Fundamental Pedagogics

Translation (2011) of chapters one through five (of six) from: Opvoedkunde en opvoedingsleer vir beginners. Stellenbosch: University Publisheers and Booksellers, 1975.

CONTENT
Chapter One
AN ESSENCE ANALYSIS OF THE SITUATION OF EDUCATING
W. A. Landman
1.1 Introduction: The fundamental pedagogical structure
1.2 The pedagogical relationship structures
1.2.1 The pedagogical relationship of trust
1.2.2 The pedagogical relationship of understanding (relationship of knowing)
1.2.3 The pedagogical relationship of authority
1.3 The mutual connections among the pedagogical

[Not a translation] 2010 draft of unpublished manuscript.

[Not a translation] (2003) Modified version of an Individual Paper presented at the American Educational Studies Association Convention, Kansas City, Missouri, October 26, 1991.

Translation (2007): C. K. Oberholzer as filosoof. A. J. Smit (Ed.) (1979): Die Agein Perenne: Studies in die Pedagogiek en die Wysbegeerte.. Pretoria: J. L. van Schaik, pp. 22-28.

Translation (2010) of: Chapter 1 (Die Verhouding: Wysgerige Antropologie/Fundamentele Pedagogiek/Pedagogie) from Landman, W. A. and Roos, S. G.: Fundamentele pedagogiek en die opvoedingswerklikheid. Durban: Butterworths, 1973.
Pp 1-96.

KEY WORDS: philosophical anthropology, child anthropology, philosophy of education, fundamental pedagogics, pedagogics, pedagogy, pedagogical categories, phenomenological method, philosophy of life, view of life, view of being human, educational doctrine.

Translation (2010) of Chapters One and Two from Landman, W. A., Roos, S. G. and Liebenberg, C. R.: Opvoedkunde en opvoedingsleer vir beginners. Stellenbosch: University Publishers and Booksellers, 1975.

Translation (2010): M. M. Fourie, Vroulikheid setel in die vrou se anderse wyse van in-die-wereld-wees. South African Journal of Pedagogy, 1972, Vol. 8, No. 2, pp. 69-81.

Translation (2006) of: Landman, W. A.: Fenomenologiese metode. Pedagogiekjoernaal (1983) Vol. 4, No. 2, 44-64.

Translation (2009): Die Kategorie in-die-wereld-wees en die Betekenis daarvan vir die Pedagogiekdenke: 'n Studie in die Fundamentele Pedagogiek. Pedagogiekstudies/Pedagogic Studies, No. 71, 1972, pp. 1-100.

CONTENTS

CHAPTER I
THE CONCEPT ‘CATEGORY”
1.1 Introduction
1.2 Contemporary pedagogicians and the term “category”
1.3 Çontemporary pedagogicians and the term “being-in-the-world”
1.4 The concept “category”
1.5 Being unscientific and categories
1.5.1 General
1.5.2 Non-anthropological categories
1.5.3 Categories of an anthropological conception

Translation (2008): Moderlikheid: Gesien in Pedagogiese Perspektief. University Publishers and Booksellers: Stellenbosch, 1971. Pp. 1-79.

CONTENTS

CHAPTER ONE: A PEDAGOGICAL PERSPECTIVE ON MOTHERLINESS
1. Introduction
2. The scientific questions
3. The phenomenological way
4. Motherhood in contrast to motherliness
5. Statement of the problem

CHAPTER TWO: THE PEDAGOGICAL SIGNIFICANCE OF THE BIRTH-EVENT
1. Introduction
2. The birth-event as an act of acceptance
3. Birth as constitutive of individuality
4. Birth as constituting a face-to-face relationship