parents and principals as partners in creating a culture of learning

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2.31 The majority of the principals (96 %) agreed that only when parents are
prepared to discipline their children will the culture of learning be restored.
Discipline is necessary to maintain a certain standard of social conformity
so that the community can function without anxiety in an orderly manner.
Through discipline the child realises the necessity for order in the world
around him and that some forms of behaviour are unacceptable whilst other
are praised (Kruger, 1996:31-32).
2.32 98 % of the principals agreed that the lack of trust, understanding and
authority between the parent and the child may be identified as the main
cause for the collapse in the culture of learning. Parents remain the
primary influence on the child's cognitive, conative, social, affective,
aesthetic, moral, religious and physical development towards adulthood (cf.
4.2.2). The parent must provide adequately for the child's needs. The
child's need for love, acceptance, security, belonging, confidence,
discipline, new experiences, praise and recognition and responsibility has
to be met by p.arents to ensure optimal becoming (Pringle, 1987: 148-151).
The relationship between parent and child is unique in the sense that it is
based on parental love and care. The educational relationship between
parent and child is formed with the specific aim of educating the child.
The quality of the relationship has a direct influence on the success or
failure of the education act. The education relationship is founded on the
relationship of trust, understanding and authority between parent and child
(cf.4.3.4).
6.4 SYNTHESIS
In the preceding pages of this chapter an attempt has been made to give some
order to the range of information provided by the parents and principals in their