LA CUESTIÓN DE LA INCONSISTENCIA CONCEPTUAL

 Development of the self in society

This topic promotes the development of self-awareness and self-esteem through encouraging and developing decision-making skills, and creating awareness of health and gender issues in the South African context (DoBE, 2010b). In addition, the importance of physical activity is emphasised, with a focus on the connection between physical and emotional development. This is an important life skill for any learner of any culture, particularly in terms of Erikson’s psycho-social stage of development, where adolescents develop a sense of self and personal identity, crucial for optimal living in the outside world (Cherry, n.d.).

 Social and environmental responsibility

Awareness of contemporary social and environmental issues is promoted in this topic, with an emphasis on developing healthy and safe ways of living, and improving quality of life and well-being (DoBE, 2010b).

These issues are, however, context-specific, and strategies to cope with the effects of these issues differ according to socio-economic status and cultural beliefs. An orientation of the curriculum, according to Eisner (1985 as cited in Gultig, et al., 2008), is one that derives its aims and content from an analysis of the society the school is designed to serve. “Drug abuse, sex education, parenting programmes, and ecological studies represent areas of concern for some groups, whereas black studies and sexism studies represent efforts to provide attention to what other groups believe to be important” (Eisner, 1985 as cited in Gultig, et al.,

2008:121). Thus, the social and environmental issues promoted in this topic should be learner or context-specific in order to optimally serve the population of the school and society as a whole.

 Democracy and human rights

“Contemporary ethical, moral and spiritual issues are explored in personal, recreational, political, and religious realms of South African society” (DoBE, 2010b:8). Again it is important that this content is personalised and adapted to the specific needs of learners, “acknowledging the ways in which different cultural values and lifestyles affect the construction of knowledge, and incorporating this in the development and implementation of the learning programme” (DoE, 1995 as cited in Gultig, et al., 2008:4).

 Careers and career choices

The focus of this topic is personal and practical issues surrounding careers and career choices. Learners are assisted in developing knowledge about themselves and their personal expectations regarding their career of choice, as well as requirements for admission into various fields of study and solutions to counteract financial concerns and possible unemployment (DoBE, 2010b). Due to differences in economic and technological context, this topic may need to be tailored to the particular recipients of the information. The role of the school is to maintain the status quo: “If the society needs more engineers, doctors, physicists, or skilled blue collar workers, the school is regarded as the agency through which they will be provided” (Eisner, 1985, as cited in Gultig, et al., 2008:121). Career skills and choices thus need to be imparted and delivered accordingly – with particular focus on the specific needs of the society and context within which teaching is taking place.

 Study skills

Study skills and methods are explored in this learning area through the identification of FET students’ learning styles and strategies, and developing time-management and study plans accordingly (DoBE, 2010b). The teaching of these cognitive processes should be determined by the educator, who is aware of the needs and capabilities (as well as limitations) of the students and can, “[cultivate] higher mental abilities by virtue of the tasks provided in the

curriculum, the materials that are used, and the kinds of questions he or she raises while teaching” (Eisner, 1985 as cited in Gultig, et al., 2008:113).

 Physical Education

Skills in a variety of indigenous games and sport are promoted in this learning outcome. Students are encouraged to participate in physical activity for the purposes of health and fitness promotion and personal well-being (DoBE, 2010b). However, the picture that emerges of physical education in South Africa is similar to that of guidance – “a marginalised subject, previously non-examinable, not offered by all schools and not taken seriously” (Alexander, 1998; Reddy et al., 2003; Van Deventer, 1999, 2002 and 2004; Wentzel, 2001 as cited in Rooth, 2005:114). According to Van Deventer (2002 as cited in Rooth, 2005:109), studies have indicated that, “in South African schools, 95% of the teachers are not trained to teach physical education”. Wentzel (2001, as cited in Rooth, 2005:109) discovered that, “educators still have the perception that physical education should be taught only by specialists, possibly due to the lack of educators ’ confidence to teach physical education”. These attitudes of non- specialist teachers, according to Rooth (2005:109), “also impact negatively on the offering of physical education at schools”. Physical education is an essential skill for all learners, across all cultures and socio-economic brackets – particularly during adolescence, when the learner is developing a sense of self and experiencing a change in body image. According to Erikson (as cited in McLeod, 2008), the adolescent may feel uncomfortable about their body for a while until they can adapt and ‘grow into’ the changes. Physical movement is a powerful vehicle for this stage of development. In addition, it links up closely with the first topic,

Development of the Self in Society, where learners are encouraged to build and develop a

stronger self-esteem and physical body image.