A thesis discussing the impact of values ​​in curricula

Student researcher Abdulaziz Tekni discussed his doctoral thesis in educational sciences entitled “The value discourse in the school curricula and its impact on learners in the Moroccan school.” This discussion was hosted by the Faculty of Educational Sciences at Mohammed V University in Rabat, under the supervision of Professor Dr. Magdoline Al-Nohibi, while a committee was formed. Discussion by Professors Abdullah Bin Atto, Saeed Halim, and Lahsan Madi.

The thesis touched on the term value discourse in the Moroccan school curricula, which raises many problems at the level of formation, perception, and employment, in view of the reality of moral values, and the ways of approaching them, teaching them, constructing them, and consolidating them, as well as evaluating them among the learner in the school environment, emotionally, cognitively, and behaviorally. .

Value discourse is considered an essential means of engineering curricula, improving pedagogical programmes, and building a personality that interacts with its societal surroundings, and is effective in influencing and being influenced by give and take, through a strategic, effective and innovative educational vision, based on cognitive integration, and as its foundation, responsible freedom and participatory management, and the extraction of moral values ​​in its two dimensions. The local and the universal human, through study, analysis and synthesis, without abandoning the specificity that guarantees unity and identity.

During the discussion, the student researcher emphasized that approaching the value discourse in the school curricula, studying and analyzing its reality, and monitoring its moral impact on the learner’s behavior in the Moroccan school, in light of global openness and contemporary challenges, has its relevance and relevance, especially since the opportunities for movement in it have increased, both real and virtual, and knowledge and information have become Cultures are areas of competition in the global market, and the discourse of values ​​has begun to play “a fundamental role in the emergence of global communication and understanding, and contributes to respecting the ideas and culture of others,” pointing out that “raising citizens aware of the culture of right and duty, proud of their identity and language, and open to common human values.” It has become a bet and a challenge facing today and in the future the Moroccan school in general, and the curricula and educational programs in qualifying secondary education in particular. This is in addition to activating and renewing the functions of the Family Foundation, the media, and civil society bodies and institutions.”

The visiting professor at the Higher Normal School in Rabat stressed that “the citizen school is the most prominent institution that contributes to consolidating civil behavior and values ​​in the minds of learners and their moral behavior, while renewing its functions and improving its curricula and educational programs has become required at the present time, so that the Moroccan school has become obligated to engage and interact with the components of private identity, and openness, in return, to contemporary human civilization.” He pointed out that “if the school does not succeed in achieving these goals with its moral value discourse, curricula, and educational programs, then society will lose, after the family, the second line of defense against all forms of extremism, violence, hatred, alienation, and intellectual invasion.” And the cultural and identity conflict.”

The same researcher student recorded that “the Moroccan school is obligated to truly engage in consolidating moral values ​​centered around preserving faith, language, the human common ground, and cognitive integration among young people, while consciously and responsibly invoking the multiplicity and diversity of the tributaries of Moroccan civilizational identity and the richness of its culture, stimulating the sense of belonging to the nation, and devoting openness to human values.” and interact with it positively.”

The researcher in educational sciences divided the study into four chapters, so that the first chapter was devoted to raising many of the major cognitive problems and methodological questions related to the issues of value discourse in the Moroccan school curricula, trying to answer some of them by adopting theoretical approaches that would enrich the serious scientific debate on what The second chapter is devoted to demonstrating the importance of ethical value discourse in school curricula, and the challenges and stakes it faces at the school and community levels.

As for the third chapter, the researcher worked on an interpretive reading of the content of the official reference documents that frame the Moroccan academic curriculum, and extrapolated them at the level of starting points, principles, goals, and objectives, highlighting the methodological perceptions and pedagogical foundations on which the moral value discourse is based, while pointing out some of its problems at the level of practice. Didacticism.

The fourth chapter included the applied aspect of the research, as it expanded the methodological equipment associated with the field study, adopting the precise description and structure of its problem, its procedural questions and concepts, recalling its hypotheses, and describing its research samples and tools, investing in the gains and directions of the first three chapters related to the theoretical framework.

At the end, the study concluded with the results of the research hypotheses, presenting the results of the quantitative and qualitative analysis of its data, reviewing proposals related to the main research axes, in light of the general results of the theoretical study and field work, in order to build a pioneering moral value educational system, integrated in knowledge and behavior.