Authentic dialogue is capable of persuading the public to being responsible for the ethical behaviour and to establish common

grounds on different perspectives. The level of authentic dialogue in the current generation is detrimental for the understanding and acceptance of the virtues of sameness for future generations. The question of identity is probed when we as individuals still use our past to persuade the future. In this essay i hope to demonstrate that the possibility of authentic dialogue for future generation is rested on our education system. Moreover i will highlight how our ethical behaviour forms an integral part to understanding and acceptance of the virtues of sameness When it comes to tribalism it is some sort of competition. People are motivated by different things many of which are negative. Some of these motivations are conscious, others are unconscious, and there is a struggle among beliefs, needs and desires. Unfortunately the challenges to ethical behaviour rise to the peak when people attempt to engage. The educations system in our country poses immense challenges on the possibilities of authentic dialogue and ethical behaviour for the future generations. To present we still have differences among the minority and the majority education. This arises from schools to higher institutions of learning. The perpetuations of these institutions are multi-generational, meaning that the kind of education these institutions perpetuate now could results to threatening the existence of authentic dialogue, which will have a bad influence on ethical behaviour. The education system in South Africa is mostly subjected to a liberal critique. The emphasis of individual right as opposed to society. I make this statement with reference to the Reitz four incident. The incident exposed the weakness to confront the realities of racism in our education system. The reaction of the majority and minority after the incident was very controversial. It promoted solidarity and tested the ethical behaviour of every individual. I argue without condoning the unethical behaviour of the Reitz four student, I applaud the kind of vigilance that was displayed against all by not discriminating those student but involving the in an educative responsibility. (Jansen2011:14:15) It is this kind of decisions that i support as an individual to prepare a neutral ground for future generations to engage in authentic dialogue characterised by ethical behaviour. Indirect knowledge is often used as an escape goat when dealing with challenges, the resorted lame reasoning that student claim to have suffered. These grey areas must be addressed by our education system boldly. The reluctance of the Department of Education to tackle the present implications of inferior and superior learning institutions must be confronted. The Department is more reactive that proactive in preventing the unethical incident in these institutions. Our response to promoting understanding and acceptance of the virtues of sameness for future generations is more rested on how we deal with current issues affecting the majority and minority. I argue this point with reference to another incident at North West University (Potchefstroom).An incident involving a first year student who drowned in an Olympic pool.(City Press article by Charl Du Plessis: 2012).In the orientation of the first years student by senior student .Afrikaans was used as the language of communication of which did not cater for all. In most unfortunate circumstance silence was used to deal with this incident rather than dialogue. I share a view that these must be confronted now rather than later.

Our educations system will always be surrounded by controversy when in a minority school, the majority start to join in numbers, then the minority resort to leaving the school. I propose that we confront these divisions now so that the future generations do not bear the unbearable fruits. Interpretivism share a view that in reality wherever different ethnic groups live and work together, there must be some form of scramble, a chronic striving by each group to outdo the other. In line with the statement above i argue that ethnic survival should not be used to prohibit the expressions for empathy feelings .A sense of solidarity is useless if is based on ethnicity rather than on a principle matter. It is this view that understanding and acceptance can then be established. The promotion of human right could be used as a common denominator to neutralise the different perspectives of all when considering the meaning of ethical behaviour. One of concerns is that of what is legally right for a certain party must not be assumed that it applies for all parties. The cultural differences in our institutions must be used to educate future generations about tolerance and understanding. In addressing the ethical perspective with different needs and considering the existence of others in our education system. The commonly shared view that those who can protect the needs of the majority must always come from their community as can be applicable to the minority. I express a different thought to this because these assumptions are dangerous and often compromise the capacity to perform. I argue that we must make meaningful contributions to helping the future generations consider the firmly thick lines draw by the past regime. Dialogue at school level to higher institutions must be a social interactive process that includes all. To consider the scenario, most of the minority education institutions are runned solemnly by them, these applies to majority of education institutions. An examples of these institutions can be the former RAU, PUK-CHE and UNIBO.I argue that it is imperative for the minority and majority to be evenly represented at the managerial level of all education institutions. The ethical behaviour and responsibility must start to be reflected from within our education. The politics have invaded our educations system as a consequence higher institutions are faced with challenges to provide a flexible curriculum, especially considering ethical behaviour and dialogue. Individually we must not be trapped within the spectrum of political language. An example can be the controversial gatherings hosted by political structures in our institutions like the ANCYL, as this structure often encourage racial solidarity rather than addressing the needs of all the youth. It is often that descending views of other structures like DA, use their platform to perpetuate the majority government as corrupt. It is within us as intellectuals that we refrain from subscribing to the political language because the future generations will always relate us. The education system when considering it from schools level it is infiltrated by Trade Unions that claim to fight minority monopoly. Teachers are member of these unions which have now aligned with the political structures .When Trade unions embark on strikes, teachers are involved in which results to the education of the majority being compromised to fight issues like the practice of Labour brokers. I hold a view that for educating the future, authentic dialogue must be used to resolve such matters rather that compromising the education of the majority. I term that unethical behaviour of teachers which does not encourage a caring nation.

In conclusion, it is clear that tribal lines persist especially among the majority and minority in our learning institutions. It is evident that people cannot hide behind the excuses to justify our failures to confront tribal supremacy. I reiterate my view that the only way to overcome the challenges of tribal differences that still haunts us is through an authentic dialogue. The common understanding of ethical behaviour must be nurtured by our education system. To diminish the use of the phrase us referred to by minority or majority and comprehend a new meaning that us refers to all rather than the useless classification. BY GOLAOTSEMANG LEBESE, 3rd year BEd STUDENT @ NORTH WEST UNIVERSITY (MAFIKENG CAMPUS)

Bibliographical references JANSEN, J. D. 2005a. Black Dean: Race, Reconciliation, and the Emotions of Deanship. Harvard Educational Review, 75(3):306 326 POTGIETER, F. J. 2008a. Introduction to educational theories, concepts and ideas. Potchefstroom: North-West University. JANSEN J, Tribal Lines Still Firmly Drawn:2010