Die verborge kurrikulum as bestuursopgaaf in die sekondêre skool
- Authors: Pienaar, Albert Andrew
- Date: 2014-06-11
- Subjects: Education, Secondary - South Africa , Moral education - South Africa , Religious education - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/372764 , uj:11489 , http://hdl.handle.net/10210/11185
- Description: M.Ed. (Education Management) , Schools receive detailed curricula from the Department of Education. The successful application of these curricula is mainly the task of the headmaster. In the school another curriculum, namely the hidden curriculum, also functions. Coming to grips with the hidden curriculum is, however, no easy task, seeing as it involves the conveying of values and norms which is, to a great extent, in the hands of the teachers of the school. The headmaster, as managerial leader, is responsible for both the successful application of the formal curriculum and the hidden curriculum. This application has to be done in such a way that the hidden curriculum will supplement and strengthen the formal curriculum. Through his managerial style the headmaster can create the necessary positive school climate which will facilitate the teachers task in this respect. By applying the hidden curriculum the educator is able to supply pupils with anchors which should be of inestimable value in life. These anchors include religion, national- ties and morality. These anchors should supply the adolescent with steadfastness in an ever changing world. Abovementioned anchors form an integral part of mans view of life. The conveyance of the educators view of life to the adolescent places an extremely heavy responsibility on the shoulders of the headmaster. He as educational leader, has to see to it that the hidden curriculum, as such, will be implemented in such a way that it complements the formal curriculum. As managerial leader the headmaster has to see to it that his staffs cultural values and view of life will correspond with the Christian principle. This implies that the view of life should be such that he can point the direction in which the school should move. The headmasters view of life is determined by his personal relationship with God, his fellow - man and other matters. It can be stated, that all the headmasters other relationships are determined by his relationship to God. The headmasters relationship towards his God is conveyed to both the teaching staff and the pupils of the school. The teacher~s relationship towards his God is also conveyed to the pupils in the same way. This principle becomes part of the way of life of the whole school community, and in this way the hidden curriculum becomes an integral part of the formal curriculum. Owing to the fact that the hidden curriculum is dependant on the teacher's view of life, it is essential that education will be and stay a particular matter. Blending of cultural ties can have traumatic consequences for the pupils and can even lead to a dualistic view of life. This will confuse pupils and the conveyance of values and norms won't take place, resulting in failure to achieve the goals of education.
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The curricular potential of common religious values
- Authors: Madzamba, Havatidi Kizito
- Date: 2012-08-15
- Subjects: Religious education - South Africa , Religious education - Evaluation , Values - Study and teaching - South Africa , Religion and state - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9407 , http://hdl.handle.net/10210/5842
- Description: M.Ed. , One problem in the education system is that there is an apparent sidelining of religious education. It has become an exception rather than a norm to find schools with religious education in the timetable. With the gradual phasing out of religious education comes the fading of religious and moral values education. Can the education system ignore religious and moral values education without serious repercussions? After all the main religions share some common values schools can teach in values education. The main aim of this study, therefore, is to identify and describe the common religious values of the six main religions and ascertain their curricular potential. Methodologically, the study was conducted by means of literature study, conceptual analysis and semi-structured interviews. A literature study and semi-structured interviews were used to establish the core characteristics, beliefs and values of the main religions. Conceptual analysis was employed to clarify the meaning of central concepts such as values, religion, education and curricular and to differentiate values from facts, principles and norms. Judaism, Christianity, Hinduism, Buddhism, Islam and African traditional religions were identified as being the six main religions in South Africa. Christianity has the highest number of followers in South Africa. Many black people who claim to be Christians are also strong adherents of African traditional religions. On the other hand Judaism and Buddhism have the least number of follower s , The research also revealed that truth, peace, love, respect, honesty, kindness, non-violence, justice, freedom, responsibility and unity are considered to be universal values. The core values of each religion are tabulated in table 3.2. All the six religions share common values but love, truth, justice, humility and kindness appear to be central values in all religions.The fact that there is commonality of religious values has great significance to the education system. It means religious education in public schools does not have to be sidelined any longer. A teacher or school does not have to run the risk of being blamed for indoctrinating values of a specific religion but could simply teach the common religious values. Parents won't have to worry any more about religious inclinations of any state school because there will be common and universal religious values in religious education lessons.
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