AFL2603 Assignment 1
Semester 2 2024
[Company address]
,AFL2603 Assignment 1 Semester 2 2024
1.1 How did people in the olden days’ prior formal education, transfer knowledge and
skills to their children? Support your answers with relevant examples. (15)
1.2 Folksongs and praise poems are always regarded as old fashioned and outdated.
Do you agree or disagree with this statement? Support your answers with relevant
examples. (10) /25/
1.1 Transfer of Knowledge and Skills Prior to Formal Education (15 marks)
Before formal education systems were established, knowledge and skills were passed
down from one generation to the next through various informal and culturally embedded
methods. These methods ensured that essential life skills, cultural values, and societal
norms were maintained and perpetuated within communities. Here are some key ways
in which knowledge and skills were transferred:
1. Oral Tradition:
Oral tradition was a primary method of passing down knowledge. Elders and
knowledgeable community members would narrate stories, myths, legends, and
histories that contained valuable lessons about life, morality, and social norms.
For example, the San people of Southern Africa used storytelling to teach
survival skills, such as tracking animals, finding water, and understanding the
environment.
2. Apprenticeship:
Young people often learned specific trades or skills by apprenticing under a
, skilled adult. This hands-on learning process was common in areas like farming,
blacksmithing, weaving, and pottery. For instance, a young boy in a farming
community would learn how to plow fields, sow seeds, and harvest crops by
working alongside his father or another experienced farmer.
3. Rites of Passage:
Rites of passage ceremonies marked the transition from childhood to adulthood
and were often accompanied by the teaching of important cultural knowledge.
For example, in many African societies, initiation ceremonies for boys and girls
included instructions on adult responsibilities, cultural values, and social roles.
4. Community Participation:
Children learned through active participation in community activities. For
instance, in hunter-gatherer societies, children would accompany adults on
hunting or gathering expeditions, learning how to identify edible plants, track
animals, and navigate the landscape.
5. Observation and Imitation:
Children learned by observing the actions of adults and older children and then
imitating them. For example, in traditional fishing communities, children would
watch how adults made and used fishing nets, and then practice these skills
themselves.
6. Cultural Artefacts and Symbols:
Certain objects, symbols, and artworks held cultural significance and were used
to convey important information. For example, in some African cultures,
Semester 2 2024
[Company address]
,AFL2603 Assignment 1 Semester 2 2024
1.1 How did people in the olden days’ prior formal education, transfer knowledge and
skills to their children? Support your answers with relevant examples. (15)
1.2 Folksongs and praise poems are always regarded as old fashioned and outdated.
Do you agree or disagree with this statement? Support your answers with relevant
examples. (10) /25/
1.1 Transfer of Knowledge and Skills Prior to Formal Education (15 marks)
Before formal education systems were established, knowledge and skills were passed
down from one generation to the next through various informal and culturally embedded
methods. These methods ensured that essential life skills, cultural values, and societal
norms were maintained and perpetuated within communities. Here are some key ways
in which knowledge and skills were transferred:
1. Oral Tradition:
Oral tradition was a primary method of passing down knowledge. Elders and
knowledgeable community members would narrate stories, myths, legends, and
histories that contained valuable lessons about life, morality, and social norms.
For example, the San people of Southern Africa used storytelling to teach
survival skills, such as tracking animals, finding water, and understanding the
environment.
2. Apprenticeship:
Young people often learned specific trades or skills by apprenticing under a
, skilled adult. This hands-on learning process was common in areas like farming,
blacksmithing, weaving, and pottery. For instance, a young boy in a farming
community would learn how to plow fields, sow seeds, and harvest crops by
working alongside his father or another experienced farmer.
3. Rites of Passage:
Rites of passage ceremonies marked the transition from childhood to adulthood
and were often accompanied by the teaching of important cultural knowledge.
For example, in many African societies, initiation ceremonies for boys and girls
included instructions on adult responsibilities, cultural values, and social roles.
4. Community Participation:
Children learned through active participation in community activities. For
instance, in hunter-gatherer societies, children would accompany adults on
hunting or gathering expeditions, learning how to identify edible plants, track
animals, and navigate the landscape.
5. Observation and Imitation:
Children learned by observing the actions of adults and older children and then
imitating them. For example, in traditional fishing communities, children would
watch how adults made and used fishing nets, and then practice these skills
themselves.
6. Cultural Artefacts and Symbols:
Certain objects, symbols, and artworks held cultural significance and were used
to convey important information. For example, in some African cultures,
