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Die samehang tussen liggaamsbelewing en leerprobleme by die kind : 'n ortopedagogiese studie

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dc.contributor.author Engelbrecht CS en
dc.date.accessioned 2016-09-26T06:09:51Z
dc.date.available 2016-09-26T06:09:51Z
dc.date.created 1968 en
dc.date.submitted 1971 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/164618
dc.description.abstract The phenomenological method is used to investigate the manner in which the child's unfavourable lived-experience of its conspicuous body can contribute toward the cause or continuance of learning problems. The human being as Dasein necessarily and inevitably inhabits his world through his body. The body is the orientating situation kernel through which his whole existence finds perspective. It is the essential condition for his exploring, moving , outgoing, constituting dialogue with reality. Through his living-(experiencing)-knowing-distinguishing and encountering the discovery, "It is I, and nobody else" the child becomes one with his body and remarks "I", "me" and "myself" when referring to his body. Learning is a primordial act of being by the child. He enters the world as someone who does not know, and thus cannot choose responsibly. By virtue of his wanting-to-be-someone, his being-initiative-of-relationships and his openness, he eventually through learning acquires the ability to chose independently, responsibly and in an adult manner. Learning is not merely a cognitive concern. It also includes pathic and normative lived-experience moments. The child's learning activities cannot be separated from his other pathic, Gnostic and normative lived-experiences, and, the body being the centre of lived-experienced reality learning cannot be separated from bodiliness and bodily lived-experience. Lived experience deficits or misdirected lived-experiences can handicap the child in his learning activities. The child can give a particularly intense negative meaning to his body if there is something wrong with it. The theoretical as well as the practical penetration of a number of exemplary learning images of bodily conspicuous children who had learning problems, disclosed the fact that the child lived his body so intensely, and in his directedness was so strongly self-centred, that he was pathically so overwhelmed that he was not able to direct himself upon the learning task. Unfavourable bodily lived-experience either caused the learning problem or contributed towards its continuance. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Psychopedagogics (from primary to secondary level) (from primary to secondary level) en
dc.subject 024 Psychology en
dc.title Die samehang tussen liggaamsbelewing en leerprobleme by die kind : 'n ortopedagogiese studie en
dc.title.alternative The link between the child's experience of his body and learning problems : an ortho-pedagogical study en
dc.type Masters degree en
dc.description.degree M Ed en


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