To educate or 'educare'? Why South Africa must nurture its future citizens

Violence, like a serpent, has South Africa in a death grip. Since colonial times, throughout the apartheid era, at the dawn of democracy, and now in contemporary times, violence is contaminating our history.

The attacks against women are not new. These must be seen in the broader context of violence against foreigners, gangsterism in the townships, bullying at schools, and abuse on social media. These are all forms of violence and their grotesque actions are meted out daily – in the streets, in the bedrooms, in the classrooms, on digital platforms, and unfortunately, it is often also the currency used to get into political office. 

The South African paradox is painful. Despite the nation having one of the world’s most progressive constitutions founded on human dignity, equality and freedom, as well as a history of powerful social activism and collective resistance against injustice, too many South Africans live with fear and insecurity. The lived reality for millions is one of daily hardship, intimidation, poverty, corruption, and failing service delivery.

Therefore, the question should no longer be whether South Africa has enough laws, policies or strategies to curtail violence. The deeper question is: What do we need to do to create a different and more compassionate society?

A crisis bigger than crime

Violence is not simply a policing problem. It is symptomatic of extensive socio-economic and political crises. Its roots are tangled in intergenerational trauma from past history, as well as the anger and frustration with a political project that has failed to deliver the democracy dividends.  Communities are scarred not only by fear and loss, but also disillusionment. And the consequences are dire. Businesses hesitate to invest. Economic opportunities disappear. Unemployment and poverty deepen. Skilled and tax paying South Africans leave, and the downward spiral continues.

Poverty does not automatically produce criminality. Millions of people under difficult circumstances continue to live with dignity, compassion and responsibility. However, desperation in communities constantly battling for scarce resources, and where survival pressures become overwhelming and hope disappears, it creates fertile ground for social dysfunction.  People then become fodder for manipulation and the common outcome often is violence which is used for domination and control, especially against the vulnerable - women, children, and nowadays, foreign migrants.

South Africa’s social dysfunction is complex and systemic and therefore requires a systemic response.

From awareness to agency

Social change happens when hearts and minds start to shift; when people stop seeing themselves as victims of circumstances and begin recognising their capacity to shape those circumstances. Constructivist thinking and Otto Scharmer’s (Massachusetts Institute of Technology) model for transformation, ‘Theory U’, offer useful perspectives. Both emphasise learning, reflection, awareness and action. Transformation is not something that happens to people; it is something in which people participate. This means developing a generation of citizens who can reflect on their circumstances, understand the world around them, imagine alternatives, and act to create better futures.

Structural challenges such as poverty and unemployment remain real. But transformation requires something more: human agency. People must believe that they can make a difference and must acquire the values and capabilities to do so. This brings us to one of our greatest potential instruments for transformation: education.

The power of socially aligned education 

Education, traditionally regarded as a pathway to employment, economic advancement and social mobility shouldn’t be reduced to a labour-market transaction. When education is used strategically we are able to leverage the brains trust and capabilities of millions.  According to the Department of Basic Education there are approximately 13 million learners in South Africa’s public schools and from the Department of Higher Education, more than 1.1 million students are in public universities. These young people represent the country's greatest reservoir of human potential.

Therefore, the question is not simply: What knowledge are we giving them? We should also be asking: What kind of human beings are we developing? This is where the true value of education becomes powerful. ‘Education’ is derived from the Latin Educare meaning “to nourish”, Educare suggests an understanding of education that goes beyond filling minds with information. More importantly it is about nurturing socially aware and empathetic human beings. South Africa does not need another generation educated to be mindless economic slaves. We need a generation that is nourished to participate meaningfully in personal growth, community development and societal sustainability.

Nourishing the whole person

A transformative and relevant education must nurture values alongside knowledge. Young people need to learn how to live in a complex world that faces a number of social and environmental threats. Pedagogy must include how to listen, collaborate, disagree without hatred, navigate diversity, take responsibility and solve problems constructively. Curricula must nurture empathy, resilience, creativity, responsibility and courage. These are essential capabilities for building a functioning and sustainable society.

The classroom is everywhere

Educare also challenges us to rethink where education happens. A school is not the only classroom. A child also learns from parents, friends, community leaders, sport, religious and cultural institutions, social media and society. Young people constantly receive messages about what society values. If they see corruption rewarded, violence normalised and selfishness celebrated, no textbook on citizenship will easily undo those lessons. But if they experience respect, accountability, compassion, inclusion and opportunity, these values become embedded in their understanding of what society should be. Society itself is a classroom and every adult is in some way, a teacher.

Educate or educare?

Educate or Educare, is ultimately the choice before South Africa. This will determine whether we get the best value for South Africa’s 2026/27 R527.2 billion education budget. We can educate young people for examinations, or educare them for life; we can give them qualifications, or equip them with the character and capabilities to use those qualifications in service of society; we can teach them about citizenship, or create environments in which they actually experience responsible citizenship.

Educare asks us to go beyond educating minds. It asks us to nourish people, strengthen communities and rebuild society. And that responsibility does not belong to the government alone. It may be anchored in our schools and universities, but fundamentally it is also the responsibilities of families, communities, business, civil society and faith-based organisations. It belongs to parents and teachers. It belongs to leaders. It belongs to you. It belongs to me. 

A sustainable South Africa cannot be secured by education alone. If we are serious about building a nation defined by dignity rather than violence, compassion rather than cruelty, and hope rather than despair, then we must move beyond educating minds, to nourishing humanity. This is the promise of Educare and the responsibility rests with every one of us. The question is no longer simply what we want our children to learn, but what kind of society we want to build. If we want a better nation, we must first nourish better human beings. 

A safer and inclusive society will ultimately be determined by what we choose to nourish today.

* Dr Rudi Kimmie is co-founder of ‘Purpose-driven’ at the University of KwaZulu-Natal. He writes in his personal capacity.

** The views expressed do not necessarily reflect those of IOL or National Media Group.