THE LIMITATIONS AND POSSIBILITIES OF THE SOUTH AFRICAN EDUCATION SYSTEM IN THE INCULCATION OF VALUES

Abstract

Values form part of a culture and have a direct influence on an individual’s life. Some values are ethnically based, whereas others may emanate from the economic activities in a community. Both official and non-official values have to be taken into account. Traditionally the Afrikaner believed that all aspects of life fell under God’s law and as a result he emphasized principles and had clear guidelines for his life. The values of the contemporary Afrikaner are more secular and he displays hedonistic individualistic characteristics. The white English-speaking South African’s values vary from Christian to pragmatic with economic prosperity playing a major role. Traditional black values were determined by a belief in the ancestral spirits who prevented cultural change and magical powers. Consequently casual explanations were not looked for. Many members of contemporary black community consider themselves Christian, although the belief in ancestral spirits is still strong. In comparing the value systems it is clear that the South African community is heterogeneous. It is typical of such communities to have only vague aims of education. Groups should not be ignored in a future educational dispensation. The structuring of the education system should be such that it is possible for the teacher to convey certain values. The existence of different sets of values should not lead to the forced separation between cultural and other groups. The idea of value articulation’ should be explored. Biblical Studies as an examination subject will disappear, but biblical values will not only remain, but become more important.