“Al-Quds Al-Arabi” examines the opinions of three specialists: What educational policy for Arab youth in the modern era?

Modern education has evolved over the past few decades, and with it the development of modern education and the world has seen a shift from industrial work to information technology business.
Does this development open the door to a debate on the quality of education that enables Arab youth to adapt and then contribute to today’s world controlled by great powers?
What deters people in globalization is material domination and monopolistic competition, which entails the meanings of murder and violence against the other, and in hidden methods that become more violent and dangerous as a result of this disguise. Perhaps the real motive behind the question posed in this ash is the fear of the collapse of human values ​​and the religious and moral peculiarities about which the last generation was raised.
University Professor Dr. Amal Dibo believes that there are many questions in this field, and the first question that can be asked is to look at the foundations on which education was based in the pre-globalization era? Did you succeed? What is globalization, what is it challenging, and can it handle wisely and rationally, and can it then meet the challenge?
What we know in education is that they are in the origin of its letters “r” and “b” and combine them into an adjective we call someone who has mastered a job or could do it. »All professions and crafts have their owners. From this perspective, the purpose of general human education should be to enable young people to master the profession of existence, so that young people become masters, owners of control, and thus strong in life. The immediate question closely related to this is what life value does education focus on? And what is real life, is it the one that ensures true happiness so that young people can master it? The basis of the research here lies in the question: Are there absolute values ​​for education to meet in the era of globalization? Or will education be colored by the changing colors of life and its requirements so that we have education about peace in times of war, education about human rights in times of oppression and injustice, and education about resistance and redress? Or is it education on violence in a time of war to victory, education on fraud in a time of fraud and hypocrisy, or education on profit in a time of free trade? This last education is the path of any step on the easy path that leads to quick profit.
Until our time, education was limited to the classical cosmic arrangement that the Greeks knew and discovered in the mysteries of creation and the arrangement of beings and their nature, therefore they recognized a Creator and clung to truth, beauty and goodness.
The challenge in the era of globalization is to seek in our heritage for what is suitable for development and for a true life that rejoices in truth and rejoices in knowledge and progress for all, and in creativity, creation and renewal. And the new man we want, in spite of material globalization, is a master in his humanity, generous and free, who rejoices for others in what makes him happy for himself. The condition for success in this is participation and justice, and from its fruits is peace, prosperity and progress. There is no direct education for peace. It is the education to respect the rights of others, then the community thrives in peace. The strong must also understand it before the weak, just as the weak must know that his abilities are not inferior to the abilities of others, except for what he has committed himself to from lack of action, negligence and pleasure in trifles.
In the opinion of dr. Hammoud Al-Suhail, education in the modern era has undergone many developments that have been reflected in achieving positivity for all its interlocutors, the teacher and the learner, the curriculum and the educational resources through which educational content is acquired.
At the level of the teacher, he has become more able to perform due to the increase in his educational experience and his technical and skills ability due to the training courses he receives from educational institutions in implementing the instructions of the Ministry of Education, or while doing distance learning.
At the learner level, he has been able to receive educational content and communicate with the teacher, either directly through attendance in the classroom environment or indirect learning, such as distance learning or self-learning due to his ability to achieve educational. achievement, whether from the prescribed curriculum or included in the internet of information or indirect communication with the school or university to learn at a distance without the need to travel or go to the traditional educational environment, as in the past that was the case.
As for the curriculum, it was largely developed from what has been used and applied in the past, which has made it easier to identify and gain knowledge through it. This has contributed to the students’ lack of unwillingness to learn instead. to rely on the paper -based curriculum, which taxed the student in terms of carrying and going to school with him on a daily basis, as well as the intensity of the curriculum, which led to the difficulty of academic achievement , which was negatively reflected at the educational level and led to students’ reluctance about the learning process.
As for the educational method, it has multiplied and developed.There is e-learning, distance learning, and others, as well as the development of educational means through the use of technical means that contribute to the identification of the content of the curriculum, which increases the student’s achievement level.
It can be said that despite the benefits offered in terms of modern learning, there are still certain benefits to the old education, as it is not entirely negative, but rather includes positive aspects, and therefore we see the need for it to subject traditional learning. to study and identify its benefits from which it can benefit in the future, and to get rid of the negatives by which it is characterized.
If it is not possible to speak of a single Arab youth because of the political, religious, economic and partisan pluralism throughout the Arab country, and if it is considered ideal to speak of a single education policy that the many Arab countries can be followed that differ politically, economically, socially and demographically, then it is first possible to find common ground between all Educational policies for young people in Arab countries in the past and present. Secondly, some ideas can be put forward for an educational policy for Arab youth in the light of globalization, which I prefer to use the term Westernization or Americanization to name in light of the great powers’ control of the world military, culturally and economically.
Professor of Social Sciences at the University of Lebanon, Dr. Khader Al-Dhao, said: “Regarding the clarification of the common points of Arab education policies, we record the past, Salafist and stagnant features of these policies today, which means that they are not developmental or changeable, religious and metaphysical, narrowly regional and fanatical, religious, sexual, biased, national and family It is inhuman and undemocratic, it is also an ideological education policy because it embodies the ideas of the political, social and economic systems that prevail in every entity. It is also ecclesiastical and non-practical, philosophical and non-scientific, theoretical and non-professional, consuming and non-productive, and does not serve comprehensive development, transferable from others and traditionally to them, and is not dependent on science and field research, contradictory and submissive, obsolete in its aims, curricula, methods of presentation and in its specialization.
Regarding the proposed points for an educational policy for Arab youth in the light of globalization, dr. Al-Dhao first points out that the majority of countries in the world are heading towards political, economic and military blocs, while we find that fragmentation and regionalism dominate the Arab region politically, militarily and economically. Confronted with this situation, dr. Al-Daw included the following proposals on the level of future Arab education policies.
The need to focus on the unified education of all individuals emerging in the Arab countries and to avoid fanaticism, exclusion and regionalism, as the future of all Arab peoples is threatened politically, economically and culturally, in view of the transgression of the great powers in the region.
Respect man without regard to his religion, gender and color and grant him his freedom and rights in various religious, intellectual, political and economic fields.
Work on change and development in all areas.
The development of science, the dissemination of scientific culture, avoids superstitious interpretations and subjects all problems to practical and scientific solutions.
The spread of a climate of freedom and democracy in the home, school, workplace and the institutions of the political and economic system.
Encouraging production, application and work.
Collaboration between home, school and society to produce education that does not contradict goals, methods and principles.
The production of critical and resilient thinking internally and externally.
Pay attention to the past, present and future of individuals and do not limit their interest only to the past and the invisible.
To encourage the spirit of teamwork and avoid worshiping individuals, systems, ideas and works.
Ensuring equality in life opportunities for all individuals, serves comprehensive development and dissemination of application, employment and professional education.
To involve the people of education, the specialist, the youth and the parents in the development of education policies and not to limit their preparation to the committees of the political and economic authorities.
To pay attention to the establishment of universities and research centers, to encourage scholars to increase their material and moral status, and to pay attention to the comprehensive education of the individual through his personality physically, intellectually, socially, psychologically, mentally, artistically, to develop nationally and humanely. .
Pay attention to the youth and their demands, involve them in political and economic decisions, separation of religion from politics, and the acceptance of scientific thinking in the management of all life issues.
Encouraging dialogue with the other way of religious, national, cultural, partisan and other fanaticism.
To share his concerns and problems with the world, to get close to him, to take advantage of his presentations in all fields, and to participate in material, intellectual and cultural production, after the time of quotation and imitation was long.
Use of technology in teaching and scientific research methods and transplantation of public education with applied, professional and technical subjects.

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