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dc.contributor.authorMpofu, Sonnyboy Mosana
dc.date.accessioned2009-02-18T05:48:28Z
dc.date.available2009-02-18T05:48:28Z
dc.date.issued2002
dc.identifier.urihttp://hdl.handle.net/10394/812
dc.descriptionThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002.
dc.description.abstractThis 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.
dc.publisherPotchefstroom University for Christian Higher Education
dc.titleEffectivity and productivity in education : an Ubuntu perspectiveen
dc.typeThesisen
dc.description.thesistypeMasters


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