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'n Metabletiese perspektief op dualistiese konseptualisering en simptomatiese gedrag

  • Authors: Van Niekerk, Abraham Frederik
  • Date: 2014-02-20
  • Subjects: Personality (Theory of knowledge) , Values , Conceptualism , Human behavior , Enlightenment - Influence
  • Type: Thesis
  • Identifier: uj:4186 , http://hdl.handle.net/10210/9533
  • Description: M.Litt. et Phil. (Clinical Psychology) , People are deeply influenced by what they believe. Their basic epistemology is embodied in everything they create, material or otherwise. Thus, for example, every person's epistemology is reflected in his behaviour. Psychology is more and more aware of this aspect and there are studies and literature investigating the presuppositions of individuals as possible sources of pathology. There are further studies investigating the prejudices of psychological theories in an effort to expose their suppositions. The possibility of these theories contributing to the creation of pathology is investigated. Furthermore there are studies that describe the general intellectual spirit of an epoch. This time-spirit can influence people living in the same era to the extent that they can look, think, feel and act in a similar way. This study tries to identify the present general time-spirit that would contribute the most to the creation of a certain epistemology in the broad life-attitude of the man on street. The spirit of the Reasonable and Scientific Enlightenment is identified as the most prevalent force and influence in the life of western man. The specific presuppositions of this school of thought are described. It is then indicated to what extent these prejudices generate certain pathological effects. Furthermore it is seen how these suppositions facilitate a particular cognitive style, namely exclusive dualistic conceptualisation, and how it can create anxiety. An attempt is made to identify the so-called new and Post-Modernistic time-spirit that is developing in other disciplines and which is opposing the spirit of the Enlightenment. This study suggests that the prejudices of the ecosystemic and interactional models in Psychology can be reconciled with the presuppositions of Post-Modernism. The possibility that the epistemology of Post-Modernism can have a healing effect on the .symptomatic behaviour facilitated by the spirit of the Enlightenment, is put forward.
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'n Teorie van waardes

  • Authors: Hattingh, Lanette
  • Date: 2014-02-11
  • Subjects: Values
  • Type: Thesis
  • Identifier: uj:3780 , http://hdl.handle.net/10210/9155
  • Description: D.Ed. (Philosophy of Education) , As the title of the thesis indicates, the main aim of this research was to postulate a new theory of values. Such a theory of values may serve as a guideline regarding the nature and function of values in the life of mankind for both educator and therapist in their guidance function. The rationale behind framing a theory of values is the realisation which was reached, after a thorough study of available literature had been made, that there are divergent and confusing views on values. As a result, no single accepted and acceptable theory of values exists which can serve as,a point of departure for both education and for further research. A value clarification of the concept values is imperative in order to assist in clarifying any ambiguities, confusion or lack of classification surrounding values in the field of education. The theory of values which is postulated in this work is, on the one hand, both a summary and an interpretation all findings regarding values which have emerged and crystallized from a study of relevant literature: and on the other hand, the student's own stand regarding the nature arid' function of values in the life of every human being...
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Value clarification as prerequisite for personal leadership

A critical analysis of the values clarification approach regarding moral values in the South African school context

  • Authors: Mashishi, Norman Gabriel
  • Date: 2012-09-11
  • Subjects: Education - Moral and ethical aspects , Education - Philosophy , Values
  • Type: Mini-Dissertation
  • Identifier: uj:9991 , http://hdl.handle.net/10210/7384
  • Description: M.Ed. , According to the media, the South African society is experiencing an alarming increase of crime-related incidents like dishonesty, violence and injustice which shows the decline of morality. Schools have their own problems which show lack of discipline and respect for authority particularly by the learners. These problems characterise society in a time when the existing government introduced a progressive approach to education. One characteristic of the progressive education regarding moral values education is the right of the learner to a personal choice in moral matters. In this study, the educational justification of a values clarification approach is questioned in view of existing theories concerning moral development, as well as Graves' theory of human beings' levels of existence. From the moral development theories used in this study it was pointed out that the development of morality is structured in sequential stages ranging from an amoral to an autonomously moral stage. The educational implications are that the education of moral values in schools should be structured along the stages of the child's moral development. Children therefore have to be taught the content of moral values before they can be left on their own to choose and judge for themselves in moral matters. As indicated in the study, moral rules are learned in the process of growing up. According to Graves' theory of levels of existence, human beings are centred at different levels of existence which are characterised by different motivations, behaviours and value systems in their lifespan. Graves states that the difference in levels of existence, particularly in diverse societies like South Africa, necessitates different management and education approaches congruent with each level of existence. Most people in South Africa, like in the rest of Africa, lead a traditionally oriented existence which is characterised by an autocratic management style. This makes the values clarification approach in South African schools not accountable as an educational moral approach. The values clarification approach could on the other hand be used at institutions of higher learning where the majority of learners are in the postconventional phase of moral development. This study's recommendations as based on the findings are the following: that universal moral values be inculcated in schools given the existing moral development theories. that the values clarification approach be used at institutions of higher learning given the moral development theories and Graves' levels of existence theory.
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'n Post-modernistiese benadering tot loopbaansielkunde

  • Authors: Geldenhuis, Pauli
  • Date: 2012-09-07
  • Subjects: Postmodernism -- Psychological aspects , Career development -- Psychological aspects , Grounded theory , Self , Lifestyles , Values
  • Type: Thesis
  • Identifier: uj:9777 , http://hdl.handle.net/10210/7183
  • Description: M.A. , South Africa finds itself in the socio-historical transition from the modern to the post-modern era, which influences every South African in all their life roles. One of the most prominent life roles is that of a career, which is also within a post-industrial transition state. It is imperative to develop a post-modern approach to career psychology to provide in the career needs of every individual within the given context of post-industrialisation and multiversalism. The objective of this study is therefore to define the position of career psychology in the post-modern paradigm, and to apply the Grounded Theory in developing an approach to establish career psychology in the post-industrial world of work. The research strategy consists of the Grounded Theory and more specifically the paradigm model. The post-modern approach to career psychology can be summarised as the narration of a life story, with the purpose to achieve a realistic and pro-active career choice within the context of st-industrialisation and multiversalism. The self takes a central position in the subjective and objective career contexts, and is influenced by the self s interpretation of its current and anticipated values, roles and life style. This pro-active process is future orientated, occurs in the present, and has its roots in the past. The post-modern approach to career psychology is flexible enough to integrate new or existing theories or approaches in career psychology or related disciplines.
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The values learners consider as important in the learning of mathematics

  • Authors: Madosi, Tendai , Spangenberg, Erica Dorethea , Ramdhany, Viren
  • Date: 2020
  • Subjects: Learners , Values , Mathematics
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/424275 , uj:36278 , Madosi, T., Spangenberg, E.D., Ramdhan, V.: The values learners consider as important in the learning of mathematics. DOI: http://dx.doi. org/10.18820/2519593X/pie. v38i1.13
  • Description: Abstract: Learners have different values that could affect their learning and eventually their performance in mathematics. However, many teachers are unaware of these values. Therefore, this paper reports on a study that established the values learners consider as important in the learning of mathematics. The participants were 274 Grade 9 learners, selected purposively from one school in Gauteng, South Africa. An exploratory quantitative research method was adopted and data were collected with a standardised questionnaire developed by Seah (2011b). The results revealed that learners value 1) Hard work and effort when doing mathematics; 2) Numerous different methods to obtain the answer to a mathematics problem; 3) Authentic examples of shapes to understand their properties; 4) Demonstration and explanation of mathematics concepts and proofs; and 5) Teaching and explaining mathematical concepts. This paper highlights the values teachers should consider in the teaching and learning of mathematics in order to ensure better learner performance in mathematics. Furthermore, the paper adds to research on values in Mathematics Education within a South African context.
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Advocate Thuli Madonsela : a leadership perspective

  • Authors: Maclean, Abraham Monwabisi
  • Date: 2019
  • Subjects: Madonsela, Thuli , Leadership , Values , Social justice
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/421721 , uj:35958
  • Description: Abstract: Research objective: The study’s overall research objective was to explore the leadership of an individual who exhibits values-based leadership in confronting social injustices in the South African civil service and, to gain insight into the values-based leadership of Advocate Madonsela. Motivation for the study: The researcher sought to extend our understanding of values-based leadership and its development by addressing a real-life example of an individual who demonstrated highly exemplary values-based leadership in a sociopolitical context. The context at play is not only ethically corrosive, but where rampant fear and untold levels of anxiety and conformity to authority thrive (Atkinson, 2007), with individuals too afraid to challenge the unethical behaviour of their colleagues or leaders. How has Madonsela managed to confront conflict situations, overcome risks and become an agent for change? Research design: The researcher employed a qualitative methodology and constructivist paradigm as research design. Purposeful sampling was employed in finding a storyteller as well as nine additional interview participants for triangulation. The researcher used a case study as a research strategy with life history and semistructured interviews as the data collection method. Data was analysed using a content-analysis method. Main findings: The study yielded a life history with rich and varied descriptions of how values-based leadership was cultivated and sustained. An analysis of the collected data revealed themes that can further inform values-based leadership mastery. Practical implications: This study’s findings illustrate the need to foster values in the enactment and transmission of leadership in organisations and society, where leaders become role models and act on what they say, as well as behave in accordance with their personal values... , M.Phil. (Personal and Professional Leadership)
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