Philosophy of Education
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Browsing Philosophy of Education by Author "Mkabela, Nokulunga Queeneth"
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- ItemAn 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.
- ItemThe 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.