Holistic learning matrix

This method of teaching can solve education crisis and joblessness

WHEN people believe that governments determine the future of their children, then they become slaves of systems.

In early Cape Town, missionary schools required that Muslims who wished to continue school beyond Grade 4 (Standard 2) must become Christian. (T Ajam, 1986). Only four Muslim families became Christian.

The rest removed their children from “Kriste skool” and sent them to craftsmen and women to learn the craft (ambag) and faith in God.

This is where the term “Kriste skool” and “Slamse skool” came from. What was clear is that our forefathers refused to put their trust in people and systems and placed their trust in God, while creating their own future – and still controlling the crafts.

Others feared and respected Muslims for their sense of faith. When “faith” adopted Western systems, many believers lost the strength of their faith and became the toys of authorities at the expense of their children’s true future.

That is just a bit of history to urge people to free themselves.

Voting is giving your right to make changes, to others to do. But instead of having peace of mind that politicians will do it, people spend their life unhappy, when their votes are abused to enrich friends and family of politicians. Only +/- 50% worldwide vote.

They then wait for the ones they voted for to be just and fair! Every year, and in every “democratic” country, disappointments are felt.

Strikes break out and long discussions in parliaments take place at the people’s expense.

Many who do not vote moan, but fail to stand together, because they forfeited their right to change things.

My article in The Argus (September 19) presents a new HLL (Holistic Leisure Learning) culture that gives all new hope amid a battered world education and unemployment crises.

HLL is a matrix that connects all subjects and learning exposures from any curriculum through a matrix of seven integrative areas: Nature, People, Languages, Trade, Calculations, Construction, and Micro & Telescopic.

People are part of Nature, Languages are core to people, Trade is another form of Language. Calculations are necessary for trade, Construction is a result of calculations, and everything in the Micro & Telescopic worlds are constructed.

This matrix allows learners to identify these seven aspects of every subject, topic or object they encounter.

The HLL curriculum then has 20 sequential topics, teachers, learners and parents can follow, to ensure the improvement in education.

The HLL presents 20 sequential topics that flow from each other. The topics: Biodiversity, Markets, Formulae & calculations, Interpretations of information, Graphical representations, Report writing, Cycles, Design, Innovation, Employment, Personal development, Planning and progression, Social development, Aesthetics, Growth, Defence, Beliefs, Cultures, and the 20th topic, Tourism, which then reconnects with Biodiversity.

My single book to solve the international educational crisis, Holistic Curriculum-related Reflections, then has poems and prose that allow learners to memorise all knowledge for the 20 sequential topics, through poetry, to instil holistic learning, leisurely.

Now that is quality education, which satisfies our education act’s preamble, something education departments have difficulty with, because of the focus on industrialisation, not the needs of the child.

I would like to call on the 50% who do not vote to support HLL to help our county achieve another miracle – solving our educational crisis. Unemployment will automatically be solved because of equal access as well as their holistic knowledge that transcends narrow markets.

Small and large financial support will follow, where progress is visible. Our forefathers created new markets when they refused to submit to the status quo.

● From the book Holistic Curriculum-Related Reflections I extract, for our readers, a taste of its depth and quality learning content, as well as, the easy verse that facilitates mastering.

WHEN people believe that governments determine the future of their children, then they become slaves of systems