PYC4808 Assignment 01: Feedback
Poster assignment
In this assignment you were required to create a poster (1 page A4 size) in which you
differentiate and also integrate different knowledge systems that you learnt about, including
the following: modernist and postmodernist perspectives, first order cybernetics (FOC) and
second order cybernetics (SOC), African/indigenous knowledge systems, African
psychology, and ideas around the decolonisation of psychology.
In general terms – while we continue with marking of the assignments, students did well
and showed an understanding of what was expected of them and the understanding of
different knowledge systems. We were pleased to see the creativity of some of the posters
submitted, and the level of understanding of how these different knowledge systems can be
integrated. The assignment allowed students to produce information and showcase their
understanding in a critical, yet creative manner, as opposed to regurgitating content.
A good poster would have reflected information around the main points mentioned above,
but also indicating how this information is integrated into a complex whole. For example, we
expected to see not only content about FOC and SOC, but also how FOC coherently aligns
with the premises of modernism, and likewise how SOC coherently aligns with the premises
of postmodernism. In addition, we hoped to see the integration of African epistemologies
with SOC more specifically.
We did, however, note some common mistakes that students made that we would like to
highlight, which are as follows:
i) Some students’ work was text heavy, and in some cases, exceeded 1 page. The
idea was to present a poster using pictures, idioms, metaphors, highlighting basic
concepts, etc. The justification is to succinctly condense a large amount of
information into a logical and coherent poster. While this may seem daunting, it
required of you to sift through a large amount of information, and critically display
your understanding in a comprehensive, yet summarised manner.
ii) Some students identified different knowledge systems but either failed to provide
information or the information provided was very little.
iii) In some cases, students forgot the important part of integrating these knowledge
systems and to show how they link with one another, for example, how SOC links
with the postmodernist approach, and how FOC links with the modernist
approach. Students at times tended to list and explain the concepts instead of
integrating them into a broader picture.
iv) Another mistake noticed was that students included only a few knowledge
systems and excluded others (for example, only including FOC and SOC, or
postmodernism and modernism while excluding others, and failing to integrate
the concepts). This unfortunately, affected marks acquired because each
knowledge system carried marks.
, v) Another error that was common in many of the posters was the incorrect
assumptions that the modernist approach is about therapy, families, etc. (in other
words, many students described the modernist approach in FOC concepts). The
same error occurred when students explained the postmodernist approach in
SOC concepts. Please note the following:
• Modernism is not the same as FOC, but they are inherently linked
based on the epistemological premises. See the table below.
• Postmodernism is not the same as SOC, but they are inherently
linked based on epistemological premises. See the table below.
vi) In some instances, wrong assignments were uploaded. Please ensure to check
that you have uploaded correct assignments in the future. It remains your
responsibility to ensure that you have submitted the correct assignment and
lecturers cannot take responsibility for this. If this happened, your assignment
would have been cancelled and no marks were awarded.
Overall, most students have created wonderful posters that were well-detailed,
comprehensive, and integrative. Well done to everyone who produced good posters.
Descriptions for consideration on the presented criteria
Below is a table that describes what we expected per criterion:
Modernist perspective Student were expected to display information (either
in writing or images/diagrams) related to the following:
• Mechalogic/mechanistic – it relies on scientific
knowledge and laws to understand the truth, i.e.
mechanical and causal laws should be used to
discover the objective truth/reality.
• Reductionistic – breaking down reality into its
simplest form in order to analyse and understand it
thus, reducing it from its complex nature.
• Objective – the world is made up of subjects and
objects thus, reality is external to people, i.e. reality
exists out there and it has to be discovered.
• Universal truth – the truth is the same for
everyone (there is only "one real truth").
Postmodernist perspective Student were expected to display information (either
in writing or images/diagrams) related to the following:
• Subjective reality/experiences – the truth is
different for each person as each one has unique
experiences in life (we have different ways of
viewing things/individual views of reality).
• Intersubjectivity – each person’s subjective view
of reality is brought into the system; there is co-
construction of meaning through language and
shared ideas (each person’s reality is represented).
• Relativism – truth cannot be known objectively;
each one’s truth is accurate/correct/reliable relative
to/in comparison with another’s truth. Each person
in the system contributes something and gives
Poster assignment
In this assignment you were required to create a poster (1 page A4 size) in which you
differentiate and also integrate different knowledge systems that you learnt about, including
the following: modernist and postmodernist perspectives, first order cybernetics (FOC) and
second order cybernetics (SOC), African/indigenous knowledge systems, African
psychology, and ideas around the decolonisation of psychology.
In general terms – while we continue with marking of the assignments, students did well
and showed an understanding of what was expected of them and the understanding of
different knowledge systems. We were pleased to see the creativity of some of the posters
submitted, and the level of understanding of how these different knowledge systems can be
integrated. The assignment allowed students to produce information and showcase their
understanding in a critical, yet creative manner, as opposed to regurgitating content.
A good poster would have reflected information around the main points mentioned above,
but also indicating how this information is integrated into a complex whole. For example, we
expected to see not only content about FOC and SOC, but also how FOC coherently aligns
with the premises of modernism, and likewise how SOC coherently aligns with the premises
of postmodernism. In addition, we hoped to see the integration of African epistemologies
with SOC more specifically.
We did, however, note some common mistakes that students made that we would like to
highlight, which are as follows:
i) Some students’ work was text heavy, and in some cases, exceeded 1 page. The
idea was to present a poster using pictures, idioms, metaphors, highlighting basic
concepts, etc. The justification is to succinctly condense a large amount of
information into a logical and coherent poster. While this may seem daunting, it
required of you to sift through a large amount of information, and critically display
your understanding in a comprehensive, yet summarised manner.
ii) Some students identified different knowledge systems but either failed to provide
information or the information provided was very little.
iii) In some cases, students forgot the important part of integrating these knowledge
systems and to show how they link with one another, for example, how SOC links
with the postmodernist approach, and how FOC links with the modernist
approach. Students at times tended to list and explain the concepts instead of
integrating them into a broader picture.
iv) Another mistake noticed was that students included only a few knowledge
systems and excluded others (for example, only including FOC and SOC, or
postmodernism and modernism while excluding others, and failing to integrate
the concepts). This unfortunately, affected marks acquired because each
knowledge system carried marks.
, v) Another error that was common in many of the posters was the incorrect
assumptions that the modernist approach is about therapy, families, etc. (in other
words, many students described the modernist approach in FOC concepts). The
same error occurred when students explained the postmodernist approach in
SOC concepts. Please note the following:
• Modernism is not the same as FOC, but they are inherently linked
based on the epistemological premises. See the table below.
• Postmodernism is not the same as SOC, but they are inherently
linked based on epistemological premises. See the table below.
vi) In some instances, wrong assignments were uploaded. Please ensure to check
that you have uploaded correct assignments in the future. It remains your
responsibility to ensure that you have submitted the correct assignment and
lecturers cannot take responsibility for this. If this happened, your assignment
would have been cancelled and no marks were awarded.
Overall, most students have created wonderful posters that were well-detailed,
comprehensive, and integrative. Well done to everyone who produced good posters.
Descriptions for consideration on the presented criteria
Below is a table that describes what we expected per criterion:
Modernist perspective Student were expected to display information (either
in writing or images/diagrams) related to the following:
• Mechalogic/mechanistic – it relies on scientific
knowledge and laws to understand the truth, i.e.
mechanical and causal laws should be used to
discover the objective truth/reality.
• Reductionistic – breaking down reality into its
simplest form in order to analyse and understand it
thus, reducing it from its complex nature.
• Objective – the world is made up of subjects and
objects thus, reality is external to people, i.e. reality
exists out there and it has to be discovered.
• Universal truth – the truth is the same for
everyone (there is only "one real truth").
Postmodernist perspective Student were expected to display information (either
in writing or images/diagrams) related to the following:
• Subjective reality/experiences – the truth is
different for each person as each one has unique
experiences in life (we have different ways of
viewing things/individual views of reality).
• Intersubjectivity – each person’s subjective view
of reality is brought into the system; there is co-
construction of meaning through language and
shared ideas (each person’s reality is represented).
• Relativism – truth cannot be known objectively;
each one’s truth is accurate/correct/reliable relative
to/in comparison with another’s truth. Each person
in the system contributes something and gives
