Abstract
D.Ed. (Psychology of Education)
A democratic and prosperous society necessitates responsible
behaviour from its members. The observation is often made
that responsible behaviour is often absent or underdeveloped
in society, especially amongst the schoolleaving
youth. The development of responsible, well-trained schoolleavers
is universally seen as the task of the school. This
is because the development of responsibility is usually
associated with the aims of the education process and the
attainment of adulthood.
It is at school that the opportunities may arise to teach,
take and experience responsibility. Any of the activities at
school may present opportunities which either contribute to
the development of responsibility or inhibit it. Great emphasis is placed on the rights of children, yet too little
is made of the opportunities which may assist in creating
the perception amongst children that they are able to accept
and act responsibly. The aspect of creating positive
perception about a pupil's own ability is a very important
aspect of education as a whole and should be developed to
the fullest extent, in order teach and develop
responsibility. Schools should take cognizance of this and
endeavour to create a climate for pupils in which to accept
responsibility.
The invitational approach in education is based on the
assumption of the perceptual tradition that all people have
unrealized potential that may be developed within a climate
of trust, intentionality, respect and optimism. In this
approach all the participants in the educational process are
regarded as responsible, capable and valuable. What teachers
believe the pupils to be, they convey to them through their
actions, words and the opportunities they present to them.
These perceptions influence behaviour. It is therefore
imperative that positive perceptions about pupils' ability
to accept responsibility and to act independently are
created and enhanced.
The role of the school in the development of responsibility,
the opportunities present for the development of pupils'
acceptance of responsibility and the lack of responsible
behaviour amongst school leavers, as indicated by employers,
prompted the following questions:
• does the school present pupils with opportunities to
accept responsibility?
• to what extent do pupils experience the opportunities to
accept responsibility as such?