1887

n Tydskrif vir Geesteswetenskappe - Die "dissiplineprobleem" in skole : 'n rentmeesterskapsbenadering

Volume 47, Issue 3
  • ISSN : 0041-4751

Abstract

Die huidige debat aangaande die "dissiplineprobleem" in skole in Suid-Afrika sowel as elders in die wêreld, skep die indruk dat opvoeders toenemend hul greep op orde en dissipline verloor en dat ingrypende maatreëls oorweeg moet word om die probleem die hoof te bied. Die toestande (waarna soms verwys word as "anomies" en "anargisties") kan moontlik toegeskryf word aan die impak wat heersende maatskaplike toestande op die skool as instelling het. Die kernstandpunt wat in die artikel gestel word, is dat die dissiplineprobleem nie deur middel van reaktiewe, vergeldings- of strafmaatreëls reggestel behoort te word nie, maar eerder deur 'n rentmeesterskapsbenadering tot opvoeding en onderwys. Hierdie benadering word in besonderhede bespreek. Dit behels onder meer dat dissipline herdefinieer word binne die raamwerk van die skool as gemeenskap en as leer.


The current debate in South Africa and elsewhere in the world points to the fact that schools and educators are having to contend with a pervasive discipline problem. This observation is supported by the fact that the South African Minister of Education announced in 2006 that she was contemplating the introduction of special legislation for combating the problem, inter alia by removing delinquent learners from schools. This problem is not unique to South Africa; according to the literature, educators in the United Kingdom, the United States of America, Australia, Germany, the Netherlands and elsewhere also have to cope with the problem of deviant learner conduct.
In South Africa, the emergence of disciplinary problems can be blamed on the rapid transformation of society since 1994, the ravages of HIV and AIDS and the resultant absent parent syndrome, and rapid urbanisation, to mention only a few of the most important causes. In more developed countries, the problem can be blamed on the anomie caused by the "cultural winter" that has replaced the progress belief. Anomie is a loosening of moral and social norms when the loss of authority tends to release moral bonds. The "cultural winter" is characterised by a post-modern approach to rules (seen as socially constructed), by anxiety and feelings of hopelessness.
Another cause of the problem in the more developed parts of the world is secularism, which manifests itself in two forms: the withdrawal of church influence from general life, and the withdrawal of religious norms from public life. Neither churches nor religion can exert influence on the public conduct of people.
In this article, the central theoretical thesis is defended that in order to eradicate the so-called discipline problem in schools, educators have to resort to a stewardship approach to education and schooling rather than adopt a reactive, retributive and punitive approach to delinquency. The problem should rather be pre-empted than redressed. In the Norms and Standards for Educators (Department of Education, 2000) for teacher education in South Africa, only one of the prescribed roles of educators approximates a stewardship approach. The discussion in this article shows that a stewardship approach entails more than has been suggested in this policy document.

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/content/akgees/47/3/EJC20055
2007-09-01
2019-08-24

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