parents and principals as partners in creating a culture of learning

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Pringle (1987:37) describes the family as a typically normative, ethical or loving
community united by mutual ties of solidarity, unity being the hallmark of the
normal family. Members are bound by ties ofblood in the most intimate way and,
in a happy home, there is a feeling of interdependence and intimate solidarity.
The members of the family enjoy one another's company, differ lovingly and live
in harmony because, on the whole, they share the same view of life and the world.
According to Grobler and Moller (1991:134) education in the home is education
in a community in microcosm on account of the:
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intimate unity and solidarity;
sovereignty in its own sphere;
shaped view of life and reality;
distinctive norms; and
distinctive values.
Munnik and Swanepoel (1990:5-7) contend that education is possible because of
the mutual ties of:
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love (community of love);
blood (blood relationship);
dependence; and
intimate solidarity.
As a result of education members of the family are able to (Grobler & Moller,
1991: 134):
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enjoy one another's company;
differ lovingly;
Iive in harmony; and
preserve unity among themselves.