The current study identifies the reasons why change in traditional perceptions of learning is
needed by tracing the philosophies of traditional methods and their effect on the perception of
learning, and proposes an alternative geodesic approach, the Mind-Mapping Approach
(MMA). Inherent in the model is the implication that traditional methods do not facilitate
effective holistic thinking and as a result, do not produce effective lifelong learners.
Extrapolated from the MMA model and its assumptions, is a practical framework, the MMA,
that, when implemented within learning environments, will foster geodesic thinking which is in
natural compliance with the functioning of the brain and therefore to be preferred.
The study tested the validity of the above assumption by providing training in an alternative
geodesic approach, the MMA, to a group of 45 teachers and therapists that work with
learning disabled pupils - this comprised the first experiment of this study. The teachers and
therapists in turn used the MMA methods with their pupils (639)- this comprised the second
experiment of the study. In this way both the MMA as a geodesic framework, and the actual
effectiveness of the MMA training programme in conveying geodesic principles, were
evaluated.
The results indicated that although significant benefit was derived by the teachers and
therapists from the MMA training, these were conservative. Furthermore, the overall
longitudinal trends of the pupils' results also indicated that a significant positive change was
experienced by the pupils with the introduction of the MMA methods, but not to the extent
predicted. It is speculated that this conservative, although significantly positive improvement in the teachers, therapists and pupils is attributed to the fact that the MMA methods are
geodesic facilitating improved thinking, problem-solving and research skills, and innovative
learning. However traditional methods of teacher training, testing and evaluating do not
facilitate these skills as their emphasis is on the accrual as opposed to creation of facts. It is
possible therefore that the conservatively positive results of this study reflect the "carry-over"
effect of geodesic training. It can be said that the partial application of the MMA methods by
the teachers and therapists did improve the performance of the pupils and that this study was
therefore successful, but that the results would have been more positive had the pupils been
evaluated in a way that matched the geodesic training. In addition, the study provides valuable
information regarding the effect of geodesic systems on traditional systems of learning.
Afrikaans: Hierdie studie identifiseer die redes vir die noodsaaklikheid om tradisionele leerpersepsies te
verander deur die filosofiee van tradisionele metodes en hul effek op die leerpersepsie na te
gaan, en dit stel 'n altematiewe geodetiese benadering voor, bekend as die
breinkaartbenadering (BKB) (Engels: mind-mapping approach (MMA) ). Inherent in die
model is die implikasie dat tradisionele metodes nie doeltreffend holistiese denke voorthelp
nie, en gevolglik nie doeltreffende lewenslange leerlinge voortbring nie. 'n Praktiese
raamwerk word uit die BKB-model en sy aannames ekstrapoleer, nl die BKB wat, wanneer
dit binne leeromgewings geimplementeer word, geodetiese denke sal bevorder wat 1n
natuurlike voldoening is met die funksionering van die brein en derhalwe verkieslik is.
Die studie het die geldigheid van die bogenoemde aanname getoets deur opleiding in 'n
altematiewe geodetiese benadering, die BKB, te verskaf aan 'n groep vna 45 onderwysers en
terapeute wat met leergestremde leerlinge werk. Dit het die eerste eksperiment van die studie
uitgemaak. Die onderwysers en terapeute het op hul beurt die BKB-metodes met hulleerlinge
(639) gebruik, wat die tweede eksperiment van die studie uitgemaak het. Sodoende is beide
die BKB as 'n geodetiese raamwerk en die eintlike doeltreffendheid van die BKBopleidingsprogram
in die oordra van geodetiese beginsels geevalueer.
Die resultate het aangedui dat, alhoewel onderwysers en terapeute beduidend baat gevind het
by die BKB-opleiding, dit konserwatief was. Verder het die langstendense van die leerlinge
se resultate ook aangedui dat 'n noemenswaardige positiewe verandering deur leerlinge ervaar is met die invoering van die BKB-metodes, maar nie in die mate wat voorspel is nie.
Daar word bereken dat die konserwatiewe, alhoewel aansienlik positiewe verbetering in die
onderwysers, terapeute en leerlinge toeskryfbaar is aan die feit dat die BKB-metodes
geodeties is, wat verbeterde denke, probleemoplossing en navorsingsvaardighede, sowel as
innoverende leer moontlik maak. Tradisionele leer-, opleidings-, toets- en
evalueringsmetodes fasiliteer egter nie hierdie vaardighede nie, aangesien die klem op die
memorisering van feite val. Dit is dus moontlik dat die konserwatief positiewe resultate van
hierdie studie die "oordra" -effek van geodetiese opleiding weerspieel. Daar kan gese word dat
die gedeeltelike toepassing van die BKB-metodes deur onderwysers en terapeute die prestasie
van die leerlinge verbeter het, en dat die studie dus suksesvol was, maar so 'n manier
geevalueer kon word wat die geodetiese opleiding geewenaar het. Die studie verskaf ook
waardevolle inligting rakende die effek van geodetiese stelsels op tradisionele stelsels.
