Imfundo

Imfundo ingukudluliswa kolwazi namakhono ukuze kuthuthukiswe ukuqonda nobuchule bofundiswayo. Imfundo ehleliwe yenzeka phakathi kwezinhlaka zezikhungo, ezifana nezikole. Imfundo engahleliwe yenzeka ngaphandle kohlelo lwezikole nokufindisa, singasho sithi yenzeka nsuku zonke lapho umuntu ekhona ngojuhlangana ngezinto eziningi empilweni. Imfundo ingajinjwa ngokwezigaba noma amazinga ahlanganisa imfundo yokukhulisa izingane, imfundo yamabangaphansi, imfundo yamabangaphezulu, Kanye nemfundo Ephakeme. Ezinye izindlela zokujinja zihlozinga izindlelasu zokufindisa, njengaleyo egxile kumfundisi noma leyo egxile kumfundi, enye indlela ehlozinga izihlokondaba, njengemfundo yezenzululwazi, imfundo yolimi, imfundo engokomzimba. Elithi "imfundo" libuye libhekisele esimeni sengqondo nezimfanelo zabantu abafundileyo Kanye nomkhakha wakwaNgqobdonkulu ocwaninga ngemfundo.

Kuyaphikiswana ngncasiselo ecacile yemfundo, futhi akuvunyelwana ngokuphathelene nezinhloso zemfundo ukuthi ziyini nokuthi zihluka kanjani kulezo zokukhohliswa ezilolonga umqondo. Lezi zimpikiswano zinomthelela endleleni yokuhlonza, ukulinganisa nokuthuthukisa izinhlobo zemfundo. Ngokwesisekelo, imfundo iyona ingenisa izingane emphakathini ngokuzifundisa imithetho yesiko nokuphila nabanye. Ibahlomisa ngamakhono adingekayo ukuze kube abantu abakhoqozayo emphakathini. Okusho ukuthi imfundo iyona nomthelela ekukhuleni umnotho nasekwenzeni abantu balumukele izindaba zasendaweni nezembulunga yonke. Izikhungo ezihlelekile zinomthelela ezicini eziningi zemfundo. Ngokwesibonelo, uhulumeni uyena ohlela inqubomgomo yezemfundo anqumele nokuthi kuzofundwa ini, nini, kufundisa bani, kobani. Izinhlangano zamazwe ezifana n--UNESCO, zinethonya ekuqhakambiseni imfundo yamabangaphansi kuzo zonke izingane.

Kunezici eziningi ezithonya impumelelo yemfundo. Izici ezingokomqondo, ezihlanganisa ugqozi, inhlakahliso, nomdwambu. Nezici zenhlalo, ezifana nesigaba senhlalomnotho, ubuhlanga, nobulili, zinesandla kubandlululo lwezemfundo. Ezinye izici ezinjengofikelelo kwezobuchwepheshe bemfundo, izingabunjalo lwabafundisi, nokuzobandakanya kwabazali.

Endulo, imfundo yayiqhutshwa ngokungahleliwe zingekho izincwadi kusetshenziswa ubuciko bomlomo nenkulumo nangokonkawuza. Ekuveleni kwempucuko kwavela nendlela yokubhala, futhi inani kolwazi lakhula. Lokhu kwenza imfundo igudlukele kwehleliwe, ebhalwayo. Ekubaleni imfundo ehleliwe yayifikelelwa izicwicwicwi nabezenkolo. Kodwa ukuqanjwa kwesinyathelisi sokushicilela kwenza izincwadi zaba intilibathwa. Lokhu kwenza abantu bafundiseke. Ekuqaleni kwekhuli le-19 imfundo yomphakathi yaba yinto esemqoka. Futhi yaholela emkhankasweni womhlaba wonke wokwenza imfundo itholakala kubo bonke abantu, ngaphandle kwentengo, futhi ngokuphoqekile kufika esigabeni esithile. Namuhla, zingamaphesenti angama-90 nokweqa, izingane sesikole samabangaphansi emhlabeni eziyayo esikoleni.

Umsukagama

uMsukagama wegama elithi "imfundo" lisuselwa egameni lesiZulu elithi 'funda', ngokwesichazamazwi sikaVilakazi elisho ukuthi 'ukuya esikoleni, ukuzilolonga, ukufunda encwadini amagama alotshiwe ngokuzwakalayo.' ^[1] UVilakazi uthi libuya olimini olwandulela isintu (Proto-bantu language) kwelithi 'tunda' elinomqondo ocishe wafana nelithi ukuqondisa, ukujezisa, isibonelo ukufundisa umuntu isifundo kusho ukuqondisa noma ukujezisa. Mhlawumbe elithi ukufundekela nalo lisuselwa lapha.

Definitions

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Main article: Definitions of education

Igama elithi "imfundo" lisuselwa emagameni esiLatini athi educare, okusho "ukukhulisa" kanye no educere, okusho "ukukhipha". Incazelo yemfundo iye yahlolisiswa izazi ezivela emikhakheni ehlukahlukene. Abaningi bayavuma ukuthi imfundo umsebenzi ohlosiwe okuhloswe ngawo ukufeza izinhloso ezifana nokudluliswa kolwazi, amakhono, nezimfanelo zobuntu. Kukhona inkulumompikiswano enkulu mayelana nemvelo yayo ngqo ngale kwalezi zici ezijwayelekile. Enye indlela ibheka imfundo njengenqubo eyenzeka phakathi nemicimbi efana nokufunda esikoleni, ukufundisa, nokufunda. Omunye umbono uqonda imfundo hhayi njengenqubo kodwa njengezimo zengqondo kanye nezimo zabantu abafundile eziphuma kule nqubo. Ngaphezu kwalokho, leli gama lingabhekisela nakumkhakha wezemfundo ofunda izindlela, izinqubo, kanye nezikhungo zomphakathi ezibandakanyeka ekufundiseni nasekufundeni.

Ezinye izazi zinikeza izincazelo ezinembayo ngokuhlonza izici eziqondile ezikhethekile kuzo zonke izinhlobo zemfundo. Isazi sezemfundo uR. S. Peters, isibonelo, uchaza izici ezintathu ezibalulekile zemfundo, ezihlanganisa ukuthi ulwazi nokuqonda kudluliselwa kumfundi nokuthi le nqubo inenzuzo futhi yenziwa ngendlela efanele ngokokuziphatha. Izincazelo ezinembayo ezinjalo zivame ukuphumelela ekuchazeni izinhlobo ezijwayeleke kakhulu zemfundo. Kodwa-ke, zivame ukugxekwa ngoba izinhlobo zemfundo ezingajwayelekile ngezinye izikhathi ziwa ngaphandle kwemingcele yazo. Ubunzima bokubhekana nezibonelo eziphikisayo ezingahlanganiswa izincazelo ezinembayo bungagwenywa ngokunikeza izincazelo ezingaqondile kangako ezisekelwe ekufananeni komndeni esikhundleni salokho.Lokhu kusho ukuthi zonke izinhlobo zemfundo ziyafana, kodwa akudingeki ukuthi zihlanganyele isethi yezici ezibalulekile. Ezinye izazi zemfundo, ezinjengoKeira Sewell noStephen Newman, zithi igama elithi "imfundo" lincike kumongo.

Imibono yokuhlola noma ebanzi yemfundo ithi kuyingxenye yemvelo yemfundo ukuholela ohlotsheni oluthile lokuthuthuka. Ziphikisana nemiqondo emincane, enikeza incazelo engathathi hlangothi. Abanye ososayensi banikeza umqondo ochazayo wemfundo ngokubheka indlela leli gama elisetshenziswa ngayo ngolimi olujwayelekile. Ngokuphambene nalokho, imiqondo ebekiwe ichaza ukuthi imfundo enhle iyini noma ukuthi imfundo kufanele isetshenziswe kanjani. Imibono eminingi emikhulu neyalayo ibona imfundo njengomsebenzi ozama ukufeza izinhloso ezithile, ezingaba kusuka ekutholeni ulwazi nasekufundeni ukucabanga ngokunengqondo ukuze ukhulise izici zobuntu ezinjengomusa nokwethembeka.

Izazi ezahlukahlukene zigcizelela indima yokucabanga okubucayi ukuhlukanisa imfundo ekufundiseni. Bathi ukufundiswa nje kuphela kunentshisekelo yokugxilisa izinkolelo kumfundi, kungakhathalekile ukuthi izinkolelo zinengqondo yini; kanti imfundo iphinde ikhuthaze ikhono lokucabanga ngokucophelela futhi ibuze lezo zinkolelo. Akwamukelwe yonke indawo ukuthi lezi zimo ezimbili zingahlukaniswa ngokucacile ngoba ezinye izinhlobo zokufundiswa zingadingeka ezigabeni zokuqala zemfundo ngenkathi ingqondo yengane ingakakhuli ngokwanele. Lokhu kusebenza ezimweni lapho izingane ezincane zidinga ukufunda okuthile ngaphandle kokukwazi ukuqonda izizathu eziyinhloko, njengemithetho ethile yokuphepha nemikhuba yenhlanzeko.

Imfundo ingachazwa ngokombono kathisha noma womfundi. Izincazelo ezigxile kothisha zigxile kumbono nendima kathisha ekusakazeni ulwazi namakhono ngendlela efanelekile ngokokuziphatha. Izincazelo ezigxile kumfundi zihlaziya imfundo ngokuzibandakanya komfundi enqubweni yokufunda futhi zithi le nqubo iguqula futhi icebise okuhlangenwe nakho kwabo okulandelayo. Izincazelo ezicabangela zombili lezi zindlela zokucabanga nazo zingenzeka. Lokhu kungathatha isimo sokuchaza imfundo njengenqubo yokuhlangenwe nakho okwabiwe kokuthola umhlaba ojwayelekile nokuxazulula izinkinga.

Types

Ziningi izigaba zemfundo zemfundo. Ezinye zazo zincike ohlelweni lwezikhungo futhi zihlukanisa phakathi kwemfundo esemthethweni, engahleliwe, kanye nemfundo engahleliwe. Okunye ukuhlukaniswa kufaka amazinga ahlukene emfundo asekelwe ezicini ezinjengobudala bomfundi nobunkimbinkimbi bokuqukethwe. Izigaba ezinye zigxile esihlokweni, indlela yokufundisa, indlela esetshenzisiwe, kanye nokuxhaswa ngokwezimali.

Ezisemthethweni, ezingekho emthethweni, nezingahleliwe.

Umlando

Imfundo yaqala ngokubekwa phambili, njengoba abantu abadala babeqeqesha abasha ngolwazi namakhono abonwa efanelekile emphakathini wabo. Emiphakathini yangaphambi kokufunda, lokhu kutholwe ngomlomo nangokulingiswa. Ulwazi olwedlulisa izindaba, amanani, kanye namakhono kusuka kwesinye isizukulwane kuye kwesinye. Njengoba amasiko aqala ukunweba ulwazi lwawo ngaphezu kwamakhono angafundwa kalula ngokulingisa, kwasungulwa imfundo ehlelekile. Izikole zazikhona eGibhithe ngesikhathi soMbuso WaseMiddle East.

UMatteo Ricci (kwesobunxele) noXu Guangqi (kwesokudla) kuhlobo lwesiShayina lwe-Euclid's Elements olushicilelwe ngo-1607

UPlato wasungula i-Academy e-Athene, isikhungo sokuqala semfundo ephakeme eYurophu. Umuzi wase-Alexandria eGibhithe, owasungulwa ngonyaka ka-330 BCE, waba owalandela esikhundleni se-Athene njengomfundi wokufundisa weGrisi yasendulo. Lapho, iLabhulali enkulu yase-Alexandria yakhiwa ngekhulu lesi-3 BCE. Izimpucuko zaseYurophu zathola ukuwohloka kokufunda nokubhala kwenhlangano ngemuva kokuwa kweRoma ngo-CE 476.

E-China, uConfucius (551-479 BCE), weSifundazwe saseLu, wayeyisazi sefilosofi sasendulo esinamandla kunazo zonke ezweni, esinombono wezemfundo oqhubeka nomthelela emiphakathini yaseChina nomakhelwane abanjengoKorea, Japan, neVietnam. UConfucius waqoqa abafundi futhi wafuna ngeze umbusi owayezosebenzisa izinhloso zakhe zokuphatha kahle, kepha ama-Analelect akhe abhalwa phansi abalandeli futhi baqhubeka nomthelela kwezemfundo e-East Asia enkathini yesimanje. ^[2]

Ama-Aztec futhi abenomqondo othuthuke kahle mayelana nemfundo, enegama elifanayo esiNahuatl elibizwa ngokuthi yi-tlacahuapahualiztli. Kusho "ubuciko bokukhulisa noma ukufundisa umuntu" ^[3] noma "ubuciko bokuthi baqinise noma bakhulise amadoda." ^[4] Lokhu bekungumbono obanzi wemfundo, onqume ukuthi iqale ekhaya, ixhaswe yisikole esisemthethweni , futhi kuqiniswe ngokuphila komphakathi. Izazi-mlando zithi imfundo ehlelekile yayiyimpoqo yawo wonke umuntu kungakhathalekile ukuthi ngubani osezingeni lomphakathi kanye nobulili. ^[5] Kwakukhona negama elithi neixtlamachiliztli, elithi "isenzo sokunika ukuhlakanipha kobuso." Le micabango igcizelela isethi eyinkimbinkimbi yemikhuba yemfundo, eyayiqondiswe ekwaziseni isizukulwane esilandelayo isipiliyoni namagugu obuhlakani besikhathi esedlule ngenhloso yokuthuthuka komuntu ngamunye kanye nokuhlanganiswa kwakhe nomphakathi.

Ngemuva kokuwa kweRome, iSonto lamaKhatholika laba ukuphela komgcini wezifundo zokufunda nokubhala eNtshonalanga Yurophu. ^[6] Isonto lisungule izikole zesonto lama-Old Age Ages njengezikhungo zemfundo ephakeme. Okunye kwalokhu kusungulwa kwagcina kwenziwa kumayunivesithi aphakathi nongokhokho bamanyuvesi amaningi anamuhla aseYurophu.^[7] Ngesikhathi seNkathi eNkulu yokuPhakathi, iChartres Cathedral yayisebenzisa iSikole samaKhatholika esidumile nesinethonya. Amanyuvesi aphakathi kweLobukholwa laseNtshonalanga ahlanganiswe kahle kulo lonke elaseNtshonalanga Yurophu, akhuthaza inkululeko yokubuza imibuzo, futhi akhiqiza izifundiswa ezahlukahlukene nezazi zefilosofi zemvelo, kubandakanya uThomas Aquinas waseNyuvesi yaseNaples, uRobert Grosseteste waseNyuvesi yase-Oxford, umdaluli wokuqala wendlela ehlelekile yokuhlolwa kwesayensi, ^[8] noSanta Albert the Great, iphayona locwaningo lwebhayoloji yemvelo. ^[9] Yasungulwa ngonyaka we-1088, i-University of Bologne ibhekwa njengeyokuqala, kanti neyunivesithi yakudala esebenza njalo. ^[10]

Kwenye indawo phakathi neNkathi Ephakathi, isayensi yamaSulumane nemathematics kukhula ngaphansi kwe-Islamic caliphate eyasungulwa ngaphesheya kwe-Middle East, isuka e-Iberian Peninsula entshonalanga kuya e-Indus empumalanga kuya eMbusweni we-Almoravid naseMalanda eningizimu.

I-Renaissance eYurophu yaqala inkathi entsha yokubuza kwesayensi neyengqondo nokwazisa kwempucuko yasendulo yamaGrikhi neyaseRoma. Cishe ngo-1450, uJohannes Gutenberg wasungula umshini wokunyathelisa, owawuvumela ukuba izincwadi zezincwadi zisakaze ngokushesha. I-European Age of Empires yabona imibono yaseYurophu yemfundo ngefilosofi, inkolo, ubuciko kanye nesayensi yasakazeka emhlabeni wonke. Izithunywa zevangeli nezazi zibuye nemibono emisha evela kwezinye izimpucuko - njengamaHulumeni amaJesuit China abambe iqhaza elikhulu ekusatshalalisweni kolwazi, isayensi, kanye namasiko phakathi kweChina neYurophu, ukuhumusha imisebenzi isuka eYurophu efana ne-Euclid's Elements yabafundi base China kanye imicabango yeConfucius yezethameli zaseYurophu. Ukukhanyiselwa kwabona ukuvela komqondo wokufunda wezwe ovela eYurophu.

Emazweni amaningi namuhla, imfundo yesikhathi esigcwele, kungaba sesikoleni noma ngenye indlela, iyimpoqo kubo bonke abantwana kuze kube iminyaka ethile. Ngenxa yalokhu ukwanda kwemfundo ephoqelekile, kuhlanganiswe nokwanda kwesibalo sabantu, i-UNESCO ibala ukuthi eminyakeni engama-30 ezayo abantu abaningi bazothola imfundo ehlelekile kunawo wonke umlando wesintu kuze kube manje. ^[11]

References

↑ Doke, Vilakazi (1972). Zulu-English Dictionary. Witwatersrand University Press. p. 218.
↑ "Why Is Confucius Still Relevant Today? His Sound Bites Hold Up". 2015-03-25. Kulandwe ngomhlaka 2018-10-06.
↑ Colin, Ernesto (2014). Indigenous Education through Dance and Ceremony: A Mexica Palimpsest. New York: Palgrave Macmillan. p. 65. ISBN 978-1-349-47094-5.
↑ León-Portilla, Miguel (2012). Aztec Thought and Culture: A Study of the Ancient Nahuatl Mind. Norman: University of Oklahoma Press. pp. 134–35. ISBN 978-0-8061-0569-7.
↑ Reagan, Timothy (2005). Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. p. 108. ISBN 978-0-8058-4857-1.
↑ "Science owes much to both Christianity and the Middle Ages : Soapbox Science". blogs.nature.com (in i-English). Archived from the original on 2018-10-21. Kulandwe ngomhlaka 2018-10-06.
↑ "Distance Learning". Kulandwe ngomhlaka 2019-11-17.
↑ "Robert Grosseteste". Catholic Encyclopedia. Newadvent.org. 1 June 1910. Kulandwe ngomhlaka 2011-07-16.
↑ "St. Albertus Magnus". Catholic Encyclopedia. Newadvent.org. 1 March 1907. Kulandwe ngomhlaka 2011-07-16.
↑ Nuria Sanz, Sjur Bergan: "The heritage of European universities", 2nd edition, Higher Education Series No. 7, Council of Europe, 2006, ISBN, p. 136
↑ Robinson, K.: Schools Kill Creativity. TED Talks, 2006, Monterey, CA, US.

[1] Doke, Vilakazi (1972). Zulu-English Dictionary. Witwatersrand University Press. p. 218.

[2] "Why Is Confucius Still Relevant Today? His Sound Bites Hold Up". 2015-03-25. Kulandwe ngomhlaka 2018-10-06.

[3] Colin, Ernesto (2014). Indigenous Education through Dance and Ceremony: A Mexica Palimpsest. New York: Palgrave Macmillan. p. 65. ISBN 978-1-349-47094-5.

[:0-4] León-Portilla, Miguel (2012). Aztec Thought and Culture: A Study of the Ancient Nahuatl Mind. Norman: University of Oklahoma Press. pp. 134–35. ISBN 978-0-8061-0569-7.

[5] Reagan, Timothy (2005). Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. p. 108. ISBN 978-0-8058-4857-1.

[6] "Science owes much to both Christianity and the Middle Ages : Soapbox Science". blogs.nature.com (in i-English). Archived from the original on 2018-10-21. Kulandwe ngomhlaka 2018-10-06.

[7] "Distance Learning". Kulandwe ngomhlaka 2019-11-17.

[8] "Robert Grosseteste". Catholic Encyclopedia. Newadvent.org. 1 June 1910. Kulandwe ngomhlaka 2011-07-16.

[9] "St. Albertus Magnus". Catholic Encyclopedia. Newadvent.org. 1 March 1907. Kulandwe ngomhlaka 2011-07-16.

[10] Nuria Sanz, Sjur Bergan: "The heritage of European universities", 2nd edition, Higher Education Series No. 7, Council of Europe, 2006, ISBN, p. 136

[11] Robinson, K.: Schools Kill Creativity. TED Talks, 2006, Monterey, CA, US.

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