I-Modeling Modeling iyinto ehlonishwa kabanzi yemfundo yezokwelapha futhi ihlotshaniswa nemiphumela eminingana ezuzisayo yabafundi bezokwelapha, njengokukhuthaza ukuthuthukiswa kobunikazi bobuchwepheshe kanye nomqondo wokuba ngumuntu. Kodwa-ke, kubafundi abatholwa ngomuthi ngohlanga nobuzwe (i-URIM), ukuhlonza amamodeli wemitholampilo kungenzeka kungabonakali ukuthi ingemuva lobuhlanga njengezisekelo zokuqhathanisa komphakathi okujwayelekile. Lolu cwaningo luhlose ukufunda kabanzi mayelana nezibonelo zabafundi be-Urim banazo esikoleni sezokwelapha kanye nenani elingeziwe lamamodeli abamele.
Kulesi sifundo esifanelekile, sasebenzisa indlela ebonakalayo yokuhlola okuhlangenwe nakho kweziqu ze-Urimi ngamamodeli wezokwelapha esikoleni sezokwelapha. Siqhube izingxoxo ezihlelekile ezihlelwe nge-10 urim alumni ukuze zifunde ngemibono yazo yezibonelo, ama-police abo uqobo ngesikhathi sokwelashwa, nokuthi kungani babheka laba bantu ukuba babe yizibonelo. Imiqondo ebucayi inqume uhlu lwezindikimba, imibuzo ye-interview, futhi ekugcineni amakhodi adonsayo emzuliswaneni wokuqala wamakhodi.
Ababambiqhaza banikezwe isikhathi sokucabanga ukuthi yimuphi umuntu oyisibonelo nokuthi bangobani amamodeli abo. Ukuba khona kwezibonelo akuzange kubonakale njengoba bengakaze bacabange ngakho ngaphambili, futhi ababambiqhaza bavele banqikazeze futhi babi kakhulu lapho bexoxa ngamamodeli abamele. Ekugcineni, bonke ababambiqhaza bakhethe abantu abaningi kunokuba nje umuntu oyedwa njengezibonelo. Lezi zinto ezinhle kakhulu zisebenzela umsebenzi ohlukile: izibonelo ezivela ezikoleni zangaphandle zezokwelapha, njengabazali, abazikhuthaze ukuba basebenze kanzima. Kunamamodeli ambalwa emtholampilo asebenza ngokuyinhloko njengemodeli yokuziphatha okuhle. Ukuntuleka kokumelwa phakathi kwamalungu akuyona ukuntuleka kwezibonelo.
Lolu cwaningo lusinikeza izindlela ezintathu zokuphinda zicabange ngamamodeli wezemfundo yezokwelapha. Okokuqala, kushunyekwe ngokwamasiko: Ukuba nomodeli oyisibonelo akulungile njengasezincwadini ezikhona kumamodeli akhona, okusekelwe kakhulu ocwaningweni olwenziwe e-United States. Okwesibili, njengesakhiwo sokuqonda: Ababambiqhaza babandakanya ukulingiswa okukhethiwe, lapho babengenalo imodeli ejwayelekile yezempilo, kodwa kunalokho babuke lo modeli njengezinto ezivela kubantu abahlukahlukene. Okwesithathu, amamodeli abalingisayo awagcini ngokuziphatha nje kodwa futhi nenani elingokomfanekiso, okugcina kubaluleke kakhulu kubafundi be-URIM njengoba bethembela kakhulu ekuqhathaniseni komphakathi.
Umzimba wabafundi wezikole zezokwelapha zaseDashi uya ngokuya ehlukahlukene [1], kepha abafundi abavela emaqenjini angenasisekelo e-Medicine (Urim) bathola amamaki aphansi emtholampilo kunamaqembu amaningi [1, 3, 4]. Ngaphezu kwalokho, abafundi be-URM mancane amathuba okuthi bathuthuke emthini (okubizwa ngokuthi "okubizwa ngokuthi" ipayipi "elivuzayo" [5, 6]) futhi babona ukungaqiniseki nokuhlukaniswa [1, 3]]. Lawa maphethini awafani neNetherlands: Imibiko yezincwadi ebika ukuthi abafundi base-Urim babhekana nezinkinga ezifanayo nakwezinye izingxenye zaseYurophu [8], i-Australia kanye ne-USA [9, 10, 11, 13, 13, 14].
Izincwadi zemfundo yabahlengikazi zibonisa ukungenelela okuningana ukusekela abafundi be-Urim, enye yazo "imodeli ebonakalayo ebonakalayo" [15]. Kwabafundi bezokwelapha bebonke, ukuvezwa kwabalingisi kuhlotshaniswa nokuthuthukiswa kobunikazi babo [16, 17], umuzwa wokufunda [okungu-18, 19]], nokukhetha kwezindlela ezifihliwe. Ukuze ube nokuhlala [21,22, 23,24]. Phakathi kwabafundi be-Urim ikakhulukazi, ukuntuleka kwezibonelo kuvame ukukhonjwa njengenkinga noma isithiyo empumelelweni yezifundo [15, 23, 25, 26].
Njengoba kunikezwe izinselelo abafundi be-Urim ababhekana nazo kanye nenani elingaba khona lezibonelo zokunqoba (ezinye) lezi zinselelo, lolu cwaningo luhlose ukuthola ukuqonda ngamava abafundi u-Urimi kanye nokucatshangelwa kwawo esikoleni sezokwelapha. Kule nqubo, sihlose ukufunda kabanzi ngezibonelo zezindima zabafundi be-Urim nenani elingeziwe lamamodeli abamele.
Modeling Modeling kubhekwa njengecebo lokufunda elibalulekile emfundweni yezokwelapha [27, 28, 29]. Amamodeli endima kungenye yezinto ezinamandla kakhulu "ezithonya [...] ubuchwepheshe bodokotela bodokotela" ngakho-ke, "isisekelo somuntu songication" [16]. Banikeza "umthombo wokufunda, ukugqugquzelwa, ukuzimisela kanye nesiqondiso somsebenzi" [30] futhi senza lula ukutholwa kolwazi lwe-tacit kanye "nokunyakaza okuvela ku-periphery kuya maphakathi nomphakathi" abafundi nabahlali bafisa ukujoyina [16] . Uma abafundi bezokwelapha abanobuhlanga nangobuhlanga bangathola amamodeli wezibonelo esikoleni sezokwelapha, lokhu kungavimba ukuthuthukiswa kwabo kobungcweti.
Izifundo eziningi zendima ye-Clinical zihlole izimfanelo zothisha abahle basemtholampilo, okusho ukuthi amabhokisi athe xaxa udokotela ahlolwe, okumele asebenze njengesibonelo sabafundi bezokwelapha [312,33,3]. Umphumela ube yinhlangano eyaziwayo yolwazi mayelana nothisha bezindlela zokuziphatha njengamamodeli wokuziphatha amakhono atholwe ngokubhekwa, ashiye indawo ngolwazi mayelana nokuthi abafundi bezokwelapha bakhomba kanjani izibonelo zabo nokuthi kungani amamodeli abalulekile.
Izazi zezemfundo zezokwelapha zikubona kakhulu ukubaluleka kwezibonelo zezibonelo ekuthuthukisweni kobungcweti kwabafundi bezokwelapha. Ukuthola ukuqonda okujulile kwezinqubo ezibalulekile ezindizayo kunzima ukuntuleka kokuvumelana kwezincazelo nezincazelo zokufunda [35, 36], Izindlela ezihlukile zemiphumela, 37, 38]. Kodwa-ke, kwamukelwa ngokuvamile ukuthi izinto ezimbili eziphambili zethiyori zokuqonda inqubo yokubambisana ukufundwa kwezenhlalo kanye nokuhlonza iqhaza [30]. Esokuqala, ukufundwa kwezenhlalo, kusekelwe emcabangweni kaBandura abantu abafunda ngokubhekisisa kanye nokumodela [36]. Okwesibili, ukuhlonza iqhaza, kubhekiselwa "ekuheheni komuntu enabantu ababona okufanayo" [30].
Ensimini yokuthuthukisa amakhono, inqubekela phambili enkulu yenziwe ekuchazeni inqubo yokuhola iqhaza. Amamodeli we-Donald Gibson abayizibonelo ezihlukile ezivela kumagama ahlobene kakhulu futhi ajwayelekile acasulayo "imodeli yokuziphatha evamile" ne- "mentor," anikeze izinhloso ezihlukile zentuthuko kumamodeli wokuziphatha kanye nabeluleki [30]. Amamodeli wokuziphatha aqondiswe ekuboneni nasekufundeni, abeluleki babonakala ngokuzibandakanya nokuxhumana, kanye namamodeli wokubamba agqugquzela ukukhonjwa nokuqhathaniswa nomphakathi. Kulesi sihloko, sikhethe ukusebenzisa (futhi sithuthukise ukuchaza kukaGibson ngesibonelo esiyisibonelo: "Ukwakheka kwengqondo okususelwa kwizici zabantu abakholelwa kuye ngezindima ezithile ezifana naye, futhi ngethemba lokukhulisa le ukufana okucatshangelwe ngokulinganisa lezi zimfanelo "[30]. Le ncazelo iqokomisa ukubaluleka kobunikazi bezenhlalo futhi baqonda ukufana, izithiyo ezimbili ezingaba khona zabafundi be-Urim ekutholeni amamodeli wezibonelo.
Abafundi be-URIM bangahle bancishwe amathuba ngencazelo: Ngoba bangamalungu eqembu elincane, banabantu abambalwa "abafana nabo" kunabafundi abambalwa, ngakho-ke kungenzeka babe nezibonelo ezimbalwa ezingaba khona. Ngenxa yalokho, "osemusha omncane uvame ukuba nezibonelo ezingezona ezihambelana nezinhloso zawo zomsebenzi" [39]. Izifundo eziningi ziphakamisa ukuthi ukufana kwabantu (ukwabiwa kobunikazi bezenhlalo, njengohlanga) kungabaluleke kakhulu kubafundi be-Urimi kunabafundi abaningi. The added value of representative role models first becomes apparent when URIM students consider applying to medical school: social comparison with representative role models leads them to believe that “people in their environment” can succeed [40]. Ngokuvamile, abafundi abambalwa abane-modeli eyodwa abamele abamele "okuphezulu kakhulu kwezemfundo" kunabafundi abangenazo izibonelo noma izibonelo eziphuma ngaphandle [41. Ngenkathi iningi labafundi kwisayensi, ubuchwepheshe, ubunjiniyela, kanye nezibalo zishukunyiswa amamodeli amancane kanye namamodeli amaningi, abafundi abambalwa basengozini yokudilizwa amamodeli amaningi [42]. Ukuntuleka kokufana phakathi kwabafundi abambalwa kanye namamodeli weqembu eliphuma eqenjini kusho ukuthi ngeke "banikeze abantu abasha imininingwane ethile ngamakhono abo njengamalungu athile ezenhlalo" [41].
Umbuzo wokucwaninga walolu cwaningo yilolo: Babengobani abayizibonelo iziqu ze-Urimi ngesikhathi sezokwelapha? Sizokwahlukanisa le nkinga kokungezansi okulandelayo:
Sinqume ukuqhuba isifundo esifanelekile ukwenza lula uhlobo lokuhlola umgomo wethu wokucwaninga, okwakufanele lufunde kabanzi ukuthi bangobani abafundi be-Urim nokuthi kungani laba bantu besebenza njengezibonelo. Indlela Yemibono Yethu Yomqondo [43] Indlela yokuqala iveza imiqondo ekhulisa ukuzwela ngokwenza ulwazi lwangaphambilini obonakalayo kanye nohlaka olubonakalayo oluthonya imibono yabacwaningi [44]. Ukulandela iDorevaard [45], umqondo wokuzwakala wabe esenqume uhlu lwezindikimba, imibuzo yezingxoxo ezihlelekile futhi ekugcineni njengamakhodi anikele esigabeni sokuqala sokufaka amakhodi. Ngokuphambene nokuhlaziywa okuqinile kukaDorevaard, safaka isigaba sokuhlaziya i-iterative, sihambisa amakhodi wokuzithandela ngamakhodi wedatha angenayo (bheka umfanekiso 1. Uhlaka lokufunda okusekelwe emcabangweni).
Lolu cwaningo lwenziwa phakathi kweziqu ze-Urimi e-University Medical Center Utrecht (Umc Utrecht) eNetherlands. Isikhungo sezokwelapha sase-Utrecht University silinganisela ukuthi njengamanje abafundi bezokwelapha bangezeminye yezokwelapha.
Sichaza iziqu ze-Urimi njengoba kuthola iziqu ezinhlosweni ezinkulu ezihlangene nalomlando eNetherlands. Naphezu kokuvuma izizinda zabo zobuhlanga ezihlukile, "ukuqondisisa ubuhlanga ezikoleni zezokwelapha" kuhlala kuyingqikithi evamile.
Saxoxa no-alumni kunokuba abafundi ngoba i-alumni inganikeza umbono ovuselelekayo obavumela ukuba bacabange ngokuhlangenwe nakho kwabo ngesikhathi sesikole sezokwelapha, futhi ngenxa yokuthi abasekho ekuqeqesheni, bangakhuluma ngokukhululeka. Siphinde safuna ukugwema ukuletha izimfuno eziphakeme ngokungenangqondo kubafundi be-Urim eyunivesithi yethu ngokuya ngokubamba iqhaza ocwaningweni mayelana nabafundi be-Urim. Isipiliyoni sesifundisile ukuthi izingxoxo nabafundi be-Urim zingazwela kakhulu. Ngakho-ke, sabeka phambili izingxoxo ezivikelekile neziyimfihlo lapho abahlanganyeli bengakhuluma ngokukhululeka ngokukhululeka idatha ngezinye izindlela ezifana namaqembu okugxila.
Isampula lalimele ngokulinganayo ngabahlanganyeli besilisa nabesifazane abavela ezinhlotsheni ezinkulu zangaphansi komlando eNetherlands. Ngesikhathi senhlolokhono, bonke ababambiqhaza babethole iziqu esikoleni sezokwelapha phakathi kweminyaka eyi-1 nengu-15 eyedlule futhi njengamanje babengabahlali noma besebenza njengochwepheshe bezokwelapha.
Usebenzisa isampula ye-snowball yenhloso, umbhali wokuqala othintwe yi-Alumni engu-15 ebingazange ahlanganyele nge-IMC Utrecht nge-imeyili, 10 kuye kwavunyelwana ngayo. Ukuthola abathweswe iziqu kumphakathi osevele umphakathi omncane ozimisele ukubamba iqhaza kulolu cwaningo bekunzima. Abaphothule abahlanu bathi abafuni ukuxoxwa nabo njengabancane. Umbhali wokuqala waqhuba izingxoxo ngazinye eMc Utrecht noma ezindaweni zokusebenzela ezithweswe iziqu. Uhlu lwezindikimba (bheka umfanekiso 1: Design-Concept Desearch Design) ehlelwe izingxoxo, zishiya indawo yababambiqhaza ukuthuthukisa izingqikithi ezintsha nokubuza imibuzo. Izingxoxo zahlala njalo ngokwesilinganiso cishe imizuzu engamashumi ayisithupha.
Sibuze ababambiqhaza mayelana nezibonelo zabo ekuqaleni kwezingxoxo zokuqala futhi baphawula ukuthi ukuba khona kanye nokuxoxisana ngamamodeli abamele akubonakali futhi kuzwela kakhulu kunalokho ebesikulindele. Ukwakha i-rapport ("Ingxenye ebalulekile yenhlolokhono" ehilela "ukwethembana nokuhlonipha lowo oxoxisana naye kanye nolwazi ababelana ngalo" Lokhu kuzovumela ingxoxo ethile futhi kwakha umoya ovuselelekayo phakathi komsakazi kanye nomunye umuntu ngaphambi kokuba siqhubekele phambili ezihlokweni ezibucayi kakhulu.
Ngemuva kwezingxoxo eziyishumi, saqeda ukuqoqwa kwedatha. Isimo sokuhlola lolu cwaningo senza kube nzima ukuthola iphuzu eliqondile lokugcwaliswa kwedatha. Kodwa-ke, ngenxa yengxenye ohlwini lwezihloko, izimpendulo eziphindaphindayo zacaca kubabhali abaxoxisana nabo ekuqaleni. Ngemuva kokuxoxa ngezinngxoxo zokuqala eziyisishiyagalombili nababhali besithathu neyesine, kwanqunywa ukuqhuba izingxoxo ezimbili eziningi, kepha lokhu akuzange kuveze imibono emisha. Sisebenzise okurekhodiwe okulalelwayo ukubhala izingxoxo zeVerbatim-Ukuqoshwa akuzange kubuyiselwe kwababambe iqhaza.
Ababambiqhaza babelwe amagama amakhodi (R1 kuye ku-R10) ukuze basebenzise imininingwane. Ukubhalwa kuhlaziywa ngemijikelezo emithathu:
Okokuqala, sahlela imininingwane ngesihloko sengxoxo, esasilula ngoba ukuzwela, izihloko zokuxoxisana, nemibuzo yengxoxo kuye kwafana. Lokhu kuholele ezigabeni eziyisishiyagalombili eziqukethe imibono yomhlanganyeli ngamunye ngesihloko.
Ngemuva kwalokho safaka imininingwane sisebenzisa amakhodi wokuzithandela. Idatha engazange ilingane namakhodi wokuzithandela abelwe amakhodi amangalisayo futhi aqashelwe njengezindikimba ezihlonziwe ngenqubo yokuhlonza [47] lapho umbhali wokuqala axoxa ngenqubekela phambili ngeviki nababhali besithathu nezinyanga ezine ngaphezulu kwezinyanga ezimbalwa. Kule mihlangano, ababhali baxoxa ngamanothi wensimu namacala okufaka amakhodi adicibisayo, futhi babheka nje izingqinamba zokukhetha amakhodi angenayo. Ngenxa yalokhu, kwavela izingqikithi ezintathu: impilo yabafundi nokufuduka, ubunikazi bezincungu, kanye nokuntuleka kokwehlukahlukana kwezinhlanga esikoleni sezokwelapha.
Ekugcineni, safingqa izingxenye ezinamakhodi, izingcaphuno ezingezwe, futhi sazihlela ngokuhlelekile. Umphumela waba isibuyekezo esinemininingwane esisivumela ukuba sithole amaphethini ukuphendula imibuzo yethu engaphansi: Ababambe iqhaza bahlonza kanjani izibonelo, ababeyizibonelo zabo esikoleni sezokwelapha, futhi kungani laba bantu abayizibonelo zabo? Abahlanganyeli bebenganikeli impendulo ngemiphumela yocwaningo.
Sixoxisene neziqu eziyi-10 i-Urimi ezikoleni zezokwelapha eNetherlands ukuze sifunde kabanzi ngamamodeli abo ngesikhathi sezokwelapha. Imiphumela yokuhlaziywa kwethu ihlukaniswe izingqikithi ezintathu (indima eyisibonelo, amamodeli ahlonziwe, kanye namandla ayisibonelo).
Izici ezintathu ezivame kakhulu encazelweni yohlobo lwendima yilezi: ukuqhathanisa komphakathi (inqubo yokuthola ukufana phakathi komuntu kanye nezibonelo zabo), ukuncoma (ukuhlonipha umuntu), nokulingisa ). noma amakhono)). Ngezansi kwesilinganiso esiqukethe izinto zokuncoma nokulingisa.
Okwesibili, sathola ukuthi bonke ababambiqhaza bachaze izici ezibonakalayo nezinamandla zokuhola iqhaza. Lezi zici zichaza ukuthi abantu abanaso isibonelo esisodwa esinqunyelwe, kepha abantu abahlukile banezibonelo ezihlukile ngezikhathi ezihlukile. Ngezansi kwesilinganiso esivela komunye wabahlanganyeli esichaza ukuthi banjani amamodeli aguqukayo njengoba kukhula umuntu.
Hhayi abaphothule abasha bangacabanga ngokushesha ngesibonelo. Lapho sihlaziya izimpendulo embuzweni "Zingobani amamodeli akho?", Sathola izizathu ezintathu zokuthi kungani beba nobunzima bokuqamba amamodeli wezakhiwo. Isizathu sokuqala iningi lawo elinikeza ukuthi abakaze bacabange ukuthi yiziphi izibonelo zabo.
Isizathu sesibili abahlanganyeli babenomuzwa wokuthi igama elithi "isibonelo" alihambelani nendlela abanye ababona ngayo. Ama-alumni ambalwa achaze ukuthi ilebula "elibalulekile" le "alisebenzi kunoma ngubani ngoba akekho ophelele.
"Ngicabanga ukuthi kungokwezwe laseMelika kakhulu, kufana, 'yilokhu engifuna ukuba yikho. Ngifuna ukuba ngama-Bill Gates, ngifuna ukuba yi-Steve Jobs. [...] Ngakho-ke, ukuthembeka, angizange ngibe nesibonelo esihle esasingama-pompous "[R3].
"Ngiyakhumbula ukuthi ngesikhathi sokuhlolwa kwami kwakukhona abantu abaningana engangifuna ukuba bafane, kodwa bekungenjalo; babeyizibonelo ezinhle" [R7].
Isizathu sesithathu ukuthi ababambiqhaza bachaze ukufana nendima njengenqubo yokuqondabheka kunokuba bakhethe noma bazi ukukhetha abangakucabanga.
"Ngicabanga ukuthi yinto osebenzelana nayo ngokulandelana. Akufani nokuthi, "Lesi yisibonelo sami esiyingqayizivele futhi yilokhu engifuna ukuba yikho," kodwa ngicabanga ukuthi uyazithonya abanye abantu abaphumelele. Ithonya ". [R3].
Ababambiqhaza babevame kakhulu ukuxoxa ngezibonelo ezingezinhle kunokuxoxa ngamamodeli amahle kanye nokwabelana ngezibonelo zodokotela abangafuni ukuba yikho.
Ngemuva kokungabaza kokuqala kokuqala, u-Alumni waqamba abantu abaningana abangaba yizibonelo esikoleni sezokwelapha. Sibahlukanise ngezigaba eziyisikhombisa, njengoba kukhonjisiwe kuMfanekiso 2. Isibonelo Esithombeni Sabafundi be-Urimi ngesikhathi sezokwelapha.
Iningi lezinhlobo ezihlonziwe ziyizibonelo abantu abavela ezimpilweni zika-alumni. Ukwehlukanisa lezi zimo ezilindile ezivela ezindimeni zesikole sezokwelapha, sihlukanise amamodeli wezibonelo ezingxenyeni ezimbili: izibonelo eziphakathi kwesikole sezokwelapha (abafundi, ubuhlakani, amamodeli okunakekelwa kwezempilo ngaphandle kwesikole sezokwelapha (izibalo zomphakathi, abantu obajwayele, umndeni kanye abasebenzi bezokunakekelwa kwempilo). abantu embonini). abazali).
Kuzo zonke izimo, amamodeli we-Graduate Vollels akhangekile ngoba akhombisa izinhloso zokuthola iziqu, izifiso, izinkambiso kanye namagugu. Isibonelo, umfundi oyedwa wezokwelapha obeka inani eliphakeme ekwenzeni isikhathi seziguli akhombe udokotela njengemodeli yakhe ngoba wabona udokotela enza isikhathi seziguli zakhe.
Ukuhlaziywa kwezibonelo ezithweswe iziqu kukhombisa ukuthi abanaso isibonelo esiphelele. Esikhundleni salokho, zihlanganisa izinto zabantu abehlukene ukuzakhela amamodeli wazo ahlukile, afana nezesimanga. Amanye ama-alumni asho lokhu kuphela ngokuqamba abantu abambalwa njengezibonelo, kepha abanye babo bakuchaza ngokusobala, njengoba kukhonjisiwe izingcaphuno ezingezansi.
"Ngicabanga ukuthi ekugcineni kosuku, amamodeli akho endima anjenge-mosaic yabantu abahlukene ohlangana nabo" [R8].
"Ngicabanga ukuthi kuzo zonke izifundo, kuwo wonke ama-internship, ngahlangana nabantu engisengisekele, muhle impela kulokho okwenzayo, kungenjalo ngempela bantu abakuthandayo, ngaphandle kwalokho ngizoba njengomuntu onjengawe noma wena bahlangane kahle kakhulu ngokomzimba engingakwazi ukusho igama elilodwa. " [R6].
"Akufani nokuthi ube nesibonelo esiphambili ngegama ongeke ukhohlwe, kufana nokuthi ubona odokotela abaningi futhi usungule uhlobo oluthile lomodeli obalulekile." [R3]
Ababambiqhaza bakubonile ukubaluleka kokufana phakathi kwabo kanye nezibonelo zabo. Ngezansi kuyisibonelo somuntu obambe iqhaza ovumile ukuthi izinga elithile lokufana liyingxenye ebalulekile ye-Viale Modeling.
Sithole izibonelo eziningana zokufana okutholakale u-Alumni, njengokufana kobulili, okuhlangenwe nakho kwempilo, izinkamba namagugu, izinhloso nezifiso, nobuntu kanye nezifiso, nobuntu.
"Akudingeki ukuthi ufane ngokomzimba nesibonelo sakho, kepha kufanele ube nobuntu obufanayo" [R2].
"Ngicabanga ukuthi kubalulekile ukuba ubulili obufanayo nezabaphathi bakho - abesifazane bangithonya ngaphezu kwamadoda" [R10].
Iziqu ngokwazo azicabangi ubuzwe obujwayelekile njengendlela yokufana. Lapho ebuzwa ngezinzuzo ezingezekile zokwabelana ngesizinda sobuzwe esivamile, ababambiqhaza babenqena futhi begwema. Bagcizelela ukuthi ubunikazi nokuqhathanisa nomphakathi kunezisekelo ezibalulekile kunezinhlanga ezabiwe ngazo.
"Ngicabanga ngesilinganiso esibi kuyasiza uma unomuntu onesizinda esifanayo: 'Njengokuheha okuthandayo.' Uma unesipiliyoni esifanayo, ufana kakhulu futhi kungenzeka ube mkhulu. Thatha izwi lomuntu walo noma ube nomdlandla omkhulu. Kepha ngicabanga ukuthi akunandaba, okubaluleke kakhulu yilokho ofuna ukukufeza empilweni "[C3].
Abanye ababambiqhaza bachaze inani elingeziwe lokuba nesibonelo sohlobo olufanayo lobuzwe obufana nalo 'njengokubonisa ukuthi kungenzeka "noma" ukuqiniseka ":
"Izinto zingahluka uma ziyizwe elingelona elisentshonalanga ngokuqhathaniswa namazwe asentshonalanga, ngoba libonisa ukuthi kungenzeka." [R10]
Isikhathi sePosi: Nov-03-2023