theory and practice of adult education. The researcher mentioned that there is also a philosophy that guides the activity of adult education. Links were also forged between a philosophical method and an empirical-analytical method. Substantive reasons for the employment of the philosophical and the empirical method were given. A noteworthy revelation was that the perceptions of Blacks with regard to the significant role of adult education embody some elements of the radical philosophy. Most of these people felt that adult education could help solve some of the social, economic, political and cultural problems. These are some of the immediate problems of these people. This urgent reformist and revolutionary reference to the task of adult education is typical of the radical approach. The radical approach only ignores and undermines the fact that there is always a need for planning and foresight that should precede any implementation of a programme. It is, however, important to mention that a diagnosis of the perceptions of Blacks as observed in the empirical research showed that adult education among these people will have to adopt more of a progressive dimension which is associated with progress and development of the people. It has to do with continuing education which enables the lives of the people to change continously.
A study of the responses of culturally different pupils to mathematics vocabulary
(1995) Sibaya, Duduzile Christinah.; Luthuli, P.C.
This study examined the effects of second language in the learning of mathematics by the black pupils. The first aim was to investigate pupils' understanding of the meaning of words found in their text books. The second aim was to determine the level of difficulty experienced by pupils in learning the meaning of mathematical terms. The third aim was to find out whether mathematics performance is influenced by any particular respondents' characteristics. To this end, an achievement test with three subtests was administered to a representative sample of black pupils doing mathematics at standard nine and ten. The first subtest (TEST A) consisted of questions that require pupils to define concept found in their textbooks. The second subtest (TEST B) was designed to elicit dual conceptualisation from a pupil, i.e. a pupil responded by defining a concept or by means of a diagram. The third subtest (TEST C) consists of descriptions of concepts. The pupil had to respond by a word to each description. A large percentage of black pupils did not perform very well in all mathematics tasks. They made best responses by means of diagrams, but did poorly in language expression. This is an indication that culturally different pupils * poor performance in mathematics tasks, is due to language limitations. Further on there is no relationship between language and spatial tasks. The present study revealed that standard nine and ten pupils have problems in defining concepts that are found in their mathematics text books. They also fail to associate a concept with a description. The causes for these problems are varied. It may be due to language that it is restricted to the classroom situation or the methods used in teaching new concepts are to culturally different pupils. Results also indicated that performance of pupils is less influenced by variables like sex and age than by class, stream and mathematics grade. It has been found that age has no influence on the performance of mathematics tasks. The performance of all age groups is the same. It was found that the performance of boys and girls does not differ. On the other hand, standard ten pupils' achievement was better than that of standard nine pupils. In the same vein, the science group pupils did better than the general and commerce pupils. Pupils doing higher grade mathematics also showed better performance than pupils taking standard grade mathematics.
An evaluation of the significance of mutual trust between the educator and the educand and its effect on educative teaching with special reference to some selected schools in Maphumulo district
(1996) Ntuli, Misrael Bhekukwenza; Luthuli, P.C.; Khubisa, N.M.
This research was mainly informed by the role and significance of mutual trust between the educator and the educand in senior secondary schools in particular. These schools were selected on the basis of the fact that more often than not they are disturbed. There are instances where classes are suspended. There are times where the culture of learning is seen to be totally absent. In some cases there is tension and confrontation between educators and educands. Sometimes schools grind to a total halt. In the process educators blame educands or vice versa. This then motivated the current researcher to hypothesize that there is inadequate realisation of mutual trust between the educator and the educand in some selected schools. To delimit the study certain schools in Maphumulo district were chosen. Chapter 9 One dealt with the statement of the problem. Chapter Two and Three dealt with literature preview, that is, the literary base to the study. Chapter four explained the procedure that was followed in conducting this study. Chapter five dealt with the analysis and interpretation of data. Finally Chapter six dealt with conclusions, findings and recommendations. Among the findings the following can be cited. * There is inadequate realisation of mutual trust between the educator and the educand in Maphumulo district. * Channels of communication between educators and educands are not well opened in Maphumulo district. * Freedom with responsibility is not well taught in Maphumulo district. * Tension, and confrontation between the educator that occurs to a certain extent minimises chances of mutual trust between the educator and the educand. * Where educands are not included in decision-making processes problems of mutual trust abound. In short if teachers do not involve pupils in decision-making there will be misunderstanding. * The question of mutual trust does not only involve teachers and pupils but it also embodies the parent community. On the basis of the findings the following are some of the recommendations the researcher made. * Channels of communication between educator and educands have to be opened. * Teachers, parents and pupils have to be thoroughly educated about the significance of mutual trust. * Activities that combine parents, teachers and pupils are undoubtedly essential and the importance of parent-teacher-pupil associations cannot be overemphasized. * Educands should be involved in decision-making processes of the school as this will make them feel that they are accepted and loved. This is the base on which trust is built. * Any discipline that is administered by parents and teachers should be dispensed with friendliness and love. * Whilst teachers and parents are firm thy must also be friendly. * Pupils have to be given a chance of doing some tasks independently and with minimum interference of parents for this sometimes makes them responsible in taking decisions.
Undernutrition as a factor in the learning ability of primary school pupils
(1996) Luthuli, Cleopatra; Luthuli, P.C.; Khubisa, N.M.
The researcher sought to investigate the effect of undernutrition on the learning ability of primary school pupils in the Esikhawini and Kwa-Dlangezwa areas in the district of Empangeni in Kwa Zulu Natal. This study has six chapters. In chapter one the researcher introduces this report and mentions the significance of the study and the plan as to how the study will be carried out. Chapter two and chapter three are both based on research that other researchers have conducted on this topic. It is therefore background information. The researcher exposes the relationship that exists between undernutrition and intellectual development, how the learning ability is affected by undernutrition, for example, pupils who come to school having not had breakfast. Two methods were used in this study, viz literature review and empirical study. Literature review formed the basis of the study whereafter questionnaires were designed. Chapter four details the methodology used to collect data. In chapter five the data is analysed and interpreted whereas in chapter six the researcher summarises the study and makes conclusions and recommendations. This study confirmed that undernutrition impacts negatively on the learning ability of primary school pupils. The study showed that the teachers and pupils regard breakfast as the most important meal because pupils were found to perform better in class when they have eaten breakfast. The learning ability is generally affected when pupils have not eaten food. The study also revealed that most pupils do not bring lunch boxes to school, but they bring money to school so that they can buy something to eat. Teachers showed concern on the food items that pupils buy. They stated that it does not provide the necessary-nutrients for good nutrition. In conclusion, this study showed that the learning ability of pupils is affected by undernutrition, that is, by not getting enough food, especially breakfast and also nutritious food.
The role of philosophy of education in teacher education in South Africa
(1997) Mkabela, Nokulunga Queeneth; Luthuli, P.C.
This study has taken shape over a period of years during which the South African education system has been influenced by radical political changes. The changes have, consequently, catalysed transformation of the lives and thought patterns of South Africans. These changes, therefore, assign to philosophy of education a dramatic and significant role in the process of social transformation as philosophy of education ought to be a guide to educational practice. This thesis centred on one broad objective, i.e. to establish the role of philosophy of education in teacher education in South Africa as there has been controversy surrounding its role in apartheid South Africa. Chapter two covers the review of literature on the nature and role of philosophy of education. Firstly, the disputes of philosophy of education are analysed. Secondly, the history of philosophy of education is discussed so as to put the study in historical perspective. Thirdly, some approaches, which give a muitifaceted nature of philosophy of education as a field of study, are analysed. Chapter three reviews philosophy of education in selected countries so that the study can be viewed in relation to international trends-Questionnaire survey, as well as informal interviews were used in this study which enabled the researcher to gain deeper understanding of and insight into the problem under investigation. Findings revealed that: (i) Philosophy of education is still fragmented, i.e., there is no co-ordination among various philosophy of education departments. (ii) Universities have oriented their philosophy of education curricula to serve the national aspirations of South Africa. However, in some universities significant sections of the 'old' philosophy of education curricula remained unchanged. (iii) Philosophy of education is not truly multicentric in nature (with the exception of one university) as African philosophy is not included in the philosophy of education curricula. (iv) The piace of philosophy of education is still secured in all universities. The above findings emphasise the need for philosophy of education departments to review their philosophies of education curricula and the way they operate. The following are the two most significant recommendations. 1. Philosophy of education departments need to collaborate with one another because of the importance of the course in teacher education. 2. African philosophy need to be a component of philosophy of education curricula in order to introduce an African perspective in this course.
The analysis of anti-racist perspectives and policies of the new education dispensation in South Africa
(1998) Shezi, Nomusa Hottentia; Luthuli, P.C.; Khubisa, N.M.
The researcher sought to investigate the antiracist approach in education which has been adopted by the Government of National Unity (GNU). The changes that have taken place in education since 1994 inform this research. The study therefore purports to reveal some of these changes as they relate to anti-racism. In the early 1990s the open school system was incepted. Historical White schools were open to other racial groups particularly Africans. That was an antiracist approach which confronted institutional racism. The researcher established a view that African education was fraught with crisis as emanating from unequal educational opportunities between Africans and Whites in particular. In this. study the researcher has tried to document various aspects of inequality in education. These aspects resulted to the movement of African learners to traditional White schools. White learners were not attracted into traditional African schools. This study attempted to emphasise the importance of anti-racist education in creating equal educational opportunities between Africans and their White counterparts. The researcher decided to state her problem in a question form like this: Does anti-racist education in South Africa have any role to play in eliminating inequalities that characterise the South African education system? The aims of the study included investigating: strategies employed by the GNU in implementing equal education. The role of educators in restoring the culture of learning in African schools. These aims necessitated the utilisation of literature review, interview and empirical survey as research tools. This study revealed that African schools are underdeveloped as compared to historical White schools. The findings also pointed out that some Whites still adhere to the idea of White superiority and African inferiority. This master-servant attitude also became the major focal point of the discussion of anti-racist education. Among some recommendations that the researcher made, the following can be cited: The provision of African schools with additional resources in order to bring equity which would yield equal educational opportunities. The compensatory programme should be launched to change personal views of inferiority held by culturally deprived, disadvantaged learners to enable them to compete in the new cultural and socio-economic demands. There should be racial awareness programmes in order to inculcate common values of respect, tolerance and acceptance across racial groups.
An analysis of the educational role of single parents
(1999) Mpofana, Gladys Phumzile.; Khubisa, N.M.
The study on "an analysis of the educational role of single parents" was aimed at: * investigating the role of single parenthood in education. * investigating the educational role of single parents in and out of school. * establishing problems encountered by single parents in performing their educational role. * establishing the effects of single parenthood on the academic performance of children. * deterroining the extent to which single parents can be helped to improve their parenting skills. The above are some of the aims of this study which are stated in Chapter one. The method of investigation was described and major concepts were clarified in Chapter one. Chapter two discussed the family in relation to socialization and education. It also discussed the functions of the family and the family rektionships. Chapter three dealt with the impact that living in a single parent family had on the academic performance of children. Chapter four dealt with single parents' involvement in education. Chapter five dealt with the research technique, analysis, evaluation and interpretation of data gathered by means of questionnaires. Chapter six focused on the further statement of the programme of study, findings and conclusions, suggestions and recommendations. This study bas revealed that single parents are unable to adequately participate in their children's education mainly due to time and resource constraints. Issues related to child upbringing for lone parenting were a matter of concern. A plethora of pressures and challenges caused conflict and stress for single parents. Some of the recommendations are that schools should help single parents and their children by:- * encouraging single parents to organise their own single parents' groups at school through which parents can create their own support network, receive practical single parenting advice and share child care duties. * educating the public on the importance of accepting single parents. * organising single parents' family support and children's support groups on school's premises and linking these support groups with comrminity agencies that help single parent families in crises. * organising parenting education courses through Parent Teacher Association (PTA's) which offer child care, car pools or other transportation assistance, and a sliding fee or scholarship and fund for low-income single parents. * frequently reviewing children's progress with single parents through the telephone or in-person conferences. * providing single parents with the school's year plan so that parents can make prior arrangements with employers to attend some of the school's important activities/events. * opening therapy and counseling centres for single parents. * updating those single parents who are unable to attend parents meetings by making minutes for meetings available for them. * educating single parents on strategies of coping with stress and resolving conflict. The researcher hopes that future research suggested in chapter six will help reveal some of the important issues on single parenthood.

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