SONIKA VAN DYK Student number: 63184095 SAE3701 Assignment 02
SONIKA VAN DYTK
Student number: 63184095
SAE3701 Assignment 02
Assignment unique number: 653552
Question 1:
1. They focused on teaching children, men and women about the following:
- Religion
- Morality
- Philosophy
- Wisdom
- Geography
- History
- Politics
- The spectrum of the existence of humans as well as the variety of
communities.
2. The distinction between formal and informal learning in the pre-colonial context
Formal learning Informal learning
Learning at a schooling or educational Learning from day-to-day experiences
institution.
Being chronologically graded according Learning from elders or older people
to age and or general knowledge within the community
Structured educational system Through hearing certain things from
others (oral transmission)
Learning theory and then applying theory Learning from exposure to the
to practice environment and what it entails
Learning from teachers who only teach Learning rites of passage
certain subjects
3. Songs and dance, in those times, were seen as an example or a record of certain
traditional events that happened in the past and will still happen in the future.
This music was used to teach the youth of that time about past and present
traditional events.
, SONIKA VAN DYK Student number: 63184095 SAE3701 Assignment 02
A certain community would have a certain dance that would represent their
culture and their beliefs.
Music and dance were also used at traditional events such as weddings,
initiations, funerals and religious practices such as church gatherings.
The music allowed members of the community to dance to the specific beat and
be social with friends and family when listening or singing musical numbers.
4. They taught the learners basic reading and writing skills.
They taught Christian beliefs and values
They provided learners with manual work and had them do practical training
They trained black people to help them with spreading the Christian gospel.
They provided a higher- than – normal level of education.
Question 2:
1.1. Industrial and manual education:
The mission schools believed in the value of hard work, which meant that they
expected students who wanted to learn at their schools, to do manual labor (in
the form of learning). The missionaries wanted people to train for specific jobs
and offered them training by having them manually work and not get paid. People
criticized them for this because they believe that the education that the
missionaries provided, was not good enough quality. Critics believed that the
missionaries did not train people well enough to be able to do certain jobs that
were expected from them. Most of the people that they trained were only
prepared to work in the ‘lower part’ of the economy.
1.2. Racism and subordination
It is a known fact that mission schools separated white and black students from
each other. Students used to sleep separately and watch and play sports
separately. Students were allowed to eat at one dining hall, but they did not sit at
the same tables. However, during classroom times, they were allowed to mix.
Missionary schools did not respect the African culture. They did not include any
African cultural practices or history into the curriculum taught to the students.
Critics believe that these schools wanted to prepare black people to take up a
lower level in society. They wanted black people to have a lower social position.
Economical opportunities were limited when it came to black people, as the black
people would normally receive the ‘lower – level’ jobs, while the white students
were prepared and trained for the ‘higher-level’ jobs.
1.3. Sexism and women’s subordination
When the missionaries came to South-Africa, they also brought their beliefs
about women with them. They believed that women should be trained to be
wives, caregivers of children, domestic workers and servants. Women were not
SONIKA VAN DYTK
Student number: 63184095
SAE3701 Assignment 02
Assignment unique number: 653552
Question 1:
1. They focused on teaching children, men and women about the following:
- Religion
- Morality
- Philosophy
- Wisdom
- Geography
- History
- Politics
- The spectrum of the existence of humans as well as the variety of
communities.
2. The distinction between formal and informal learning in the pre-colonial context
Formal learning Informal learning
Learning at a schooling or educational Learning from day-to-day experiences
institution.
Being chronologically graded according Learning from elders or older people
to age and or general knowledge within the community
Structured educational system Through hearing certain things from
others (oral transmission)
Learning theory and then applying theory Learning from exposure to the
to practice environment and what it entails
Learning from teachers who only teach Learning rites of passage
certain subjects
3. Songs and dance, in those times, were seen as an example or a record of certain
traditional events that happened in the past and will still happen in the future.
This music was used to teach the youth of that time about past and present
traditional events.
, SONIKA VAN DYK Student number: 63184095 SAE3701 Assignment 02
A certain community would have a certain dance that would represent their
culture and their beliefs.
Music and dance were also used at traditional events such as weddings,
initiations, funerals and religious practices such as church gatherings.
The music allowed members of the community to dance to the specific beat and
be social with friends and family when listening or singing musical numbers.
4. They taught the learners basic reading and writing skills.
They taught Christian beliefs and values
They provided learners with manual work and had them do practical training
They trained black people to help them with spreading the Christian gospel.
They provided a higher- than – normal level of education.
Question 2:
1.1. Industrial and manual education:
The mission schools believed in the value of hard work, which meant that they
expected students who wanted to learn at their schools, to do manual labor (in
the form of learning). The missionaries wanted people to train for specific jobs
and offered them training by having them manually work and not get paid. People
criticized them for this because they believe that the education that the
missionaries provided, was not good enough quality. Critics believed that the
missionaries did not train people well enough to be able to do certain jobs that
were expected from them. Most of the people that they trained were only
prepared to work in the ‘lower part’ of the economy.
1.2. Racism and subordination
It is a known fact that mission schools separated white and black students from
each other. Students used to sleep separately and watch and play sports
separately. Students were allowed to eat at one dining hall, but they did not sit at
the same tables. However, during classroom times, they were allowed to mix.
Missionary schools did not respect the African culture. They did not include any
African cultural practices or history into the curriculum taught to the students.
Critics believe that these schools wanted to prepare black people to take up a
lower level in society. They wanted black people to have a lower social position.
Economical opportunities were limited when it came to black people, as the black
people would normally receive the ‘lower – level’ jobs, while the white students
were prepared and trained for the ‘higher-level’ jobs.
1.3. Sexism and women’s subordination
When the missionaries came to South-Africa, they also brought their beliefs
about women with them. They believed that women should be trained to be
wives, caregivers of children, domestic workers and servants. Women were not
