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dc.contributor.authorMarais, J L
dc.date.accessioned2014-04-09T12:55:34Z
dc.date.available2014-04-09T12:55:34Z
dc.date.issued1977
dc.identifier.urihttp://hdl.handle.net/10394/10409
dc.descriptionThesis (M.Ed)--Potchefstroom University for Christian Higher Education
dc.description.abstractThe purpose of this research was: to consider the need, the aims and the methods of presentation of the moral preparedness programme; to determine the current attitude of those persons responsible for moral preparedness in the Transvaal secondary schools; to determine what is done in the different schools towards fulfilling the aims set out by the Transvaal Education Department; to present a number of suggestions as to reaching the ideals of the moral preparedness programme. In a theoretical literature study an attempt was made at a critical determination of the three ideas education, teaching and moral preparedness, the aims of the different ideas and the connection that there may be. It has been found that the same characteristics are present in education, teaching and moral preparedness, but that the latter may be seen as an extension of the act of education. A further attempt was made at typifying the modern educational environment by a closer study of the different components, namely the family; the school and the University. These results have proved the necessity of a moral preparedness programme. Attention was also paid to the task of the family, the school, the church and the state in relation to moral preparedness. The theoretical part of the research was concluded with the study of the development of the moral preparedness programme under the Transvaal Education Department. A personal research consisted of Questionnaire A (to principals of schools) containing questions concerning the general attitude to moral preparedness; and Questionnaire B (to the teacher-organizer of the programme) containing questions concerning the implementing of the moral preparedness programme in Transvaal secondary schools. After ascertaining that both Questionnaire A (consisting of 10 items) and Questionnaire B (consisting of 14 items) comply with the scientific demands of objectivity, validity and reliability, these were sent for completion to all secondary schools under the Transvaal Education Department. Responses were analysed and were - where applicable - presented by means of tables and graphs. In this way an attempt was made to interpret the information. It appears that moral preparedness in schools is theoretically regarded as important and even essential, but that it does not fulfil departmental expectations in practice. The most common limitations are insufficient training for students and teachers; impractical group combinations; the indifference regarding pupil participation in the planning and presentation of themes; the method of presentation; the lack of control and the overall negative attitude of both teacher and pupil. This research culminates in a proposal to all educators and educational authorities to take a new, high-level view of moral preparedness into consideration at the highest level and to promote it for the welfare of the youth of South Africa. A few final suggestions as to the successful application of the programme concluded this research.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.titleDie geestesweerbaarheidsprogram in Transvaalse sekondêre skole : 'n teoreties–empiriese ondersoekafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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