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'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge
Dissertation (MEd)--University of Pretoria, 1976.
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| Format: | Thesis |
| Language: | Afrikaans |
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University of Pretoria
2014
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| _version_ | 1867613442138963968 |
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| access_status_str | Open Access |
| author2 | Van Niekerk, P.A. |
| author_browse | Van Niekerk, P.A. |
| author_facet | Van Niekerk, P.A. |
| collection | Thesis |
| dc_rights_str_mv | © 1976 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 1976. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/41937 |
| institution | University of Pretoria (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:36:12.613Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/41937 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge Van Niekerk, P.A. Steyn, Petrus Ignatius Living-environment Pedagogical relationships Psychopedagogical perspective Primary school phase Secondary school phase UCTD Dissertation (MEd)--University of Pretoria, 1976. One of the most fundamental and meaningful statements that can be made about the human being, is that man is always in a certain relationship towards his fellow-man and the objects in his livingenvironment. With this statement as vantage-point it has been attempted to study the realization of the pedagogical relationships in psychopedagogical perspective and to analyse the becoming of the child within these relationships, against the background of the categories experiencing-willing-experience as becoming. The child is a person-in-the-world of objects and people, and as fellow-being he finds homself in certain relationships, because man is intentional and ever involved. Psycho-pedagogics deals with the discovering of the psychological life of the child in education and also reveals becoming and learni~ as its equal basic structures. It has furthermore become clear that "becoming and learning" are actualised, inter alia, by means of "learningas- becoming., and "experiencing-as-becoming" and exist as prerequisite for the adequate realization of pedagogical relationships (trust, knowledge and authority). Furthermore, a psychopedagogical analysis has been made of educational procedures and subsequently the structures of the pedagogical situation has been dealt with. Special attention was given to the trust-understanding and authority relationships against the background of the child's becoming-actualising-forms, namely: "Emancipating as experiencing-willing and living-becoming", "Exploring- as-experiencing, willing and living-becoming", "Distantiating-as-experiencing, willing-and living-becoming", "Differentiating-as-experiencing, willing-and living-becoming" and "Objectivating- as-experiencing, willing-and living-becoming". Mention was made of the stability which must be present in the child's experience world, and that experience as well as the will in the child's becoming within pedagogical relationships, depend on the degree of rational execution of these relationships, in order to reach adequate actualisation. The adequate actualisation of the pedagogical relationships pre-shapes the child's later actions as adult in his relationship towards his fellow-man, It was also been attempted to consider pedagogically the development of the various pedagogical relationships in which the child finds himself against the background of his becoming, with particular emphasis on the pre-school years, the primary school phase and the secondary school phase, Subsequently certain psychopedagogical criteria for the evaluation of the child's becoming within the realized pedagogical relationship- structures were elucidated, The thesis concludes with various remarks regarding the recognition of deviation from pedagogical relationships and suggested remedial steps, gm2014 Early Childhood Education Unrestricted 2014-09-05T12:09:17Z 2014-09-05T12:09:17Z 1976-01-12 1976 Dissertation Steyn, PI 1976, 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/41937> E14/4/564/gm http://hdl.handle.net/2263/41937 Afrikaans © 1976 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Living-environment Pedagogical relationships Psychopedagogical perspective Primary school phase Secondary school phase UCTD 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title | 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title_full | 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title_fullStr | 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title_full_unstemmed | 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title_short | 'n Psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| title_sort | n psigopedagogiese perspektief op die verwerkliking van die pedagogiese verhoudinge |
| topic | Living-environment Pedagogical relationships Psychopedagogical perspective Primary school phase Secondary school phase UCTD |
| url | http://hdl.handle.net/2263/41937 |