sudan'da politikanın eğiitim yolu ile insan yaratmasının sonuçları.
ayrıca beşir neden başkanımızın kankası daha iyi anlayacaksınız.
however, as public and private education in many societies is under
state control/supervision, schools may ostensibly propagate critical thinking and
glorify social reform, but in reality, they are just as likely to transmit the traditional
values of the society (meisenberg, 2004).
ın autocratic societies, such as sudan,
social engineering and a political agenda have been a core goal of education; and
in most or all countries under autocratic rule, education has been seen as an
efficient method of instilling desirable characteristics in citizens (doumato, 2003),
for instance local history, social postulates, or the official religion or sect.
designing curricula for such politically motivated objectives may come at the
expense of other important educational goals.
the quality of education in sudan has been a problem ever since the country
was under british–egyptian rule; and as in most third-world countries,
governments in sudan have long pre-engineered education objectives to achieve
at the time of the british–egyptian condominium (1899-1955), objective was to produce an administrative workforce that would oversee the day-to-day life of the population in the service of british-egyptian rule.
after the socialists took over, during the late sixties and seventies, the objective was to transform the predominantly muslim society into a socialist one.
finally, when the ıslamists took over in 1989, the objective was to arabize education.
the country was and still is facing political unrest and armed conflicts that deplete its scarce resources to the extent that educational reforms do not receive the required
financial and political support (batterjee & ashria, 2015).
some sudanese scholars see the beginning of interest in gifted education in
sudan with the establishment of qur’anic special schools (known in sudan as
khalwa) (attallah, 2009).
others think that galton’s visits to sudan in 1845 and 1846 were significant milestones in the history of gifted education in the country (jarwan, 1999). regardless, what is clear from reviewing the history of gifted education in sudan is that its share of government attention and support has been very little.
khaleefa, among others, desperately appealed to president al bashir to “quietly listen to and enjoy the sound of the revolution of multiple intelligence
that is expected to dismantle the realms of traditional education and psychology
teaching methods in the country” (khaleefa, 2006, p. 127).
six years later, however, ıbrahim, another sudanese scholar, expressed the education
community’s disappointment and frustration with the stagnant situation of gifted
education by asking: “do sudanese curricula and teaching strategies help
create a citizen passionate and interested in research, reform, innovation, and
creativity?” (khaleefa, 2012, p. 166).
the answer he provided does not come as a surprise, as it has been repeatedly confirmed by research that compared to western children, children’s cognitive abilities in sudan decline as they progress in school (batterjee & ashria, 2015).
bizim gibi ülkelerin yaptığı hataların temel özeti. ne demiştik? ülkenin kaderi bilişsel eliti nasıl eğittiğinize dayanır.
biz elimizdeki bilişsel eliti ziyan ediyoruz.