Advanced education and curriculum

Advanced education and curriculum

This aspect is not present in our discussion of education. Saying poetry is a regular activity on national education but usually starts with the curriculum and ends on the curriculum. This is our national misfortune, but there is no good for education. Because of this context, our education has never been and cannot be straightforward. It is desirable that an accurate analysis of the situation that needs to be improved, or changed altogether, can form the basis of the new process.

 In our case, modern education is generally considered to be equivalent to the curriculum, and standing on this stand can give no insight into modern or traditional education. This situation can be illustrated by an example. Suppose there is a big motorway, there is a bus running on this motorway, there are many seats on this bus, children are sitting on these seats, these children are seated, each bag has five to seven books. It is our view that by changing two or three books per bag, the whole system will change.

The modern curriculum is a collection of texts on a few topics and subjects. These articles are considered important in the practical and economic life of the society. But the curriculum problem cannot be resolved without discussing the plight of the text in the modern era. In the New Testament, the text is the product of the event, that is, the text in the New Testament is subject to the event. This “event” can be natural, geological, scientific, psychological or mental.

And these events change and change very quickly. Innovative production resources are subject to the text and follow through. Time and again, the texts and curricula included in modern education change completely from first to last, and the old texts back and forth are obsolete. This is a continuous process. In the whole process of modern education, the text is neither sacred nor permanent, nor does it mean sacred and permanent. In modern education, the text and the syllabus have the status of a conveyor belt that transmits the biscuit to a new meaning. After a while the design and speed of this belt changes and the biscuit also comes new. This is the purpose and method of modern education.

 In modern education, the texts and meanings are not desirable and objective; Innovative courses reorganize the child’s mind. The question is, can we adopt this attitude with our religious texts? The modern use of religious texts in the modern era also has the effect of abusing modern education.

Modern education uses text and curriculum as a tool. Its purpose is to erase two things constantly. Tradition and history in the Exodus, and memory in the interior. The modern educational system uses the text and the curriculum with great skill so that the child’s traditions and history have no connection, and are confined to the laboratory, and what is tradition is embedded within the child’s reach.

 On the other hand, attachment to memory and memory is considered undesirable and stereotypical. In modern education, it is very defective to have an out of date curriculum or a teaching method. Modern education, through curriculum, makes the mention of history and tradition shameful, and reliance on memory is viewed with contempt.

 The elimination of tradition through modern education means that there is no “fixed” thing left in society and that the elimination of memory means that there is no “fixed” thing in the mind. If that goal is achieved, the individual becomes a full-fledged political, economic, and medieval force.

In modern education and curriculum, great emphasis is placed on creative processes and attitudes. The focus of the creative process is the aesthetic experience, and the creative process is the expression of human freedom and dignity. What modern education calls a creative process is actually innovation that is, creating multiple designs and designs of the same known thing. Dimensional processes are, in fact, subject to market need and business activity.

 The creative or dimensional process taught in modern education also creates a disconnect between memory and comprehension. The purpose of this method is to critique the old and teach the appreciation of the new. In this attitude and mindset, “being outdated” becomes automatically and without argument. Going forward, this is what helps businesses in adopting fashion, new models, and new products.

 The modernist education we received from colonialism resulted in our “religious memory” becoming junk, and modern minds became jumble shop and mechanic. The need was to find the living things in the memory and mind, because it takes a lot of effort to make something of our own, and that labor costs us dearly.

The gradual process of modern education changes the child’s psychological behavior and mental connection with the text. Without seeing the status of a modern curriculum in education, having their place or their respective religious texts does not achieve our religious and moral goals. The text that we as Muslims believe in is not created by any historical event, is not subject to any event, is not created by human consciousness, is not subject to human consciousness, it is neither modern nor modern. ۔

 It is the right, the expression of truth, and the guidance. The text of modern education is for the mind only, while the religious text is addressed not just the mind, but the whole human being. The modern education curriculum teaches the child the conveniences of time, and soon this time becomes the focus of his mind and actions. Religious texts have no problem with contemporary times, they reject the monopoly of the times. Modern education makes man a combination of days, which is contrary to Abdul’s religious ideas.

When Lord Macaulay formalized education through state authority, and made it “public education,” one of the most fundamental agendas was to completely destroy our languages. For a while, we had a bit of a feeling of it, but soon we got ourselves on the same agenda. That is, our complete destruction of our languages ​​through modern education is also our goal.

 Today the destruction of our languages ​​is complete and pride in it has become a great tradition of our culture. The bullet kills the body and the tongue is killed by the text. The death of the language is actually the death of the human conscious. Today, Lord Macaulay’s plan has been fulfilled with modern teaching methods and curriculum, and our languages ​​and our consciousness are in danger. We have just saved a bag from the debris of our civilization and consciousness, and are happy with its compulsion.

The question is, can these mental and cultural resources be provided, leaving these survivors to become the veins of our consciousness and the origin of our civilization? The curriculum question is implicit, and the question of consciousness and civilization is fundamental. The syllabus is meaningful in the right order and context. Today, this need is greater than ever.

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