3- دراسات حول التربية والديمقراطية:

3- دراسات حول التربية والديمقراطية:

ثمة دراسات عديدة تناولت علاقة التربية بالديمقراطية، ومن أهم هذه الدراسات كتاب الأمريكي جون ديوي بعنوان:" الديمقراطية والتربية " ، وقد نشره سنة 1916م، ويتناول الكتاب في مجمله فلسفة التربية وتطبيقاتها.
كما صدر كتاب آخر تحت عنوان:" الدين والتربية والديمقراطية " سنة 1997م، وقد أشرف عليه كل من ميشلين ميلو وفرناند ويلي .

وتوجد كتب ومؤلفات عديدة خصصت للتربية والديمقراطية بعض الفصول كالباحث غي آفانزيني في كتابه الذي نشره سنة 1975م بعنوان:" الجمود والتجديد في التربية المدرسية" حيث أثبت في القسم الثالث فصلا سماه:" التربية الحديثة والديمقراطية الحرة".

4- واقع الديمقراطية في مؤسساتنا التربوية:

من سيلقي نظرة بانورامية سريعة حول حال مؤسساتنا التعليمية والتربوية سيصاب بدوار كبير واندهاش شديد؛ لأن هذه المؤسسات تحولت إلى ثكنات عسكرية لاتؤمن إلا بالانضباط واحترام القانون ونظام المؤسسة، حتى الأبواب تشبه اليوم أبواب السجون المخيفة، إذ نجد عند باب هذه المؤسسات حراس الأمن يلبسون أزياء رسمية تشبه الأزياء العسكرية، ويحملون العصي القصيرة كرجال المخزن ليخيفوا بها براعم المستقبل من أجل أن يفرضوا النظام ولو استدعى الأمر في ذلك استعمال القوة والعنف وفرض العقوبات الزجرية سواء أكانت لفظية أم بدنية.

وقد سبب هذا الواقع التربوي البذيء في ظهور النظام التربوي الأوتوقراطي الذي يستند إلى لغة القمع والقهر والتخفي مدنيا وراء قناع الديكتاتورية العسكرية التي لاتعرف غير خطاب التأديب والزجر واستخدام العنف الرمزي ولو ضد الأطفال الأبرياء؛ مما يولد في نفوس الناشئة قيما سلبية ومشاعر الحقد والكراهية والخوف والانكماش وعدم القدرة على المغامرة والتخييل والابتكار والإبداع لانعدام الحرية والديمقراطية الحقيقية والمساواة الاجتماعية.

ومن نتائج هذا الضغط السياسي ظهور جيل من الشباب اليافعين الذين تمردوا عن الأسرة والمدرسة والمجتمع، وحملوا مشعل الثورة والتغريب وتخريب منشآت الدولة من أنابيب الماء وحنفياته و مصابيح كهربائية وإتلاف كل ماتملكه المؤسسات التعليمية، وتكسير المقاعد وتشويه الجدران، والتغيب بكثرة عن المدرسة التي تحولت إلى سجن قاتل كئيب، وفي الأخير يترك المتعلم المدرسة مبكرا، فينقطع عما فيها بسبب شطط الإدارة وتعسف الطاقم التربوي ناهيك عن ضآلة فرص الشغل وضبابية المستقبل وقتامته الجنائزية.

وبذلك، فقد وصلت المدرسة المغربية إلى آفاقها المسدودة، فصارت فضاء مسرحيا تراجيديا يشخص المأساة وصراع الأجيال، ويعكس بكل جلاء التطاحن الاجتماعي والتفاوت الطبقي ويعيد لنا إنتاج الورثة كما يقول بيير بورديو وباسرون؛ لأن النظام التربوي:"يتطابق كل التطابق مع المجتمع الطبقي، وبما أنه من صنع طبقة متميزة تمسك بمقاليد الثقافة أي بأدواتها الأساسية (المعرفة، المهارة العلمية وبخاصة إجادة التحدث)، فإن هذا النظام يهدف إلى المحافظة على النفوذ الثقافي لتلك الطبقة. والبرهان الذي قدمه هذان المفكران يبرز التناقض بين هدف ديمقراطية التعليم الذي يطرحه النظام وعملية الاصطفاء التي تقصي طبقة اجتماعية ثقافية من الشباب، وتعمل لصالح طبقة الوارثين."

ويترتب عن هذا، أن المدرسة الوطنية هي مدرسة غير ديمقراطية تخدم مصالح الطبقة الحاكمة والأقلية المحظوظة، وما التعليم العمومي والتعليم الخصوصي والتعليم الفكري والتعليم المهني سوى تعبير عن تكريس التفاوت الاجتماعي وتحويل المؤسسة التربوية إلى فضاء للتمييز اللغوي والعنصري ومكان للتطاحن الاجتماعي والتناحر الطبقي والتمايز اللغوي.
وإذا كان إميل دوركايم ينطلق من رؤية محافظة في تحليل النظام التربوي في علاقته بما هو اجتماعي وسياسي، فإن ألتوسير .يرى بخصوص:" التقنيات والمعارف، أنه يجري في المدرسة تعلم قواعد تحكم الروابط الاجتماعية بموجب التقسيم الاجتماعي التقني للعمل.

كما يقول بأن النظام المدرسي وهو أحد أجهزة الدولة الإيديولوجية هو الذي يؤمن بنجاعة استنساخ روابط الإنتاج عن طريق وجود مستويات من التأهيل الدراسي تتجاوب مع تقسيم العمل، وعن طريق ممارسة الإخضاع للإيديولوجيا السائدة.إن المسالك الموجودة في المدرسة هي انعكاس لتقسيم المجتمع إلى طبقات، وغايتها الإبقاء على الروابط الطبقية."
ويرى بودلو .وإستابليه .بأن المدرسة إيديولوجية وطبقية وغير ديمقراطية تكرس التقسيم الاجتماعي لوجود " شبكتين لانتساب الطلاب إلى المدارس يحددهما الفصل بين العمل اليدوي والعمل الفكري، ثم التعارض بين طبقة مسيطرة وأخرى خاضعة للسيطرة".

وبما أن المدرسة الليبرالية مدرسة طبقية وغير ديمقراطية، فإنها في الدول المتخلفة والمستبدة تكرس سياسة التخلف والاستعمار وتساهم في توريث الفقر والبؤس الاجتماعي، فإننا نجد إيفان إليتش يدعو إلى إلغاء هذه المدرسة الطبقية غير الديمقراطية في كتابه:" مجتمع بدون مدرسة".

فنظرية موت المدرسة حسب كوي أفانزيني هي في الحقيقة نظرية:" تأثرت تأثرا كبيرا بالعوامل الجغرافية التي أحاطت بها والتي قد تجعل منها نظرية صالحة لبلدان أمريكا اللاتينية، غريبة كل الغرابة عن المنطق التربوي للغرب. لاسيما أننا نجد فيها بعض التساؤلات التي تؤيد مثل هذا التفسير الذي يقصرها على بلدان بعينها، ذلك أن السيد إيليش ينزع أحيانا إلى القول بأن المدرسة ملائمة للعصر الصناعي وأنها من إرث هو مخلفاته، وينبغي أن تشجب فقط في البلدان المتخلفة حيث لاتستطيع أن توفر الانطلاقة اللازمة لها وحيث يكون حذفها شرطا لازما لحذف الاستعمار والقضاء عليه، على أنه في أحيان أخرى يطلق أحكاما تنادي بالقضاء عليها قضاء جذريا ويرى فيها مؤسسة بالية أنى كانت".
وعلى أي حال، فواقع الديمقراطية في مدارسنا التربوية يرثى له بسبب عدم وجود الديمقراطية وانعدام فلسفة التسيير الذاتي واللاتوجيهية وغياب منظومة حقوق الإنسان ممارسة وسلوكا بسبب غياب الديمقراطية في المجتمع على جميع الأصعدة والمستويات.

5- أنواع الديمقراطية التربوية:

يمكن الحديث عن أنواع عدة من الديمقراطية في مجال التربية والتعليم، ونحصرها في أنواع ثلاثة وهي:

1

- ديمقراطية التعلم

: والمقصود بها أن يكون التعليم منصبا على المتعلم الذي ينبغي أن يستفيد من جميع التعلمات على غرار أقرانه بشكل عادل ومتساو في إطار تكافؤ الفرص. ومن هنا، يستوجب الأمر القانوني والتشريعي على المربين أن يتعاملوا مع المتعلم على ضوء البيداغوجيا الفارقية وبيداغوجيا الدعم لكي ينال حقه من التربية والتعليم كباقي المتمدرسين الآخرين وخاصة الأغنياء منهم. ويطرح في هذا السياق موضوع الزي المدرسي الذي ينبغي أن يكون رسميا وموحدا بين جميع تلاميذ المؤسسات التربوية.
أضف

النتائج (الإنجليزية) 1:

3. studies on education and democracy:Several studies have addressed the relationship of education to democracy, the most important of these studies the book of John Dewey: "democracy and education", published in 1916, the book addresses a whole philosophy of education and its applications. Also released another book titled: "religion and democracy" in 1997 and has supervised all of Melo, Micheline and Fernand.There are many books and authors dedicated to education and democracy some chapters as researcher guy avanzini in his book published in 1975 with the title: "inertia and innovation in school education" as demonstrated in section III a chapter called: "modern education and liberal democracy".4. the reality of democracy in educational institutions:From a quick panoramic look will be educational institutions will be a large roundabout and very surprised, because these institutions turned into military barracks will be penalized only with discipline and respect for the law and the system of the enterprise, even the doors resemble fearsome prison doors today, as we find at the door of these institutions, the security guards wear uniforms that resemble military uniforms and carrying sticks short as men intimidated by store sprouts future to impose order and if necessary, including the use of force and violence and restraining penalties, whether verbal or physical.This educational reality indecent in the emergence of autocratic educational system which is based on the language of repression, oppression and hiding behind the mask of civilian military dictatorship which know not address discipline and sturgeon and using symbolic violence even against innocent children, which breeds in the emerging negative values and feelings of resentment and hatred and fear of recession and the make believe adventure, innovation and creativity for the lack of freedom, genuine democracy and social equality.One result of this political pressure generation of teenagers who rebelled against the family, school and community, and carried the torch of revolution and Westernization and sabotage the State of water pipes and hanviath and flashlights and all educational institutions that owned him, cracking and deformation of the walls, and frequent absences from school-turned-prison in the bleak, killer and finally the learner leaves school early, interrupting what because of abuse and arbitrary management education crew, let alone the small jobs and Misty future funeral his darkness.Thus, the Moroccan school blocked prospects, has become a theatrical space tragedy diagnosed tragedy and struggle, and clearly reflect the social class disparities and disagreements, and restores us to produce heirs, says Pierre Bourdieu webasron; for the educational system: "matches all matches with class society, and he made distinct layer holds the reins of culture i.e. the basic tools (knowledge, skill, especially scientific proficiency in speaking), this system aims to maintain cultural influence for that layer. The proof presented by the thinkers both highlights the contradiction between the goal of democratic education posed by the system and the process of selection which explore socio-cultural layer of young people, and working for Inheritors layer. "It follows from this, that the school is non-democratic school serving the interests of the ruling class and the privileged minority, and public education and private education, intellectual education and vocational education only expression of consecration of social inequality and the educational institution to transfer space for language and racial discrimination and disagreements, rivalries and social class and linguistic distinctiveness.If Emile Durkheim zaps from see in analysis of the educational system in relation to what is the socio-political, Althusser. see: "techniques and knowledge, being in school learning the rules governing social ties under the social division of the technical work.He says that the school system is one of the organs of the State ideology is one that believes in the efficacy of clone production linkages through levels of academic qualification with the Division of labour, through the practice of subjection to the prevailing ideology that existing courses in the school is a reflection of the Division of society into classes, designed to maintain class ties. " Bodlo finds. school wastablih. that ideology, class and undemocratic social division is dedicated to the existence of "two to enroll students into the schools be determined by separation of manual work and intellectual work, and incompatibility between the dominant and the other layer is subject to control.Since the school class and school non-liberal democracy, as in underdeveloped countries and tyrannical policy dedicated underdevelopment and colonialism and contribute to inherited poverty and social misery, we find Ivan Ilyich calls to abolish the undemocratic class school in writing: "a society without a school."The theory of death school by Cui avanzini is really theory: "affected considerably by geographical factors surrounding that could make them the theory valid for countries of Latin America, all the strangeness of strange logic education for the West. In particular, we find some questions that supports such an interpretation that restricts them to certain countries, Mr. Illich tends sometimes to say that school is suitable for the industrial age and it's legacy is its after-effects, and should condemn only in underdeveloped countries where they cannot provide the necessary breakthrough and delete prerequisite for delete and eradicate colonialism that sometimes called provisions advocated radical elimination and I saw Ballet Foundation. In any case, the reality of democracy in our schools education deplorable because of the absence of democracy and lack of autonomy wallatogihih philosophy and the absence of human rights practice and system behavior due to the absence of democracy in society at all levels and levels.5. types of educational democracy:Talk about several types of democracy in education and rights in three types:1-Democracy learning: Intended to be focused on the learner should take advantage of all the help like peers fairly and equally under equal opportunities. Here, the required legal and legislative learner educators to deal with light and alvarket pedagogy teaching support in order to obtain the right of education and schooling as the rest go to others and especially rich. In this context raises the subject of school uniforms, which should be officially consolidated among all students of educational institutions.Add

النتائج (الإنجليزية) 2:

3. studies on education and democracy: There are many studies on the relationship of education to democracy, and the most important of these studies American writers John Dewey entitled: "Democracy and Education", was published in 1916, it deals with the book on the whole philosophy of education and its applications. also released another book under the title: "Religion and Education and Democracy" in 1997, was supervised by both the Michelin Mello and Fernand Willy. There wrote several books devoted to education and democracy Some chapters Kalpages Guy Aphanzana in his book published in 1975 entitled: "stalemate and innovation in school education" has proven in Section III a chapter called "modern education and democracy and free". 4. The reality of democracy in educational institutions: to deliver a quick panoramic look around the case of educational institutions will develop large dizzy and very surprised; because these institutions turned into a military barracks does not believe in, but discipline and respect for the law and the system of the institution, even doors resemble today the doors of the fearsome prison, as we find at the door of these institutions security guards wear uniforms similar to military uniforms, and carrying short sticks as men store to frighten the future buds in order to impose the system if need be the use of force and violence and the imposition of restraining penalties, whether verbal physical mother. This fact Educational indecent in autocratic educational system that is based on the language of repression, oppression and stealth civilians behind the military dictatorship mask that do not know is a letter of discipline and rebuke and the use of symbolic violence emergence of reason, even against innocent children; which generates in the hearts of emerging negative values ​​and feelings of hatred and fear and deflation and the inability to adventure and imagination, innovation and creativity to the lack of freedom and true democracy and social equality. One result of this political pressure generation of adolescent youth who rebelled against the family, school and community appearance, carried the torch of the revolution and Westernization and subversion of state facilities of water pipes and Hanafyate and electric lamps and destroy all Maatmlleke educational institutions, and cracking seats and distortion of the walls, and absenteeism in abundance for the school that turned into a deadly gloomy prison, and in the latter leaves the learner school early, shall be cut off than where because of excess management and arbitrariness of the educational staff not to mention the limited job opportunities and hazy future and Guetamth funeral. In doing so, the school has reached Moroccan to prospects clogged, became a space of theatrical tragedy diagnosed tragedy and generational conflict, and reflects very clearly the social strife and inequality and restores us to produce heirs, says Pierre Bourdieu and Basron; because the educational system: "corresponds to each compliance with class society, and since it is making a distinct layer stuck Culture reins of any basic Bodoadtha (knowledge, especially scientific skill and proficiency in speaking), this system is designed to preserve the cultural influence of that layer. The evidence presented by the two Mufkran highlights the contradiction between democratic education goal posed by the system and the process of eclecticism that exclude socio-cultural layer of young people, and working for the benefit of the heirs layer. "It follows from this, that the national school is a school undemocratic serve the interests of the ruling class and minority lucky, and Education public and private education, education, intellectual and vocational education only an expression of consecration of social inequalities and transform the educational institution to space linguistic and racial discrimination and place for social Tills and class antagonisms and linguistic differentiation. If Emile Durkheim was stems from the vision of the province in the educational system analysis in relation to what is social and political, the Althusser .ary about: "technology and knowledge, being in school learning the rules of social ties Control under the technical and social division of labor., says that the school system is one of the ideological state apparatus who believes efficiently clone production links by having levels of academic qualification responds with split is work, and through the exercise subjected to ideologically Alsaidh.an tract in school is a reflection of the division of society into classes, and purpose of maintaining the class links. "In the opinion Bodlo .oastapelet .bon ideology and class school and undemocratic dedicated social division for the existence of" two networks for the affiliation of students to schools determined by separation between manual labor and intellectual work, then the conflict between the dominant layer and other controlled. "As the liberal school class school and undemocratic, they are in underdeveloped and authoritarian states devote underdevelopment and colonial policy and contribute to the inheritance of poverty and social misery, we find Ivan Ilyich calling for the abolition of these school class is democracy in his book: "A society without school." The theory of the death of the school by Cui Ophanzana is in fact a theory: "significantly affected geographical factors surrounding them and that may make them valid for the countries of Latin America theory, strange all strange about the educational logic of the West . In particular, we find where some of the questions that supports such an interpretation which Iqzaretha on specific countries, so that Mr. Elish sometimes tend to say that the appropriate school for industrial era, and it is one of the legacy is the aftermath, and should condemn only in underdeveloped countries where you can not provide the breakthrough necessary and where it is deleted prerequisite for the deletion of colonialism and eliminate it, as in other times called provisions calling for eliminating them spend radically and see it obsolete institution that I was. "In any case, the reality of democracy in the education of our schools is deplorable because of the lack of democracy and lack of philosophy of self-management and Allatozabihih and the absence of the human rights system to exercise and behavior because of the absence of democracy in society at all levels and levels. 5. educational democracy types: we can talk about several types of democracy in the field of education, and Nhzaretha in three types, namely: 1 - learning democracy: and are intended to be Education focused on the learner who should benefit from all Altalmat Like his peers fairly and equally in the framework of equal opportunities. Hence, the legal matter and the legislative requires the educators to deal with the learner in the light of pedagogy Alvargih and pedagogy support in order to obtain the right of education just like any other other school attendance, especially rich of them. And raised in this context, the subject of school uniforms, which should be officially unified among all the disciples of educational institutions. Add

النتائج (الإنجليزية) 3:

3. Studies on education and Democracy:

there are many studies addressed the relationship of democracy, it is the most important of these studies, the American John Dewey. ""Democracy and education", was published in 1916, the book in its entirety education philosophy and its applications.
also released another book entitled "religion and democracy 'in 1997, and was supervised by both Michelin Milo Wfrnand Willie."
There are many books and publications devoted to education, democracy Kalbahth GUI Afanzyny some chapters in his book published in 1975 entitled "the impasse and innovation in school education as shown in section third, a section called:"Of modern liberal democracy."

4. The reality of democracy in our schools:

Who will be taking a panoramic view of the rapid on our educational institutions will be a great and surprise too, because these enterprises turned into military barracks, but the Latmn discipline and respect for the law the system of enterprise, even the doors look like today.Dreadful prison, at the door of the institutions, the security guards wearing uniforms similar to military uniforms, armed with sticks, short as store Lykhyfwa shoots and the future of in order to engage in the use, if neededRestraining punishment, whether verbal or physical violence.

The reason that the reality of education, education system, autocracy in appearance based on the language behind the mask of military dictatorship, repression, oppression, and civilians who do not know is not speech. Censorship and symbolic violence, even againstInnocent; thereby generating the resulting negative values and feelings of hatred and fear and inability to venture & imagination, innovation and creativity of the lack of freedom, true democracy and social equality.

The results of this political pressure and a generation of young people who rebelled from family, school and society, and carried the torch of revolution, alienation, and state enterprises Whnfyath water pipes electric lamps and table of institutionsCracking walls, seats and frequent absence from school transformed into a prison is a brooding, finally left the school early, because of Fynqt on hunting Department of educational and arbitrariness of the crew not to mention the small jobs blurryWqtamth funerary.

Thus, the Moroccan school to clogged prospects space theatre, it became the tragedy is the tragedy and conflict of generations, eloquently reflects the social and class strife and US production of paper, says Pierre Bourdieu Wbasrwn; becauseEducation:"In full conformity with the class society, since it made the privileged class holds the reins of any tools and basic knowledge, the skill, the scientific culture, in particular proficiency in speaking.), it aims to preserve the cultural influence of thatThe proof given by these two Almfkran highlights the contradiction between the goal of democratic education, put forward the selection process which explore the cultural class of young people, and for the coat.. "

It follows from this, that the national school is a democratic school serving the interests of the ruling class and minority and disadvantaged, and public education and private education and intellectual education, vocational education a dedicated social disparities and convertThe space of the educational linguistic discrimination, racial and social class and the Llttahn linguistic differentiation.
while Emile Durkheim stems from the vision of conservative social and political analysis of the educational system in relation to what was, Althusser. See:The techniques and knowledge, being in school learning the rules of social ties under the technical social division of labour.

It says that the school system is one of the organs of the state ideology is the belief in efficacy of clone production links by levels of academic qualification reacts with division of labor and, through the practice to be Llaydywlwjya prevailing.The tract in the school was a reflection of the division of society into classes, and maintaining links and class "
the baudelot. Wastablyh.To the school's ideology stratification, undemocratic and perpetuated the social division of Lantsab networks of students to schools by the separation between intellectual and manual labor and contradiction between the layers. In control and under control ".

Since the class, school, School of liberal and democratic, in backward countries Walmstbdt perpetuate the policy lag and contributing to the inheritance of the poverty and social misery, we find Ivan Illich calling for the abolition of school and classDemocracy, in his book:A society without a school. "

, the theory of the death of the school by Cui Afanzyny is in fact and theory."Have been significantly affected by geographic factors surrounding it, which has made the theory valid for Latin American countries, all strange strange reasoning about education of the West.In particular, we find some questions which supports this interpretation, which restricts them to specific countries, so that Mr. Ilyich sometimes tends to argue that the appropriate school the industrial age, and a is a residue, and should be condemned.Residues which can not provide the breakthrough needed to because be deleted is a necessary condition for deleting and elimination of colonialism, as at other times call provisions calling for its eradication. The district is radically sees its outdated institution, I was. "
However, the reality of democracy in our schools educational climate, due to the lack of democracy and lack of a philosophy of self management Wallatwjyhyt, absence of the system behaviour and because of the lack of exercise democracy in society at all.And levels.5. The types of Educational Democracy:



can talk about several types of democracy, in the field of education, Wnhsrha in three types: 1



- democratic learning,

.It is intended that the education should be focused on the learner should take advantage of all Altlmat as peers in a fair and equal opportunities.Hence, legal and legislative requirement for the educators to deal with the learner in the light of the La pdagogie Alfarqyt Wbydaghwjya support, in order to realize their right of education as the rest of the onwards. Particularly rich.In this context, the subject of school uniforms should be formally uniformly among all pupils at educational institutions.
add