The school is the official channel for the preparation of the human elements are configured to the exercise of democratic behavior and active participation in society and in accordance with the principles and values of democracy.
School and in life as in social life requires the restoration of democracy and its contribution to the involvement of everyone in building educational relationships with all the freedom and spontaneity, and renewed and deepened dialogue and free debate and automatic and responsible, to ensure the achievement of harmony and appreciation of the exchange within the Community. Citizenship Education is to start from this point and it is based. Relations can not be educational pedagogic school closed, careless of others and their rights and culture, to claim the ability to nurture civilized that we wish to achieve in our Arab societies. Must be ways to bring education alternative pedagogic methods that Do not allow the exchange of relations between teacher and learner, and allows the students to exercise their right to participate or discuss or practice or act their thoughts as they learn, and dedicated in them belief in the right difference and the feasibility of cultural dialogue and the value of cultural interaction and exchange of knowledge devoid of all the intolerance and chauvinism or selfish or lock.
As a matter of education for democratic citizenship and instilling the values of a culture of cooperation, solidarity and participation, the school must reflect this in their curricula and practices daily. It is well known that the process of education is not based on direct transfer of knowledge and education, and the values of interdependence and solidarity can not be Thfazaa for pupils in the form of systems or Eragiz. Fbdhir these values is through diffusion in school life and relationships education among teachers and pupils of different strata and backgrounds, social and assets of cultural, have achieved rates modestly through acts of kindness, and feelings of sympathy and affection which must be displayed by the teacher to his disciples, and expressed by the like, but take hold and prove in a participatory, which dominates the relations of the school, under a free and interactive communication between human teachers and pupils and between pupils themselves. Should be for the school to make education depends mainly on activation, which abound in which opportunities to free communication and exchange relations, educational and social conditions that allow the emergence of feelings of solidarity, cooperation and interdependence inherent potential in emerging and develop even is of the behavior of the boy character morally virtuous, and acquire a minimum sense of social and estimated values of community religious.
Should also be pointed out that bringing the values of democracy and human rights education and establish the values of citizenship in the air the school should not be circumstantial, governed by special events, as is prevalent today in most schools, but must be Besirorh sustained a true reflection of the openness of the school and its relation to changes social.
School and in life as in social life requires the restoration of democracy and its contribution to the involvement of everyone in building educational relationships with all the freedom and spontaneity, and renewed and deepened dialogue and free debate and automatic and responsible, to ensure the achievement of harmony and appreciation of the exchange within the Community. Citizenship Education is to start from this point and it is based. Relations can not be educational pedagogic school closed, careless of others and their rights and culture, to claim the ability to nurture civilized that we wish to achieve in our Arab societies. Must be ways to bring education alternative pedagogic methods that Do not allow the exchange of relations between teacher and learner, and allows the students to exercise their right to participate or discuss or practice or act their thoughts as they learn, and dedicated in them belief in the right difference and the feasibility of cultural dialogue and the value of cultural interaction and exchange of knowledge devoid of all the intolerance and chauvinism or selfish or lock.
As a matter of education for democratic citizenship and instilling the values of a culture of cooperation, solidarity and participation, the school must reflect this in their curricula and practices daily. It is well known that the process of education is not based on direct transfer of knowledge and education, and the values of interdependence and solidarity can not be Thfazaa for pupils in the form of systems or Eragiz. Fbdhir these values is through diffusion in school life and relationships education among teachers and pupils of different strata and backgrounds, social and assets of cultural, have achieved rates modestly through acts of kindness, and feelings of sympathy and affection which must be displayed by the teacher to his disciples, and expressed by the like, but take hold and prove in a participatory, which dominates the relations of the school, under a free and interactive communication between human teachers and pupils and between pupils themselves. Should be for the school to make education depends mainly on activation, which abound in which opportunities to free communication and exchange relations, educational and social conditions that allow the emergence of feelings of solidarity, cooperation and interdependence inherent potential in emerging and develop even is of the behavior of the boy character morally virtuous, and acquire a minimum sense of social and estimated values of community religious.
Should also be pointed out that bringing the values of democracy and human rights education and establish the values of citizenship in the air the school should not be circumstantial, governed by special events, as is prevalent today in most schools, but must be Besirorh sustained a true reflection of the openness of the school and its relation to changes social.
التسميات
Pedagogy