Philosophy of Education as a Means to Educate Humanity in a Diverse Sou

Philosophy of Education as a Means to Educate Humanity in a Diverse South Africa ABSTRACT: In pre-democratic South Africa, people never learned to listen to the stories of their fellow human beings because that was seen as a threat rather than a challenge. With the long-awaited political and constitutional changes taking place, a different societal structure is being established and a new democratic value system formally and officially being embraced. It would, however, be naive to imagine that policy changes would transform deeply-rooted attitudes, practices and existing structures overnight. The change into a democratic society does not mean, unfortunately, that a political, social and educational utopia is being created instantly. All learners will have to develop the skills, knowledge competence and attitudes to function effectively in a culturally diverse society. It will require a major paradigm shift from most educators, philosophers of education, and teacher trainers, as well as parents. I will argue for a pluralistic, problem-centered approach to teacher education and training that would be helpful in educating students to respect others and diversity. 1 INTRODUCTION In 1948 the National Party won the election in South Africa and introduced its policy of apartheid. Education became a political battle field, without considering educating human beings for a human society. A narrative of power was followed. The school was used as an instrument to support and legitimise the position of the dominant group and its political interests. The culturally divided population was kept divided to ensure the dominant group's position in all spheres of society. Conformity to and continuity of the ideologies and culture of ... ...nnecticut: Bergin and Garvey. SQUELCH, J. (1993) Towards a Multicultural Approach to Education in South Africa. In: The Black Child in Crisis - a Socio-educational Perspective edited by J. le Roux. Pretoria: JL van Schaik. TAYLOR, C. (1985) Philosophy and the Human Sciences. Cambridge: Cambridge University Press. VAN DER VYVER, J. (1998) The Democratisation of Assessment in a Pluralistic, Problem-centred Module in Philosophy of Education at Post-graduate Level. South African Journal for Higher Education, 12(2):183-197. VENTER,E. FRANZSEN, K. AND VAN HEERDEN, E. (in press) An Analysis of the Effect of Recent National Policy Changes on Values and Education in South Africa. In: Education, Culture and Values - Volume 1. Systems of Education, Theories, Policies and Implicit Values edited by Mal Leicester, Celia Modgil and Sohan Modgil. London: Falmer Press.