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n Tydskrif vir Geesteswetenskappe - 'n Moontlike alternatiewe benadering tot leerderdissipline - : navorsings- en oorsigartikel

Volume 48, Issue 3
  • ISSN : 0041-4751

Abstract


Learner discipline in South African schools as well as in schools in other parts of the world is clearly not of the required standard. Educators, in the form of parents and teachers, find themselves constantly confronted with the problem of how to eradicate the problem and restore order to schools and classrooms. The problem also evokes other questions, such as : What is "discipline" and what does it entail? What is the nature of the spirit of the times in which young people have to be educated nowadays? To what extent has the new constitutional dispensation in South Africa dovetailed with the spirit of the times? In what respect does the conventional approach to discipline in educational contexts differ from the "new" approach?
The following thesis was formulated, based on several empirical investigations, a study of the literature and on philosophical reflection : Learner discipline can be restored and improved in schools if educators connect, in a "manner that is justifiable, in principle", with the spirit of the times, and if they interpret the applicable legal framework in terms of this approach.
The main focus in this article is on the postmodern spirit of our times, in other words the prevalent views and conceptions about the world and life, as well as on the legal framework within which discipline has to be maintained in schools. Postmodernism provides the backdrop against which the proposed "new" approach to the maintenance of discipline has to be brought to bear. Postmodernism as such cannot be uncritically accepted as a suitable context for the maintenance of learner discipline in schools, however. The postmodern approach tends to overemphasize, for instance, certain anthropological aspects. By the same token, the human rights culture, which forms the legal framework for education and schooling in many modern societies, cannot be accepted uncritically.

Die konvensionele benadering tot dissipline in skole het klaarblyklik verouderd geraak in verskeie wêrelddele, insluitend Suid-Afrika, onder meer vanweë die postmoderne tydgees wat in die afgelope drie tot vier dekades homself meester gemaak het van mense se mentaliteit. Die nagevolge van die anti-apartheidstryd en die aanbreek van 'n menseregtekultuur in 1994 het ook bygedra tot die oproep om 'n nuwe benadering tot die handhawing van dissipline in skole. Hoewel die kerneienskappe van dissipline en opvoeding in wese dieselfde gebly het, het dit raadsaam geraak om die daadwerklike handhawing van dissipline ietwat anders te benader. Die hedendaagse leerder in die skool is 'n meer volwasse konsument in die karnavalagtige postmoderne omgewing as kinders in vorige bedelings. Hierdie insig bring mee dat opvoeders, insluitend onderwysers, meer gerig moet wees op die konstruktiewe besig-hou van die leerders deur middel van sinvolle aktiwiteite wat by die tydgees pas. Dit beteken onder meer dat hulle op kreatiewe maniere "vermaak" moet word, onder meer met behulp van nuwe tegnologiese middele wat tot almal se beskikking is. In die proses moet opvoeders eerder fasiliteerders van leergeleenthede word as dispenseerders van kennis. In die proses moet die kerneienskappe en -oogmerke van opvoedende onderwys nie verwaarloos word nie.

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/content/akgees/48/3/EJC20098
2008-09-01
2020-07-07

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