Creating wellness in the school natural sciences curriculum: The two missing links

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology

 
 
Field Value
 
Title Creating wellness in the school natural sciences curriculum: The two missing links Die skepping van welstand in die skool se kurrikulum vir natuurwetenskappe: Die twee vermiste skakels
 
Creator de Beer, Josef J.
 
Subject — — Education; science education; indigenous knowledge systems gesondheid, holisme, skoolkurrikulum, affektiewe domein, inheemse kennis, medisinale plante.
Description Hierdie artikel werp lig op twee vermiste skakels wat daartoe lei dat die welstand van leerders en ’n waardering vir ’n meer holistiese siening van gesondheidsorg nie voldoende aandag kry in die kurrikula vir natuurwetenskappe op skool nie. Eerstens word gesondheidsorg in die kurrikula vir natuurwetenskappe (Senior Fase) en lewenswetenskappe (Verdere Opvoeding en Opleiding) vanuit ’n baie reduksionistiese perspektief beskou (ook deur die betrokke onderwysers), en leerders ontwikkel dus nie waardering vir die holistiese aard daarvan nie. Tweedens word daar betoog vir meer klem op die affektiewe domein in die natuurwetenskappeklaskamer, en groter fokus op inheemse kennisstelsels, wat wel holisme omvat. Die artikel bied praktiese voorbeelde van hoe die grense tussen die natuurwetenskap en die metafisika oorgesteek kan word, sonder om die doktrines wat die aard van natuurwetenskappe beskryf, in gedrang te bring. Voorts word aangedui hoe sodanige oorsteek van grense kan lei tot ’n meer genuanseerde beeld en waardering vir holistiese gesondheidsorg onder skoolleerders. This article sheds light on two missing links in the science school curriculum which result in learners’ wellness and appreciation for a holistic view of health not being adequately addressed. Firstly, in the natural sciences curriculum (Senior Phase) and life sciences curriculum (Further Education and Training), health and wellness are often viewed (also by the teachers) from a reductionist perspective, which results in learners not appreciating the holistic nature of healthcare. Secondly, I argue for greater emphasis on the affective domain in the science classroom, and a stronger focus on indigenous knowledge systems which do embrace holism. The article provides practical examples of border crossing between the natural sciences and metaphysics, without ignoring the tenets of the nature of science. The author shows how such border crossing could result in learners developing a more nuanced understanding of and appreciation for holistic wellness.
 
Publisher AOSIS
 
Contributor — —
Date 2014-11-13
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Literature overview; conceptual paper — —
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/satnt.v33i1.1179
 
Source Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 33, No 1 (2014); 7 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 33, No 1 (2014); 7 bladsye 2222-4173 0254-3486
 
Language eng
 
Relation
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https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1179/2777 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1179/2778 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1179/2780 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1179/2751
 
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Rights Copyright (c) 2014 Josef J. de Beer https://creativecommons.org/licenses/by/4.0
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