Browsing by Author "Van Wageningen, Gerhard"

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    The idea of holistic man : an inquiry into the educational possibilities
    (1988) Hope, Stuart; Van Wageningen, Gerhard
    Educational theory and practice stems from the generally accepted concept of Man, such as apartheid ideology which forms the basis of the South African educational system. Separatist thinking of some kind determines the perspective and actions of many people throughout the world. The pathology of this mode of consciousness has generated numerous crises, and is the root cause of the psychotic behaviour which is currently dominating the international scene. Inherent in any crisis is opportunity. New ways of being emerge through the struggles and mistakes of living. Counteracting the reductionist trend is the balancing notion of holism. This thesis examines the suitability and necessity of a holistic educational paradigm, particularly in this country. It explores the emerging holistic world view in two important areas of human endeavour - science and religion. Furthermore, it looks at the nature and psychology of change, Smuts's concept of holism, defines holism as modes of seeing, knowing and being, and describes the new world person with reference to South Africa's future. However, further work is needed to formulate a holistic concept of Man in order to derive a more comprehensive educational theory and practice.
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    The raison d'être of the Muslim Mission Primary School in Cape Town and environs from 1860 to 1980 with special reference to the role of Dr A. Abdurahman in the modernisation of Islam-oriented schools
    (1986) Ajam, Mogamed; Van Wageningen, Gerhard
    This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the other a covert instructional programme for an alternative religious system and behaviour code. The thrust of the argument is that the Islamic community, developed on the periphery of society that excluded non-Christians, were in the main concerned with cultural transmission, first in the homes of Free Blacks during the Dutch regime, and later in the mosques that arose when religious freedom was obtained.