Fundamental Pedagogic In Education

Fundamental pedagogic is the relationship between learner and educator. This relationship positions the learner as being a child and the educator is the one accompanying the child through the complex world. The learner, thus, does not have enough understanding of the world and requires input to get through the dangers of the world and therefore needs accompaniment. The learner is considered inadequate and insecure. The educator plays the role of the accompaniment by being rational, able, in control and mature in guiding the learner through understanding the world. Essentially fundamental pedagogic is a relationship between a transmitter and an acquirer.

Defining positivism

Positivism is the reasoning of science that data is derived from sensible

The significance of this is that during this time the National Party introduced there apartheid policy in the year 1948. At the time of the National Party’s ruling National Education became a component of apartheid ideology. The consequences which the CNE Policy of 1948 brought about is argued by Enslin (1984) to have been far-reaching for the education of South African learners and not just for white Afrikaans speaking learners. According to the CNE policy the following features were set out for black education : it should be instructed in their mother tongue; blacks should not be prepared for equal participation in the social and economic life; funding of black education should not be to the detriment of white education; the black communities’ cultural identity should be preserved (even though its main aim is leading ‘the native’ to accepting the principles embedded within the CNE policy) ;then also whites must of necessity be the administers and organisers (Enslin ,1984). The final point, which Enslin (1984) elaborates, reflects a paternalistic element. Black education was considered the responsibility of the Afrikaner who were viewed as superior and entrusted to educate black learners. Christianising the non-white races was what the Afrikaners were set out to do. Basing black education on principles embedded in the CNE policy was the Afrikaner’s sacred obligation.

According to Viljoen and Pienaar (1971), to many fundamental pedagogicians the phenomenological method was the more appropriate scientific method for studying education. It was believed that this method, through ‘radical reflection’ on the instructive circumstance the fundamental pedagogician would figure out how to know the phenomenon (Enslin, 1984). Enslin (1984) states, that the pedagogic categories along with its corresponding criteria are used by pedagogicians to describe the educational situation. Viljoen and Pienaar (1971) recognise in there course reading titled ‘Fundamental Pedagogics’ three stages in experimental examination: the prescientific in which the first phenomena uncover themselves and which excite the wonderment of the researcher; the exploratory reflection on the marvel and the widespread assemblage of information gathered by reflecting and; the post-investigative collection of learning being executed . Viljoen and Pienaar (1971) recognised that amid the logical stage qualities are avoided, while in the prescientific and post-experimental stages, qualities or life-perspectives assume an unmistakable part. They also point out that during the scientific stage extrinsic aims and beliefs are bracketed by pedagogicians. Thus, according to Enslin (1990), the political becomes forbidden speech, since the political has no place in the