Open Access Open Access  Restricted Access Subscription Access
Cover Image

A synopsis of the epistemology of pedagogic essences and orthodidactic practice

Patrick Sibanda

Abstract


This paper provides a comprehensive exploration of the contextualization of pedagogic essences in orthodidactic practice. A literature analysis demonstrates that orthodidactic practice is different from functional remedial teaching in that it explores the learner’s experiential world in terms of pedagogical criteria with the aim of understanding his or her inner-most personal image hence individual needs. The pedagogic essences which revolve around programming as it relates to the orthodidactic teaching aim and lesson structure enable the learning situation to appeal to the learning image of the learner with a learning difficulty. In the ultimate, the goal is to eliminate the disharmonious educative experiences so that the learner can learn through typical means again. This review also shows that these pedagogic essences are pivoted on individualized educational programming (IEP) and have potential to facilitate the elimination of not only the symptom images but the very factors that create the disharmonious learning situation. This paper established pedotherapeutic intervention as relevant in these regards. Ultimately, the paper concluded that, when expertly implemented, the pedagogic essences form the foundations of orthodidactic practice and make it a more effective alternative to dealing with learning difficulties than the more common functional-remedial teaching strategies for instance.


References


Basson, N.J.S., 2005. Ordering (arranging) learning material in the lesson situation. Johannesburg: McGraw Hill.

Broekaert, E., De Fever, F., Schoorl, P., Van Hove, G., Wuyts, B., 1998. Remedial education and society: Questions and perspectives. Magazine for Remedial Education, 37(9), 354-361.

Derbyshire, E.J., 1997. Orthodidactics 405 (Part 2): A study guide for further diploma in remedial education. Pretoria: University of Pretoria.

Du Toit, A.S., 1978. Learning difficulties: An attempted redefinition and resulting future task for orthodidactics. S. Afr. J. Pedagog., 12(1), 58-78.

Du Toit, A.S., 1982. The disharmonious teaching situation: Guidelines for orthodidactic practice. S. Afr. J. Pedagog., 3(2), 27-39.

Du Toit, A.S., 2009. The disharmonious teaching situation: Guidelines for orthodidactic practice. Pretoria: University of Pretoria.

Du Toit, P., 1997. Orthopedagogics study guide. Pretoria: University of Pretoria.

Hanselmann, H., 1964. Introduction to special education: Practical part for parents, teachers, education institutions.

Pretorious, J.M.W., 1997. The foundations of pedotherapy: The study of the nature and possibilities of a phenomenological pedotherapy. Johannesburg: McGraw Hill.

Pretorious, J.M.W., 1999. Childlike lived experiences: A Psychological Pedagogical Study. Johannesburg: Perskor.

Pretorious, J.M.W., 2008. Education, society, youth: A sociopedagogic textbook. Pretoria: University of Pretoria.

Sonnekus, N., 1952. An investigation into the validity of the Nel Sonnekus development scale for toddlers (Dissertation). Pretoria: University of Pretoria.

Van der Merwe, C.A., 1999. The retarded child’s actualisation of intelligence. Pretoria: University of Pretoria.

Van der Stoep, F., Louw, W.J., 2011. Introduction to didactic pedagogics. Pretoria: Academia.

Van Gelder, L., 1962. Orthopedagogics and orthodidactics.

Van Niekerk, P.A., Van der Stoep, M.C.H., Sonnekeus, G.V., Ferreira, J.W.M., Pretorious, A.S., Du Toit, A.M., Visser, E.C., Kellerman, S.E., Oliver, H.J.T., 1999. Helping children with learning problems. Pretoria: University of Pretoria.

Van Niekierk, P.A., 1995. Experiential world of the truant. http://georgeyounge.net

Van Niekierk, P.A., 2013. Orthopedagogic evaluation. Stellenbosch: University Publishers and Booksellers.


Full Text: PDF

Refbacks

  • There are currently no refbacks.