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[38] a significant world as home for him. His decision allows him to know as a person who is open to and directed toward the world of knowledge which his educator, with due observance of norms, holds up for him as example, and practises in his own life (Du Plooy, Griessel & Oberholzer 1982 : 98-101). In order to constitute the education relationship, the educator should know the nature and destination of the child. This necessitates that the educator should have real essential knowledge of the child in his totality and always bear in mind a particular child's destination. Initially, the child does not understand himself, because the horizons of the situation in which he finds himself are still unclear. For this reason, the adult must continuously clarify and explain the as yet unknown reality to the adult-in-the-making. However, in explicating reality to the child the adult must simultaneously call on the child to participate so that the child himself will also start giving meaning to reality with the view to getting to know himself.The child could not know himself or life reality unless the educator assisted him by showing the way. The educator must explain the reality of life to the child. It will then become known and understandable to the child. In explaining and clarifying reality the educator calls on the child to arrange reality by giving meaning to it with the view to getting to know reality and his own reality situatedness (Kilian & Viljoen 1974 : 163). It is imperative for the child to give meaning to reality and his own reality related position. Meaning-giving is essential for knowing reality as life reality. This meaning-giving is essential and must be done by every human being (child) and of his own accord. By constituting meaning through giving meaning the child is in fact realising himself. Inverbalising reality the child verbalises himself. By verbalising the self the child gets to know himself and reality. However, it must be continuously born in mind that reality to the child is initially a concealed reality. Reality as concealed reality must be illuminated so that the child can get to know it It is the educator's task to increasingly and explanatorily illuminate life reality to the child. The child must also start giving meaning to illuminate reality and himself. The adult who knows his life-world must spell it out to the child that it is essential to his becoming an adult to
[39] personally know reality and his related position to reality (Kilian & Viljoen 1974 : 165). The pedagogic relationship of knowing is not merely knowing, but it is also and especially understanding ofthe other's mutual involvement in the education situation. The act of understanding implies action. This means that the adult through being actively involved in the child's life bodily encounters him by confronting him with . norms. The adult gets to know the child's being-in-the-world through a vis-a-vis encounter of the child in his situation. To know the child pedagogically it is therefore necessary for the adult to accept the child as fellow constituent of the education relationship (Kilian & Viljoen 1974 : 167). To understand pre-supposes that one must have knowledge of that which one wants to understand (Van Niekerk 1987 : 11). Understanding implies thinking, in other words, the solving of a problem. This implies a phenomenological approach to that which one endeavours to understand. One will have to differentiate between essential and non-essential knowledge, then proceed to a refined analysis of that which is essential before one can arrive at an understanding of the nature of the relationships between the different essential characteristics of the situation with which one is confronted. In everyday life we rely heavily on intuition to understand situations. Intuition operates on the pre-eognitive level; it is an essence ofsensing (Nel & Urbani 1990: 11). Sensing is described by Straus (1963) as the grasping ofmeanings on the pre-eognitive level. It supplies the stable supportive base for perceiving. Intuitive understanding means that as long as the senso-pathic moment of perceiving remains stable we accept that we understand what we perceive. Our understanding may be correct or not correct. As long as we feel satisfied that we understand, we will proceed to act according to our interpretation of the situation. When the senso-pathic gets disturbed, doubt will undermine our feeling that we understand and we will then seek for the reason for our doubt (Nel & Urbani 1990 : 44). Once we have identified it, the problem to be solved will be to fit the aspect about which we have doubted sensibly
Page 1 and 2: CHILD ABUSE: A PSYCHOPEDAGOGICAL PE
Page 3 and 4: DEDICATED TO : Upasna, Yashveer and
Page 5 and 6: CHAPTER 1 ORIENTATION 1.1 1.2 13 IN
Page 7 and 8: 3.3 (ill) TIIE CONCEPT EXPERIENCE P
Page 9 and 10: SUMMARY The aim of this study was :
Page 12 and 13: (viii) finansiele en sosiale bronne
Page 14: CHAPTER 1 ORIENTATION 1.1 INIRODUCI
Page 17 and 18: [5] political rights, so that he ma
Page 19 and 20: [7] Ter Horst (1973) has identified
Page 22 and 23: [10] According to Terminology (1984
Page 24 and 25: 1.4.9 Life-world [12] According to
Page 26 and 27: CHAPTER 2 [14] A PSYCHOPEDAGOGIC PE
Page 28 and 29: [16] meaningfully connected as far
Page 30: [18] Against this background Sonnek
Page 38 and 39: * * (3) Memory [26] the physical pr
Page 40: * * [28] "Wonder" is a subjective e
Page 44 and 45: [32] child in finding his way throu
Page 46 and 47: [34] Whatever the educator and the
Page 48 and 49: [36] unsatisfactorily and that his
Page 52: [40] into it's correct place within
Page 56 and 57: [44] (2) Love for the subject which
Page 58 and 59: [46] distantiating, objectivation a
Page 60 and 61: CHAP1ER3 [48] RELEVANTRESEARCH CONC
Page 62 and 63: [50] 32.1 Studies pertaining to fam
Page 64 and 65: [52] Theorists have recognised that
Page 66 and 67: [54] and that such isolation correl
Page 68 and 69: [56] well, eats well, is healthy an
Page 70: (v) Poorly surmressed aggression [5
Page 75 and 76: [63] Gil (1975 : 354) states that m
Page 78 and 79: [66] individuals are alike. A lot d
Page 80 and 81: .. (i) Societal abuse [68] Accordin
Page 82 and 83: [70] (a) Child abuse in the Coloure
Page 84 and 85: [72] harsh, defective parental care
Page 86 and 87: [74] system, every member had his e
Page 88 and 89: [76] the brain.These children prese
Page 90 and 91: [79] they do not fully comprehend,
Page 92 and 93: [80] toward himself and others and
Page 94 and 95: [82] obviating the need to remove s
Page 96 and 97: * * * * [84] Experience of the abus
Page 98 and 99: [86] demands or provide intrusions
Page 100 and 101:
• • Compulsivity. Pseudo-mature
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[90] Van Niekerk (1990) virtually p
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[92] child is realising or actualis
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[94] not know". It may also lead to
Page 108 and 109:
[96] Cemane (1990 : 9-11) identifie
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dysfunction of the pedagogic situat
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implications of his distress. (iv)
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[102] of safety we refer to any tem
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3.5 SYNfHESIS [104] According to Vr
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[107] Accountable support for the a
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[110] At the children's court inqui
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(b) Children's Home [112] Any resid
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[114] all of these parallel structu
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[116] co=unities.Localco=unitydevel
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* * [118] He encourages the parents
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[120] circumstances from which he w
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[122] Cooper (1977 : 157-160) wrote
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[124] case the goal must be permane
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[127] The police need to be quickly
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[129] and is not confined to depriv
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(11) Place of Safety [131] In Natal
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[133] The cases of children placed
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[135] the school clinics and co-ope
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[137] should be subject to the disc
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[139] The abused child finds himsel
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CHAPTERS [141] SUMMARY AND RECOMMEN
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[143] child's psychic life is under
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[145] The life style of abused chil
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5.1.5 Aim of this study The aim of
Page 161 and 162:
* [149] -BA(Ed) (SSW) First Year So
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* * * [151] that there should be th
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[153] Premature children, unwanted
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52.4 * (1) Rationale [155] cycle of
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liST OF SOURCES [157] ALEXANDER, H.
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[159J COOK, J.V. & BOWLES, R.T. 198
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[161J GABINET, L 1983. Child abuse
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[163] HELFER, RE. 1980. Child abuse
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[167] MAHMOOD, T. 1977. Family viol
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[169] OSlBLOOM, N. & CRASE, S. 1980
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[171] ROKEACH, M. 1973. The nature
Page 186 and 187:
[174] VAN DER STOEP, F. & LOUW, WJ.
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