The White Paper on Education and Training, 1995

• An integrated approach: The Ministry of Education introduced a new terminology that distinguishes between
education and training, with education referring to knowledge and theory, and training referring to skills and
techniques. This move aimed to break away from the belief that certain jobs were meant for lesser-trained
individuals, creating social and economic class distinctions.

• Coverage: The White Paper outlined various plans such as developing human resources, bridging the gap
between theory and practice, and establishing the National Qualifications Framework. It emphasized access to
education as a basic right for both adults and children and encouraged lifelong learning.

• Interaction across ministries: The purpose of interaction across ministries was to address inequality and ensure
equal participation in education. It involved parents and carers in the lives of learners, promoted equity, and
recognized the diverse religious, cultural, and language traditions of the country

• Role of arts education: Arts education was highlighted as an essential component of the curriculum, as it had
previously been largely ignored. It aimed to foster mutual respect, democracy, freedom, justice, and peace by
recognizing and showcasing the achievements and contributions of all South Africans.

• Curriculum changes: The curriculum needed to be revised to meet the needs of the new nation and contribute to
its goals. The introduction of the National Curriculum Statement (NCS) aimed to cater to the specific needs of
learners and provide them with knowledge and skills aligned with the demands of the economy and their future
career development.

Outcomes-Based Education (Curriculum 2005) in South Africa

• The first edition of Curriculum 2005 was implemented in 1998, following the White Paper on Education and

Training in 1995 and the South African Schools Act in 1996.

• Curriculum 2005 was based on "outcomes-based education" (OBE) and aimed to provide a system of

governance, organization, and funding for schools.

• The introduction of OBE in South Africa was in line with international trends, moving away from content-driven

curriculum toward lifelong learning.

• Curriculum 2005 was phased in year by year, with revisions and replacements made in 2000 and by 2008, the

new curriculum was being followed by Grade 12 students.

• OBE focuses on teaching general knowledge, skills, and values, with a strong emphasis on formative assessment

and continuous feedback. However, challenges in implementing OBE in South Africa included large class sizes.

Challenges and Evolution of South African Education

• Parents' absence or travel costs hindered communication with teachers.

• Learners required self-motivation, success, and positive role models

• Learners needed to be focused and non-disruptive.

• Teachers needed OBE training, support, and collaboration.

• Schools lacked funding, resources, and under-resourcing.

• OBE phased out in 2006 due to its failure and colonial ideas.

• CAPS introduced in 2009 to address OBE's shortcomings.

• Curriculum changes implemented gradually from 2012-2014.

• Transformation of education after apartheid aimed for equality and development.

• SA curriculum studies criticized for poor theory and lack of contextual understanding

Transformation Process and Education System in South Africa

• The education system in South Africa prior to 1994 is described as unequal, discriminatory, exclusionary,

oppressive, segregated, and racially biased.

• The White Paper on Education and Training, introduced in 1995, outlines the need for transformation in the

education system.

• The paper emphasizes the importance of language in education and highlights the period of 1974-1983 as a

significant time for language changes.

• Current debates focus on governance, funding, quality, teacher education, equity, support for teachers,
standards,

and inclusivity in the education system.

• References include works by Chisholm, Christie, Jansen, Laugksch and Aldridge, Msibi, O'Malley Archive,

Pinnock Consulting, Schmidt, South African Government of National Unity, South African History Online, South

African Qualifications Authority, South Africa Department of Education, Teferra, and Wieder

The Transformation of Education in South Africa

• In 1974, the Minister of Bantu Education and Development issued the "Afrikaans medium decree", making English
and Afrikaans compulsory in schools for Black people.

• The Soweto uprising in 1976 was strongly influenced by this policy, where English speakers were taught in English
and Afrikaans speakers were taught in Afrikaans.

• By the 1980s, there were 18 separate departments of education in South Africa, with 15 dedicated to different
designations of blacks.
• The Bantu Education system remained separate from education for other race groups until the tricameral
parliamentary system was established in 1984-1990.

• The anticipation of democracy in 1990-1993 led to changes in white schools, with most becoming 'Model C' and
gaining autonomy from state funding

• In 1994, South Africa was re-zoned into nine provinces and some bantustans were incorporated back into the
country under the Government of National Unity.

• Teacher preparation access was racially segregated until the early 1990s, with different education pathways for
white, black, Coloured, and Indian teachers

Transformation of Education in South Africa: Historical Context and Policy Changes

• In South Africa, black teachers were appointed without formal teaching qualifications, resembling the late 1800s.

• Black, Coloured, and Indian teachers earned certificates and diplomas, but degree qualifications were limited due
to restricted college and university access.

• Teacher preparation focused mainly on technical aspects such as content, skills, and correction, with little
emphasis on theory and alternative teaching methods.

• The apartheid era lacked democratic processes, resulting in rote and transmission-oriented learning approaches.

• The White Paper on Education and Training, a key document in the transformation process, aimed to develop a

new system that promotes universal education for all and cultivates talents.

• The White Paper was formulated through extensive public consultation, with citizens, organizations, and

institutions providing valuable feedback.

Implications and Vision of the White Paper on Education and Training, 1995
• The public hearings held by the National Assembly and Senate Select Committee on Education reflected the keen

interest of parliamentary colleagues in the white paper process.

• The draft document discussion marked the beginning of a national consensus on education and training.

• Responses to the draft reflected the diverse interests of business, religion, and cultural preferences.

• The vision of the white paper is to provide relevant, affordable, non-discriminatory quality education for all.

• The direction includes establishing Ministry and Department of Education structures, funding, and databases of

information.

• Universities and Technikons would contribute expertise in areas of performance criteria, monitoring, and

evaluation.
The Bill of Rights in South Africa: Historical Origins and Key Concepts

• The Bill of Rights originated in South Africa and is discussed in public narratives and news reports.

• The Bill of Rights is enshrined in the Constitution of the Republic of South Africa, 1996 (Chapter 2) and represents

the cornerstone of democracy in the country.

• It affirms democratic values such as human dignity, equality, and freedom

• The contents of the Bill of Rights are comprehensive and detailed, covering various rights and aspects of society.

• Limitations of rights are also included in the Bill of Rights (Section 36), allowing for lawful restrictions in certain

circumstances.

• The Bill of Rights applies to all people, not just select individuals or groups.

The Bill of Rights and Common Law in South Africa

• The Bill of Rights applies to all law, including the legislature, executive, judiciary, and all organs of state.

• The Bill of Rights applies to natural persons (individuals) and juristic persons (groups of people recognized by

law).

• 'Common law' is a body of legal rules made by judges as they issue rulings on cases, as opposed to laws made

by the legislature.

• Common law includes South African Common Law and various customary law systems in different communities in

South Africa.

• The Bill of Rights guarantees equality before the law and protects against unfair discrimination based on various

grounds. Note: The information provided is based on sources such as Wentzel (1999), Ramages (2018), and the

University of Cape Town (2020).

Rights and Principles in the South African Constitution

• The Constitution of the Republic of South Africa, 1996, prohibits unfair discrimination, and national legislation is

required to prevent it.

• Human dignity is a fundamental right, as stated in the Bill of Rights section 10.

• Consider an incident of dignity violation in a school, past or present.

• Reflect on your reaction to the incident and how you would have handled it.

• Find ways to promote human dignity in your school.

• Is addressing these matters a straightforward task for teachers?

• Everyone has the right to life, as mentioned in the Constitution.

• Freedom and security of the person are protected rights.

• Privacy, including the right not to have personal items searched or communications infringed, is guaranteed.
• Freedom of religion, belief, and opinion is also protected in the Constitution.

Exploring Constitutional Rights in South African Schools

• Some secondary schools have religious societies that meet during break/lunchtime. What should a school

principal do if a learner or group of learners want to establish a less known/new religious society?

• Freedom of expression is protected, including freedom of the press, receiving/imparting information, artistic

creativity, and academic/scientific research. How should a teacher handle a learner bringing a media article with

radical views to class? How does the school address unique haircuts and tattoos? Is it easy to differentiate cultural

and artistic expression? What other forms of freedom of expression exist?

• Everyone has the right to freedom of association. How did apartheid legislation influence this right? How can this

right be violated in schools today?

• Every citizen has the right to choose their trade/occupation/profession. How does this right impact students? ST?

(Need clarification) How does this right relate to the learners who you teach? bi For unit 1 of DOEDSA700

Rights and Responsibilities in Education

• Right to equality, human dignity, freedom of beliefs, health care, protection from abuse, and enslavement.

• Right to health care services, sufficient food and water, and social security.

• State's responsibility to achieve the progressive realization of these rights and provide emergency medical

treatment.

• Every child's right to a name, nationality, parental care, basic nutrition, shelter, healthcare, and protection from

abuse.

• Protection of children from exploitative labour practices and work inappropriate for their age.

• Importance of a child's best interests in every matter concerning them.

• Every individual's right to basic education and further education.

• Availability of education in the official language of choice in public educational institutions. Questions: 1) How

does this law section relate to teachers in schools? 2) Where can detailed information about protecting children

from slavery, servitude, and forced labour be found?

Education, Language, Culture, Access to Information, and Administrative Action in South Africa

• In order to ensure effective access to and implementation of the right to education, the state must consider
reasonable educational alternatives, including single medium institutions, while taking into account equity,

practicability, and undoing the effects of past discriminatory laws. (Tyler, Ramadiro, McKinney & Guzula, 2022)

• Everyone has the right to establish and maintain independent educational institutions that do not discriminate on

the basis of race, are registered with the state, and maintain standards comparable to public institutions. State

subsidies for independent institutions are allowed. (Constitution of the Republic of South Africa, 1996)

• Everyone has the right to use their language and participate in their chosen culture, but not in a way inconsistent

with the Bill of Rights. Examples of this right in schools include cultural practices, religion, and language.

(Constitution of the Republic of South Africa, 1996) (Mashaba, 2019) (Rall, 2022

Persons belonging to cultural, religious, or linguistic communities have the right to enjoy their culture, practice

their religion, use their language, and form associations, in a manner consistent with the Bill of Rights. (Constitution

of the Republic of South Africa, 1996)

• Everyone has the right to access information held by the state and by other persons for the protection of their

rights. National legislation must be enacted to give effect to this right. (Constitution of the Republic of South Africa,

1996) (Freedom of Information Act 2000, PAIA, POPI Act 2021)

• Everyone has the right to lawful, reasonable, and procedurally fair administrative action. Reasons for adverse

effects on rights must be provided in writing. (Constitution of the Republic of South Africa, 1996 The National
Qualifications Framework in South Africa

• In the 1990s, South Africa embarked on an education transformation journey to address inequality and unify

existing education systems.

• The South African Qualifications Authority (SAQA) was established by the South African Authority Act in 1995 to

certify all qualifications.

• The SAQA Board consists of 12 members appointed by the Minister of Higher Education and Training (HET).

• SAQA's mandate is to develop and publish policies, structures, and processes for standards and qualifications on

the National Qualifications Framework (NQF).

• Institutions seeking to provide education and training can register their qualifications on the NQF.

Overview of the National Qualifications Framework (NQF) and Education and Training Quality Assurance (ETQA)
regulations

• The NQF Act No 67 replaced the SA Qualifications Authority Act No 58 in 2008, expanding the 8 levels to 10 and

introducing level descriptors.

• The NQF provides a framework for obtaining qualifications and promotes lifelong learning, mobility, and holistic
development.

• It simplifies the qualifications structure and ensures quality by producing nationally and internationally
recognized qualifications.

• The ETQA regulations, published in 1998, accredit bodies responsible for accrediting educational providers.

• The NQF incorporates both knowledge and skills and recognizes prior learning.
• The NQF is constantly reviewed to adapt to changing needs and contributes to redressing past discrimination in

education and employment.

• The 10 NQF levels include school, higher education and training, further education and training, and general

education certificates.

• Different types of qualifications, such as degrees, diplomas, and certificates, are awarded at various NQF levels.

The NQF encourages an outcomes-based education approach and emphasizes assessment planning.

Outcomes-Based Education (OBE) and its Influences

• Outcomes-based education (OBE) is influenced by economic agendas, such as offering Maritime Studies in

coastal cities for learners. There is also influence from restrictive parent choices for learner career paths, with arts

and culture being less popular choices.

• OBE originated from Ralph Tyler's principles outlined in a book on curriculum in 1949. Tyler emphasized the link

between teaching and learning, viewing student learning as the criterion of teaching effectiveness.

• The definition of OBE emphasizes a focus on clearly articulated learning outcomes and measuring educational

effectiveness based on results.

• Learning outcomes are criteria that guide curriculum development, teaching methods, instructional materials,
and evaluation.

• It is stated in the Bill of Rights that citizens have the freedom to choose their trade, occupation, or profession,

which relates to the learners' rights and choices.

• OBE goals and outcome standards can be set at different levels (school, district, province/state) and involve the

collaboration of government departments, teaching and university sectors, parents, and communities.

• OBE is influenced by social, economic, and political agendas that need to be negotiated in curriculum

development. Note: The notes are presented in chronological order and provide a concise summary of the

information presented in the text while maintaining correct English syntax.

Relationship between Outcomes-based education and the greater needs of the country

• The input from the state, business, commerce, and industry has a significant impact on the approach to
education.

• The state must decide its budget and develop strategies to support the country's operations.

• Do you believe there is a connection between the curriculum and the needs of the nation?

• Is there a relationship between Outcomes-based education and the Bill of Rights section 22?

• The Washington Accord was created in 1989 to accept engineering degrees obtained through OBE methods.

• The OBE system of education is based on the principles of the South African Constitution and involves various

roles and responsibilities at all levels.

South African Qualifications Framework and the Design of OBE

• The White Paper in South Africa outlined how the principles of OBE were operationalized in the curriculum

transformation.

• South Africa developed its own OBE model based on Spady's philosophy.

• Critical Cross-field Outcomes, which include cognitive capacity, are fundamental to the OBE model.

The cultivation of cognitive capacity is prominent, with a focus on critical thinking and problem-solving skills.

• Critical Cross-field Outcomes are embedded in the formal curriculum activities in South African schools.

• The national level in relation to OBE involves the inclusion of critical cross-field outcomes in the National

Qualifications Framework Level Descriptors.

• OBE teaching and learning in the classroom accommodates support for learners through various methods such

as grouping, coaching, and team teaching.

• Curriculum studies is a field of study that focuses on the process of curriculum development rather than

just the end product.

• It is based on a pool of knowledge and has clear theoretical constructs or principles.

• The field has practitioners who apply their knowledge and skills to generate new concepts and promote

innovation.

• Relevant curricula should be established through collaboration among different disciplines.

• Curriculum studies not only addresses the "how" but also the "why" of curriculum practice.

• It is a comprehensive and multidisciplinary field that involves describing, explaining, and justifying curriculum

practice.

The Concept of Curriculum and Types of Curricula

• The concept 'curro' (I run) originates from Latin and refers to a race or racetrack related to the educational track

students follow under a teacher's guidance towards adulthood, i.e., the curriculum.

• The curriculum is the practical realization of educational aims through contents, methods, and evaluation,

encompassing all learning experiences at school. It reflects culture and includes predetermined tasks and concepts.

• Curriculum development involves phases like design, dissemination, implementation, and evaluation, aiming for a

more effective curriculum through constant improvement.

• Curriculation, or circulation, is considered the same as curriculum development and involves the development of

each phase.

• Different types of curricula include hidden, planned, received, perceived, formal and informal, overt, intended,
null, operational, and experienced curricula.

Contrasting Approaches in Education and Challenges in South African Education

• Historical Perspectives in Education: - Key issues in high drop-out and failure rates at tertiary level - Undertrained

teachers and teacher absenteeism - Students unable to cope with coursework complexity - Failure of OBE and

other factors contributing to academic problems

• Participants in Study and Method Used: - Parents and educators interviewed for challenges in secondary and

tertiary education - Correlation between education and political ideology

• The Adolescent Learner: - Group work may not foster critical thinking and knowledge acquisition - The need for

differentiation and tailoring programs to meet learner's needs

• The Importance of Differentiated Education: - Knowledge is perspectival and should reflect individual interests,

abilities, beliefs, and observations.

Challenges and Implications for Education and Training Systems

• Differentiation within phases and stages is a crucial aspect that must be considered before adopting a holistic

approach or intervention.

• Poverty, lack of education excellence, empowerment, early sexual activity, and breakdown in traditional
structures

contribute to the current state of education.

• Time-consuming paperwork is taking away teaching time, necessitating a re-examination of the current system.

• Lack of specialist teachers, excellent resources, and strong foundations in primary school are hindering education.

• Secondary schools lack structures and student accountability, leading to poor behavior and frequent
absenteeism.

• The Curriculum Assessment Policy Statement (CAPS) does not encourage thinking, originality, and analytical

skills.

• The readiness of students to progress through each education stage is problematic, with an attitude of "I am
going

to pass anyway" posing challenges.

• Differences between state and private schools regarding work ethic, holistic education, and moral education are

apparent.

• Implications for tertiary education include the failure of OBE and CAPS, the need for skilled individuals, and poor

literacy rates.

• Students at tertiary level lack critical thinking skills, face poor teaching, and have inadequate language
proficiency.

• To improve the situation, strategies such as involving parents, emphasizing strong leadership, and incorporating

language studies in all degrees are suggested.

Improving the Education System and Foundational Principles of CAPS
• Employ a qualified psychologist in each government school for additional support.

• Make primary schools accountable for the academic readiness of learners.

• Stream teachers according to their training and ability.

• Teach students how to study, even at a tertiary level

 Screen and select prospective teachers based on emotional intelligence and other factors.

• Provide internships with mentors to enhance practical skills.

• Bring back the streaming of students according to ability.

• Build new schools instead of overcrowding existing ones.

• Appoint experts to mark Matric exams and take the process seriously.

• Increase contact-time between students and teachers.

• Allocate more hours for student-teacher engagement.

• Department must work with stakeholders to support learners.

• Improve work conditions and salaries for teachers.

• Attract talented students to teaching to enhance the career's image.

• Foundational principles of CAPS can be found in any CAPS subject policy document.

• Foundational principles are: social transformation, active and critical learning, high knowledge and high skills,

progression, and human rights, inclusivity, environmental, and social justice.

Implementation of Foundational Principles in South African Education

• The National Curriculum Statement Grades R-12 values diversity and indigenous knowledge systems.

• Learning activities should promote discussion, reflection, and exposure to different viewpoints.

• Classroom diversity should be fostered through various teaching approaches and inclusive learning content.

• Opportunities for success should be provided for all learners, considering their mixed-abilities.

• African oral traditions and indigenous ideas can be integrated into the curriculum.

• Challenges to implementing these principles include the lack of resources in rural schools and authoritarian

teaching methods.

• Some schools continue to prioritize a Westernized approach to education.

• Learners with special needs may not have their specific needs addressed.

• Other potential challenges exist, influencing the implementation of CAPS principles. Subject: Implications of CAPS
Foundational Principles for Teaching and Learning
1. Human rights, inclusivity, environmental and social justice:

Discuss and comment on the implementation of these principles in South Africa.

2. Valuing indigenous knowledge

systems: Discuss the significance of this principle and its implications for teaching and learning.

3. Exploration of

remaining principles in the CAPS policy document and their implications for teaching and learning.

4. Extent of implementation of CAPS principles to date, justified with practical examples.

5. Factors hindering the full realization of CAPS principles in South African classrooms.

Subject: Methods of Teaching and Assessment in Higher Education

A. Methods of teaching:
1. Discussion on questioning methods and techniques.

2. Importance of questioning skills in teaching.

3. Overview of different types of questioning.

4. Group and individual activities in teaching.

B. Assessment:
1. Understanding the purpose of assessment in education.

2. Various methods of assessment.

3. Recording and reporting assessment results.

4. The role of feedback in assessment.

Critical Appraisal of Teaching and Assessment Methods

• The importance of questioning

• The purpose of questioning

• Effective questioning techniques

• Questioning skills such as redirection, prompting, pausing, seeking clarification, calling on non-volunteers,

refocusing, sowing doubt, and offering support

• Different types of questioning, including Bloom's Taxonomy and Socratic questioning

• Group work and cooperative learning, its purpose, objectives, planning, and roles for both teachers and learners

• Addressing obstacles to group work and teaching problem-solving

• TASC principles (Thinking Actively in a Social Context) and questions to extend learners' thinking

• Purpose of assessments for determining learners' achievements, progression, feedback, and diagnostic purposes

• Different methods of assessment, such as summative, formative, norm-oriented, criterion-oriented,

standards-referenced, pre-assessment, continuous, and authentic assessment

• Importance of recording and reporting assessments using portfolios and rubrics

• Criteria and principles of assessment, including validity, continuity, correspondence, objectivity, reliability,

comprehensiveness, leading to meaningful learning experiences, individualization, democratisation, and

encouraging further learning

• Critical appraisal of teaching and assessment methods through additional independent research and reflection

task References:

• Carl, A. (2017). Teacher Empowerment through Curriculum Development. 5th edn. Cape Town: Jutaand

Company (Pty) Ltd. pp. 121-130.

• Van der Westhuizen, C. (2016). "Development of Facilitation Skills". In: du Toit, E., Louw, L., and Jacobs, L. (eds).

Help! I'm a student teacher. Skills development for teaching practice. 2nd edn. Pretoria: van Schaik. pp. 45-65.

• Department of Basic Education. South Africa. (2012).

Recording and Reporting in Education

Recording is a process where a teacher documents a learner's performance and progress.

• Records should be used to verify the progress made by learners.

• Reporting involves providing timely, meaningful, and comprehensive information on student achievement and

progress to students, parents, and the wider community.

• Reporting aims to promote effective home/school partnerships, provide feedback for self-evaluation, and

document student progress.

• Information about students' achievements is valuable for teacher planning and reporting on a systemic level.

• Codes and percentages are used for recording and reporting grades, with different rating codes for different
levels of achievement.

• The management of school assessments involves various records, including record sheets, report cards, learner

profiles, and schedules.

• Grade 12 assessments are moderated by the Department of Basic Education and Umalusi.

• Practical Assessment Tasks in Grade 12 are moderated by subject experts and quality assured by Umalusi.

• Examples of a record sheet and report card can be found in the National Protocol for Assessment Document.

Note: The given text provides information on recording and reporting in education, including the purposes of

recording, the differences between recording and reporting, codes and percentages for recording and reporting

grades, and the management of school assessments.

Management of School Assessment and Learner Profiles
• A report card example for grades 10-12 is provided, including subjects, attendance, and performance ratings.

• Teacher, principal, and parent signatures are required at the end of each term.

• School assessment management involves quarterly records, end-of-year summaries, and retention of records for

5 years.

• Learner profiles are continuous records that provide a holistic impression of a learner's progress and

performance.

• Learner profiles should be kept at the school and transferred when the learner moves.

• Important terminology includes LURITS number, EMIS number, certification, condonation, and external

Assessment.

National Senior Certificate and Annual National Assessment (ANA)

• "National Senior Certificate" refers to a Level 4 qualification on the National Qualifications Framework (NQF)

awarded to Grade 12 students who meet the national policy requirements.

• "Progression" means moving a learner from one grade to the next

 "Promotion" is when a learner advances to the next grade by meeting the minimum achievement level per
subject and complying with promotion requirements.

• "Supplementary examination" is a special exam for full-time, repeat, and part-time candidates held in the year

following the National Senior Certificate examination.

• "Umalusi" is the Council for Quality Assurance in General Education and Further Education and Training.

• The instructional and contact time for Grades 7-9 is 27.5 hours per week.

• The National Policy provides promotion requirements for all grades, guidelines for supplementary exams, and

considerations for learners with special educational needs.

• The Annual National Assessments (ANA) target Grades 1-6 and Grade 9 learners and include literacy and

numeracy assessments.

• The purpose of the ANA is to assist teachers in focusing on foundational skills, improving teaching and learning,

and tracking learner progress.

References: - Department of Basic Education. 2012. National Protocol for Assessment Grades R - 12. - Department
of Basic Education. South Africa. 2012. National Policy Pertaining to the Programme and Promotion Requirements
of the National Curriculum Statements Grades R to 12. - STADIO

HIGHER EDUCATIONEDSA700 Unit 2 The role of the Annual National Assessment (ANA) - DODD
The Phasing Out of Annual National Assessments (ANA) and the Introduction of the National Integrated
Assessment Framework (NIAF)
• Teachers should follow the CAPS paced curriculum and use provided workbooks and exemplars for ANA
preparation.

• Teachers must focus on developing core skills in reading, grammar, counting, and basic mathematical operations.

• Learners need to practice necessary skills in class and for homework.

• Exemplar questions should be selected based on planned lessons, starting with a baseline test.

• Formative and summative tests can be used to assess learners' understanding.

• Challenges with ANA implementation include time constraints, overlearning, and pressure on schools and

teachers.

• ANA is being phased out and replaced by the NIAF.

• The NIAF includes diagnostic tests and systemic evaluations to identify and remediate learning gaps.

• The implementation plan for the NIAF includes the distribution of diagnostic tests and periodic systemic

evaluations.

Analysis of CAPS Pedagogy and National Integrated Assessment Framework (NIAF)

• The first cycle of the National Integrated Assessment Framework (NIAF) will commence in 2018, with a pilot study

to be conducted this year and full implementation in 2019.

• The development of NIAF should consider input from South African academics and teachers, as well as the

diversity of school contexts and demographics.

• It should focus on identifying areas where learners and teachers need development and support, rather than

naming and shaming schools.

• Annual National Assessments (ANA) were reduced in use and no results have been published.

• The CAPS Pedagogy encourages problem-solving, critical thinking, and effective communication, but doesn't

prescribe specific teaching methods.

• Transformative pedagogies involve students in the analysis, evaluation, and creation of knowledge for authentic,

lifelong learning.

• The nature of CAPS pedagogy involves transforming teachers into knowledgeable guides who facilitate

student learning and interaction with knowledge.

• Dynamic, generative pedagogies focus on learning and knowledge, promoting relevance, engagement, and the

development of thinking processes and concepts.

• Challenges in implementing CAPS-aligned pedagogies in South African classrooms include under-resourced

schools, unqualified teachers, and different attitudes towards change.

• Many teachers are hesitant to use emerging technologies, preferring traditional practices that often hinder
learning.

• Time constraints and limited guidelines for teachers also hinder the full realization of CAPS outcomes.

• Strategies are needed to overcome these challenges and effectively implement CAPS pedagogy.

• Foundational principles and mandates play a role in shaping the lessons and practices of professional teachers.

• Laws and policies covered in education courses are mandates that professional teachers must adhere to.

• The study of psychology focuses on the mind and mental processes, conducting research and gaining

contemporary perspectives.

An introduction to Psychology - The Behavioural Perspective, The Psychodynamic Perspective, The

Humanist Perspective

• The Behavioural Perspective focuses on observable behaviour and the role of learning in behaviour. It has evolved

into social-cognitive theory, which emphasizes cognitive influences on behaviour. Behaviour therapy, a major
school

of therapy, was developed from this perspective. Many therapists now use cognitive-behavioural therapy, which

combines techniques for changing maladaptive thoughts and behaviours.

• The Psychodynamic Perspective places less emphasis on basic drives and more on self-awareness,

self-direction, and conscious choice. Ideas from this perspective have had a profound impact on literature, art, and

culture. It is also known as the Freudian/Psychodynamic Perspective

The Humanist Perspective emerged in the 1950s as the "third force" in psychology, opposing behaviourism and

Freudian psychology. Humanist psychologists reject determinist views and emphasize empathy and personal

growth. This perspective includes Abraham Maslow and Carl Rogers as prominent figures.

Perspectives in Psychology and Humanistic Psychology

• Humanist psychology emphasizes personal freedom, choice, and responsibility for our actions.

• Self-awareness, acceptance of our true selves, and becoming an authentic person are valued.

• Individuals have creative potential and the ability to make meaningful choices.

• Motivation increases as needs are met, categorized as physiological, safety, love/belonging, esteem, and

self-actualization.

• Behaviourism focuses on external forces, psychodynamic on internal forces, and humanism on self-
determination.

• The physiological perspective explores the relationship between biological processes and behavior.

• The cognitive perspective studies mental processes involved in acquiring knowledge.

• The socio-cultural perspective emphasizes social and cultural influences on behavior.

• The ecosystemic perspective views human functioning through the systems approach and ecological theories.

Major Early Schools of Thought in Psychology and Their Applications in Education

• The ecosystemic perspective integrates ecological and systemic theories.

• The bio-psycho-social model of human functioning is one of the first ecosystemic theories.

• The eclectic approach in psychology draws on theories and principles from different perspectives.

• Positive psychology emphasizes the study of human virtues and assets.

• These approaches can be useful for teachers in understanding students' behaviour and adapting teaching

methods. References: - Nevid, J. 2013. An Introduction to Psychology. 4th edn. Belmont USA: Wadsworth,

Cengage Learning. Pp. 10-16. - Donald, D., Lazarus, S. and Moolla, P. 2014. Educational Psychology in Social

Context. 5th edn. Cape Town: Oxford University Press. Pp. 38-44.

• Wilhelm Wundt, Edward Titchener, and Structuralism focused on studying mental experiences through

introspection.

• William James and Functionalism examined the functions of psychological processes.

• John Watson and Behaviourism studied observable behavior and the role of the environment.

• Max Wertheimer and Gestalt Psychology emphasized perceiving things as wholes and patterns. Franz Brentano
and Sigmund Freud contributed to the study of human science and psychodynamic perspective.

• Erik Erikson's Ego-Psychological Theory explains the role of early childhood experiences in shaping personalities.

• This theory's usefulness for teaching can be assessed through independent reading and understanding its

applications in education. Primary Reading: - Donald, D., Lazarus, S. and Moolla, N. 2014. Educational Psychology

in Social Context: Exosystemic applications in southern Africa. 5th edn. Cape Town: Oxford University Press. Pp.

85-91.

Erik Erikson's Theory of Psychosocial Development

• Emotional and Social Development in a South African Context - Subject to be researched critically - Similar

sequence of physical and intellectual development across cultures - Broader range of behaviours in emotional and

social development - Nature (genetics or heredity) and nurture (environmental influences) as factors

• Important Terminology - Personality, character, and temperament defined - Psychological and spiritual

characteristics determining behaviour - Values, ethics, and reactions to situations

• Erikson's Theory Principles - Development through stages with psychosocial crises - Interaction between nature

and society in shaping personality - Ego development related to internal needs and environmental support or

challenges
• Erikson's Eight Stages of Psychosocial Development - Trust vs. Mistrust (Infant) - Autonomy vs. Shame and

Doubt (Early Childhood) Note: The remaining stages of Erikson's theory will be covered in subsequent notes.

Stages of Development and Ego Strength

• The child's development of independence and autonomy nurtures their sense of self-will and assertiveness.

• Excessive demands or restraint from parents can lead to self-doubt and shame in the child.

• A healthy person should have a sense of independence, autonomy, and beliefs in their abilities, leading to ego

strength of willpower.

• In the initiative versus guilt stage, children make their own decisions, and success and praise for their efforts

develop a sense of initiative and competence.

• Failure to acquire necessary skills in the industry versus inferiority stage can lead to feelings of inferiority and

withdrawal.

• In the identity versus role confusion stage, adolescents grow physically and intellectually, making choices about

their future and exploring different paths to attain a healthy identity.

• A good sense of direction, encouragement, and support lead to a sense of ego identity, while stress and

uncertainty can result in a sense of confusion or identity crisis.

Erikson's Stages of Psychosocial Development

• Stage 6: Intimacy versus isolation (Early adulthood: 20's to 30's) - Confidence leads to stable relationships -

Developing lasting friendships and attachments - Failure to develop intimacy leads to isolation and loneliness

Stage 7: Generativity versus Stagnation (Middle adulthood: 40's and 50's) - Shaping the new generation and

passing on knowledge - Fulfilling this need brings a sense of purpose - Failure leads to stagnation and self-obsession

• Stage 8: Ego integrity versus Despair (Late adulthood: 60's until death) - Reflection on life and acceptance of joys

and sorrows - Resolving previous crises leads to acceptance and positive integration - Regrets lead to bitterness and
despair.

Erikson's Theory and Implications for Teachers; Constructivism in Education

• A person deals with crises at each stage, with one becoming the primary focus as the epigenetic principle unfolds

holistically.

• Past unfulfilled crises from previous stages can be addressed later in life.

• There is a relationship between the person and society.

• Adults could be dealing with various challenges at different stages, such as trust, willpower, purpose,

competence, reliability, love, participation, and wisdom.

• Implications of Erikson's Theory for teachers will be discussed in a Zoom Live lecture.

• Teachers will explore how to promote positive outcomes in students' developmental stages at school.

• A critical comment on Erikson's Theory and its usefulness to teachers is encouraged.

• Psychology's origins are traced back to Ancient Greeks, and key figures like Socrates, Plato, and Aristotle.

• Contributions to psychology from various parts of the world, including Confucius and St. Augustine, are noted.

• The Age of Reason brought about empiricism and rationalism, with Bacon and Descartes as key proponents.

• The lecture will introduce constructivism as an alternative to positivism in education.

• Constructivism sees knowledge as actively constructed and reconstructed by individuals, groups, and societies.

• The significance of constructivism in senior and further education and training phases will be explored.

• The assessment, critical engagement, analysis, evaluation, and application of constructivist theories to the South

African context will be addressed.

The Central Ideas of Constructivism and Piaget's Theory of Cognitive Development

• Constructivism emphasizes active agency in knowledge development through interaction with the physical and

social world.

• Vygotsky, Bruner, and Piaget highlight different aspects of active engagement in constructing knowledge.

• The importance of social interaction in collaboration with others is emphasized in constructivism

Knowledge is shaped, constructed, deconstructed, and reconstructed in different social environments.

• Metacognition refers to the learner's awareness of their own thought processes and learning strategies.

• Language and other tools of cognition help learners represent knowledge in a constructivist paradigm.

• Constructivism advocates for the construction and sharing of knowledge among peers, learners, and teachers.

• Piaget's theory of cognitive development focuses on the orderly development of thinking processes in children

through observation and intelligence testing.

• Piaget believes that children go through a process of maturation influenced by their interaction with the

environment.

Piaget's Stages of Cognitive Development and Learning in Children

• Children learn through social transmission and having access to adults who can transmit knowledge plays a role.

• Piaget focused on the reasoning children used to understand, rather than their capabilities.

• Children develop thinking skills through organizing activities.

• Learning occurs through the development of schemas, mental frameworks for understanding phenomena and

interacting with the environment.

• Children adapt their schemas through assimilation and accommodation.

• Equilibration is the process of balancing and finding meaning in interactions with the environment.

• Piaget's stages of development: Sensori-Motor, Preoperational, Concrete Operational, Formal Operational.

• Sensori-Motor stage involves using senses and motor skills to explore the world.

• Beginning with reflexes, children progress to object permanence around eight months.

• Preoperational stage involves symbolic thinking and language use, but lacks basic logical operations.

Stages of Cognitive Development According to Piaget

• During the preoperational stage (ages 2 to 7), children develop pretend play and a mental representation of

situations.

• Children's language skills and vocabulary dramatically increase during this stage.

• Egocentrism, the inability to view the world from others' perspectives, is prominent in this stage.

• Animistic thinking, where children attribute living qualities to inanimate objects, is observed.

• In the concrete operational stage (ages 7 to 11), children develop characteristics such as conservation,
reversibility, and decentred thinking.

• They also master classification, reclassification, seriation, and sequential relationships.

• The formal operational stage (puberty to adulthood) involves thinking in abstract terms, generating hypotheses,

and deductive reasoning.

• This stage represents full cognitive maturity, not achieved by everyone.

Hypothetico-Deductive Reasoning and Social Constructivism: Notes on Research Methods and

Developmental Theories
• The Hypothetico-Deductive Method is a systematic approach to problem-solving that involves identifying all

factors and deducing specific solutions.

• Deductive reasoning works from general to specific, while inductive reasoning works the other way around.

• In terms of cognitive development, Piaget's Theory of Constructivism focuses on the individual child's

understanding of their physical environment.

• Vygotsky's Social Constructivism theory emphasizes the role of social and cultural factors in cognitive

development, especially through language and interactions with others.

• Different cultures may prioritize cooperative or competitive skills in children's development.

• The zone of proximal development refers to the range of tasks a child can do with assistance. ###

The Importance of Social Interactions and Cultural Contexts in Learning and Development

• In this way, individuals develop knowledge and meanings, adapting old ones, as they bridge the gap between

social interactions and what they learn.

• The relationship between a child and an adult is crucial, with the adult being the "expert" and the child being the

"novice". The adult guides the child's learning process.

• Vygotsky's view of the child as a "blank slate" is contested today.

• Mental processes are co-constructed during shared activities and then internalized by the child.

• Meanings cannot be separated from their cultural contexts as they are social constructions passed on between

people.

• Children construct knowledge in their social context, and language plays a central role in mental development.

• Teachers can foster thinking processes through questions and logical problem-solving techniques.

• The variety of classroom set-ups in South African schools and the CAPS curriculum can impact how social

interactions and cultural contexts influence learning and development.

Principles of Vygotsky's Sociocultural Theory of Cognitive Development

• The child acquires distal meanings through a gradual filtering process from the world outside their proximal

relationships.

• Meanings are socially constructed and not fixed, as they adjust and change over time.

• Cultural tools, including material and psychological tools, play important roles in cognitive development.

• Language is the most important symbol system in the cultural toolkit, carrying ideas and values.

• Children's self-directed speech indicates their level of thinking and can guide logical reasoning.

• Mediation involves active engagement with a person to acquire knowledge and develop higher-order
understandings.

• Learning occurs within the Zone of Proximal Development (ZPD), where children can achieve with guidance and

instruction.

• The ZPD represents the potential of the child and is referred to as the "magic middle."

• Scaffolding refers to providing support and guidance to enable learning within the ZPD.

Vygotsky's Theory and Bruner's Ideas on Teaching and Learning

• Scaffolding is a strategy that tailors instruction to the child's current performance level and adjusts guidance as

the learner progresses.

• Vygotsky believed learning does not have to wait for readiness and that other people, including teachers, play a

significant role in cognitive development.

• Vygotsky's theory highlights the role of culture and social processes in cognitive development, but each child is

unique in their development.

• Questions to reflect on Vygotsky's theory include the contestation of the child being born a "blank slate" and the

educational implications of his theory.

• Bruner sees the child as an active explorer and strategist, and knowledge is acquired, transformed, and evaluated

through the learning process.

• Bruner's ideas of cognitive development include learning through physical interaction, imagery, and symbols.

• Bruner advocates for guided discovery learning, where teachers guide learners to key areas of discovery for

understanding.
The Spiral Curriculum and Scaffolding in Education
• In the process, learners develop more powerful thinking strategies through guided learning, which involves

searching, trying things, discussion, reflection, debating about strategies, solving problems, and finding solutions.

Bruner's notion of a 'spiral curriculum' is to introduce fundamentals earlier in schooling and continually revisiting

these concepts while deepening the knowledge complexity.

• Bruner's view of scaffolding is similar to Vygotsky's mediation but adds the use of temporary structures by the

teacher to support the beginning of the learning process, gradually removing the scaffold as the learner becomes

more independent.

• Inquiry-based learning, advocated by John Dewey, is an approach where teachers pose puzzling situations,

questions, or problems, and learners gather information to respond. Source: http://blog.iqbar.co.uk/index.php

/2019/07/18/educational-theory- of-the-month-spiral-curriculum- jerome-bruner/ Note: The notes have been

condensed to fit the word limit while maintaining the essential information.

Active Learning and Problem Solving Strategies

• The idea is to get learners actively involved in searching for answers and working together collaboratively.

• The teacher presents the question, problem, or situation to the learners, who then engage with each other to

investigate and find patterns.

• Learners share their findings and refine their skills through inquiry-based learning.

• The teacher determines the level of inquiry based on variables such as structured inquiry, guided inquiry, or open

inquiry.

• Problem solving involves finding means to reach a particular goal and can be subject-specific or general.

• Algorithms provide a step-by-step approach to problem solving.

• Identifying the problem and defining goals are crucial steps in problem solving.

• Problems should be presented in a way that learners can understand the requirements.

Developing Problem Solving Skills in Learners

• The problem needs to be seen as a whole to have a clearer view of the required goals.

• Schemas are developed and refined as learners are exposed to further problems.

• Using worked out examples and comparing different ways of solving problems can help educate learners about

problem-solving.

• Teachers should work from familiar to unfamiliar and categorize problem types.

• Teachers can use heuristics, such as exploring possible solutions and creating subgoals.

• Anticipating consequences and looking back are important aspects of problem solving.
• Mental set, functional fixedness, and irrelevant information hinder effective problem solving.

• Teachers should facilitate problem solving techniques by asking learners if they understand the problem,

encouraging different perspectives, and developing systematic ways of considering alternatives.

• Research should be conducted to further explore problem solving techniques in specific subjects.

Service Learning and African Philosophy

• Service Learning is a teaching and learning strategy that integrates community service with instruction and

reflection.

• There are three types of service learning: direct service, indirect service, and advocacy.

• Service learning helps learners develop a sense of care, empathy, competence, and commitment to social justice

issues.

• Constructivism is about constructing knowledge through active learning and interaction with others, which aligns

with service learning.

• African Philosophy consists of ethnic philosophy and a holistic approach to understanding human experiences.

African Philosophy and the Concept of Ubuntu

• Sage philosophy focuses on wise and far-sighted individuals who think critically.

• Africa's political philosophy is unique, distinct from capitalist, socialist, or communist philosophies.

• African philosophers work in the areas of Empiricism, Critical Rationalism, and Existentialism.

• African written philosophy dates back to the time of the pharaohs.

• St. Augustine is a prominent figure in Western Christian faith in Africa.

• Moses the Black is known for promoting non-violence and harmony in African desert areas.

• Colonial occupation dominated Africa's history, suppressing indigenous knowledge systems.

• Post-colonial African scholars aimed to develop philosophies for Africa's development.

• Various forms of socialism, such as Ujamaa, Zambian humanism, and Negritude, were created in Africa.

• The African Renaissance aims to reclaim a truly African identity.

• Westernization of education in Africa resulted from colonialism.

• Humanism should be central in education, according to Higgs and Letseka.

• Ubuntu is a fundamental concept in traditional African thought, emphasizing human relationships.

• Ubuntu encompasses caring, sharing, compassion, kindness, respect, and forgiveness

The Incorporation of Ubuntu, Communality, and Indigenous Knowledge Systems in Education

• Ubuntu emphasizes communal interdependence and tolerance.

• Ubuntu aims for coexistence and peace despite differences.

• How can ubuntu be incorporated into the school and classroom?

• What is the function of the teacher in promoting ubuntu?

• How can ubuntu contribute to reconciliation and nation building?

• Communality is related to ubuntu and emphasizes belonging.

• Can communality be realized in the classroom?

• Indigenous African knowledge systems (IKS) are unique to African culture.

• IKS form the basis of decision making in rural communities.

• IKS are holistic knowledge derived from old, empirical, and revealed knowledge.

• IKS has been historically marginalized by Eurocentric knowledge systems.

• Scholars advocate for the integration of IKS into education to reclaim African identity.

• African philosophy and education systems are emphasized by the UN Declaration of the Rights of Indigenous

People.

Indigenous Knowledge Systems (IKS) and Empiricism in Education

• Indigenous communities have the right to control, develop, and protect their knowledge, including sciences,

technology, cultural manifestations, and oral traditions.

• The recognition and promotion of IKS in South Africa was mandated in 1998.

• The concepts of Afrocentricity and Eurocentricity play different roles in SA depending on the context.

• IKS can complement Western scientific capabilities in education.

• Including IKS in education ensures its acknowledgement and addresses issues of alienation and dominance.

• Critical questions are raised about the influence of African philosophy on education and teaching.

• Empiricism encourages a fact-seeking and analytical approach to education.

• Empiricism emphasizes the importance of personal experience and the ability to prove facts through
measurement and testing.

Empiricism promotes critical thinking and believes that all individuals can pursue the truth based on
experience.
Exploring Education and Empiricism

• A spinster is not married.

• The earth is a planet.

• A square has four corners.

• The temperature today is 28 degrees.

• Mars is a planet.

• The earth is round.

• Mary passed the examination.

• In education, teaching and learning are limited to subjects that provide 'real knowledge' such as mathematics,
sciences, and engineering.

• Art, literature, and music are seen as subjective expressions of values.

• Empiricism claims that scientific facts and truths are universally applicable.

• Education needs clear definitions of aims and goals.

• Four thought leaders in Empiricism: John Locke, Richard Peters, Yusef Waghid, and Harvey Siegel.

• Critical thinking and teaching reasoning skills are important in education.

• Emphasis on definitions of education and schooling.

• Rationality in education may neglect emotions, values, and culture.

• Outcomes-based education has both advantages and disadvantages.

• Discussion questions about the influence of Empiricism on education and teaching.

• Pragmatism is a practical approach that seeks truth in everyday experience through collaboration.

The Importance of Philosophy in Education and Educational Policy

• Philosophy is about finding practical solutions to new problems that arise.

• Philosophy comes from the Greek words "Philein" which means to love, strive after or search for, and "Sophia"

which means wisdom. It is the search for wisdom and the reality.

• Philosophy recognizes three kinds of realities: God, Universe, and Man

Plato asked questions about teaching, learning, goodness, and virtue, which are still relevant today.

• The curriculum is influenced by different philosophical views and beliefs.

• The curriculum has a philosophical, historical, psychological, and social foundation.

• The curriculum goals and learning objectives are formed based on its philosophical orientation.

• Educational philosophies are continually constructed and reconstructed over time.

• The curriculum focuses on various psychological views such as behaviorism, cognitive psychology, humanist

psychology, and social psychology.

• Educational policy refers to the laws and rules that govern the operation of education systems.

The Influence of Philosophy on Education

• Plato suggests separating learners from parents so they can learn from teachers who promote talents.

• Immanuel Kant claims that children learn through doing.

• Aristotle asserts that human nature, habit, and reason should be developed in education.

• Educational objectives are targets related to the goals of an educational view.

• Underlying values and critical awareness are important when setting objectives.

• Goals are the broad aims of the philosophy used in educational planning.

• Vision is what is intended to be achieved, while mission is the way to achieve it.
• The mission statement provides motivation for school values.

• Philosophy underpins all educational ideals.

• Philosophy is the theory, while education is the activation of that theory.

• Philosophy gives vision and direction, while education draws from it.

• Philosophy is a way of looking at life, nature, and truth, while education is how to realize those ideals.

• Philosophy and the people determine what education will value.

• Each individual has their own philosophy of life, which influences their own lives and education.

• It is important to consider personal life philosophy and values before examining a variety of philosophies.

• References: Heywood, A. (2003) Political ideologies. New York: Graw-Hill. Higgs, P. and Smith, J. (2017)

Philosophy of Education Today. Cape Town: Juta. Ogwora, E., Kuria, G., Nyamwaka, E., and Nyakan, B. (2013)

Philosophy as a Key Instrument in Establishing Curriculum, Educational Policy, Objectives, Goals of Education,

Vision and Mission of Education.

Introduction to Phenomenology and its Focus on the Human Experience

• Phenomenology focuses on the inner reality of emotions and the psyche, as well as the reality that can only be

interpreted in community.

• It promotes trust and understanding between teachers and students by studying the lived experience and

understanding the first-person point of view.

• Phenomenology looks at things and ourselves in reality, without imposing theories or opinions.

• It involves a reflective and meditative approach to everything, by putting aside assumptions and beliefs.

• Three categories of Phenomenology include the self, social phenomena, and our place in the universe.

• Phenomenology encourages reflecting on the human condition and discovering our true selves.

• It asks questions about our reality, thoughts, and feelings, and challenges influences from others.

• Edmund Husserl believed that reality consists of human consciousness and the world of objects, and

understanding the latter requires examining human mental states and conditions.

The Importance of Conscious Experience and Phenomenology in Self-Discovery and Education

• Martin Heidegger (1889-1976) emphasized the need for intentional focus on our conscious experience of a

moment, whether it be in dreams or in something specific. The question "Who am I?" is connected to one's

self-consciousness and thus requires the study of the mind (psychology).

• Carl Jung (1875-1961), initially influenced by Freud, shifted his attention to exploring people's dreams without

imposing his own interpretations. He found that returning to childhood games and fantasies allowed him to

recognize self-healing symbols, which he used to help others overcome problems and afflictions.

• Phenomenology in education rejects abstract theories and the idea of outcomes-based education. It emphasizes
the importance of understanding what truly happens in classrooms and between teachers and learners.

• The conforming nature of formal schooling inhibits individuals from discovering their real selves, as they are

molded to become competent technocrats of a capitalist society.

• Embracing phenomenology can allow educators to encourage self-discovery and prevent learners from being

confined to societal molds.

The Influence of Phenomenology on Education

• Maurice Merleau-Ponty (1908-1961): - Emphasizes the importance of our bodies and bodily senses in

experiencing the world. - Encourages teachers to understand the child's lived experiences. - Advocates for creative

expressions in education.

• Max van Manen: - Criticizes outcome-based education systems and emphasizes the importance of trust and

personal relationships between teachers and learners. - Rejects the idea of learners as empty vessels to be filled

with knowledge. - Highlights the negative impact of artificial virtual realities on natural child development.

• Shaun Gallagher: - Asserts that human minds do not have direct access to other minds. - Rejects the notion of

learners using their own mental experiences as models for understanding others. - Emphasizes learning through

observation of bodily movements and facial expressions. Critical comments on Phenomenology and education: - In

South Africa, Phenomenology was distorted to serve an educational ideology. - Led to the rejection of

Phenomenology and the uncritical adoption of Empiricism after 1994. Questions to consider: - Is there any

influence of Phenomenology on formal education? - View of assessing achievement: empirical vs creativity and

intellectual innovation. - Importance of human values in education. General points to consider: - Stand outside of

the education system and consider reality. - Accept our humanity and avoid focusing solely on abstract ideas. -

Each person is unique and experiences things in their own reality. References: - Higgs, P. and Letseka, M. (2022).

Philosophy of Education Today: An Introduction. - "What is Phenomenology" (YouTube video). - Dodson, E.

"Husserl and the Adventure of Phenomenology - in 12 minutes" (YouTube video). Subject: Scientific Rationalism

and Critical Thinking in Education Questions to consider: - Examples of where scientific rationalism can be useful in

subject teaching. - Should scientific rationalism be taught or applied in the design of lessons? - Consider the

cognitive development of learners in using different levels of thinking. What is Scientific Rationalism? - Opposed to

discouraging questioning and critical engagement. - Relates ideas to reality, existing knowledge, and theory

through testing. Note: The notes provided are within the 80-word limit specified in the prompt.

Understanding Scientific Rationalism: Questioning Attitude and Critical Engagement

• Scientific Rationalism is an attitude rather than a full philosophy, aimed at identifying falsehood.

• It promotes an open mind, questioning, and critical engagement.

• It encourages the relationship of ideas to personal experiences.

• It values participatory approaches to teaching and learning to solve problems.

• It rejects dogma and authoritarian control.

• It seeks to disprove falsity and critically question the concept of truth.

• It tests knowledge through questioning, discussion, and evidence.

• It focuses on fallibilism and analyzing arguments for holes.

• It classifies various types of arguments and fallacies.

• It allows knowledge to be revised based on evidence and new discussions.

• It benefits knowledge by admitting new evidence and testing arguments and reason.

• It challenges the concept of a cradle of civilization based on fallible arguments.

• It distinguishes between science and morality, with morals being subjective. (Note: Some notes have been
condensed for brevity)

Scientific Rationalism and Systems Theory

• Asking for opinions on abortion generates varied responses, similar to the death penalty.

• Scientific Rationalism prioritizes democracy and decision-making.

• Descartes, Popper, and Sagan were proponents of Scientific Rationalism.

• Scientific Rationalism has limited use in formal schooling and curriculum design.

• Scientific Rationalism believes in dynamic knowledge, admitting new evidence.

• Scientific Rationalism can be applied in subject teaching, considering cognitive development.

• Systems Theory examines the logic and analysis of systems.

• South Africa is seen as a capitalist system.

• Systems Theory explores cause and effect relationships in nature.

Systems Theory and Its Application in Education

• Systems Theory focuses on the principles on which all complex entities are based and uses mathematical models

to analyze and describe their interactions.

• It is holistic, considering the interactions between various components rather than viewing them in isolation.

• Ludwig von Bertalanffy initiated Systems Theory, emphasizing the need to understand how the parts of a system

work in relation to each other.

• Systems Theory models include the idea of systems influencing each other bio-directionally and creating ripple

effects.

• Examples of Systems Theory in education include the nested systems theory, ecosystemic theory, and

Bronfenbrenner's Bio-ecological Model.

• Education itself is regarded as a complex system with inputs, outputs, and various interconnected components.

• The aim is to change and improve learners' own systems by setting goals and utilizing resources, motivations,
and support.

Educators and Systems Theory

• John Dewey (1859-1952) emphasized the wholeness of the child, teacher, school, and society, stressing the need

for unity as society became more heterogeneous.

• Dewey believed the teacher's duty was to create a child who plays a role in a democratic society, valuing the

human being in such a flexible, open, and constantly evolving society.

• Norbert Weiner (1894-1964) advocated for an interdisciplinary approach in education to counter the growing

specialization and encourage dialogue between different areas of study.

• Peter Senge emphasized the importance of "systems thinking" in education and the need for flexible and open

organizations.

• Michel Foucault focused on the power of institutions in education and how they can invade our individuality.

• Complexity Theory highlights the evolutionary nature of systems, including education, and emphasizes change

over stability.

• Hermeneutics focuses on the interpretation of symbolism in human communities.

Exploring Hermeneutics in Education and Society

• Hermeneutics is the philosophy of interpretation that acknowledges the influence of culture on our
understanding

of the world.

• Symbols, including language and gestures, play a crucial role in human interaction.

• Hermeneutics encourages open communication and opposes oppression and power structures, similar to

Scientific Rationalism.

• Unlike Scientific Rationalism, Hermeneutics values community membership and tradition in creating meaning.

• Ken Wilber's work emphasizes the importance of context and community in Hermeneutics.

• Wilber maps holons, illustrating the subjective and objective aspects of human engagement.

• A school can be seen as a holon in the 'We: Subjective Collective' quadrant of Hermeneutics.

• The curriculum should align with the perception of meaning in Hermeneutics, emphasizing social context and

human engagement.

• Western consumerism, as explored by Jean Baudrillard, relates to identity formation through shopping in malls.

• Adopting a teaching philosophy based on Hermeneutics can lead to happier learners by valuing interpretation,

culture, tradition, and history.

Title: Exploring Hermeneutics and Feminism in Education
• Like Scientific Rationalism: Against dogmatism and authoritarianism

• Like Phenomenology: Want to get to the heart of things

• Like Critical Theory: People's understanding often influenced by bias

• Hans Georg Gadamer: No detached, scientific observer, but members of communities with their own traditions of

interpretations

• Rudolf Steiner: Children should be free from government interference and express themselves freely in art and

language before engaging in a more academic curriculum

• Shaun Gallagher: Learning should involve action and integrate the brain, body, and nervous system in

community-based meaning construction

• Hermeneutics is not always democratic and can be oppressive depending on cultural and community structures

• Hermeneutics is based on interpretation and continuously revises interpretations for improved understanding

• Communities play a crucial role in shaping our understanding

• Constructivism is Hermeneutics' "little brother" and is based on its philosophy

• Our interpretations of the world are shaped by our own thoughts and interactions with others

Questions for live session:

1. What is the usefulness of the philosophy of Hermeneutics in education?

2. What aspects of Hermeneutics are not useful for education?

Title: Patriarchy and Feminism in Education

• Injustice of patriarchy: Rule of women by men, often propagated in schools

• Women fighting for greater power in society and rejecting the notion of inferiority to men

• Patriarchy defined as "the rule of the father," with older males having supreme authority and specific rights

• Feminism focuses on sexual stereotyping, creating a bigger place for women, and rejecting the view of women as

inferior to men

• Liberal feminism draws from Empiricism and Scientific Rationalism

Note: This text does not provide information on STADIO HIGHER EDUCATION.

Feminism and its Philosophical Perspectives

• Mary Wollstonecraft (1792): Advocate for women's education, highlighting their potential for rational and logical

thinking.

• Lucretia Mott (1848): Equal earning opportunities and access to higher education for women.
• Sojourner Truth (1851): Challenging the perception of women as fragile beings.

• 1970s onwards: Women's entry into well-paid employment, gaining access to senior positions, and acquiring

social and political rights.

• Phenomenological feminism: Rejects the notion that only men are considered "real" people, focusing on human

experiences beyond masculinity.

• Radical feminism: Identifies motherhood and reproduction as the basis of women's subordination, advocating for

complete autonomy from men and liberation from oppression.

• African feminism: Addresses the deeply embedded patriarchal system in African societies, emphasizing the need

for social and political reforms, combating violence against women, and pursuing economic empowerment

Feminism and other philosophies: Aligns with Scientific Rationalism, Critical Theory, Empiricism, and

Hermeneutics by challenging accepted opinions, questioning the status quo, scientifically examining social and

political rights issues, and promoting women's authentic interpretation of existence.

• Feminism and education: Promotes equal educational opportunities for women, challenges traditional gender

stereotypes, underscores the importance of inclusion and cooperation, questions authority and power dynamics,

and explores opportunities for emotional and social discussions in the curriculum.

• Educators and feminism: Contributions from Charlotte Perkins Gilman, Nel Noddings, Jane Rowland, and Maxine

Greene in advocating for social and economic equality, caring and holistic education, critical thinking, and

redefining education as a collective effort.

The Influence of Feminism on Education and Critical Theory

• Including the arts in the curriculum helps learners use their imagination and create meaning.

• Ileana Jiménez, a teacher focusing on safety in schools, emphasizes the power of personal expression to

challenge social norms.

• Feminism has impacted education, with Waldorf and Montessori schools emphasizing children's rights and the

need for exploration and creativity.

• Teacher unions have opened up dialogue on feminist ideas in education.

• Various feminist ideas, such as liberal feminism and phenomenological feminism, have different benefits.

• Critical Theory seeks to confront the influence of government agendas on education and expose false beliefs that

perpetuate societal oppression.

• Critical Theory originated in Germany in the 1930s and aims to develop a comprehensive theory of social reality

by breaking down disciplinary barriers.

Critical Theory and its Perspectives

• Thisschool: Consists of people from psychology, literature, and philosophy.

• Jurgen Habermas: Focuses on crises facing Western democracies, particularly the credibility of governments and

democracies.

• Forms of enquiry: Driven by the need to control, understand, and create alternative freedoms.

• Key question: "How do I know if something is true?" Critical theorists argue that truth is constructed by those

seeking control in society.

• Critical Theory and Empiricism: Rejects empiricism's claim that truth is only what can be tested through

experience.

• Critical Theory and Scientific Rationalism: Both encourage critical questioning of truths, but Critical Theory sees

democracy as an illusion controlled by financiers

 Critical Theory and Hermeneutics: Rejects hermeneutics' belief in finding oppressive structures meaningful.

Examples provided.

• Critical Theory and Phenomenology: Agrees with the concern for freedom, but rejects the belief in real truth and

essential selves.

• Critical Theory and African Philosophy: Accepts African philosophy that criticizes social traditions and community

authority. Highlights Frantz Fanon's critique of colonialism's impact on the African human psyche.

• Critical Theory and Education: Criticizes modern education systems for perpetuating dominant ideologies and the

passive consumption of learners. Calls for critical reflection, emancipation, and caution with technology.

• Educators in Critical Theory: Theodore Adorno's article "Education after Auschwitz" discussed.

The Impact of Auschwitz and the Rise of Authoritarianism in Schools

• The speaker claims Auschwitz is the primary factor that bred authoritarianism in schools and influenced how

individuals treat others and themselves.

• According to Paolo Freire, contemporary education perpetuates social inequalities and serves the agenda of

capitalism.

• Peter McLaren, a humanist and Marxist, supports Phenomenology and Critical Theory in education.

• Critical Theory recognizes power structures in society that manipulate individuals.

• Critical Theory rejects the notion of knowledge and emphasizes education for its own sake.

• Critical Theory seeks to dismantle domination and encourages open debate.

• Postmodernism emerged as a response to modernism, rejecting coercion and control.

• Postmodernism challenges the idea of concrete and absolute knowledge, considering all knowledge as temporary

and constructed by human beings.

Postmodernism and Education: Examining Biases, Constructed Knowledge, and the Role of Teachers

• No such thing as neutrality: biases and agendas exist (like Hermeneutics)

• Logical reasoning is only one aspect of reason

• Human beings construct reality (like Hermeneutics)

• Knowledge is constructed in societies with social inequalities (like Critical Theory)

• Human beings are ruled by emotions, hopes, and dreams (like Phenomenology)

• Critique of knowledge validity; how to make assertions?

Our knowledge includes constructions imposed by the powerful; no 'real knowledge'

• Classroom alienation can hinder questioning and exploration in education

• Postmodernism makes education more realistic and embraces uniqueness and differences

• Symbols play a moral role in education

• The truth is accessible through one's language (Wittgenstein)

• Importance of goals, dreams, creativity, and motivation in education (Lyotard)

• Active engagement of teachers with learners in education

• Objections to outcomes-based education; objectives of education are greater

• Informal learning through technology devices

• Postmodernism supports interpreting science lessons through human perspective

• Teaching history as a story rather than a list of facts

• Encouragement for teachers to re-evaluate the curriculum

• School environment becomes less intimidating

• Valuing creativity and rejecting marginalization

• Opposition to grand schemes and Western modes of understanding

• Emotive and visual elements are crucial

• Rejecting persuasion or force to adopt certain norms

• Evaluating the contribution of postmodernism in South African education today