Lewensbeskoulike differensiasie in die onderwysstelsel.
De Jager, Hermanus
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The aim of this study is to indicate, analyse and describe, by means of theoretical principles, the close connection between man's philosophy of life and the educational system which is often postulated by educationalists. The research was conducted in the form of a literature study. In this way different aspects in the field of research were highlighted. In contrast with scientists who maintain the so-called autonomy of theoretical thought as a basic starting point, the explicit point of view taken here was that the Bible should be the guideline for all human action, this necessarily includes all scientific activity. The philosophical "model of reality" which was used was that of the Philosophy of the Cosmonomic Idea. The use of this structure of reality was, however, subject to the view that not all conclusions to which the various followers of this school of thought arrived at, were acceptable. This research revealed that the basic motive in both education and the educational system is always of a religious nature. By "religious" is meant that man's inclination is always towards that to which he is most deeply attached in the depths of his being. In the educational situation it has been shown that human attitudes and beliefs vary greatly from person to person. This difference is the result of the Fall - since the Fall the heart of man is inclined either towards God or idolatrously towards something in the cosmos. From the subsequent analysis of identity and modal structures in education, and the educational system, it became abundantly clear that these structures are particularised by the religious motive. It was found that the central principle of a philosophy of life is also of a religious nature. This makes it evident to conclude that man's philosophy of life is the guiding force of his life. It directs all his activities and consequently also his educational work and the educational system designed by him. From this analysis it was concluded that man's philosophy of life which is always religiously determined is the first and most primary principle of the educational system and therefore forms the basis for differentiation in the educational system one which takes precedence over and forms the basis of all other principles of differentiation in the educational system.
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