1887

n Historia - Vernuwing of vervanging? Geskiedenis en die herskikkingsproses in die onderwys

Volume 42, Issue 1
  • ISSN : 0018-229X
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Abstract


Will History and Geography disappear as independent subjects and disciplines from school and university syllabi under the government's proposed new policy for reconstructing primary, secondary and tertiary education? This question is discussed against the background of the ideas and principles of Curriculum 2005 with its emphasis on an integrated approach to curriculum design and development. The proposed outcomes for the Human and Social Sciences and the probable negative impact on the position of History as a school subject is outlined. While the "outcomes based" approach, with its accompanying emphasis on the development of skills, is welcomed in principle, attention is drawn to the problematic nature of the latest set of outcomes drafted for grades one to nine. The programme based approach to tertiary education and how it could effect the position of History as an independent discipline at university level, is also discussed. Criteria that could be applied to evaluate proposed programmes are outlined. A number of issues and ideas for reinstating History's position within this new approach are developed. The article argues that the entire education system in South Africa, and South African society in general, needs more and not less history. The controversial nature of South Africa's past is not a liability but a challenge and an opportunity for constructive confrontation with the past. This constructive engagement could assist South Africa in developing the level of maturity and tolerance essential for a multicultural society in tomorrow's global village.

Sal Geskiedenis en Geografie onder die nuwe onderwysbedeling op primêre, sekondêre en tersiêre vlak as selfstandige vakke en dissiplines verdwyn? Hierdie vraag word bespreek teen die agtergrond van die idees en beginsels wat in Kurrikulum 2005, met sy klem op 'n geïntegreerde benadering tot sillabus ontwerp en ontwikkeling, vervat is. Die voorgestelde uitkomste vir die Menslike en Sosiale Wetenskappe en die moontlike negatiewe inslag wat dit op die posisie van Geskiedenis as skoolvak kan hê, word ondersoek. Terwyl die uitkomsbenadering met sy gepaardgaande aksent op vaardigheidsontwikkeling, verwelkom word, word die aandag gevestig op die problernatiese aard van die stel uitkomste in die jongste ontwerp vir grade 1 tot 9. Die programgebaseerde benadering vir tersiêre inrigtings en hoe dit die posisie van Geskiedenis as 'n onafhanklike dissipline aan universiteite kan beïnvloed, word bespreek. Kriteria vir die evaluering van programme word ontwikkel. Idees en gedagtes vir die herkonstituering van Geskiedenis in die konteks van die nuwe onderwysbenadering word aangebied. Die kern van die artikel is die standpunt dat Geskiedenis 'n onmisbare rol binne die hele onderwysstelsel, en in die Suid-Afrikaanse samelewing in die algemeen, te speel het, en dat meer en nie minder geskiedenis daarom nodig is. Die omstrede aard van die Suid-Afrikaanse verlede is nie 'n blote lag nie, maar 'n uitdaging en 'n geleentheid vir konstruktiewe konfrontasie met die verlede. Konstruktiewe konfrontasie kan 'n belangrike rol speel om Suid-Afrika te help om daardie rypheid, volwassenheid en verdraagsaamheid te ontwikkel wat vir 'n multikulturele samelewing noodsaaklik is in môre se wêreldgemeenskap.

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/content/hist/42/1/EJC37891
1997-05-01
2016-12-09

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