Die opvoedingsfilosofie van die half–verwesterste Tswana–ouer in die Potchefstroom–omgewing
Abstract
This study investigates the educational ideas of semi-westernised Tswana parents and attempts to translate this educational trail of thought into an educational philosophy. The purpose of this research was, firstly, to determine what the educational beliefs of the semi-westernised Tswana parent in the Potchefstroom area actually are, and secondly, to formulate these beliefs into a coherent educational philosophy. The steps that were followed, were to investigate the pre-theoretical and theoretical foundation of the educational principles of the Tswana parents in the Potchefstroom area, both in their traditional and semi-westernised situations. Their general ideas with regard to education, in both traditional and in semi-westernised situations, were also researched. The semi-westernised Tswana's viewpoints on religion, reality, people, society, epistemology (theory of knowledge) and teleology were firstly determined. From the data that was gathered it was concluded that the Tswana parent in die Potchefstroom study indeed showed a mixture of traditional and westernised beliefs with regard to their outlook on life. With regard to their educational philosophy, it was found that even though parents hoped that their children would not forget traditional beliefs, these parents attempted to conform to Western standards of education. These parents' argument was that children must be well-informed about requirements they might have to meet in their future vocations. The more westernised a parent was in daily appearance and way of living, the more important it was for the child to be prepared for his/her life as an adult by means of formal schooling and post-school training. In addition, these parents hope and trust that their children will be able to maintain a higher standard of living -measured in terms of Western standards -than their parents. Recommendations made with regard to the parents's educational philosophy were that parents should be better informed of the demands placed on children today, so that they may be able to provide improved leadership and create a more positive motivational climate for their children. In addition, the researcher recommends that this field of research is begging to be explored further, especially since there has been relatively little research conducted to date on the educational philosophies of other black ethnical groups in general -and that of the Tswana in particular.
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