Die fasilitering van sosiale en omgewingsverantwoordelikheid binne Lewensoriëntering deur omgewingsopvoeding

Abstract

The over-arching purpose of this local study was to determine in a pedagogic manner to what extent the teaching-and-learning practices of seven grade 10 Life Orientation teachers (LO teachers), as participants in this study in the Tlokwe (previously known as the Potchefstroom) municipal region, contribute to giving meaning to the phenomenon social and environmental responsibility. This was achieved through an empirical investigation based on qualitative research methods. From a pedagogical vantage point the research findings of this empiric investigation, that included non-participating, structured classroom observations and one-on-one semi-structured interviews regarding the phenomenon social and environmental responsibility, were not surprising. Apart from the fact that participants, due to their social context, interpreted the lesson topics that address social and environmental responsibility in different ways, challenges were experienced regarding the implementation of an appropriate teaching-and-learning strategy to unlock socio-environmental matters for learners in a significant manner. It was concluded that a gap exists between that which the LO policy documents and literature postulate as ideal for the promotion of social and environmental responsibility and that which actually takes place in classrooms. This conclusion formed the basis for the establishment of a proposed guideline framework for the facilitation of social and environmental responsibility within LO through environmental education In the light of the above the contribution of this study is grounded in the clarification of the phenomenon social and environmental responsibility, the integration of environmental education with LO for the effective facilitation of social and environmental responsibility, including the development of an integrated and holistic framework that can steer this process. From the literature study it is clear that this proposed guideline framework together with didactic reinvigoration of participants may be advantageous for the implementation of place-based empiric activities within the local context. In this way this study’s participants’ understanding of social and environmental responsibility may be broadened so as to address the gaps in their teaching-and-learning practices regarding the phenomenon social and environmental responsibility.