A look at teaching methods between the rigidity of indoctrination and the problems of modernization

For decades, attempts to modernize education have faced problems that have always hindered its path. In fact, they almost turned into insurmountable obstacles that exacerbated their negative performance in light of what governed the various environments´-or--dir-ected their philosophy in managing the state and life. When reviewing the education “approach” and its methods, which prevailed over centuries and not just decades of the march of our peoples, “indoctrination” will be found to have dominated until it became a heavy legacy represented by kuttabs and dictating systems that have long controlled teaching methods, curricula, and the entire educational process.

In the context of these educational systems that were left behind and overtaken by contemporary events and changes, the preparation of a teacher, and the formulation of a curriculum, its content, and its philosophy of addressing topics were all governed by intellectual constraints that prevented the discussion´-or-justification of any other approach. As a result, stagnation and passivity were imposed on the students due to the indoctrination approach and the repetition of a set of retained ideas. Contrasting the former, the modern era came to face what obstructed the construction of a contemporary personality that is characterized by critical thinking and can take responsibility for the tasks it must confront.

Accordingly, the approach of modernizing education “methods” and building bridges between the teacher and the student rose because it was not an individual desire´-or-the position of a particular group towards its intellectual adoptions of ideas, but rather, a necessity that obliged us to approve contexts that are capable of building a personality, which is empowered and able to perform its tasks to coexist within the era and its requirements.

Here, we are about to explicitly refer to an “approach” that includes: every procedure´-or-step, which is programmed in connection with the organization of educational information, skills, and experiences, to formulate a system of the objectives of the educational process with a contemporary philosophical vision. And that can only be done with a methodology that rises to the level of addressing the inquiries of our era and providing the learner with the following value outputs:

Develop and enhance critical scientific thinking capabilities.
Develop collective work capabilities as a collaborative integrated team able to implement tasks.
Develop creativity, invention, and innovation competencies.
Consider individual differences in the distribution of integrated roles.
Develop the abilities of addressing challenges and confronting emerging problems.
Promote adherence to a positive identity that supports the noble values of the individual and the group.
This issue is not-limit-ed to professional performance. In fact, it is rooted so in-depth that it demands preparing the requirements with philosophical and intellectual enlightenment taking into consideration the movements of the era, and provision of the proficiencies of linking work

mechanisms and methods on the one hand, and the philosophy of the stage and the system in which the educational process takes place on the other hand.

Education as a whole has other philosophical, intellectual, and specialized dimensions that commensurate with its position among the issues of contemporary life.

Dr. Tayseer Abdul-Jabbar Al-Alousi
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