Die problematiese opvoedingsituasie, fundamenteel–opvoedkundig beskou

Abstract

This research was undertaken in order to bring a new perspective to the fundamental educationalist's view of the problematic educational situation. To this end, meaningful scientific research methods were applied. The study of the existing literature was carried out, principally, in order to reflect on, describe and give a critical overview of the phenomenon viz. the problematic educational situation. The aim of the investigation was to reform fundamental educationally based ortho-sosio educational practice. The research was directed to the following main hypothesis: many of the characteristic features of education are not present or are present in an a-normative manner, or are distorted, a problematic educational situation may be said to exist. An analysis of the concepts "associative situation" and "educational situation" indicated that a problematic educational situation may be said to exist when the activities in the situation are applied in an a-normative or distorted manner or when educational opportunities in the associative situation are not acted upon. It was further found that, in a problematic education situation, both ontological and anthropological features may be identified. In regard to the ontological factors, a problematic educational situation may be said to exist when * the ontic status of education is affected in an a-normative manner; * the educator's and educand's view of life is distorted in an a-normative manner; * educational activities and occurrences are misinterpreted; * education, as a conscious act, is carried out in a diminished, haphazard and irresponsible fashion and actions are diminished in an a-normative way; * the structure of a-normative way; education as willed by God is affected in an a-normative way; * the onset, progress and termination of the educational situation foster a-normative, distorted elements. With regard to the anthropological aspects, a problematic educational situation may be created if: * the anthropological status and being of man, as a natural relationship, is distorted in an a-normative manner; * attributes such as pseudo-maturity and the imperfection of man are accepted as the norm; * the normative living example of the educator embodies a distorted image of civilized maturity; * the educator's knowledge regarding the uplifting of the asymetrical relationships between educator and educand may be defective; * the family and the school as related social structures lose their educational character. r In conclusion, it was found that a mere analysis of man and education is inadequate and may itself lead to a problematic educational situation. Conversely, an analysis of the concept "education" and man is justified if the relationship between the analyzed facets of education and man are always considered as whole.