MICHÉLLE SWANEPOEL
Student nr: 56715587
HBEDSSC- Assignment 4
30 August 2019
Unique nr: 882711
,Michélle Swanepoel Student nr: 56715587 HBEDSSC- Assignment 4
Table of Contents
Section A: Theoretical component ......................................................................... 2
Section B (Research component) ........................................................................... 8
References ................................................................................................................ 9
1
, Michélle Swanepoel Student nr: 56715587 HBEDSSC- Assignment 4
Section A: Theoretical component
Introduction
The statement that relationships has to be fulfilled in the school and in the classroom is one
of the main functions of the `school as socio-educational arena`. The more perplexing and
"new" the general public where the school capacities, the higher the requests made upon the
school. The school's primary point ought to be the students' social improvement. The school
is also expected to show students the key estimations of society. According to Wielemans
(1984:236) in Pretorius: 75 society education should contribute towards, among others, the
economic progress and prosperity, the restoration of job opportunities and an improved well-
being for all. Our youngsters, consequently, must be taught and prepared to have the option
to actualise helpful cooperation in the public eye.
The school`s socialisation task
The school has the assignment of socialising the learner. Instruction and training happen in
a dynamic and complex social condition. Instruction standards depend on: a way of thinking
of life dependent on religion and morals, a social premise and educational premise.
According to the sociological layer theory by Gurvitch (cf. Pretorius 1986b:66), the child must
be educated and taught to participate in these four layers of life sectors which include:
Layer 1- The economic-technical layer
o The learner should see the world as a product of joint human labour.
Layer 2- The layer of social organisation
o The learner should see the phenomenon of social organisations.
Layer 3- The layer of norms (rules of life)
o The learner should follow life rules
Layer 4- The layer of values (“deepest layer”)
o The learners should have good values.
From these layers, four parallel undertakings can be set for the school to
be specific:
To make gratefulness for work as a human-related social wonder
and for the result of work.
To show the understudies to sort out
To show the understudies to co-work and exist together
To make regard for qualities and an ability to live as indicated by such qualities.
A few important aspects of and situational types:
1. Transfer of culture and knowledge- culture consistently changes in regard of
substance and structure. In school, the segments of the social substance of society
should deliberately be uncovered to the youngster with the goal that they may
embrace them. By procuring social substance, the child frames his own character.
2. Learning to work- forming the child in regard of work implies a continuous leap
forward to the work condition as social condition. The child must be guided to procure
an engaged frame of mind towards work, away from the perky, commitment free
2
Student nr: 56715587
HBEDSSC- Assignment 4
30 August 2019
Unique nr: 882711
,Michélle Swanepoel Student nr: 56715587 HBEDSSC- Assignment 4
Table of Contents
Section A: Theoretical component ......................................................................... 2
Section B (Research component) ........................................................................... 8
References ................................................................................................................ 9
1
, Michélle Swanepoel Student nr: 56715587 HBEDSSC- Assignment 4
Section A: Theoretical component
Introduction
The statement that relationships has to be fulfilled in the school and in the classroom is one
of the main functions of the `school as socio-educational arena`. The more perplexing and
"new" the general public where the school capacities, the higher the requests made upon the
school. The school's primary point ought to be the students' social improvement. The school
is also expected to show students the key estimations of society. According to Wielemans
(1984:236) in Pretorius: 75 society education should contribute towards, among others, the
economic progress and prosperity, the restoration of job opportunities and an improved well-
being for all. Our youngsters, consequently, must be taught and prepared to have the option
to actualise helpful cooperation in the public eye.
The school`s socialisation task
The school has the assignment of socialising the learner. Instruction and training happen in
a dynamic and complex social condition. Instruction standards depend on: a way of thinking
of life dependent on religion and morals, a social premise and educational premise.
According to the sociological layer theory by Gurvitch (cf. Pretorius 1986b:66), the child must
be educated and taught to participate in these four layers of life sectors which include:
Layer 1- The economic-technical layer
o The learner should see the world as a product of joint human labour.
Layer 2- The layer of social organisation
o The learner should see the phenomenon of social organisations.
Layer 3- The layer of norms (rules of life)
o The learner should follow life rules
Layer 4- The layer of values (“deepest layer”)
o The learners should have good values.
From these layers, four parallel undertakings can be set for the school to
be specific:
To make gratefulness for work as a human-related social wonder
and for the result of work.
To show the understudies to sort out
To show the understudies to co-work and exist together
To make regard for qualities and an ability to live as indicated by such qualities.
A few important aspects of and situational types:
1. Transfer of culture and knowledge- culture consistently changes in regard of
substance and structure. In school, the segments of the social substance of society
should deliberately be uncovered to the youngster with the goal that they may
embrace them. By procuring social substance, the child frames his own character.
2. Learning to work- forming the child in regard of work implies a continuous leap
forward to the work condition as social condition. The child must be guided to procure
an engaged frame of mind towards work, away from the perky, commitment free
2
