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PART A
Question 2
Responsibility of teachers in fostering an education environment conducive to the learning and growth of our learners.
1. Introduction
It is critical for teachers to foster an environment conducive to learning for the academic development of all learners because they spend most hours of their lives at school than at their homes. As demanding as a teaching career is, teachers are further required to have in-depth knowledge of subject content, developmentally appropriate strategies and pedagogies and possess virtues such as caring, nurturing and patience for the benefit of children. They do more than teach, in many respects they manage the lives of their learners while preparing learners emotionally, intellectually and even spiritually for the adult world (OECD, 2012). They provide children with the keys to succeed later in life (Jacobs, 2011). Teachers must uphold the standards of professional ethics, values and attributes in their teaching profession, the teacher is without a doubt the most important link, anchor and cornerstone in the world of teaching (Jacobs, 2011).
In education and all spheres of life we rely on philosophical perspectives for guidelines and potential ideas for problem solving, in this essay I will address ways in which teachers can foster environments that are conducive to learning and the growth of our children with reference to Critical theory and Phenomenology.
2. Content
According to Urie Bronfenbrenner’s ecological systems (Jacobs, 2011), the child’s environment has a major impact on their growth and development. It is imperative that we look at our children holistically, their family, society and their culture for effective teaching and learning to take place. Learners to feel safe and supported in a healthy, safe and supportive atmosphere both in classrooms and in the school in general. Firstly, we will look at Critical theory and secondly Phenomenology to address safe and healthy environments at schools.
2.1. Critical theory.
Critical theory is a method of enquiry in philosophy that radically questions existing social, political and economic systems (Higgs, 2015).This philosophical perspective can help teachers to re-examine their priorities when it comes to the health and safety of our learners. Central to critical theory in schools is the shaping and reshaping of the learning experiences whereby schools assume a more prominent role in both the creation and transmission of social reality
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(Rose, 1990). It envisions a process of critique that is self- conscious, leading participants to develop a discourse of social transformation and emancipation, in this vein critical theory raises our consciousness beyond the walls of the classroom and the boundaries of the school to broader social and cultural concerns (Rose, 1990).
A safe healthy and supportive environment enables learners, teachers, and the school system in general to liaise tremendously so that teaching and learning can take central focus (ASCD, 2006). Teachers should be responsible for maintaining the dignity of learners, (Cardiff, 2017) there needs to be clear policies and procedural measures for all learners and all stake holders of the school to ensure that all learners feel secured in a safe and healthy environment (Masitsa, 2011), furthermore there must be continuous communication with parents, student governing bodies and the community where the schools are located.
Teachers need to design a clear structure that outlines individual roles and responsibilities to ensure an environment conducive for learning (Mulford, 2003), they should involve parents because they play a very important role in children’s lives. Both teachers and parents could collaborate to instil positive behaviour in our learners.
The dialectical nature of critical theory in education is to encourage teachers to search, question, and reflect upon the individual’s interconnectedness among schools, society and culture (Abrahams, 2004) (Fung, 2004). It encourages teachers to look at classrooms and schools not only as sites of transmission and reproduction of knowledge but also as arenas for resistance, transformation and cultural reproduction (Rose, 1990) (Abrahams, 2004).
2.2. Phenomenology
Phenomenology is a method of enquiry in philosophy that encourages us to ‘wonder anew’ at who we are and who we long to be, it is essentially concerned with what actual makes us who we are as human beings (Higgs, 2015). Phenomenology is divided into three categories namely Phenomenology of self (who am I), Social phenomenology (who and what is my community) and lastly Cosmic phenomenology (our place in the universe) (Higgs, 2015) .
My focus is going to be on Social phenomenology because South African schools are well known as unhealthy environments, for this reason teachers need to look deeper into themselves, question their role in teaching and moreover connect the schools with the communities they are situated to provide safe and healthy environments conducive to learning. We were raised with phenomenal values like love, peace an and respect but the demands of people around us has made it difficult to discover who we really are (Higgs, 2015).
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3. Conclusion
Phenomenology encourages us to connect with the natural world which is a real world (Higgs, 2015), so, if we teachers and parents do our job right we would raise strong phenomenal men and women who knows who they are, loving and respectful, who will change the perceptions of the world about them and live in harmonious environments. Critical theory raises our consciousness beyond the walls of the classroom and the boundaries of the school to broader social and cultural concerns (Rose, 1990), therefore teachers need to commit themselves to creating safe and healthy environments, and model positive behaviour and attitudes that will contribute to cognitive, social and emotional development of learners likewise the schools need have a positive discipline management systems in place as well as adequate support structures that will afford learners the opportunities participate in positive behavioural activities and enable parents to be involved in providing a safe, favourable environment conducive to learning for the sake of our children today and future generations.
PART B
Question 3
Approaching and overcoming poverty as a barrier to learning.
1. Introduction
According to data released by Statistics South Africa, poverty in South Africa 55.5 percent of South Africans live in poverty, sadly most children aged 17 and below are the main victims in the ongoing struggle against poverty (Stats SA, 2015) Most children in South Africa live in poverty are affected cognitively, socially, and culturally in this vein by the time they begin school, classrooms become more diversified and this result in teaching and learning being extremely challenging. In this essay I will explore the effects of poverty in South African education and the impacts it has teaching and learning, and lastly, I will approach two philosophical perspectives (Postmodernism and African Philosophy, Ubuntu) to assist in overcoming poverty as a barrier to learning.
2. Content
Most schools in the rural areas are poverty stricken too, from poor facilities to inadequate learning and teaching support materials, electricity and photocopying machines as a result poorer schools perform way below than well-resourced schools. Poverty has also major effects on children that affects them academically, socially and emotionally, among such effects there are delay in language development, delay in reading development, social withdrawal and irregular attendance. Learners from poor households are likely to drop out from school, a high
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percentage of school dropouts live in poverty and only a small percentage manage to pass grade 12 (Stats, 2015) .Children enter school premises with needs that teachers and the schools are not resourced nor prepared for, and this hinders learner’s performance.
2.1. Postmodernism
Postmodernism is a method of enquiry in psychology that persuade the questioning process to an extreme, it tells us, in various ways, that we need to rethink our believe in science and progress itself (Higgs, 2015). According to Higgs and Smith 2015 postmodernism does not believe in definitions, in fact a number of postmodern philosophers have resisted being labelled as postmodern, it examines the following aspects of human condition: the way in which see ourselves, the failure of science to solve many problems, the fact that reason may not be a good guide to solving certain problems and the power of large institutions for example schools, hospitals and large business organisations over individuals (Higgs, 2015).
Postmodernism is a good philosophy for educational issues because it is all about reality, teachers should do what they can to help learners do their best regardless of any shortcomings they are faced with. We should teach our learners to be confident with who they are, they must not let circumstances like poverty stand in their way of a brighter future. Postmodernism takes the condition of human life in whatever form it comes, it can be related to the following philosophical perspective African philosophy (Ubuntu).
2.2. African philosophy (Ubuntu)
African philosophy is an anti-materialistic, theory is a holistic philosophy that stresses the importance of the human community and the community’s place in the universe (Higgs, 2015, p. 55). It consists of four methods of enquiry namely: Ethnic, Sage (wisdom), Political and Pure philosophy (Higgs, 2015). I will focus on one subsection of Ethic philosophy, Ubuntu to assist in overcoming poverty as a barrier to learning.
The central ethical idea in traditional African thought is Ubuntu, the idea of Ubuntu is related to human happiness and wellbeing, it is usually translated into English as ‘humanity’ (Higgs, 2015, p. 54). Ubuntu can also be found in the Setswana expression that motho ke motho ka batho, this means a human is human through other human beings. The issue of poverty in South African education can be approached as a way to demonstrate the concept of Ubuntu among learners, teachers, society and schools in general to come together and seek solutions based on the South African context. As the act of being human people members of society who are well of could show sympathy and humanness and help out those who are less fortunate and donate books, blankets and food to the needy because Ubuntu expresses
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compassion and humanity in the interest of building and maintaining communities with mutual caring.
3. Conclusion
Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges. We should come together as one the government included and find ways that can help overcome poverty because education is a means of breaking the cycle of poverty.
References
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All about philosophy, 2011. Charecteristics of Postmodernism. [Online] Available at: http://www.allaboutphilosophy.org/charecteristicsof postmodernism-faq.htm [Accessed 18 05 2018].
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