|dc.description.abstract||This study investigated the possibility of how Ubuntu can restore affectivity
and productivity in education by focusing on:
+ The essential elements of the Ubuntu principle
+ Education from an Ubuntu perspective
+ The role of Ubuntu in restoring affectivity and productivity in education
+ "Motho ke motho" contours towards introducing Ubuntu in education
To achieve these objectives, a literature study was undertaken through which
primary as well as secondary sources were consulted. The essential elements
of the Ubuntu principle that were discovered, include concepts like
"enhlonipho"(respect), fellowship, caring, being sensitive to the plight of
others, sharing and human dignity. It was discovered that these Ubuntu
values could be used to resolve problems of discipline and non-caring attitude
that disrupts effective and productive education in South Africa.
From the review of literature, it was discovered that education from Ubuntu
perspective, could teach people collective solidarity values through the
promotion of respect for norms and values, commitment to work and its
potential to promote a sense of belonging, discipline, community involvement
and instilling self-reliance.
Ubuntu philosophy, with its social structures such as, "letsema", in Setswana,
or "nhimbe" in Shona, which means a work-party wherein an individual would
invite fellow villagers to help him/her to perform a particular task, traditional
beer and food were prepared for people. The leadership for managing work of
the day was shared among people with specific talent.
The extended families institution, believed in the understanding that implies
that ordinary people and not only the government, could do things on their
own using the traditional institutions.
It was also discovered that the philosophy of Ubuntu, with its principle of "We
are and therefore I am", can encourage a way of thinking that reminds people
to think with regard to the plight of others sharing with them, regarding them
as brothers/sisters and involving them in collective actions.
The possibility of providing contours that could help in introducing Ubuntu in
education was exploited and concepts such as, imbizo, collaboration and
collective responsibility were discovered.
Finally, certain recommendations are made on the basis of the findings and
conclusions of the previous chapters. These include: Educators, as the most
important role players, should be trained in Ubuntu education, parents should
revive the traditional institutions that can be relevant to the modern demands,
and Ubuntu should be integrated into the school curriculum.||