ETD Collection
Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104
Please note: Digitised content is made available at the best possible quality range, taking into consideration file size and the condition of the original item. These restrictions may sometimes affect the quality of the final published item. For queries regarding content of ETD collection please contact IR specialists by email : IR specialists or Tel : 011 717 4652 / 1954
Follow the link below for important information about Electronic Theses and Dissertations (ETD)
Library Guide about ETD
Browse
5 results
Search Results
Item Play me! S A style! Utilising Gadamer to investigate the state of play in South Africa and the potential of play within the CAPS curriculum: two school-based case studies(2015) Cammay, Stafford RaisleyThis research report examines the state of play in contemporary South Africa utilising Gadamer's concepts of the 'seriousness of play' and the 'relation between play, art and truth'. My investigation argues a more robust approach to Gadamer's thinking; that the investigation of play as it occurs within a particular historical moment in a specific social setting requires a more politicized understanding of the phenomena. [Abbreviated Abstract. Open document to view full version]Item Massive Open Online Courses (MOOCs): a Deweyan critique(2017) Gillham, David Terrence Lenoard“Free quality education for anyone, anywhere” (Khan, 2012:1) is the proclamation of Massive Open Online Courses (MOOCs) the world over. There can be no denying that such a proclamation is enticing and exciting. It seems to be intuitively correct that the technology and hyper connectivity that defines this postmodern era should also radically change the way in which education is conducted. In my research I seek to test the authenticity and strength of this claim. To do so I have 1) analysed a number of primary texts from the creators of various MOOCs in order to understand their pedagogy (andragogy); 2) synthesised a number of principles of education from two primary texts published by John Dewey in order to create a theoretical framework; and finally 3) utilised said framework to test the MOOCean conception of education. Throughout the research, I also appeal to multiple secondary sources that deal with certain important concepts and content from the most up-to-date perspectives possible.Item To maintain the living, but not the living deficients, Harold Benjamin Fantham, eugenics and educability(2015-05-29) Appel, Stephen William DanielItem The Western canon in a multicultural education system for South Africa(2014-05-28) Meyer, Beryl PatriciaThis report confronts the issue of the globalisation of European culture and its significance for the Western canon in South African education. It considers the difficulty of defending the canon as cultural resource for a local minority while avoiding the imposition of the globally dominant Anglophone culture on all South Africans. It is argue-d that whatever in the canon can be freely accepted as advancing the interests of all South Africans should qualify for inclusion in a common curriculum, but that other canonical works should be regarded as minority culture in the same way as aspects of traditional African culture. An attempt is made to establish a perspective from which Africanism and the defence of the canon can be seen as congruent and compatible aims, equally deserving of accommodation within a multicultural curriculum.Item Piaget and education: a critique of the unproblematic application of Piaget's theory to education(2014-05-20) Mabitsela, Babalwa MaureenJean Piaget’s genetic epistemology has often been applied to education. This research report looks at the interpretation and use of Piaget’s ideas to education and argues that most applications of Piaget to education are not in keeping with the nature and object of his genetic epistemology. As such the report suggests number of ways in which Piaget could be used in education without undermining the integrity of his theory.