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The problem of meaning in education - a study in fundamental pedagogics

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dc.contributor.author Goldstone PJS en
dc.date.accessioned 2016-09-22T13:18:57Z
dc.date.available 2016-09-22T13:18:57Z
dc.date.created 1973 en
dc.date.submitted 1978 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/157392
dc.description.abstract The world- and life-views of Frankl and Sartre were chosen as exemplars for this study on meaning. It is by no means the purpose of this study to ascertain which of these two thinkers is rights , and which is wrong in his views. The role of the scientist in any branch of science is seen not to be limited to the merely technical task of collecting data, he also has a role as an interpreter of his findings, and to the fundamental educationist the challenge comes to interpret his findings in terms of fundamental truths, rather than in terms of his own life-view. It is thought necessary to comment on a few of the key-concepts which are central to the question of meaning, such as existence . Man, as self-awareness, is portrayed as subsisting and in order to do so authentically he has an ontological need for meaning. The need for such meanings is not only ontic, it is argued, but the meanings themselves must be logical: meaning must always make sense, otherwise it is nonsense. The importance of existential meanings for the educationist is that in reaching out for them, the child transcends himself, and in so doing he becomes that of which he is potentially capable. The nature of the problem of meaning is thus outlined and historically situated. An exemplaristic study of meaning is provided in which Frankl s views are examined from a pedagogic perspective, and Sartre s views are subjected to a similar treatment. en
dc.language English en
dc.subject Education en
dc.subject Fundamental education en
dc.title The problem of meaning in education - a study in fundamental pedagogics en
dc.type Masters degree en
dc.description.degree MEd en


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