In 2000 het die Verenigde Nasies agt millennium-ontwikkelingsdoelwitte aanvaar. Vyf van hierdie
doelwitte is gerig op kwessies rakende armoede en hongersnood, ’n afname in kindersterftes,
die verbetering van moeders se gesondheid, die bestryding van MIV, VIGS, malaria en ander
siektes, en die versekering van omgewingsvolhoubaarheid. Verwantskappe tussen voeding,
voedsel, honger en armoede word in hierdie artikel bespreek. In die tweede gedeelte word
bespiegel oor hoe enkele filosofiese en paradigmatiese uitgangspunte kurrikulumontwerp en
kurrikulumontwikkeling moontlik kan beïnvloed. Enkele beleidsveranderinge ten opsigte van
kennisverwerwing, kennisontwikkeling, die bereiking van bepaalde onderwysdoelstellings en
hoe leerders bewus gemaak word van kritieke samelewingstendense, soos in die inleidende
gedeelte van die artikel uiteengesit, word ondersoek. Vervolgens word die leser se aandag
gevestig op die heropbou van samelewings deur beplande kurrikulering en die versterking
van leerders se morele identiteit. Die insluiting van kritieke voedsel- en voedingsverwante
kwessies in die natuurwetenskappe- en tegnologiekurrikulums vir die drie Suid-Afrikaanse
skoolfases, te wete die Intermediêre Fase (grade 4–6), die Senior Fase (grade 7–9) en die Fase
vir Verdere Onderwys en Opleiding (grade 10–12), word daarna uiteengesit. Daar word ook
verwys na aspekte soos energie en energie-oordrag, voedselkettings, energie en beweging,
fotosintese, voedingstowwe en voedsel, ekostelsels, voedselwebbe, voedselverwerking,
watersuiwering, balans in die ekosisteem, bewaring van die ekosisteem, beplanning van ’n
gesonde dieet, energietransformasie om lewe te bevorder, dierevoeding, bevolkingsekologie
en die menslike impak op die omgewing, asook huidige krisisse.
The United Nations adopted eight Millennium Development Goals in 2000. Five of
these target issues are in respect of poverty and hunger, reduction in child mortality, improving
maternal health, the fighting of HIV, AIDS, malaria and other diseases, and the assurance
of environmental sustainability. Relationships between nutrition, food, hunger and poverty
are discussed. In the second part of the article we speculate on how some philosophical and
paradigmatic approaches may influence curriculum design and curriculum development.
Some policy changes regarding knowledge acquisition, knowledge development, the
achievement of specific educational objectives and learners’ awareness of critical social trends,
as set out in the introductory part of the article, are explored. The reader’s attention is then
drawn to the reconstruction of societies through planned curriculating and the strengthening
of learners’ moral identities. The representation of critical food and nutrition-related issues
are explained regarding the Science and Technology curriculum in the three South African
schooling phases, namely the Intermediate Phase (Grades 4–6), the Senior Phase (Grades 7–9)
and the Further Education and Training Phase (Grades 10–12). Reference is made to aspects
such as energy and transfer of energy, food chains, energy and movement, photosynthesis,
nutrients and food, ecosystems, food webs, food processing, water purification and balance in
the ecosystem, conservation of the ecosystem, healthy diet planning, energy transformation to
support life, animal nutrition, population ecology and the human impact on the environment,
as well as current crises.
