The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching

dc.contributor.authorPastoll, Gregoryen_ZA
dc.date.accessioned2016-08-24T12:58:49Z
dc.date.available2016-08-24T12:58:49Z
dc.date.issued1994en_ZA
dc.description.abstractThe author collected from a variety of sources descriptions of more than six hundred personal qualities held to be indicative of educational development. A survey was performed to determine which of these qualities are most widely agreed to be indicators of advanced educational development (that is, qualities which would indicate that a person had developed his or her potential as a functioning human being to an advanced extent). The respondents were 42 volunteer academics from many different university disciplines, with an avowed interest in the educational development of people. This survey made use of a card-sort method which enabled each respondent to assess each of the more than 600 collected qualities as potential indicators of educational development. Subsequent interviews gathered information on the respondents' insights into the essence of personal educational development and on the processes which they felt assisted in fostering the qualities they valued. A remarkable degree of consistency was found in the way the respondents (independently) prioritised the qualities. An analysis of the responses led to the deduction of the following eleven broad themes commonly held to characterise advanced educational development: • A sense of self-worth • A positive orientation to existence • A developed power of will • Creativeness • Individuality • A disposition to search for meaning • Being properly equipped to search for meaning • Movement towards self-understanding • Evidence of integrative understandings • A life-enhancing disposition and • The ability to make meaningful contact with others. The extent of alignment shown with these themes by respondents who exhibited a broad diversity of cultural and life-experiences makes it possible to propose that these themes might conceivably represent a substantial core of a universally valid interpretation of advanced educational development.en_ZA
dc.identifier.apacitationPastoll, G. (1994). <i>The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/21509en_ZA
dc.identifier.chicagocitationPastoll, Gregory. <i>"The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/21509en_ZA
dc.identifier.citationPastoll, G. 1994. The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Pastoll, Gregory AB - The author collected from a variety of sources descriptions of more than six hundred personal qualities held to be indicative of educational development. A survey was performed to determine which of these qualities are most widely agreed to be indicators of advanced educational development (that is, qualities which would indicate that a person had developed his or her potential as a functioning human being to an advanced extent). The respondents were 42 volunteer academics from many different university disciplines, with an avowed interest in the educational development of people. This survey made use of a card-sort method which enabled each respondent to assess each of the more than 600 collected qualities as potential indicators of educational development. Subsequent interviews gathered information on the respondents' insights into the essence of personal educational development and on the processes which they felt assisted in fostering the qualities they valued. A remarkable degree of consistency was found in the way the respondents (independently) prioritised the qualities. An analysis of the responses led to the deduction of the following eleven broad themes commonly held to characterise advanced educational development: • A sense of self-worth • A positive orientation to existence • A developed power of will • Creativeness • Individuality • A disposition to search for meaning • Being properly equipped to search for meaning • Movement towards self-understanding • Evidence of integrative understandings • A life-enhancing disposition and • The ability to make meaningful contact with others. The extent of alignment shown with these themes by respondents who exhibited a broad diversity of cultural and life-experiences makes it possible to propose that these themes might conceivably represent a substantial core of a universally valid interpretation of advanced educational development. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching TI - The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching UR - http://hdl.handle.net/11427/21509 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/21509
dc.identifier.vancouvercitationPastoll G. The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21509en_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.titleThe concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teachingen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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