Synergetic blunt side of non-transformative functionality in the educational perspective: a precursor to the deteriorating perspective in the pedagogical discourse in South Africa

The radical education qualifies the functionality that establish and develop human potential towards anticipations, and preparations for the country’s generational empowerment. The education sector stands as a barometer and a foundation to various sectors of the country both in public and private, through which the success of the country can be predicted. The purpose-driven and functional education can be interpreted into establishment and improvement of infrastructure and increase in socio-economic growth. Functional education is characterized by a total process of bringing up the country’s individuals to develop their potentials to the fullest, whether in cognitive, affective or psychomotor domains, and consequently, be able to contribute maximally to the development of the society. The aforementioned values contradict with what can be mirrored as a dysfunctional education system. The South African education system less perform adequately as expected and show inadequate results in terms of learning ability and teaching ability, and of which, most of the schools on the tipping end, are public rural schools that are in a state of chaos. The paper looks at education as a sentient and a premeditated effort to create a learning atmosphere for learners so that they can be actively developed for their maximal potential for personality, intelligence, service, noble character and skills required in their cohesive societies. This cannot be achieved if the education system is dysfunctional, and South Africa is one of the countries experiencing the crisis of dysfunctional education system. The paper delved within the parameters of the transformational paradigm where transformative learning theory has been used as a theoretical lens in a participatory action research as an approach for data collection. The collected data through a purposive sampling was analysed using a critical discourse analysis. In conclusion, the paper argues that dysfunctionality in education does not reside in solitary aspect, but in a syndrome of related climate issues.