Abstract
This article sheds light on two missing links in the science school curriculum which result in learners’ wellness and appreciation for a holistic view of health not being adequately addressed. Firstly, in the natural sciences curriculum (Senior Phase) and life sciences curriculum (Further Education and Training), health and wellness are often viewed (also by the teachers) from a reductionist perspective, which results in learners not appreciating the holistic nature of healthcare. Secondly, I argue for greater emphasis on the affective domain in the science classroom, and a stronger focus on indigenous knowledge systems which do embrace holism. The article provides practical examples of border crossing between the natural sciences and metaphysics, without ignoring the tenets of the nature of science. The author shows how such border crossing could result in learners developing a more nuanced understanding of and appreciation for holistic wellness.
Highlights
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In the natural sciences curriculum (Senior Phase) and life sciences curriculum (Further Education and Training), health and wellness are often viewed from a reductionist perspective, which results in learners not appreciating the holistic nature of healthcare
I argue for greater emphasis on the affective domain in the science classroom, and a stronger focus on indigenous knowledge systems which do embrace holism
Summary
Die skepping van welstand in die skool se kurrikulum vir natuurwetenskappe: Die twee vermiste skakels. Hierdie artikel werp lig op twee vermiste skakels wat daartoe lei dat die welstand van leerders en ’n waardering vir ’n meer holistiese siening van gesondheidsorg nie voldoende aandag kry in die kurrikula vir natuurwetenskappe op skool nie. Hierdie artikel betoog vir ’n meer holistiese uitkyk in die natuurwetenskappe-klaskamer, en sterker fokus op die affektiewe domein, wat dikwels as een van die vernaamste vermiste skakels in wetenskaponderrig beskou kan word (De Beer 1990). Die twee argumente wat voorgehou word, is dat (1) onderwysers in die natuurwetenskappe moet verwys na holistiese gesondheid, om ’n waardering daarvoor by leerders te ontwikkel, en (2) dat groter klem op inheemse kennisstrukture in die klaskamer sal lei tot beter begrip van holisme by leerders, en die rol van ’n holistiese uitkyk op die skepping van welstand. TABEL 1: Lewenswetenskappe-onderwysers se antwoorde op die items aangaande inheemse kennis
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