An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies

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dc.contributor.advisorGibbon, Johnen_ZA
dc.contributor.authorMentz, Hendrik Jeremyen_ZA
dc.date.accessioned2016-02-18T12:21:59Z
dc.date.available2016-02-18T12:21:59Z
dc.date.issued1991en_ZA
dc.description.abstractBecause giftedness is a complex, little understood concept which has become politicised, it was deemed necessary to evaluate the Four Area Curriculum Extension and Enrichment model in terms of three epistemological focuses: Cartesian, Socialist and Deep Ecology. Reasons for the selection of these three epistemologies are discussed after which the traditional Cartesian, homunculus view of giftedness is shown to be flawed and a case made for reconceptualizing giftedness to confirm its collective, socially constructed, immanent nature, grounded in the existential human condition. The rationale behind, and design of the Four Area model as reflected in the guide to schools is shown to reflect the Deep Ecology epistemology. The philosophical statement, goal and aims of the guide are shown as clashing with the Deep Ecology ideology. In order to avoid epistemological dissonance, a reformulated statement of intent for the Four Area model which merges the Cartesian, Socialist and Deep Ecology epistemologies into a unitary aim is suggested. The design, short-term success and appropriateness of each of the four Areas of provision are analyzed and evaluated in the light of critical theory as also questionnaires and annual reports completed by principals and co-ordinators. Modifications to aspects of the Four Area model are recommended which, it is argued, will give it greater contextual relevance and make it an appropriate medium for promoting giftedness for all South African pupils. Finally, it is argued that intelligence and genius should be viewed, not as personal capacities, nor as social constructs but metaphysically as a function of gathering complexity.en_ZA
dc.identifier.apacitationMentz, H. J. (1991). <i>An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17135en_ZA
dc.identifier.chicagocitationMentz, Hendrik Jeremy. <i>"An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1991. http://hdl.handle.net/11427/17135en_ZA
dc.identifier.citationMentz, H. 1991. An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mentz, Hendrik Jeremy AB - Because giftedness is a complex, little understood concept which has become politicised, it was deemed necessary to evaluate the Four Area Curriculum Extension and Enrichment model in terms of three epistemological focuses: Cartesian, Socialist and Deep Ecology. Reasons for the selection of these three epistemologies are discussed after which the traditional Cartesian, homunculus view of giftedness is shown to be flawed and a case made for reconceptualizing giftedness to confirm its collective, socially constructed, immanent nature, grounded in the existential human condition. The rationale behind, and design of the Four Area model as reflected in the guide to schools is shown to reflect the Deep Ecology epistemology. The philosophical statement, goal and aims of the guide are shown as clashing with the Deep Ecology ideology. In order to avoid epistemological dissonance, a reformulated statement of intent for the Four Area model which merges the Cartesian, Socialist and Deep Ecology epistemologies into a unitary aim is suggested. The design, short-term success and appropriateness of each of the four Areas of provision are analyzed and evaluated in the light of critical theory as also questionnaires and annual reports completed by principals and co-ordinators. Modifications to aspects of the Four Area model are recommended which, it is argued, will give it greater contextual relevance and make it an appropriate medium for promoting giftedness for all South African pupils. Finally, it is argued that intelligence and genius should be viewed, not as personal capacities, nor as social constructs but metaphysically as a function of gathering complexity. DA - 1991 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1991 T1 - An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies TI - An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies UR - http://hdl.handle.net/11427/17135 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17135
dc.identifier.vancouvercitationMentz HJ. An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1991 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17135en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.subject.otherGifted children - Educationen_ZA
dc.titleAn investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologiesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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