PiE 2017 Volume 35 Issue 1

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http://hdl.handle.net/11660/8440

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Browsing PiE 2017 Volume 35 Issue 1 by Subject "Care"

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    Applying a humanistic pedagogy to advance and integrate humane values in a medical school environment
    (Faculty of Education, University of the Free State, 2017) Jama, M. P.
    Sometimes universities in general are criticised because of impersonal campus environments, or “academic incivility”. However, research shows that this phenomenon is more common in medical schools, pointing to increased levels of stress and incidences of attempted suicide among medical students. The decay in humanitarian attitudes and decline in humane values contribute to stress, although some academics believe that this type of environment is normal for medical students. To confront this criticism, academics should not only focus on cognitive aspects, but also adopt a humanistic pedagogy by integrating humane values in curricular and co-curricular activities of the academic environment. The aim of this paper is to illustrate how a humanistic pedagogy is applied in a Medical School in South Africa, by sharing narratives collected from medical teachers who advance and integrate humane values such as, care, empathy and love in their teaching practice.
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    “You should give a child love and take them warm-heartedly from their parent”: preschool teachers’ practice and understanding of care
    (Faculty of Education, University of the Free State, 2017) Phatudi, N. C.
    This paper is based on the exploration of township preschool teachers’ perspectives of the act of caring. Caring has always been associated with women as they are seen as nurturers. Their role as mothers is regarded as a natural part of their being. This study explored preschool teachers’ understanding of caring as well as its implementation. Literature confirms that caring has moral nuances and definite emotive features and that the one cared for is likely to develop intellectually. This paper interrogates “caring”, as one of the features of quality. The paper is drawn from a larger qualitative study conducted on teachers’ perspectives on quality. The study was conducted by using photovoice and observation. Caring was highlighted as a key element of quality in the preschools that were studied. Caring was understood within cultural practices of the communities that formed the sites of this study. Data revealed that caring should not be viewed in an exclusionary way that does not take into account the context in which it is practised. It is this caring that has positive spinoffs and has the capability of enhancing the quality of learning.