Die nie–logies–analitiese aspekte van menswees by enkele neo–humanistiese opvoedkundige denkers
The focus of this research is centered around the question: What is the position of the non-logical-analytical aspects of being human among certain prominent neo-humanistic philosophers of education? The following goals are set in an attempt to provide answers to this problem: the establishment of the philosophical-historical background of the neo-humanistic anthropological pedagogical view; the determining of the place of the non-logical-analytical aspects of being human in the neo-humanistic anthropology; and the establishment of the anthropological foundation of the neo-humanistic educational views. The primary finding of this research is that throughout the centuries secular man has adhered to a dualistic anthropology and as such has reduced himself to a logical-analytical (rationalistic) being. In reaction to this, the neo-humanists absolutise the non-Iogical- analytical aspects of being human, but do not deny the logical aspect. This does not, however, revoke the dualism. Consequently this new view of man demonstrates a direct influence on man in the educational context. This one-sided non-logicalanalytical approach in education only focusses on the emotions of the person and views the logical-analytical aspect as a matter of minor importance. The neo-humanistic approach in education succeeds once again in making one aware of the possible biases in education, but remains in conflict with the holistic approach of the Christian educator and educationalist. The holistic approach of the Christian educator and educationalist implies that all the functions of man should be explored and developed as a coherent whole. The recommendation is that further research must be conducted which focusses on the relationship between the modal functions of being human and the implication of an overemphasized logicalanalytical (cognitive) educational practice, for example in the formulation and evaluation of lesson goals. This evaluation should take place using the holistic approach of the Christian philosopher of education. This would imply that all the functions of being human could be evaluated within such a system, and not only the easily evaluated cognitive (logical- analytical) function. Educational instruction accounts for man as a totality.
- Education