Conditions for the development of the Moroccan school between the goal and the means – Moroccan depth

Perhaps it is time to fundamentally revise our educational curricula and our vision of the education system to be in line with the technical, cognitive and scientific developments that the world knows today.

Most of our educational curricula are based on levy and indoctrination, with an emphasis on the outdated. The educational programs, the secondary qualifications in the Moroccan school, for example, remained steadfast and did not change for more than fifteen years! Even the questions in the subjects of the baccalaureate examination have become almost repetitive, because everything that can be asked has already been asked. Which makes it miles away from what global civilization has achieved today, where the knowledge society and the knowledge economy are.

We need a school that can integrate into this new society. The knowledge society, which thanks to information technology and its explosion, and the emergence of new knowledge, especially in the field of services, moved to what is now called the knowledge economy, and information economy, which ended the economy dependent on industry is. and raw materials, because knowledge is the key to economic growth in the modern era, not industry, and thus knowledge has become one of the most important resources for any economic activity, and the flow of knowledge is the most important factor for the success and continuity of this activity.

Knowledge society and knowledge economy.

The knowledge society makes knowledge the core of any work or activity carried out in it, especially when it comes to the economy, society and culture, and even all other activities that benefit from the great accumulation that the world has achieved in the field of knowledge . and information. The knowledge society and the knowledge economy are characterized by glorifying knowledge and making it more important than the raw materials on which industrial society depended in the past.

This is why we find today’s great countries investing in the human mind and making knowledge an important part of their capital. This is what really ensured her success.

Let’s give an example; When we find that in the Arab world, for example, we export thousands of tons of raw materials of petroleum, phosphates, minerals or others, and in return we only get a sophisticated device in which knowledge and superior artificial intelligence are invested, its size is very small , and its price equals or exceeds those thousands of tons that we export. This applies, for example, to modern warplanes and radars produced in the West. In fact, the strange thing is sometimes that the West buys raw materials from us at low prices, then invests knowledge in them and produces modern machines and materials to export them back to us at fantastic prices!

That’s knowledge, gentlemen!

The West’s investment in knowledge and human capital has enabled it to achieve the fifth technological revolution related to artificial intelligence in which we live today, through which several results have been achieved, among which we mention that:

It is no longer necessary to be limited to the same geographical location.

Providing more possibilities for using, sharing, preserving and retrieving knowledge at any time and place.

The transformation of knowledge into one of the most important components of capital in the current era, knowing that the progress of societies today is linked to the ability to produce and use knowledge, and not consume it, as in Arab societies.

The danger of the didactic transfer of knowledge

The subject of knowledge and its transfer to the learner is one of the most complex issues that has troubled researchers and those interested in educational matters throughout the ages. And identities linked to the socialization of learners should not be overlooked.

Here manifests the danger of the didactic transfer of scholarly knowledge from its academic sources to simplified educational knowledge that the learner can absorb.

The difference between scholarly knowledge and educated school knowledge can be monitored, in that scholarly knowledge is characterized by breadth, openness, depth and fulfillment of purely scientific purposes. And statements of official directives, introductions to textbooks and theoretical approaches to educational curricula.

The dialectical transference process is a dual process based on two complementary actions:

A didactic act in which knowledge material is subjected to processing until it is suitable for school consumption.

And a moral and ethical act that shows that the knowledge to be learned is knowledge that is identical to the values ​​to which decision-makers aim. So it is the intersection of the two verbs that gives school knowledge its comprehensive cultural and educational dimension. (Mohammed Hammoud, (2006): Knowledge and School, Mechanisms of Transfer and Simplification)

Do we want a classical society that studies the knowledge and culture of the ancestors to remain limited to that culture that has nothing to do with our reality? Or a society that studies the culture of its past in order to establish its knowledge and invest it in the prospect of its future together with the rest of civilized societies – without of course stripping away from its identity -?

From here we can take advantage of modern technological means in the teaching of all school knowledge, because of their ability to deepen the learner’s awareness of his aesthetic, artistic and human values, and to strengthen bridges of communication between the teacher and the learner , as it combines teaching and learning as a process that has an effective and tangible presence.

The teacher must be more than one sender, provided the learner has more than one receiver, and both of them must be both a sender and a receiver. He remains responsible for the presentation of the knowledge material, and the opportunity for its presentation, and the future is responsible for the acceptance of the educational material, through what he shows of interaction with this material, and that method, and interaction is a form of communication.

And if the learner takes this material with good understanding and understanding, then it is his duty to translate it into mental behavior, and each information accepts it, and then allows him to be skilled in building the learned material on other information .. Structural information, in order to form an integrated building and thus make it more qualified for creativity and innovation than others.

Therefore, real and contemporary education requires keeping up with this knowledge and information revolution that the world knows, and adapting study programs to these developments so that they can absorb them within the framework of local culture, – and we in China are the best example in this point – investment in human capital, and make it capable of renewal and creativity And innovation, in the same way the education system and the Moroccan school can be promoted.

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