In this article Professor van der Vyver, Chairman of the Exkcutive Committee of the UPITRAIL * Trust, states in the first place the goal of the UPITRAIL pilot project, which is to demonstrate convincingly that it can effectively contribute towards addressing the needs outlined by Professor Thembela in the previous article. In the second place he describes the endeavours that preceded and contributed to the inception of the pilot project and of the educational Trust which administers it. In the third place he describes the pilot project, in which a representative sample of K waZulu teachers were taught English, teaching and thinking skills by means of SALT. In the second part of the article Mrs Beatriz Capdevielle of Project Intelligence, Venezuela, draws attention to the social, economic and political implications of the pilot project. Throughout history only a few people have benefited from the growing corpus of scientific knowledge which permits the development of human intelligence and potential. The UPITRAIL pilot project endeavours to place the benefits of knowledge in the hands of all people, to achieve total and responsible participation by all members of society, especially the blacks, in the social, economic and political life of South Africa. In hierdie artikel sit professor Van der Vyver, Voorsitter van die Uitvoerende Komitee van die UPITRAIL Trust, in die eerste plek die doe! uiteen van die UPITRAIL-loodsprojek wat oortuigend moet demonstreer dat dit kan bydra om in die behoeftes soos deur professor Thembela in die vorige artikel uiteengesit, te voorsien. Tweedens beskryfhydie aanvanklike pogings wat bygedra het tot die ontstaan van die loodsprojek en van die opvoedkundige Trustwat dit administreer. Derdens beskryfhy die loodsprojekwaar 'n verteenwoordigende groep KwaZulu-onderwysers se Engels-, onderrig- en denkvaardighede verbeter is d.m.v. SALT-metodes. In die tweede gedeelte van die artikel vestig mev. Beatriz Capdevielle van die Project Intelligence, Venezuela, die aandag op die sosiale, ekonomiese en politieke implikasies van die loodsprojek. Deur die geskiedenis het net 'n klein groepie mense gebaat by die groeiende korpus wetenskaplike kennis wat die ontwikkeling van menslike intelligensie en potensiaal toelaat. Die UPITRAIL-loodsprojek poog om die voordele van kennis vir alle mense beskikbaar te stet om sodoende totale en verantwoordelike deelname van alle lede van die gemeenskap, vera! van die swartes, moontlik te maak in die sosiale, ekonomiese en politieke !ewe van Suid-Afrika
With this article, an overview is given of a Venezuelan project which aims at improving the ability of students to perform a wide variety of intellectually demanding tasks. This project acknowledges that there is no substitute for thought. Conventional subject matter is only taught in so far as it is helpful to realize the ultimate goal: that of enhancing thinking skills. But perhaps the most important aspect of the project is attitudes; particularly those that are most conducive to intellectual growth and achievement.Met hierdie artikel word 'n oorsig gegee oor 'n projek wat in Venezuela ontstaan het en wat ten doe! het om studente te help om 'n wye verskeidenheid intellektueel inspannende opdragte uit te voer. Die projek gee erkenning daaraan dat denkprosesse met niks vervang kan word nie. Konvensionele lesmateriaal word ook slegs gebruik in soverre dit kan bydra tot die bereiking van die uiteindelike doelwit, naamlik om die denkvermoe te stimuleer. Maar die grootste klem val waarskynlik op instelling: die soort instelling wat die grootste bydrae kan !ewer tot intellektuele groei en selfverwesenliking. The general purpose of the project is to produce materials and methods that would enhance thinking skills. In particular, the project aims at developing a course that could teach the kinds of thinking skills that would be useful in their own right, that would facilitate the acquisition of other skills, that would enhance intellectual performance in various conventional subject domains and that would be broadly applicable in a variety of different contexts. 31The specific goals of the course are: -To develop in the students a set of habits and organizational schemes that will support systematic and analytic observations; -To introduce the students to certain basic modes of, and tools for interrelating information productively; and -To exercise and elaborate these skills in a variety of different contexts, pointing out analogies and, thus, promoting transfer between them.The course is composed of 99 lessons, each of which provides material and guidance for one 45-minute classroom session. The lessons are organized into 20 units of three or more lessons each, and the units, in turn, are organized into six series. Heavy emphasis is placed on student participation and the lessons are designed to engage the students actively in thinking and discussion.Each series represents one of six major themes:
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